6th Grade
Sixth Grade Overview
First Nine Weeks
Unit 1: Testing Our Limits
Duration: 45 days
What do we do when life gets hard? How do we respond in difficult situations? What do we do when our limits are tested? How do we face a challenge? What actions can we take to solve a problem? How can we overcome feelings of sadness, stress, or fear?
These are the questions your students will explore in this Grade 6 unit, which focuses on the genre of fiction.
Life is full of challenges, and some are harder than others. What we choose to do or say in the face of these challenges often varies based on the challenge itself. Sometimes we choose to respond to challenges by attempting something that we have never done before, something that might even scare us a little. Often, however, life presents us with difficulties when people least expect it, such as an emergency or a crisis. After reading about how characters respond when their lives are upended, students will try their own hands at writing a short story, applying what they have learned about dealing with life’s challenges to their own narrative writing projects. Throughout this unit, students will explore the different reasons and ways in which people make decisions and take action when life turns out to be tougher than expected.
Key Skills Developed:
Reading Skills:
• Annotation
• Context Clues
• Reading Comprehension
• Textual Evidence
• Figurative Language
• Making Connections
• Character
• Setting
• Making and Confirming Predictions
• Dramatic Elements and Structure
• Story Structure
• Plot
• Summarizing
Extended Writing Project:
Narrative Writing
Writing & Grammar Skills:
• Text-Dependent Responses
• Short Constructed Response
• Peer Review
• Personal Response
• Compare and Contrast
• Organizing Narrative Writing
• Descriptive Details
• Narrative Techniques
• Transitions
• Conclusions
• Personal Pronouns
• Pronouns and Antecedents
• Consistent Pronoun Use
State Standards
Standards Key:
RL - Reading Literature
RI - Reading Informational Text
L - Language
SL - Speaking & Listening
W - Writing
Focus Standards
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2 Determine a theme of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
RL.6.4 Determine the meaning of words and phrases as they are used in a text; analyze the impact of a specific word choice on meaning and tone.
RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
L.4 Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies: context clues, word parts, word relationships, and reference materials.
L.5 Demonstrate understanding of figurative language and nuances in word meanings. a. Interpret figures of speech in context based on grade 6 reading and content. b. Distinguish among the connotations of words with similar denotations.
Grade 6 - Unit 1 - Parent Letter from Study Sync
Dear Families and Guardians,
Your 6th grade student is about to start Unit 1 of StudySync, Testing Our Limits, which focuses on fiction. Throughout the unit, students will read a variety of texts while considering the following questions: What do we do when life gets hard? How do we respond in a difficult situation? What do we do when our limits are tested? How do we face a challenge? What actions can we take to solve a problem? How can we overcome feelings of sadness, stress, or fear?
Texts within the unit’s genre and across other genres present different perspectives on responding to life’s unexpected difficulties. Skills within the unit will help students to learn close reading, research, academic discussion, writing, and grammar. More information regarding the texts, skills, and extended writing for this unit is included on the next page of this letter.
You may be wondering how you might support your student’s learning throughout this unit. Here are a few suggestions:
- Ask your student what they are reading in class.
- Login with your student and review work in their StudySync digital binder.
- Read alongside your student or have them read aloud to you from texts in the unit.
- Create a time in the day for your student to complete their homework.
- Visit your local library or bookstore and encourage your student to seek out books that interest them from the unit.
Please feel free to call, text, or email me if you have any questions. Thank you for your continued support, it’s going to be an exciting first unit!
Sincerely,
Teacher’s Name
Email address
Phone number
Teacher Website
Second Nine Weeks
Unit 2: You and Me
Duration: 44 days
Can you even count the number of relationships you have had in your life? Some relationships are close and others more distant, but the relationships in our lives teach us about the people and even the animals around us. Even more important, our relationships can teach us a lot about ourselves.
What kinds of relationships do people have? Why are they important? Relationships with family, friends, and those around us can bring much joy, but they can also cause pain and frustration. What do readers learn when they study and analyze the relationships depicted in literary works? How can this help us with some of our own relationships?
Key Skills Developed:
Reading Skills:
• Generating Questions
• Language, Style, and Audience
• Textual Evidence
• Connotation and Denotation
• Theme
• Story Structure
• Making Inferences
• Figurative Language
• Poetic Elements and Structure
• Summarizing
• Point of View
Extended Writing Project:
Argumentative Writing
Writing Skills:
• Compare and Contrast
• Organizing Argumentative Writing
• Thesis Statement
• Reasons and Relevant Evidence
• Introductions
• Transitions
• Style
• Conclusions
• Argumentative Writing Process
State Standards
Standards Key:
RL - Reading Literature
RI - Reading Informational Text
L - Language
SL - Speaking & Listening
W - Writing
Focus Standards
RL.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.2 Determine a theme of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.4 Determine the meaning of words and phrases as they are used in a text; analyze the impact of a specific word choice on meaning and tone.
RL.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
RL.6 Explain how an author develops the point of view of the narrator or speaker in a text.
RI.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
L.5 Demonstrate understanding of figurative language and nuances in word meanings. Interpret figures of speech in context based on grade 6 reading and content.
Grade 6 - Unit 2 - Parent Letter from Study Sync
Dear Families and Guardians,
Your 6th grade student is about to start Unit 2 of StudySync, You and Me, which focuses on poetry. Throughout the unit, students will read a variety of texts while considering the following questions: What kinds of relationships do people have? Why are they important? What do readers learn when they study and analyze the relationships depicted in literary works? How can this help us with some of our own relationships?
Texts within the unit’s genre and across other genres present different perspectives on human bonds and how they influence our lives. Skills within the unit will help students to learn close reading, research, academic discussion, writing, and grammar. More information regarding the texts, skills, and extended writing for this unit is included on the next page of this letter.
You may be wondering how you might support your student’s learning throughout this unit. Here are a few suggestions:
Ask your student what they are reading in class.
Login with your student and review work in their StudySync digital binder.
Read one of your favorite poems aloud to your child and share what makes it special.
Songs are a form of poetry! Listen to a favorite tune together and discuss the lyrics.
Encourage your child to write a poem about something in their life and then share it at the dinner table.
Please feel free to call, text, or email me if you have any questions. Thank you for your continued support, it’s going to be an exciting unit!
Sincerely,
Teacher’s Name
Email address
Phone number
Teacher Website
Third Nine Weeks
Unit 3: In the Dark
Duration: 45 days
Darkness is associated with the unknown and the unknowable. It can be real, like an unexplored cave, or something like the unknown events that the future may bring. Darkness inspires fear and encourages uncertainty, yet some people find it safer to remain there. They would rather be “in the dark” than to take steps to try and “see the light.”
Is darkness a place to live in, run from, or explore? What qualities does a person need in order to “face the darkness”? How does facing the darkness affect or change a person? How does one finally reach the decision to take action in the face of uncertainty?
Key Skills Developed:
Reading Skills:
• Visualizing
• Character
• Story Structure
• Informational Text Elements
• Central or Main Idea
• Poetic Structure
• Media
• Informational Text Structure
• Technical Language
• Theme
• Synthesizing
• Textual Evidence
Extended Writing Project:
Informative Writing
Writing Skills:
• Thesis Statement
• Organizing Informative Writing
• Supporting Details
• Introductions
• Transitions
• Precise Language
• Style
• Conclusions
• Informative Writing Process
State Standards
Standards Key:
RL - Reading Literature
RI - Reading Informational Text
L - Language
SL - Speaking & Listening
W - Writing
Focus Standards
RL.2 Determine a theme of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
RL.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
RI.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
RI.4 Determine the meaning of words and phrases as they are used in a text; analyze the impact of a specific word choice on meaning.
RI.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
L.4 Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies: context clues, word parts, word relationships, and reference materials.
Grade 6 - Unit 3 - Parent Letter from Study Sync
Dear Families and Guardians,
Your 6th grade student is about to start Unit 3 of StudySync, In the Dark, which focuses on fiction and informational text. Throughout the unit, students will read a variety of texts while considering the following questions: Is darkness a place to live in, run from, or explore? What qualities does a person need in order to “face the darkness”? How does facing the darkness affect or change a person? How does one finally reach the decision to take action in the face of uncertainty?
Texts within the unit’s genre and across other genres present different perspectives on facing uncertainty. Skills within the unit will help students to learn close reading, research, academic discussion, writing, and grammar. More information regarding the texts, skills, and extended writing for this unit is included on the next page of this letter.
You may be wondering how you might support your student’s learning throughout this unit. Here are a few suggestions:
Ask your child what they are reading in class.
Login with your student and review work in their StudySync digital binder.
Encourage your child to conduct additional research on people explored in this unit. This can be on the computer or at your local library.
Discuss the unit’s theme of “uncertainty” with your child. You may choose to talk about your own experiences with uncertainty and share how you reacted to it.
Model being an enthusiastic reader. Tell your child why you love to read and share your favorite books. Read aloud to them passages you love.
Please feel free to call, text, or email me if you have any questions. Thank you for your continued support, it’s going to be an exciting unit!
Sincerely,
Teacher’s Name
Email address
Phone number
Teacher Website
Fourth Nine Weeks
Unit 4: Personal Best
Duration: 30 days
In sports, the phrase “personal best” refers to an athlete’s greatest achievement—the fastest race, the highest jump, the perfect score. For most of us, however, “personal best” refers to those moments when we act in a noble or just way. They are moments when we can feel proud of ourselves for having done the right thing—like standing up for our principles or sticking up for people in need.
What qualities of character do people need in order to achieve their personal best? Must one make sacrifices or face big challenges in order to reach it? Once a personal best is attained, does that moment define a person for the rest of his or her life? When people become known for their personal best, how does fame affect them and their character?
Key Skills Developed
Reading Skills:
• Setting a Purpose for Reading
• Author’s Purpose and Point of View
• Connotation and Denotation
• Informational Text Structure
• Media
• Evaluating Details
• Point of View
• Arguments and Claims
• Theme
• Media Reasons and Evidence
• Central or Main Idea
• Compare and Contrast
• Poetic Elements and Structure
Extended Writing Project:
Literary Analysis Writing
Writing Skills:
• Thesis Statement
• Organizing Argumentative Writing
• Reasons and Relevant Evidence
• Introductions
• Transitions
• Style
• Conclusions
• Literary Analysis Writing Process
State Standards
Standards Key:
RL - Reading Literature
RI - Reading Informational Text
L - Language
SL - Speaking & Listening
W - Writing
Focus Standards
RL.2 Determine a theme of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.
RI.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.4 Determine the meaning of words and phrases as they are used in a text; analyze the impact of a specific word choice on meaning.
RI.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
RI.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
RI.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
L.5 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vary sentence patterns for meaning, reader/listener interest, and style.
Grade 6 - Unit 4 - Parent Letter from Study Sync
Dear Families and Guardians,
Your 6th grade student is about to start Unit 4 of StudySync, Personal Best, which focuses on argumentative text. Throughout the unit, students will read a variety of texts while considering the following questions: What qualities of character do people need in order to achieve their personal best? Must one make sacrifices or face big challenges in order to reach it? Once a personal best is attained, does that moment define a person for the rest of his or her life? When people become known for their personal best, how does fame affect them and their character?
Texts within the unit’s genre and across other genres present different perspectives on overcoming challenges to achieve one’s personal best. Skills within the unit will help students to learn close reading, research, academic discussion, writing, and grammar. More information regarding the texts, skills, and extended writing for this unit is included on the next page of this letter.
You may be wondering how you might support your student’s learning throughout this unit. Here are a few suggestions:
Ask your student what they are reading in class.
Login with your student and review work in their StudySync digital binder.
Model being an enthusiastic reader. Tell your child why you love to read. Read aloud to them passages from your favorite books.
Together with your child, generate a list of books or films or TV shows that also explore the theme of overcoming obstacles to achieve a personal best.
Visit your local library or bookstore and encourage your student to seek out books that interest them that are related to the unit.
Please feel free to call, text, or email me if you have any questions. Thank you for your continued support, it’s going to be an exciting unit!
Sincerely,
Teacher’s Name
Email address
Phone number
Teacher Website
Secondary Standards
These Secondary Standards are interwoven with the Focus Standards and are taught all year long.
Standards Key:
RL - Reading Literature
RI - Reading Informational Text
L - Language
SL - Speaking & Listening
W - Writing
RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
RL.6.9 Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.
RL.6.10 By the end of grade 6, read and understand literature within the 6-8 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
RI.6.7 Integrate information presented in different media or formats, including visually and quantitatively, as well as in words to develop a coherent understanding of a topic or issue.
RI.6.9 Compare and contrast one author’s presentation of events with that of another.
RI.6.10 By the end of grade 6, read and understand informational texts within the 6-8 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text
W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W.6.4 Use digital tools and resources to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient word processing skills.
W.6.5 Conduct short research projects to answer a question, drawing on several sources and refocusing the investigation when appropriate.
W.6.6 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
SL.6.1 Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
SL.6.2 Interpret information presented in diverse media and formats and explain how it contributes to a topic, text, or issue under study.
SL.6.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; adapt speech to a variety of contexts and tasks.
SL.6.5 Include multimedia components and visual displays in presentations to clarify information.
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 6-8 grammar continuum.
L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 6-8 conventions continuum.
L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Vary sentence patterns for meaning, reader/listener interest, and style. b. Maintain consistency in style and tone.
L.6.5b Demonstrate understanding of figurative language and nuances in word meanings. b. Distinguish among the connotations of words with similar denotations.
L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; develop vocabulary knowledge when considering a word or phrase important to comprehension or expression.
7th Grade
Seventh Grade Overview
First Nine Weeks
Unit 1: Conflicts and Clashes
Duration: 45 days
At the heart of most stories is conflict. In some stories, the conflict might involve an epic clash between good and evil. In other stories, the conflict might be more internal and subdued, but interesting nonetheless because the conflict is relatable or intriguing.
When do differences become conflicts? What do readers learn when they study and analyze the conflicts presented in literary works? How does that help us with our own conflicts?
Key Skills Developed:
Reading Skills:
• Annotation
• Context Clues
• Reading Comprehension
• Textual Evidence
• Figurative Language
• Making Connections
• Character
• Setting
• Making and Confirming Predictions
• Dramatic Elements and Structure
• Story Structure
• Plot
• Summarizing
Extended Writing Project:
Narrative Writing
Writing and Grammar Skills:
• Text-Dependent Responses
• Short Constructed Response
• Peer Review
• Personal Response
• Compare and Contrast
• Organizing Narrative Writing
• Descriptive Details
• Narrative Techniques
• Transitions
• Conclusions
• Personal Pronouns
• Pronouns and Antecedents
• Consistent Pronoun Use
State Standards
Standards Key:
RL=Reading Literature
RI=Reading Informational Text
L=Language
SL=Speaking & Listening
W=Writing
Introduce Tested Standards
RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.7.2 Determine a theme of a text and analyze its development over the course of the text; provide an objective summary of the text.
RL.7.3 Analyze how particular elements of a story or drama interact.
RL.7.4 Determine the meaning of words and phrases as they are used in a text; analyze the impact of rhymes and repetitions of sounds on meaning and tone in a specific line or section of a literary work.
RL.7.5 Analyze how a drama’s or poem’s (or other literary genre’s) form or structure contributes to its meaning.
RL.7.6 Analyze how an author develops and contrasts the perspectives of different characters in a text.
RI.7.4 Determine the meaning of words and phrases as they are used in a text; analyze the impact of a specific word choice on meaning and tone.
RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
L.7.4 Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies: context clues, word parts, word relationships, and reference materials.
Grade 7 - Unit 1 - Parent Letter from Study Sync
Dear Families and Guardians,
Your 7th grade student is about to start Unit 1 of StudySync, Conflicts and Clashes, which focuses on fiction. Throughout the unit, students will read a variety of texts while considering the following questions: When do differences become conflicts? What do readers learn when they study and analyze the conflicts presented in literary works? How does that help us with our own conflicts?
Texts within the unit’s genre and across other genres present different perspectives on difference and conflict. Skills within the unit will help students to learn close reading, research, academic discussion, writing, and grammar. More information regarding the texts, skills, and extended writing for this unit is included on the next page of this letter.
You may be wondering how you might support your student’s learning throughout this unit. Here are a few suggestions:
Ask your student what they are reading in class.
Login with your student and review work in their StudySync digital binder.
Discuss the unit’s theme of differences leading to conflict with your child. You may choose to talk about your own experiences with this and ask them about theirs.
Model being an enthusiastic reader. Tell your child why you love to read. Read aloud to them passages from your favorite books.
Purchase a notebook for your child and encourage them to fill it with their ideas and observations about difference and conflict.
Please feel free to call, text, or email me if you have any questions. Thank you for your continued support, it’s going to be an exciting first unit!
Sincerely,
Teacher’s Name
Email address
Phone number
Teacher Website
Second Nine Weeks
Unit 2: Highs and Lows
Duration: 44 days
Poetry gives writers the opportunity to express the highs and lows of their emotions and their personal experiences. Readers of poetry gain insight into how others feel and think about some of the deepest experiences in life, the experiences of love and loss.
This Grade 7 unit emphasizes the study of poetry and encourages students to consider the essential question What do we learn from love and loss?
Key Skills Developed:
Reading Skills:
• Recognize Genre
• Academic Vocabulary
• Central or Main Idea
• Poetic Elements and Structure
• Media
• Plot
• Figurative Language
• Textual Evidence
• Context Clues
• Textual Evidence
• Informational Text Structure
Extended Writing Project:
Literary Analysis Writing
Writing Skills:
• Thesis Statement
• Organizing Argumentative Writing
• Reasons and Relevant Evidence
• Introductions
• Transitions
• Style
• Conclusions
• Argumentative Writing Process
State Standards
Standards Key:
RL - Reading Literature
RI - Reading Informational Text
L - Language
SL - Speaking & Listening
W - Writing
Focus Standards
RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.7.3 Analyze how particular elements of a story or drama interact.
RL.7.4 Determine the meaning of words and phrases as they are used in a text; analyze the impact of rhymes and repetitions of sounds on meaning and tone in a specific line or section of a literary work.
RL.7.5 Analyze how a drama’s or poem’s (or other literary genre’s) form or structure contributes to its meaning.
RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI.7.4 Determine the meaning of words and phrases as they are used in a text; analyze the impact of a specific word choice on meaning and tone.
RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
L.7.4 Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies: context clues, word parts, word relationships, and reference materials.
L.7.5a Demonstrate understanding of figurative language and nuances in word meanings. Interpret figures of speech in context based on grade 7 reading and content.
Grade 7 - Unit 2 - Parent Letter from Study Sync
Dear Families and Guardians,
Your 7th grade student is about to start Unit 2 of StudySync, Highs and Lows, which focuses on poetry. Throughout the unit, students will read a variety of texts while considering the following essential question: What do we learn from love and loss?
Texts within the unit’s genre and across other genres present different perspectives on love and loss. Skills within the unit will help students to learn close reading, research, academic discussion, writing, and grammar. More information regarding the texts, skills, and extended writing for this unit is included on the next page of this letter.
You may be wondering how you might support your student’s learning throughout this unit. Here are a few suggestions:
Ask your student what they are reading in class.
Login with your student and review work in their StudySync digital binder.
Encourage your child to write a poem about love or loss in their life and then read it aloud at the dinner table.
Establish an at home reading routine. Encourage your child to read a book of his or her choice for 15 minutes each day.
Songs are a form of poetry! Listen to a favorite tune together and discuss the lyrics.
Please feel free to call, text, or email me if you have any questions. Thank you for your continued support, it’s going to be an exciting unit!
Sincerely,
Teacher’s Name
Email address
Phone number
Teacher Website
Third Nine Weeks
Unit 3: Chasing the Impossible
Duration: 45 days
Why do people chase dreams, even if they seem impossible? What makes a dream worth pursuing? How do optimism and grit contribute to the pursuit of a dream?
This Grade 7 unit emphasizes argumentative writing and encourages students to explore these questions through the reading of a wide variety of literature. The selections convey a range of messages about people overcoming obstacles to create a better life for themselves and their community. For example, in the autobiography We Beat the Street, a doctor reflects back on his teacher’s positive influence. Barbara Jordan’s keynote speech at the 1976 Democratic National Convention expresses the ideal that “the American dream need not be forever deferred.” And an article by a physicist argues for robotic instead of human exploration of space in pursuit of the seemingly fantastical dream to one day become galactic citizens.
Key Skills Developed:
Reading Skills:
• Setting a Purpose for Reading
• Connotation and Denotation
• Summarizing
• Language, Style, and Audience
• Visualizing
• Compare and Contrast
• Arguments and Claims
• Reasons and Evidence
• Media
• Generating Questions
• Author’s Purpose and Point of View
• Textual Evidence
• Setting
• Synthesizing
• Technical Language
• Greek and Latin Affixes and Roots
Extended Writing Project:
Argumentative Writing
Writing Skills:
• Thesis Statement
• Organizing Argumentative Writing
• Reasons and Relevant Evidence
• Introductions
• Transitions
• Style
• Conclusions
• Argumentative Writing Process
State Standards
Standards Key:
RL - Reading Literature
RI - Reading Informational Text
L - Language
SL - Speaking & Listening
W - Writing
Focus Standards
RL.7.3 Analyze how particular elements of a story or drama interact.
RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI.7.4 Determine the meaning of words and phrases as they are used in a text; analyze the impact of a specific word choice on meaning and tone.
RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
Grade 7 - Unit 3 - Parent Letter from Study Sync
Dear Families and Guardians,
Your 7th grade student is about to start Unit 3 of StudySync, Chasing the Impossible, which focuses on argumentative text. Throughout the unit, students will read a variety of texts while considering the following essential questions: Why do people chase dreams, even if they seem impossible? What makes a dream worth pursuing? How do optimism and grit contribute to the pursuit of a dream?
Texts within the unit’s genre and across other genres present different perspectives on chasing dreams. Skills within the unit will help students to learn close reading, research, academic discussion, writing, and grammar. More information regarding the texts, skills, and extended writing for this unit is included on the next page of this letter.
You may be wondering how you might support your student’s learning throughout this unit. Here are a few suggestions:
Ask your student what they are reading in class.
Login with your student and review work in their StudySync digital binder.
Encourage your child to conduct further research on the people explored in this unit. This can be on the computer or in your local library.
Discuss the unit’s theme of chasing dreams with your child. You may choose to talk about your own experiences with pursuing goals and ask them about their own dreams.
Establish an at home reading routine. Encourage your child to read a book of his or her choice for 15 minutes each day.
Please feel free to call, text, or email me if you have any questions. Thank you for your continued support, it’s going to be an exciting unit!
Sincerely,
Teacher’s Name
Email address
Phone number
Teacher Website
Fourth Nine Weeks
Unit 4: Moment of Truth
Duration: 30 days
In every great story, there comes at least one crucial event. Moments of innovation, moments of struggle, moments of soaring triumph or crushing defeat form the core of our legends and histories. Recognizing important events will help readers better understand the texts they read and connect the ideas within those texts to their own lives.
This Grade 7 unit focuses on informational texts that dissect the events and moments that shaped the lives of extraordinary individuals. Students learn how a moment can activate a chain of events that result in dramatic change. For example, in The Boy Who Harnessed the Wind, William Kamkwamba recalls a moment in a Malawian library that would lead him to build a windmill out of scrap parts. In The Power of Student Peer Leaders, students will see how a conversation with a teacher lead Moises Urena on a path to leadership and college
Key Skills Developed:
Reading Skills:
• Figurative Language
• Media
• Compare and Contrast
• Textual Evidence
• Point of View
• Evaluating Details
• Informational Text Structure
• Connotation and Denotation
• Character
• Central or Main Idea
• Informational Text Elements
• Word Patterns and Relationships
• Word Meaning
• Technical Language
Extended Writing Project:
Informative Writing
Writing Skills:
• Thesis Statement
• Organizing Informational Writing
• Supporting Details
• Introductions
• Transitions
• Conclusions
• Style
• Precise Language
• Informational Writing Process
State Standards:
Standards Key:
RL - Reading Literature
RI - Reading Informational Text
L - Language
SL - Speaking & Listening
W - Writing
Focus Standards
RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.7.3 Analyze how particular elements of a story or drama interact.
RL.7.4 Determine the meaning of words and phrases as they are used in a text; analyze the impact of rhymes and repetitions of sounds on meaning and tone in a specific line or section of a literary work.
RL.7.6 Analyze how an author develops and contrasts the perspectives of different characters in a text.
RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI.7.3 Analyze the interactions between individuals, events, and ideas in a text.
RI.7.4 Determine the meaning of words and phrases as they are used in a text; analyze the impact of a specific word choice on meaning and tone.
RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
L.7.4 Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies: context clues, word parts, word relationships, and reference materials.
L.7.5a Demonstrate understanding of figurative language and nuances in word meanings. Interpret figures of speech in context based on grade 7 reading and content.
Grade 7 - Unit 4 - Parent Letter from Study Sync
Dear Families and Guardians,
Your 7th grade student is about to start Unit 4 of StudySync, Moment of Truth, which focuses on informational text. Throughout the unit, students will read a variety of texts while considering the following essential question: How can one event change everything?
Texts within the unit’s genre and across other genres explore events and moments that shaped the lives of extraordinary individuals. Skills within the unit will help students to learn close reading, research, academic discussion, writing, and grammar. More information regarding the texts, skills, and extended writing for this unit is included on the next page of this letter.
You may be wondering how you might support your student’s learning throughout this unit. Here are a few suggestions:
Ask your student what they are reading in class.
Login with your student and review work in their StudySync digital binder.
Encourage your child to conduct further research on the people and ideas explored in this unit. This can be on the computer or in your local library.
Model being an enthusiastic reader. Tell your child why you love to read. Read aloud to them passages from your favorite books.
Visit your local library or bookstore and encourage your child to seek out books that interest them related to the unit.
Please feel free to call, text, or email me if you have any questions. Thank you for your continued support, it’s going to be an exciting unit!
Sincerely,
Teacher’s Name
Email address
Phone number
Teacher Website
Secondary Standards
These Secondary Standards are interwoven with the Focus Standards and are taught all year long.
Standards Key:
RL - Reading Literature
RI - Reading Informational Text
L - Language
SL - Speaking & Listening
W - Writing
RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium.
RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
RL.7.10 By the end of grade 7, read and understand literature within the 6-8 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject.
RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
RI.7.10 By the end of grade 7, read and understand informational texts within the 6-8 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W.7.4 Use digital tools and resources to produce and publish writing, link to and cite sources, and to interact and collaborate with others.
W.7.5 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
W.7.6 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
SL.7.1 Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. d. Acknowledge new information expressed by others and, when warranted, modify their own views.
SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats and explain how the ideas clarify a topic, text, or issue under study.
SL.7.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; adapt speech to a variety of contexts and tasks.
SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 6-8 grammar continuum.
L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 6-8 conventions continuum.
L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
L.7.5b Demonstrate understanding of figurative language and nuances in word meanings. Distinguish among the connotations of words with similar denotations.
L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; develop vocabulary knowledge when considering a word or phrase important to comprehension or expression.
8th Grade
Eighth Grade Overview
First Nine Weeks
Unit 1: Everyone Loves a Mystery
Duration: 45 days
Hairs rising on the back of your neck? Lips curling up into a wince? Palms a little sweaty? These are tell-tale signs that you are in the grips of suspense.
But what attracts us to mystery and suspense? We may have wondered what keeps us from closing the book or changing the channel when confronted with something scary, or what compels us to experience in stories the very things we spend our lives trying to avoid. Why do we do it?
Those are the questions your students will explore in this Grade 8 unit.
Key Skills Developed:
Reading Skills:
• Annotation
• Context Clues
• Reading Comprehension
• Textual Evidence
• Language, Style, and Audience
• Character
• Generating Questions
• Author’s Purpose and Point of View
• Making and Confirming Predictions
• Theme
• Allusion
• Plot
• Story Structure
• Central or Main Idea
Extended Writing Project:
Narrative Writing
Writing Skills:
• Text Dependent Responses
• Short Constructed Responses
• Peer Review
• Personal Response
• Compare and Contrast
• Analyzing Genre
• Organizing Narrative Writing
• Story Beginnings
• Narrative Techniques
• Descriptive Details
• Transitions
• Conclusions
• Narrative Writing Process
State Standards:
Standards Key:
RL=Reading Literature
RI=Reading Informational Text
L=Language
SL=Speaking & Listening
W=Writing
Introduce Tested Standards
RL.1 Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RL.2 Determine a theme of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
RL.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
RL.4 Determine the meaning of words and phrases as they are used in a text; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
RI.1 Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
RI.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
L.8.4 Determine and/or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies: context clues, word parts, word relationships, and reference materials.
Grade 8 - Unit 1 - Parent Letter from Study Sync
Dear Families and Guardians,
Your 8th grade student is about to start Unit 1 of StudySync, Everyone Loves a Mystery, which focuses on fiction. Throughout the unit, students will read a variety of texts while considering the following questions: What attracts us to mystery and suspense? What keeps us from closing the book or changing the channel when confronted with something scary? What compels us to experience in stories the very things we spend our lives trying to avoid? Why do we do it?
Texts within the unit’s genre and across other genres present different perspectives on mystery and suspense. Skills within the unit will help students to learn close reading, research, academic discussion, writing, and grammar. More information regarding the texts, skills, and extended writing for this unit is included on the next page of this letter.
You may be wondering how you might support your student’s learning throughout this unit. Here are a few suggestions:
Ask your student what they are reading in class.
Login with your student and review work in their StudySync digital binder.
Together with your child, generate a list of books, films or TV shows that are mysterious or suspenseful. Discuss what makes them compelling.
Write a family mystery together to encourage creativity. One family member can write the beginning of the narrative, another the middle, and another the end.
Ask your child to read aloud their own writing to you while you sit back and listen. When they’re done, share with them what parts you loved and what they have done well.
Please feel free to call, text, or email me if you have any questions. Thank you for your continued support, it’s going to be an exciting first unit!
Sincerely,
Teacher’s Name
Email address
Phone number
Teacher Website
Second Nine Weeks
Unit 2: Past and Present
Duration: 44 days
What makes us who we are? As we form bonds with other people and our communities over time, we realize that experiences from our past shape who we are in the present. With a genre focus on poetry, this Grade 8 unit prepares students to explore questions about how we see ourselves in the world.
Students in this unit will discover what it means to be yourself, to make tough decisions, and even to feel on top of the world, using the lens of figurative language to understand how authors express varied ideas about identity and belonging, past and present.
Key Skills Developed:
Reading Skills:
• Poetic Elements and Structure
• Making Inferences
• Arguments and Claims
• Visualizing
• Central or Main Idea
• Character
• Textual Evidence
• Allusion
• Plot
• Theme
• Figurative Language
• Summarizing
Extended Writing Project:
Literary Analysis Writing
Writing Skills:
• Organizing Argumentative Writing
• Thesis Statement
• Reasons and Relevant Evidence
• Introductions
• Transitions
• Style
• Conclusions
• Literary Analysis Writing Process
State Standards:
Standards Key:
RL - Reading Literature
RI - Reading Informational Text
L - Language
SL - Speaking & Listening
W - Writing
Focus Standards
RL.8.1 Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RL.8.2 Determine a theme of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
RL.8.4 Determine the meaning of words and phrases as they are used in a text; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
RI.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
L.8.5 Demonstrate understanding of figurative language and nuances in word meanings. Interpret figures of speech in context based on grade 8 reading and content.
Grade 8 - Unit 2 - Parent Letter from Study Sync
Dear Families and Guardians,
Your 8th grade student is about to start Unit 2 of StudySync, Past and Present, which focuses on poetry. Throughout the unit, students will read a variety of texts while considering the following essential questions: What makes us who we are? What makes you, you? How do we see ourselves in the world? How do our experiences from our past shape who we are in the present?
Texts within the unit’s genre and across other genres present different perspectives on ideas related to identity and community. Skills within the unit will help students to learn close reading, research, academic discussion, writing, and grammar. More information regarding the texts, skills, and extended writing for this unit is included on the next page of this letter.
You may be wondering how you might support your student’s learning throughout this unit. Here are a few suggestions:
Ask your student what they are reading in class.
Login with your student and review work in their StudySync digital binder.
Read one of your favorite poems aloud to your child and share what makes it special.
Songs are a form of poetry! Listen to a favorite tune together and discuss the lyrics.
Encourage your child to write a poem about himself or herself and then read it aloud at the dinner table.
Please feel free to call, text, or email me if you have any questions. Thank you for your continued support, it’s going to be an exciting unit!
Sincerely,
Teacher’s Name
Email address
Phone number
Teacher Website
Third Nine Weeks
Unit 3: No Risk, No Reward
Duration: 45 days
Why do we take chances? Every time a person takes a chance, he or she risks losing something for the possibility of a reward. Sometimes these chances pay off, and sometimes they don’t. Yet, people still take risks every day. With a genre focus on informational texts, this Grade 8 unit prepares students to explore questions about why we take chances.
Key Skills Developed:
Reading Skills:
• Evaluating Details
• Greek and Latin Affixes and Roots
• Media
• Summarizing
• Informational Text Structure
• Synthesizing
• Word Patterns and Relationships
• Informational Text Elements
• Figurative Language
• Context Clues
• Technical Language
• Language, Style, and Audience
• Connotation and Denotation
Extended Writing Project:
Informative Writing
Writing Skills:
• Thesis Statement
• Organizing Informative Writing
• Supporting Details
• Introductions
• Transitions
• Precise Language
• Style
• Conclusions
• Informative Writing Process
State Standards:
Standards Key:
RL - Reading Literature
RI - Reading Informational Text
L - Language
SL - Speaking & Listening
W - Writing
Focus Standards
RL.8.4 Determine the meaning of words and phrases as they are used in a text; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events.
RI.8.4 Determine the meaning of words and phrases as they are used in a text; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
L.8.4 Determine and/or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies: context clues, word parts, word relationships, and reference materials.
L.8.5 Demonstrate understanding of figurative language and nuances in word meanings. Interpret figures of speech in context based on grade 8 reading and content.
Grade 8 - Unit 3 - Parent Letter from Study Sync
Dear Families and Guardians,
Your 8th grade student is about to start Unit 3 of StudySync, No Risk, No Reward, which focuses on informational text. Throughout the unit, students will read a variety of texts while considering the following essential question: Why do we take chances?
Texts within the unit’s genre and across other genres explore risk-taking from a variety of viewpoints. Skills within the unit will help students to learn close reading, research, academic discussion, writing, and grammar. More information regarding the texts, skills, and extended writing for this unit is included on the next page of this letter.
You may be wondering how you might support your student’s learning throughout this unit. Here are a few suggestions:
Ask your student what they are reading in class.
Login with your student and review work in their StudySync digital binder.
Discuss the unit’s theme of risk-taking with your child. You may choose to talk about your own experiences with taking risks or ask them about theirs.
Read aloud to your child or have them read to you from texts in this unit.
Purchase a small notebook for your child and encourage them to fill it with their ideas and observations about taking risks.
Please feel free to call, text, or email me if you have any questions. Thank you for your continued support, it’s going to be an exciting unit!
Sincerely,
Teacher’s Name
Email address
Phone number
Teacher Website
Fourth Nine Weeks
Unit 4: Hear Me Out
Duration: 30 days
Intrigue. Uproar. Inspiration. Hilarity. Heartbreak. Choosing the right words can have a strong effect on an audience. But how do you know which words are the right words? With a genre focus on argumentative texts, this Grade 8 unit prepares students to explore questions about how authors choose the right words.
Key Skills Developed:
Reading Skills:
• Making Connections
• Character
• Theme
• Arguments and Claims
• Reasons and Evidence
• Compare and Contrast
• Word Meaning
• Language, Style, and Audience
• Technical Language
• Media
• Point of View
• Setting a Purpose for Reading
• Connotation and Denotation
• Figurative Language
• Allusion
• Word Patterns and Relationships
Extended Writing Project:
Argumentative Writing
Writing Skills:
• Organizing Argumentative Writing
• Thesis Statement
• Reasons and Relevant Evidence
• Introductions
• Transitions
• Style
• Conclusions
• Argumentative Writing Process
State Standards:
Standards Key:
RL - Reading Literature
RI - Reading Informational Text
L - Language
SL - Speaking & Listening
W - Writing
Focus Standards
RL.2 Determine a theme of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
RL.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
RL.4 Determine the meaning of words and phrases as they are used in a text; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
RL.6 Analyze how differences in the perspectives of the characters and the audience or reader create such effects as suspense or humor.
RI.8.4 Determine the meaning of words and phrases as they are used in a text; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
L.8.4 Determine and/or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies: context clues, word parts, word relationships, and reference materials.
L.8.5 Demonstrate understanding of figurative language and nuances in word meanings. Interpret figures of speech in context based on grade 8 reading and content.
Grade 8 - Unit 4 - Parent Letter from Study Sync
Dear Families and Guardians,
Your 8th grade student is about to start Unit 4 of StudySync, Hear Me Out, which focuses on argumentative text. Throughout the unit, students will read a variety of texts while considering the following essential question: How do you choose the right words?
Texts within the unit’s genre and across other genres prepare students to explore questions about how authors choose words that will have an effect on their audience. Skills within the unit will help students to learn close reading, research, academic discussion, writing, and grammar. More information regarding the texts, skills, and extended writing for this unit is included on the next page of this letter.
You may be wondering how you might support your student’s learning throughout this unit. Here are a few suggestions:
Ask your student what they are reading in class.
Login with your student and review work in their StudySync digital binder.
Encourage your child to write as much as possible. Writing emails to family, creating shopping lists and keeping a diary are all easy ways to infuse daily writing into a child’s life.
Ask your child to read aloud their writing to you. When they’re done, share with them what parts you loved and what they have done well. Ask them why they chose certain words.
Purchase a small notebook for your child and encourage them to write down strong words they encounter in their reading or in real life.
Please feel free to call, text, or email me if you have any questions. Thank you for your continued support, it’s going to be an exciting unit!
Sincerely,
Teacher’s Name
Email address
Phone number
Teacher Website
Secondary Standards
These Secondary Standards are interwoven with the Focus Standards and are taught all year long.
Standards Key:
RL - Reading Literature
RI - Reading Informational Text
L - Language
SL - Speaking & Listening
W - Writing
RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
RL.8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works, including describing how the material is rendered new.
RL.8.10 By the end of grade 8, read and understand literature at the high end of the 6-8 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
RI.8.7 Evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea.
RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
RI.8.10 By the end of grade 8, read and understand informational texts at the high end of the 6-8 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
W.8.1 Write arguments to support claims with clear reasons and relevant evidence.
W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W.8.4 Use digital tools and resources to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
W.8.5 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
W.8.6 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
SL.8.1 Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
SL.8.2 Analyze the purpose of information presented in diverse media and formats and evaluate the motives behind its presentation.
SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence, and identifying when irrelevant evidence is introduced.
SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; adapt speech to a variety of contexts and tasks.
SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 6-8 grammar continuum.
L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 6-8 conventions continuum.
L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Use verbs in the active or passive voice and in the conditional mood to achieve particular effects.
L.8.5b Demonstrate understanding of figurative language and nuances in word meanings. Distinguish among the connotations of words with similar denotations.
L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; develop vocabulary knowledge when considering a word or phrase important to comprehension or expression.