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Daily SOL Writing Practice Grade 5Week 5 provided by Simply Achieve, Inc. Mary Beth's class has been studying famous people. She made a list to help her.

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Presentation on theme: "Daily SOL Writing Practice Grade 5Week 5 provided by Simply Achieve, Inc. Mary Beth's class has been studying famous people. She made a list to help her."— Presentation transcript:

1 Daily SOL Writing Practice Grade 5Week 5 provided by Simply Achieve, Inc. Mary Beth's class has been studying famous people. She made a list to help her decide what to write about. Use the list to answer the questions that follow. 1Which idea should not be on Mary Beth’s list? AMartin Luther King Jr. BGeorge Washington CGeorge Washington Carver DMrs. Jones 2All of these could be added to Mary Beth’s list except – FJackie Robinson GHelen Keller Hmy father JGeorge W. Bush Martin Luther King Jr. George Washington George Washington Carver Mrs. Jones Abraham Lincoln My Ideas A Famous Person

2 Daily SOL Writing Practice Grade 5Week 5 provided by Simply Achieve, Inc. Answer Sheet – For Teacher Use QuestionCorrect AnswerVA SOL Essential Understanding Correlation 1D5.8bb – create a plan and organize thoughts before writing 2H Notes to Teacher: The writing subtest of the Grade 5 English test will have a series of brief scenarios, each of which defines a writing task for a specified audience. Items following the statement of the writing task will address planning or prewriting activities relevant to the specified task and will be coded to the Planning, Composing, and Revising reporting category. A rough draft of a response to the specified writing task will follow the planning/prewriting test items. The rough draft will be divided into sections. The first section will have errors which require revision such as the inclusion of a sentence that does not belong or two sentences that need to be combined. Items following the first section of the rough draft will require the student to correct these errors by choosing the correct revision from the answer choices provided. These items will also be coded to the Planning, Composing, and Revising reporting category. The second section of the rough draft will contain embedded errors in usage or mechanics. Items following this section will refer to underlined words or groups of words in the second section of the rough draft and will require students to choose the answer which represents correct usage or mechanics. These items will be coded to the Editing reporting category. In some cases the underlined words will contain no error and the correct answer will be "as it is." Following the expanded blueprint is a list of usage and mechanics skills which are addressed in the Editing reporting category.

3 Daily SOL Writing Practice Grade 5Week 5 provided by Simply Achieve, Inc. Read the first part of Mary Beth’s rough draft. Use it to answer the questions below. (1)Imagine that you couldn't see these words or hear them spoken. (2)I saw a blind man with a dog walking at the mall once. (3)But you could still talk. (4)Write, read, and make friends. (5)In fact, you went to college, wrote nearly a dozen books, traveled all over the world, met 12 U.S. presidents, and lived to be 87. (6)Well, there was such a person, and she was born over a hundred years ago! 3How can sentences 3 and 4 best be combined? ABut you could still talk but write, read, and make friends. BBut you could still talk then write, read, and make friends. CBut you could still talk although write, read, and make friends. DBut you could still talk, write, read, and make friends. 4Which sentence should be removed because it does not help focus the topic? Fsentence 1 Gsentence 2 Hsentence 3 Jsentence 4

4 Daily SOL Writing Practice Grade 5Week 5 provided by Simply Achieve, Inc. Answer Sheet – For Teacher Use QuestionCorrect AnswerVA SOL Essential Understanding Correlation 3D5.8eg – include sentences of various lengths 4G5.8be - select specific information to guide readers more purposefully through the text Notes to Teacher: During the revising stage of the writing process students will revise for focus, organization, and elaboration. To assist students in developing these skills direct instruction must take place on including important details, deleting unnecessary information and varying sentences. The Standards of Learning Assessments will ask students to use their revising skills to identify ways to improve a passage that is provided. To be successful on this section of the test students must be able to suggest the best way to combine provided sentences, choose a more descriptive way to write provided sentences and locate unneeded information.

5 Daily SOL Writing Practice Grade 5Week 5 provided by Simply Achieve, Inc. Read the second part of Mary Beth’s rough draft. Use it to answer the questions below. (7)Helen Keller was a woman from a town. (8)When she was young she had some trouble. (9)It was like entering a different world, with completely new rules, and she got very frustrated. (10)By the time she was 7, her parents knew they needed help. (11)They hired a tutor named Anne Sullivan. 6How can sentence 8 be written with more description? FWhen she was 1 1/2, she was sick and lost both her vision and hearing. GWhen she was 1 1/2, she was extremely ill, and she lost both her vision and hearing. HWhen she was smaller than me she stopped being able to see and hear. JBefore she was old enough to go to school she had a problem. 5How can sentence 7 be written with more description? AHelen Keller was a woman from the small farm town of Tuscumbia, Alabama. BHelen Keller lived in a small town. CHelen Keller was a small town girl. DHelen Keller lived in a town that some other people lived in too.

6 Daily SOL Writing Practice Grade 5Week 5 provided by Simply Achieve, Inc. Answer Sheet – For Teacher Use QuestionCorrect AnswerVA SOL Essential Understanding Correlation 5A5.8df – choose precise descriptive vocabulary and information to create tone, and voice 6G Notes to Teacher: During the revising stage of the writing process students will revise for focus, organization, and elaboration. To assist students in developing these skills direct instruction must take place on including important details, deleting unnecessary information and varying sentences. The Standards of Learning Assessments will ask students to use their revising skills to identify ways to improve a passage that is provided. To be successful on this section of the test students must be able to suggest the best way to combine provided sentences, choose a more descriptive way to write provided sentences and locate unneeded information.

7 Daily SOL Writing Practice Grade 5Week 5 provided by Simply Achieve, Inc. Read the third part of Mary Beth’s rough draft. Use it to answer the questions below. (12)Anne was strict, but she had a lot of energy. (13) In just a few days, she taught Helen how to spell words with her hands. (14)Helen could not under stand nothing what the words meant—until one morning at the water pump she got a whole new attitude. (15)Anne had Helen hold one hand under the water. (16)Then she spelled "W-A-T-E-R" into Helen’s other hand. (17)It was electric! (18)The feeling turned into a word. (19)Immediately, Helen bent down and tapped the ground; Anne spelled "earth." (20)Helen's brain flew. (21)She learned 30 words that day. (22)She learned real fast. 7How is could not understand nothing from sentence 14 best written? Aain’t understand nothing of Bcouldn’t understand Ccouldn’t not understand Dcould not understand anything of 8How is sentence 22 BEST written? FShe learned real good. GShe learned so fastest. HShe learned really fast JShe learned faster.

8 Daily SOL Writing Practice Grade 5Week 5 provided by Simply Achieve, Inc. Answer Sheet – For Teacher Use QuestionCorrect AnswerVA SOL Essential Understanding Correlation 7B4.8cd – avoid the use of double negatives 8H4.8ff, 5.9bb – use adverb comparisons Notes to Teacher: During the editing stage of the writing process students will edit for correct punctuation and sentence construction. The Standards of Learning Assessments will ask students to edit a given passage for punctuation of apostrophes, commas, quotation marks and hyphens.

9 Daily SOL Writing Practice Grade 5Week 5 provided by Simply Achieve, Inc. Read the fourth part of Mary Beth’s rough draft. Use it to answer the questions below. (23)From then on, Helen's mind raced ahead. (24)She learned to speak when she was ten by feeling her teacher's mouth when she talked. (25)Often people found it hard to understand her, but she never gave up trying. (26)Meanwhile, she learned to read French German Greek, and Latin in braille! (27)When she was 20, she entered Radcliffe College, the women's branch of Harvard University. Her first book, The Story of My Life, was translated into 50 languages. (28)She wrote ten more books and a lot more articles! (29)She won many awards and worked for many causes (30)Helen became an exceptional leader, once she saw the potential in her own mind. (31)She died in her sleep in How is Helen’s mind from sentence 23 best written? AHelens mind BHelen’s’ mind CHelens’ mind Das it is 10How is sentence 26 best written? FMeanwhile, she learned to read French German, Greek, and Latin in braille! GMeanwhile, she learned to read French German Greek and Latin in braille! HMeanwhile, she learned to read French, German, Greek, and Latin in braille! Jas it is

10 Daily SOL Writing Practice Grade 5Week 5 provided by Simply Achieve, Inc. Answer Sheet – For Teacher Use QuestionCorrect AnswerVA SOL Essential Understanding Correlation 9D5.9da – punctuate possessives correctly 10H5.9fa – punctuate commas correctly Notes to Teacher: During the editing stage of the writing process students will edit for use of language, capitalization, punctuation and spelling. Students can earn 14 multiple choice points and 8 possible score from the direct-writing component by accurately editing. On Standards of Learning Assessments writing assessments students will edit for the use of: Grade 3Grade 4Grade 5 correct and varied sentences the word i in compound sentences past and present verb tense singular possessives apostrophes in contractions and pronouns commas in a series correct spelling for high frequency words, including irregular plurals subject-verb agreement prepositional phrases double negatives noun-pronoun agreement commas in series, dates, and addresses the incorporation of adjectives and adverbs the articles a, an, and the correct spelling of frequently used words, including homophones plural possessives adjective and adverb comparisons interjections apostrophes in contractions and possessives quotation marks with dialogue Commas to indicate interrupters and in the salutation and closing of a letter A hyphen to divide words at the end of a line Edit for clausal fragments, run-on sentences and excessive coordination


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