1. Grade 5Week 9 Daily SOL Writing Practice provided by Simply Achieve, Inc. Static Electricity Mrs. Danube assigned her science class an essay about their recent electrical experiment. Michael makes the following outline. Use it to answer questions 1 and 2. I. Our experiment with static electricity A. We needed to prove that like charges, positive or negative, repel each other. B. We rubbed items with cloth and found that they either repelled or attracted each other. C. My lab partner, Marty, played around the whole time. II. Our conclusions A. We concluded that there are only two types of charges, positive or negative. B. We concluded that like charges repel and opposite charges attract. 1Which item needs to be removed from the outline? AOur experiment with static electricity BWe needed to prove that like charges, positive or negative, repel each other CWe rubbed items with cloth and found that they either repelled or attracted each other DMy lab partner, Marty played around the whole time 2What is the purpose of Michael’s outline? Fto write and outline instead of an essay Gto organize what he will write in his essay Hto select important words to include in the essay Jto describe static electricity

2. Grade 5Week 9 Daily SOL Writing Practice provided by Simply Achieve, Inc. Answer Sheet – For Teacher Use QuestionCorrect AnswerVA SOL Essential Understanding Correlation 1D5.8be – Organize information. 2G5.8ab – Choose planning strategies for various writing purposes. Notes to Teacher: The multiple-choice subtest of the Grade 5 English: Writing SOL 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. One 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. Questions with this part 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. Another section of the rough draft will contain embedded errors in usage or mechanics. Items following this section 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 there will be no error and the correct answer will be "as it is."

3. Grade 5Week 9 Daily SOL Writing Practice provided by Simply Achieve, Inc. Read the first portion of Michael’s essay and answer questions 3 and 4. (1)When we were assigned an experiment with electricity, the first thing I thought of was static electricity. (2)It is winter and I hear my sister complaining about the static electricity in her hair. (3)I’ve seen my baby brother come down the slide on our swing set with his hair sticking straight out. (4)My mom told me that was static electricity. (5)He broke his arm on the swing set last year. (6)I’ve been curious about how it works. 3Which sentence should be removed from this paragraph? Asentence 3 Bsentence 4 C sentence 5 D sentence 6 4Which sentence could best be added after sentence 6? FElectricity is quite dangerous; you must be careful around it. GThat is why we decided to do our electricity experiment on static electricity. HBen Franklin was a true genius. JMaybe my sister will stop complaining so much.

4. Grade 5Week 9 Daily SOL Writing Practice provided by Simply Achieve, Inc. Answer Sheet – For Teacher Use QuestionCorrect AnswerVA SOL Essential Understanding Correlation 3C5.8be – Organize information. 4G 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 writing assessment 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. Grade 5Week 9 Daily SOL Writing Practice provided by Simply Achieve, Inc. Read the first part of Michael’s rough draft. Use it to answer the questions below. (7)My sister is constantly complaining about static electricity in her hair dur- ing the winter months. (8)It is funny to see her hair standing on end after she runs the brush through it. (9)My partner, Marty, and I decided that there must be some force that makes the hair stand at attention. (10)But how does static electricity work? (11)I know static means inactive so how could that make objects like hair move ? 5In sentence 7, how is dur-ing correctly divided at the end of the line? Adu-ring Bduri-ng Cdurin-g Das it is 6How is sentence 11 best written? FI know static means inactive; so, how could that make objects like hair move? GI know static means inactive, so, how could that make objects like hair move? HI know, static means inactive, so, how could that make objects like hair move? JI know static means, inactive, so how could that make objects like hair move?

6. Grade 5Week 9 Daily SOL Writing Practice provided by Simply Achieve, Inc. QuestionCorrect AnswerVA SOL Essential Understanding Correlation 5D5.9ga – Use a hyphen to divide words at the end of a line. 6F5.9hh – Edit for clausal fragments, run-on sentences, and excessive coordination. Notes to Teacher: During the editing stage of the writing process students will edit for correct punctuation and sentence construction. Answer Sheet – For Teacher Use

7. Grade 5Week 9 Daily SOL Writing Practice provided by Simply Achieve, Inc. Read the next part of Michaels’s rough draft. Use it to answer the questions below. (12)Our experiment began by rapid rubbing a glass rod with silk and touching it to a small ball of aluminum foil dangling from a string. (13)We noticed that the foil ball moved away from the glass rod. (14)Then we repeated the process with a second foil ball and tried to bring the two balls near each other. (15)They moved away from each other too. (16)Then we rubbed a plastic rod with wool and brought close to either ball, both balls moved toward the plastic rod. (17)Then we noticed that if two new aluminum foil balls were touched to the plastic rod, they are then pushed away by the plastic. (18)As well as by each other. (19)But they move toward the glass rod and the balls touched by the glass rod. 7In sentence 12, how is rapid best written? Arapider Brapidlier Crapidly Das it is 8Which item is a sentence fragment? Fitem 16 Gitem 17 Hitem 18 Jitem 19

8. Grade 5Week 9 Daily SOL Writing Practice provided by Simply Achieve, Inc. QuestionCorrect AnswerVA SOL Essential Understanding Correlation 7C5.9bd – Use adjective and adverb comparisons 8H5.9hg – Edit for clausal fragments, run-on sentences, and excessive coordination. Notes to Teacher: During the editing stage of the writing process students will edit for correct punctuation and sentence construction. Answer Sheet – For Teacher Use

9. Grade 5Week 9 Daily SOL Writing Practice provided by Simply Achieve, Inc. Read the next part of Michael’s rough draft. Use it to answer the questions below. (20)This experiment taught Marty and me that there are two electrical charges. (21)When we rubbed the silk against the glass we created a positive charge. (22)Touching it to the balls that it shares some of its positive charge with makes the two items move apart. (23)When we rubbed the plastic with the wool, we created a negative charge. (24)When we touched the plastic rod to the balls it shares some of its negative charge with these objects also moved apart. (25)We concluded that charges that are the same do not attract. (26)Only when we brought the positively charged ball close to the negatively charged rod did the objects move toward each. (27)We decided this means that oppos- ite charges attract each other. (28)It was a fun experiment, but I don’t think I’ve solved my sister’s bad hair days. 9In sentence 27, how is oppos-ite correctly divided at the end of the line? Aopp-osite Bo-pposite Coppo-site Das it is 10In sentence 28, how is sister’s best written? Fsisters’ Gsisters HSister’s Jas it is

10. Grade 5Week 9 Daily SOL Writing Practice provided by Simply Achieve, Inc. QuestionCorrect AnswerVA SOL Essential Understanding Correlation 9C5.9ga – Use a hyphen to divide words at the end of a line. 10J5.9da– Use apostrophes in contractions and possessives. Answer Sheet – For Teacher Use 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