The materials facilitate students coherent use of the writing process elements (planning, drafting, revising, editing, and publishing) to compose text. California Studysync Reading Writing Companion Grade 7 Units - VERY GOOD. The materials support students listening and speaking about texts. In Unit 5, the extended writing project includes an editing section in which students apply the grammar lessons from the unit to edit their own work. The student pages design for each lesson makes the content easy to read. What students are asked to write, speak and demonstrate. . For example, in this unit specifically, EL students plan, draft, practice and deliver an oral presentation that ties into the theme of the unit and spans informative, argumentative and narrative genres. The materials provide a model of acquiring new vocabulary: concept mapping, compare/contrast, and drawing/memorizing/reviewing. Read the Full Report for Professional Learning Opportunities, Read the Full Report for Additional Language Supports. The digital materials provide clear tabs to support ease of navigation through the materials. The teacher encourages students to identify other stories that align with the term tell-tale and audibly share their findings with the class. The materials engage students in both short-term and sustained recursive inquiry processes to confront and analyze various aspects of a topic using relevant sources. . Students express their opinion about whether this connection effectively uses text evidence to support their claim. . In Unit 1, students read an excerpt from the graphic novel The Graveyard Book by Neil Gaiman and P. Craig Russell. For example, students revisit the concept again during a skills lesson connected to the poem Spaceships by Derrick Harriell and respond to a writing prompt that asks them to consider how figurative language heighten[s] or add[s] humor to the everyday experience the speaker of the poem describes, citing examples of figurative language in their responses. Is the use of dramatic elements effective? StudySync is a leading developer of the most engaging, socially connected, and rigorous academic lea StudySync An excerpt from Jack Londons The Call of the Wild (1160L) may present prior-knowledge challenges to students unfamiliar with the characteristics of snowy climates and challenging syntax and narrative perspective shifts. The overall visual design is clean and easily navigated, with an appropriate amount of white space on all borders to focus readers on each screen center. Advanced and advanced high ELs work in mixed-level groups of three or four students, using the discussion guide and speaking frames as needed. .nav-contain-highered p{ Students also consider the narrators voice and description of events as they conclude the narrators state of mind. They are flexible, adaptable, and allow educators to differentiate lessons seamlessly. Who are you? by Emily Dickinson focuses on having students create mental images as a way to improve their reading comprehension. How do you retain the differences among the characters and their points of view? If students struggle with beginning their conversation, the teacher provides a scaffold question, such as, Why do you think the author chose to use numbers instead of names for the jurors?, In Unit 6, students plan, write, and present researched informational presentations in small groups, drawing from the prompt: Science fiction and fantasy stories feel the most realistic when authors use inspiration from their own lives. After discussion plans are complete, students discuss the prompt in groups, including the ideas and responses to the poem. The classic short also contains several British spellings, such as realising and forthwith. There Will Come Soft Rains, a short story by Ray Bradbury, requires students to piece together the chronological events which unfold in brief descriptions of the day. The unit includes detailed PowerPoint Presentations for all lessons (First Read, Close Read, Blasts, and Skills) for a majority of the texts in Unit 1 Grade 8 of the StudySync curriculum. Students read Eli Wiesels Nobel Prize Acceptance Speech and explain how Wiesel connects his personal story to the occasion of this speech. Unit 2 Past and Present. Identify thesis statements. The materials provide discussion questions to promote understanding of the collaborative discussion process. 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. The materials include increasingly complex traditional, contemporary, classical, and culturally diverse texts. The materials contain interconnected tasks that build student knowledge and provide opportunities for increased independence. The materials provide students the opportunity to analyze the language, key ideas, details, craft, and structure of individual texts. . text-decoration: underline; The program overview document has additional resources in the library through its search functions. Materials develop vocabulary in the context of connected discourse. The materials include print and graphic features of a variety of texts. Work with a group to conduct and present a researched informational presentation. The materials provide a plan for students to self-select texts and read independently for a sustained period of time, including planning and accountability for achieving independent reading goals. This unit includes an excerpt from the informational text, Parallel Journeys by Eleanor Ayer. Additional information including technology components; cost worksheet; professional learning opportunities; and additional language supports. Students answer a unique driving question and learn a strategy they can use when they self-select a text. Technology components included in the materials are appropriate for grade-level students and provide support for learning. The materials provide support for students to develop composition skills across multiple text types for a variety of purposes and audiences; opportunities to write literary texts to express their ideas and feelings about real or imagined people, events, and ideas; opportunities to write informational texts to communicate ideas and information to specific audiences for specific purposes; opportunities to write argumentative texts to influence the attitudes or actions of a specific audience on specific issues; opportunities to write correspondence in a professional or friendly structure. Also found in this unit are opportunities for students to study the language within texts to support their understanding. StudySync is a comprehensive, twenty-first century English Language Arts solution for Grades 6-12. How might the meaning of the text change if the author, narrator, or characters voice was less distinct? In Unit 1, students watch a concept definition video to learn about the author's purpose and a message from Nellie Blys Ten Days in a MadHouse. After the video, they participate in a turn-and-talk activity with their peers to reflect on a text they previously read that was entertaining and informative. Analyze the structure an author uses to organize a specific paragraph in a text, including the role of particular sentences, to develop and to refine a key concept. Who are you? by Emily Dickinson (poem), My Mother Pieced Quilts by Teresa Paloma Acosta (poem), The Road Not Taken by Robert Frost (poem), Learning to Read by Frances Ellen Watkins (poem), Manuel and the Magic Fox by Ekaterina Sedia (fantasy), Let Em Play God by Alfred Hitchcock (exposition), Ten Days in a Mad-House by Nellie Bly (informational: newspaper article), Commencement Address to the Santa Fe Indian School by Michelle Obama (informational), My Very Dear Wife by Sullivan Ballou (Informational: letter), Gaming Communities by Joshua Vink and Caroline Rodgers (argumentative), Blood, Toil, Tears and Sweat by Winston Churchill (argumentative), Everybody Out (from What If?) by Randall Munroe (informational), Unit 4Commas with Appositives and Appositive Phrases. The speaking and listening opportunities are focused on the texts being studied in class, allowing students to demonstrate comprehension; most oral tasks require students to use clear and concise information and well-defended text-supported claims to demonstrate the knowledge gained through analysis and synthesis of texts. Using The Cremation of Sam McGee by Robert W. Service, the teacher models how to establish a purpose for reading a self-selected text. After reading, they discuss their initial vocabulary predictions with a partner. However, it requires some significant historical and cultural background knowledge. Practice questions in the Think section for each First Read help students strengthen their vocabulary through various strategiesincluding using context clues, identifying Greek and Latin roots and affixes, and using print and digital resourcesto determine the possible meanings of two of the selected vocabulary words. The materials include additional support, specifically for English Learners and students whose skills are approaching grade level. Students practice a Text Talk with speaking frames and paragraph guides. Skill: textual Evidence. Materials provide scaffolds such as visual glossaries, question and annotation guides, and writing supports to address the needs of approaching-grade-level learners who demonstrate literacy skills below that expected at grade level. In Unit 1, during a close read lesson on W. W. Jacobss The Monkeys Paw, students have multiple opportunities to discuss the text. After the Independent Read, students ponder the title and excerpt and provide a written response to the following questions: What kind of story did you expect to read based on the title? " Students have online resources at their disposal. Free shipping. Enhances instruction with rich multimedia and digital tools. The Core Program Guide states that the Administrator Assessment Database provides administrators exclusive access to passages and questions to create three additional tests that mirror Texas state assessments. Also, the guide states that Regularly scheduled public webinars are offered for teachers and administrators. The Beyond extension suggests that the above-grade-level learners lead a whole class brainstorming activity, creating a list of frogs and bogs knowledge. In the writing project extension, students use Wiesels speech as a model to write and perform their persuasive oral presentations. The Approaching scaffolds focus less on communication skills such as eye contact or speaking rate and more on exploring the what and how of the assignment prompt. bessettek Teacher. Features a continuously growing library of over 2000 classic and contemporary texts. Read an overview of this program's product evaluation. 2023 McGraw Hill. Think about situations or times when you wanted to escape. How did your feelings compare to the speakers? For example, the synopsis includes the sentence The speaker says that being Somebody is depressing. The accompanying glossary for the synopsis includes Spanish equivalents for each bolded word and its definition and picture. Committed to helping you foster an equitable learning environment, StudySyncis designed tocaptivatewithan unparalleledselection of culturally diverse literature,elevatewith instruction tailoredto specific learningneeds, and provide flexibilitytocreatethe idealclassroom experience for you and your students.StudySyncis acomprehensive ELA curriculum for grades 612 that brings literature tolife foreverylearner. An excerpt from H.G. The materials include appropriately challenging texts and are at an appropriate level of complexity to support students at grade level 8. This task for above-level students allows them to make connections from the text to the world, self, and other pieces of literature. Write the title and opening moment.. In Unit 3, students demonstrate in writing what they have learned through reading and listening to texts. In Unit 6, the materials provide an overarching year-long plan for teachers to engage students in multiple grouping (and other) structures. What do I think of and feel about these events? The page format, margins, and empty spaces are consistent throughout the lessons. Teachers can use this to review any skills or concepts with which students may be struggling. What inspires authors of fantasy and science fiction? In Unit 4, the materials prompt students to discuss an extended metaphor as well as the concept of a requiem and consider how the poem connects to other selections from the unit. The poem and the discussion task in Unit 4 are more challenging to students than the similar reading and discussion in the previous unit. hopeyfink Teacher. Terms we gain from StudySync units that help us build a shared conversation about ELA Standards. 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. Unit 4 provides practice in analyzing various argumentative and informational texts, with a range of 7801250, and the majority of the texts fall in the 9101120 range. The playwright likely divides the action into two scenes in order to?. The Strategies Glossary is divided into five sections, each focused on a different domain or type: Vocabulary, Speaking and Listening, Reading, Writing, and Formative Assessment. The materials provide guidance and practice with grade-level protocols for discussion to express their thinking and provide opportunities for students to give organized presentations/performances and speak clearly and concisely using the conventions of language. While students make personal connections to the texts, they also analyze how different authors use different genre elements and rhetorical strategies to illustrate those emotional responses. Each unit ends with a standardized assessment aligned to the TEKS addressed in that unit. In a built-in, titled strategy for approaching grade level students, students discuss the questions in a small group before submitting their responses with a text-dependent question guide as a scaffold. Other ancillary materials, including workbooks and additional practice materials for vocabulary, grammar, spelling, foundational skills, and test preparation, are available in the materials additional resources section. 2020. In Unit 1, Everyone Loves a Mystery, students will try to determine what attracts us to stories of suspense. font-weight: 400 !important; Extended writing projects in each unit include specific lessons for each element. In Unit 5, students read excerpts from Anne Frank: The Diary of a Young Girl, making connections to personal experiences, other texts, and the world around them. Vocabulary activities include interactive charts. Another example of teacher supports in the lesson includes, If students struggle to generate meaningful questions, show and discuss examples using the model provided.. Each units preface material includes helpful information about the Lexile level of texts, publication dates, and potentially challenging elements. Have I followed the rules for using parentheses and brackets? Study Sync Grade 8, Unit 1, Lesson 3. The materials provide specific strategies to guide students in participating in grade-level discussions to express their thinking (e.g., asking questions or making comments to elicit discussion from the group; building on others ideas; responding to others with relevant evidence, ideas, and observations; identifying points of agreement or disagreement; refocusing the discussion if necessary; and taking notes while others are speaking). Unit 6 includes a variety of text types representing diverse authors and topics, such as the Universal Declaration of Human Rights; Manuel and the Magic Fox by Ekaterina Sedia; Jack Londons Call of the Wild; Ray Bradburys science fiction short story There Will Come Soft Rains; and Sarah Teasdales poem of the same name, on which Bradburys story is based; and Everybody Out by Randall Munroe, who was a roboticist at NASA. In Unit 6, students demonstrate in writing what they have learned through reading and listening to texts. Unit 4 taps into students' interests in gaming with the graphic short story /HUG written by author Ehud Lavski and artist Yael Nathan of EL Comics. The images are crisp, using contrast and faded images to highlight text within the image. First, illustrate the moment, being careful not to impose anything unintended by the author. Explain whether or not you think Emmas and Gages chances are worth taking.. 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. The pacing guide presents a suggested plan of attack that will help you cover the content in this unit, while making the connections between the anchor text and the StudySync selections clear for your students. In Unit 5, assessments are connected to the regular content to support student learning. The texts center around the theme that experiences from our past shape who we are in the present. The materials provide activities to support identifying the controlling idea and supporting evidence. For example: The playwright most likely limits the plays action to one scene in order to? margin-bottom: 1rem !important; The class analyzes the groups interactions, considering how members of the group address the prompt, build on each others ideas, and make determinations and conclusions about the text. Also included in Unit 6 are formative and summative assessments aligned in purpose, intended use, and TEKS emphasis. Unit 1 also presents an opportunity for above-level learners, located in the teachers lesson plans optional section. There are lesson plans for teachers to address sentence fragments and consistent verb tenses under the editing and publishing tab. Explain what ideas Esperanza is expressing with this figurative language and Identify the figurative language in paragraph 13 of the excerpt from The House on Mango Street. The vocabulary words (conclusion, terrain, tome) are bolded on the text. StudySync, Grade 8, Volume 1, Teacher Edition, c. 2021, 9781949739251, 1949739252 Hardcover - January 1, 2021 by Douglas Fisher (Author), Timothy Shanahan (Author), Michelle H Martin (Author) Hardcover $27.45 12 Used from $7.50 5 New from $27.00 Language English Publisher BookheadEd Learning Publication date January 1, 2021 ISBN-10 1949739252 The materials include annotations and support for engaging students in the materials as well as annotations and ancillary materials that provide support for student learning and assistance for teachers and administrators. What are some examples of why it matters to you?. In Unit 1, all students read the short story The Lottery by Shirley Jackson. This unit also contains a coherently sequenced set of high-quality, text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas within individual texts as well as across multiple texts. For example, in Unit 2, students select a specific refugee group and Research news articles, podcasts, and/or interviews to learn about their refugee experience. Students select a refugee with an interesting story and research this person and his or her experiences. Literature, multimedia, and assignments can be accessed anywhere, anytime, from any deviceeven offline. How does this text relate to what I know about similar texts, history, current events, or the real world? Do these events remind me of any of my personal experiences? answer choices. For example, students read the poem My Mother Pieced Quilts by Teresa Palomo Acosta in whole class with teacher support and the short personal essay Curtain Call by Swin Cash independently. GOV chapter 1. The materials also offer multiple redundant lists and outlines for ease of navigation. Supports interchangeable print and digital use. }, Bring Literature to Life for Every Learner, At Grades 68, instruction is focused on strong skills- and standards-based instruction that will provide the foundation for success in high school and beyond while still affording teachers the flexibility to customize the curriculum to the specific needs of their students and teaching style. Program features are designed to mimic the style of communication on social media, encouraging student engagement. The print Student Edition allows students to transition to offline work seamlessly. Pre-owned. For example, in the seventh-grade Grammar and Language Workbook, students are asked to identify the subject and predicate in the following sentence: Wilde is the author of A Woman of No Importance and The Importance of Being Earnest, as well as the novel The Picture of Dorian Gray. 40 terms. This novel study is paired with other comparative texts, including theInaugural Address of Lyndon Baines Johnson, excerpts from William Shakespeares Romeo and Juliet, and Chekhovs Letter to His Brother Nikolai, a letter written by famous Russian playwright Anton Chekhov, encouraging his brother to grow up and become a man of culture. The novel unit also includes excerpts from the acclaimed autobiography Narrative of the Life of Frederick Douglass published in 1845, which depicts Douglass journey from slavery to freedom. The materials include a clearly defined plan to support and hold students accountable as they engage in independent reading. Images are balanced, representing a wide range of people, locations, topics, and cultures. Also, grammar, punctuation, and usage are taught systematically, both in and out of context, and materials provide editing practice in students own writing as the year continues. How did you feel as you watched? Students first encounter argumentation in Unit 1, when they read Alfred Hitchcocks essay Let em Play God and attempt to capture the essays thesis by discussing and writing about the essays central message after a skills-focused lesson on the author's purpose and message. Rl.8.5. There is also a list of lessons that review material previously taught in other units. The Start Smart introduction focuses on developing students knowledge of the alphabet and phonics, basic greetings, geometric shapes, and numbers. Beginning and Intermediate ELs receive differentiation by using the Spanish definitions, non-Spanish speakers can look for the meaning in their language using the visual glossary, and advanced and advanced high ELs use the vocabulary guide. However, the poetry selections are engaging and challenging for eighth-graders, including several contemporary poems, as well as Emily Dickinsons Im Nobody! Another extension provides an opportunity for above-level students to analyze a quote related to the suspense. (pdf, 217.67 KB), Read the Full Report for Professional Learning Opportunities In Unit 3, the opening Blast lesson focuses on the essential question, Why do we take chances? To introduce the lesson, the teacher asks students to discuss the last time they took a chance and what was risky about the action with a partner. In Unit 6, the materials provide an extension activity for above-grade-level learners. Unit 5 includes the iconic 1940 speech Blood, Toil, Tears, and Sweat by British Prime Minister and Nobel Prize winner Winston Churchill as well as Jeanne Wakatsuki Houstons autobiography, Farewell to Manzanar, discussing how Japanese Americans living in California were impacted by the events of Pearl Harbor, a time in American history not discussed in textbooks. 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. Rl.8.7. After reading Robert Frosts The Road not Taken and reviewing both figurative language and theme in skill lessons, students compose an original poem to respond to the lesson. Learn Assign. Unit 3 also provides students opportunities to use evidence from texts to support their opinions and claims. Scaffolds such as speaking frames to assist approaching-level students are evident as students discuss the text. In Unit 1, annotations and ancillary materials provide support for student learning and assistance for teachers. Teacher edition materials include annotations and support for engaging students in the materials. font-family: ProximaNova,Helvetica Neue,Arial,Noto Sans,Liberation Sans,sans-serif,Apple Color Emoji,Segoe UI Emoji,Segoe UI Symbol,Noto Color Emoji !important; After reading War of the Worlds, students engage in a Text Talk discussion of the story. In Unit 1, formative and summative assessments are aligned in purpose, intended use, and TEKS emphasis. How user-friendly are the materials and how do they support students, teachers and administrators in assuring strong implementation? After reading another excerpt of the same text, students plan for a text-based discussion about mood by preparing a written response to the following prompt: What makes The Conjure-Man Dies so mysterious? The materials provide opportunities for students to engage in both short-term and sustained inquiry processes throughout the year. Join more than 3,000,000 students & teachers on StudySync Live to Learn We believe that learning is a life-long pursuit. Are they basing their arguments on logic, fear, beliefs, or something else? Skill:Character. The images are appropriate and relatable for the intended audiences age, grade, and experience level. Teachers can access it on the page labeled Additional Resources. The library of additional readings and a limited number of spotlight skill lessons is available and searchable by skill, standard, and concept. Log in to your program from these platforms: McGraw Hill Science Interactives (612), .bs3-nav-link-support a{ The edit and publish phase of the project contains skill lessons on targeted grammar skills that the writer can apply before publishing. For example, the materials provide a Skill lesson on mood. 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