Write three to five sentences summarizing the scene you read from act i of the miracle worker

The academic vocabulary in this text allows students to practice determining the meaning of words derived from Greek and Latin roots. This informational text exemplifies the features of a biography, such as chronological text structure, point of view, historical context, and direct and indirect description, which aids students with their comprehension and analysis of the text.

In Unit 3, students read вЂњHatshepsut: His Majesty, Herself,вЂќ by Catherine M.

The use of dialect helps the reader reveal the plot and characters. While dealing with the everyday terrors of the Deep South during the 1930s, students can identify with Cassie and the Logan family as they are compelled to rely upon their strong sense of family and fairness. This novel explores the thought-provoking issues of racism and injustice.

In Unit 2, students read an excerpt, from the novel Roll of Thunder, Hear My Cry, by Newbery Award-Winning author Mildred Taylor.

The text provides students an opportunity to analyze new vocabulary using context clues. The author uses figurative language, word choice, and point of view to describe RachelвЂ™s embarrassing experience. Her short story, вЂњElevenвЂќ is a classic fictional text worthy of reading, because students can identify with the eleven-year-old main character, Rachel. Sandra is a Mexican-American writer who has won many awards including the 2019 PEN/Nabokov Award for Achievement in International Literature.

In Unit 1, students read the short story вЂњElevenвЂќ by Sandra Cisneros.

StudySyncВ® believes that such passages do not substitute for the reading of entire texts and strongly recommends that students seek out and purchase the whole literary or informational work.вЂќД®xamples include, but are not limited to the following: The StudySync Library includes the following note about text excerpts: вЂњPlease note that excerpts in the StudySyncВ® library are intended as touchstones to generate interest in an author's work. Although students may use one of the unit texts as a mentor text during the Extended Writing Project, the materials rarely provide opportunities for students to read texts in their entirety throughout core instruction lessons or Self-Selected Reading lessons.

With the exception of short stories, poems, letters, and essays, StudySync materials heavily rely on the use of text excerpts. The texts range from classic literature, from the traditional canon, to more contemporary works from diverse authors. Texts contain rich vocabulary, both academic and content-specific, and are culturally diverse. Many of the core texts are Common Core State Standards' (CCSS) exemplar texts, written by award-winning authors, such as Sandra Cisneros. The texts address themes-facing challenges in life, relationships, facing darkness, achieving your personal best, making your mark on the world, and being true to yourself-that are of interest and age-appropriate. Anchor texts are well-crafted and content rich, engaging students at the grade level for which they are placed. Texts include a wide range of genres and address a range of topics that are highвЂ“interest and age-appropriate for Grade 6. The instructional materials for Grade 6 partially meet the expectations that anchor texts are of publishable quality and worthy of especially careful reading and consider a range of student interests. Grammar and usage standards are explicitly taught with opportunities for students to practice learned content and apply newly gained knowledge in their writing. As students analyze and develop claims about the texts and sources they read, writing tasks require students to use textual evidence to support their claims and analyses. Students have opportunities to engage in on-demand and process writing that reflects the distribution required by the Standards. The materials provide opportunities for students to engage in evidence-based discussions about what they are reading and include prompts and protocols for teacher modeling and use of academic vocabulary and syntax. Speaking and listening opportunities consistently occur over the course of a school year. Questions and tasks are text-specific or text-dependent and build to smaller and larger culminating tasks. Students engage in a range and volume of reading and have several mechanisms for monitoring their progress. Quantitative, qualitative, and associated reader and task measures make the majority of texts appropriate for use in the grade level however, the variety in text complexity is not coherently structured.

Although there is a heavy reliance on text excerpts at times, the anchor texts are of high-quality and reflect the text type distribution required by the Standards. The instructional materials reviewed for Grade 6 meet the expectations for high-quality texts, appropriate text complexity, and evidence-based questions and tasks aligned to the Standards.

Write three to five sentences summarizing the scene you read from act i of the miracle worker