Also, Unit 3 includes a research project in which students collaborate in a small group to construct a multimedia presentation about a community impacted by rising sea levels, similar to the one they read about in Vanishing Island by Anya Groner. In Unit 5, each lesson set includes multiple-choice comprehension and skill assessments and ends with student writing; these provide assessment data on the skills and concepts from those lessons. mrsrmiller Teacher. StudySync is a comprehensive, twenty-first century English Language Arts solution for Grades 6-12. Images are balanced, representing a wide range of people, locations, topics, and cultures. In a few lessons, students practice writing narrative texts with an informational purpose, such as a prompt synthesizing readings from a lesson in which students read Ten Days in a Mad-House by Nellie Bly and I never hear the word Escape by Emily Dickinson. The teacher selects approaching to reveal the sidebar pop-up that provides scaffolds and differentiation for many activities. The materials facilitate students coherent use of the writing process elements (planning, drafting, revising, editing, and publishing) to compose multiple texts. In Unit 6, students demonstrate in writing what they have learned through reading and listening to texts. Beyond-grade-level students write one additional discussion question and lead a small group collaborative discussion using their self-generated questions to guide the conversation. 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 words or phrases does the author, narrator, or character use that express his or her personality? This unit offers a series of lessons focused on emotional responses to circumstances. 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. For example, teachers and students can print the hard copies by selecting the Actions tab. 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. Unit 5 provides additional support for approaching-level learners to analyze the oral presentation prompt. 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. 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. 2. In Unit 3, students engage in informal collaborative research and present their findings throughout the program through various optional Beyond the Book activities embedded within each unit and connected to the ideas and themes presented in the readings. For example, students read two plays and analyze how playwrights develop dramatic action through acts and scenes. Assessments are provided with instructions that guide teachers on how to administer and score the various assessment components, use student assessment data in designation and grouping decisions as well as determining which assessments to use, and review the assessment with students to have them self-correct incorrect responses. These is also support for implementing ancillary and resource materials and student progress components. Students also consider the narrators voice and description of events as they conclude the narrators state of mind. Unit 4 includes a PDF document for The Outsiders, by S.E. 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. Advanced and advanced high ELs work in mixed-level groups of three or four students, using the discussion guide and speaking frames as needed. Most written tasks within the materials require students to use clear and concise information and well-defended text-supported claims to demonstrate the knowledge gained through analysis and text synthesis. In Unit 1, during a close read lesson on W. W. Jacobss The Monkeys Paw, students have multiple opportunities to discuss the text. Additionally, these two levels have access to a synopsis of the poem in which specific words are bolded and explained. For example, In paragraph 1, focus on the sentences that use or connect to the word ingredient. Students practice the reading comprehension strategy of generating questions for the first six paragraphs of text. The images effectively highlight and connect to the content. Materials include assessment and guidance for teachers and administrators to monitor progress to interpret and act on data yielded. The below statement corresponds to a numbered sentence in the passage. Match. In Unit 5, students read the StudySync fiction text Monster. As students read, they annotate by asking questions, tracking the development of characters, plot events, and theme(s), and responding with connections and inferences. Then, students watch and listen to a StudySyncTV video modeling several students discussing the text. 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? Take advantage of our robust offering of print novels. Cite examples of figurative language in your response. This unit also includes several science fiction selections about futuristic societies that are void of human existence, and students research how technology, robotics, and artificial intelligence are impacting a specific sector, like education, cars, film industry. Students work in small groups to conduct research, design a multimedia presentation to present their research to the class, and rehearse the presentation, ensuring that each group member is prepared to present. Rl.8.5. This academic progression demonstrates increasingly complex, traditional, contemporary, classical, and diverse texts throughout the year. The materials support students listening and speaking about texts. In Unit 2, as they read Ten Days in a Madhouse by Nellie Bly, the students collaborate and discuss the vocabulary words and make predictions about the meaning of each of the bolded words in the text. 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. Grade 8. The students have a top of the webpage per selection of four buttons; the first one controls the Audio with options to highlight the text as it is being read or slow the speech. In Unit 6, the materials also support student practice in organizing and presenting their ideas and information in accordance with the purpose of the research and the appropriate grade-level audience. Features a continuously growing library of over 2000 classic and contemporary texts. Each unit ends with a standardized assessment aligned to the TEKS addressed in that unit. 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. Who are you? by Emily Dickinson focuses on having students create mental images as a way to improve their reading comprehension. 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; Students complete a First Read by using the reading comprehension strategy of making inferences, us[ing] context clues to define new vocabulary, and demonstrat[ing] comprehension by responding to questions using text evidence. Students complete a quiz, answering high-quality, text-dependent questions including but not limited to: Which of the following inferences about the speaker is best supported by the first stanza? How is this text similar to other texts I have read? Students analyze, make inferences, and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. For example, all students practice using vocabulary by dividing into pairs or small groups. 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. Unit 2, the instructional materials extend learning for above-grade-level students by conducting independent research related to a piece of text read in class. Vocabulary activities include interactive charts. The materials include appropriate white space and design that supports and does not distract from student learning. 10 terms. How do you know it? 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. Sorry, Wrong Number by Lucille Fletcher contains an above-grade-level activity in which students lead the discussion related to the theme and details from the selection. Finally, what would a screenplay of your life look like? IXL. The color, narration, and pace of each text introduction video often mirror the texts content. The activities require students to work in small groups to conduct informal research on a topic and present their findings to the class. The textbook uses the term Beyond to indicate differentiated or extension materials for students performing above grade level. In Unit 3, the StudySync Platform includes the Informational Writing Process. For example, in the First Read lesson for The Road not Taken by Robert Frost, the teacher edition and lesson plan prompt teachers to Check for Success during a partner activity in which students preview key vocabulary. Developing and Sustaining Foundational Literacy Skills. Why do people continue to inhabit it and work so hard for its cultural survival? Students use evidence from the text, including print and graphic features, to support their understanding. Share. 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