The materials include instruction, practice, and authentic application of reading, writing, speaking and listening, and language work that is engaging and at an appropriate level of rigor for the grade. Why most likely does the speaker choose the path that is grassy and wanted wear? The materials also provide opportunities for students to demonstrate in writing what they have learned through reading and listening to texts in this unit. Description. Unit 2 focuses on the big idea of identity and community. Every unit receives ample space and has a predictable structure: Unit Overview, Integrated Reading and Writing, Extended Writing Project and Grammar, ELL Resources, Novel Study, and End-of-Unit Assessment. For example, students read two plays and analyze how playwrights develop dramatic action through acts and scenes. Video images fade into the background long enough for students to read the text but briefly enough to be engaging. In the first reading of the unit, students read Robert Frosts The Road not Taken, followed by an excerpt from Rachel DeWoskins novel Blind, and another excerpt from the nonfiction work Phineas Gage: A Gruesome but True Story About Brain Science, by John Fleischman. text-decoration: underline; For example, after reading the poem The Road Not Taken by Robert Frost, students answer the following questions in written format: What evidence in the text of the poem shows you that the speaker is uncertain about which road to choose? This is used when examining the different elements that make this a poem. The teacher revisits the United Nations document and models how to highlight information, explaining the purpose and message by identifying details in the document. The materials also offer multiple redundant lists and outlines for ease of navigation. Summative tests include assessing comprehension skills/vocabulary standards taught throughout each unit of instruction and stimulus texts that reflect the rigor and text complexity required by the Texas Essential Knowledge and Skills. Supports interchangeable print and digital use. Learn. Why might a poet follow such a scheme? The materials in this unit also provide opportunities for students to use evidence from texts to support their opinions and claims. In a Close Read activity, students use text evidence to develop a written response explaining three inferences about how interacting with Cherry has changed Ponyboys point of view about the Greasers and the Socs. Technology components included in the materials are appropriate for grade-level students and provide support for learning. The skill lessons vary based on the genre characteristics and targeted grammar instruction. The pictures and graphics provided in the materials support student learning and are not visually distracting, such as video introductions, drag-and-drop charts, and student library novel titles. For example, Have I used the correct forms of commonly confused words? Finally, the materials offer first-read, skill (authors purpose and message), and close-read lessons focused on Nelson Mandelas memoir Long Walk to Freedom. Examples of literary texts include but are not limited to: Examples of informational texts include but are not limited to: Examples of print and graphic features include but are not limited to: The instructional materials contain a variety of graphic features. The materials include a TEKS for English Language Arts and Reading-aligned scope and sequence. The materials support student accountability for achieving independent reading goals by completing a comparative writing response that connects the ideas within the core and independent reading assignments. The materials provide a proficiency tab for each activity. Procedures and protocols, along with adequate support for teachers, are provided to foster independent reading. Students consider which pieces of text evidence helped them make the inferences and how their background knowledge supports those inferences. Then, the class regroups to check for comprehension and connection with questions like In the section Outside, what is happening with the family? and What images does the narrator use to describe her teacher and classmates? The class views a video of students discussing the text and reflecting on their responses in the video. Have I followed the rules for using parentheses and brackets? Did your expectations change after you read the excerpt? Students use quotations and descriptions from the excerpt to explain whether their predictions were accurate after analyzing the book title. StudySync GRADE 8 UNITS Reading & Writing Companion Paperback - January 1, 2015 by BookheadEd Learning LLC (Author) 3.7 out of 5 stars 10 ratings The students analyze a sample essay that explores the same Big Idea. 10 terms. } Automatically embeds scaffolds, so ALL students reach their potential. The three components defining text complexity are the quantitative elements such as Lexile, length, and publication of the text. The print materials support the digital platform so that teachers and students can switch seamlessly between individual devices, shared devices, or device-free structures depending on levels of access and the needs of students. Tasks integrate reading, writing, speaking, listening, and thinking; include components of vocabulary, syntax, and fluency, as needed; and provide opportunities for increased independence. Students are encouraged to use their first language as a means to linguistic, affective, cognitive, and academic development in English. In Unit 3, in the poem Learning to Read by Frances Ellen Watkins Harper, students review the discussion prompt: It's often said that knowledge is power. The speaker of the poem explains why enslaved people were not allowed to learn to read: Knowledge didnt agree with slavery /Twould make us all too wise. Discuss these ideas and your response to the poem. Students prepare discussion plans using personal responses and text evidence to support their ideas. Later in Unit 1, after reading The Tell-Tale Heart by Edgar Allan Poe, students respond to the following prompt: Can the narrator of The Tell-Tale Heart be trusted? Unit 6 features texts from iconic authors H.G. 4/17/2020 StudySync - Vocabulary 1 - Re-Read 1: A Celebration of Grandfathers https://apps.studysync.com/#!/core-ela/8/68/instructional-path 1 Read 1: A Celebration . The materials support the identification and summary of high-quality primary and secondary sources. For example, in Unit 5, students analyze Winston Churchills persuasive techniques in Blood, Toil, Tears, and Sweat and Elie Wiesels techniques in his Nobel Prize acceptance speech. Free shipping. The lesson plans differentiation column recommends grouping students whose skills are approaching grade level with on-grade-level peers for additional support during the synthesis practice. The materials provide explicit guidance with both digital and print supports to ensure teacher success. What are possible solutions to this conflict? Students prepare an infographic that identifies the conflict and location, provides visual data to show the conflicts impact, and communicates a clear call to action. The pacing guide includes columns indicating Days for suggested pacing, titles and grouping of readings, the targeted skills lessons paired with each text or group of texts, Spotlight Skill lessons, and texts in future units. The sixth-, seventh-, and eighth-grade materials include a variety of text types and genres across content as required by the TEKS. Using The Cremation of Sam McGee by Robert W. Service, the teacher models how to establish a purpose for reading a self-selected text. For example, My Very Dear Wife by Sullivan Ballou has interconnected activities. StudySync is a comprehensive ELA curriculum for grades 6-12 that brings literature to life for every learner. Many lessons begin with an introductory video. Section 1. The publisher submitted the technology, cost, professional learning, and additional language supports worksheets. Buy 3, get 1 free. Students express their opinion about whether this connection effectively uses text evidence to support their claim. The materials suggest grouping approaching-level students with on-grade-level peers for additional support as they read and generate questions. Materials include support for teachers to address the needs of approaching- and beyond-level learners. In Unit 2, the materials support distributed practice over the course of the year. Under the Unit Overview of the StudySync platform, the materials include an end-of-unit assessment that uses grade-level-appropriate passages and writing prompts to assess student performance against the key reading, writing, and language standards covered in the unit. The analysis clearly explains the texts grade-level appropriateness and includes both a quantitative measure and many qualitative descriptors. First, they discuss the Skills Focus prompts in small groups, beginning with Identify evidence of Herberts behavior in the story and explain how it influences events. Then, they view a video of a group of students discussing the text. An excerpt from H.G. In Unit 1, in the Self-Selected Reading Blast, all students establish a purpose for reading a self-selected text. In Unit 6, for Ray Bradburys There Will Come Soft Rains, the independent read core activities involve understanding poetry by responding to comprehension questions, participating in collaborative conversations, and writing responses. Finally, how does making the characters into numbers rather than names affect the drama? The speaking frames provide sentence stems for specified paragraphs. For example, after reading the Commencement Address to the Santa Fe Indian School by Michelle Obama, students compose an informational analysis. margin-bottom: 1rem !important; These activities are a way to use Unit 2 in the 8th Grade Core ELA Curriculum on StudySync and the ease of Google Docs in conjunction. Plans are comprehensive and attend to differentiation to support students via many learning opportunities. Read the Full Report for Professional Learning Opportunities, Read the Full Report for Additional Language Supports. The navigation path is user-friendly and straightforward, easily identifiable, and visually appealing through the student preview of each lesson. Its challenging primary documents (e.g., The Gettysburg Address, Sojourner Truths Aint I a Woman, and historical letters) are balanced with a group of texts on gaming (e.g., a graphic short story and a point-counterpoint pair of argument essays at 1120L, Gaming Communities by Joshua Vink and Caroline Rodgers). 2530 texts for grades 68 are available in Spanish in the library. Materials provide various scaffolds, such as Spanish translations of each units essential components and cognates for unit vocabulary. Who are you? The scaffolding tab includes a word bank for beginning and intermediate ELs, which offers a short definition and picture of each bolded word in the text. Which characters style is most similar to yours? These tasks are supported by spiraling and scaffolded practice. Students analyze Obamas closing remarks of her speech, I hope that you will always remember your story and that you will carry your story with you as proudly as I carry mine. Students use rhetorical devices to relate to Obamas audience and communicate her message to graduates of the Santa Fe Indian School to carry your story with you. The informational analysis includes textual evidence to support the students understanding of ideas. In Unit 1, all students read the short story The Lottery by Shirley Jackson. StudySyncs targeted print materials support the digital platform, as well as varying levels of access to curricular content and the needs of middle school students. . For example, in Unit 6, students analyze the details included by the narrator of HG Wellss The War of the Worlds, making conclusions about the tone . Over the year, composition convention skills are applied in increasingly complex contexts, with opportunities for students to publish their writing. 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