Grade 5Week 4 Daily SOL Writing Practice provided by Simply Achieve, Inc. 2Which resource would be the most helpful to Megan in writing and editing her paragraph? Fa book of rhyming words Gan encyclopedia Han atlas Ja computer word processor 1Which of these would best help Megan write a description of Grandma Balsamo? Amaking a list of all the things she loves about Grandma Balsamo Bcalling Grandma Balsamo to ask her to bake some cookies Cthinking about all the things she could do to help Grandma Balsamo Dasking about Grandma Balsamo at the library Grandma Balsamo In English class, Megan has been asked to write a descriptive paragraph about someone special to her. Megan wants to write about her Grandma Balsamo.

Grade 5Week 4 Daily SOL Writing Practice provided by Simply Achieve, Inc. Answer Sheet – For Teacher Use QuestionCorrect AnswerVA SOL Essential Understanding Correlation 1A5.8ab – create a plan, and organize thoughts before writing 2J5.8gi – use available technology to gather information and to aid in writing Notes to Teacher: Planning is an important stage of the writing process. Fifth grade students should plan and organize information for a variety of purposes. Students should be asked to complete a prewriting exercise prior to building a draft. Students will be successful on this part of the Standards of Learning assessment if they can group like ideas, identify unneeded information and sequence events. They must be familiar enough with the writing process to understand the steps a writer goes through when creating a draft.

Grade 5Week 4 Daily SOL Writing Practice provided by Simply Achieve, Inc. 3Which sentence can be removed because it repeats information already provided? Asentence 1 Bsentence 3 Csentence 4 Dsentence 5 4How can sentence 6 be revised to include more specific description? FWhen we walk into her house we can smell it cooking in the oven. GWhen we walk into her house we can smell stuff cooking in the oven. HWhen we walk into her house we can smell things cooking in the oven. JWhen we walk into her house we can smell fresh bread cooking in the oven. Here is the first part of Megan’s rough draft. Use it to answer the questions below. (1)One of my favorite people is Grandma Balsamo. (2)I visit her every Sunday. (3)She always gives me a big hug when she sees me. (4)On Sunday is when I visit Grandma Balsamo. (5)Grandma cooks all day to get ready for my visit. (6)When we walk into her house we can smell something cooking in the oven.

Grade 5Week 4 Daily SOL Writing Practice provided by Simply Achieve, Inc. Answer Sheet – For Teacher Use QuestionCorrect AnswerVA SOL Essential Understanding Correlation 3C5.8fh – clarify writing when revising 4J5.8df – choose precise descriptive vocabulary and information to create tone and voice Notes to Teacher: In the revising stage, students should improve their writing by selecting specific vocabulary and information. During this stage of the writing process the goal is to clarify writing so that the message is clearly communicated. To be successful on this part of the Standards of Learning assessment, students must be able to recognize unimportant information and revise to include more description and detail.

Grade 5Week 4 Daily SOL Writing Practice provided by Simply Achieve, Inc. Here is the second part of Megan’s paragraph. Use it to answer the questions below. (7)My mouth starts to water right away. (8)I ask for a taste of pasta. (9)I ask for a taste of sauce. (10)My grandma laughs and sneaks me a taste. (11)She pulls me close to her again. (12)I can smell her perfume. (13)She always wears the same perfume. (14)It smells nice. 5How can sentences 8 and 9 best be joined without changing their meaning? AI ask for a taste of pasta then I ask for a taste of sauce. BI ask for a taste of pasta and sauce. CI ask for a taste of pasta and then I ask for a taste of sauce. DI ask for pasta, I ask for sauce. 6A more descriptive way to write sentence 14 is – FIt smells really nice. GIt smells a lot. HIt smells like sweet flowers. JIt smells very very good.

Grade 5Week 4 Daily SOL Writing Practice provided by Simply Achieve, Inc. Answer Sheet – For Teacher Use QuestionCorrect AnswerVA SOL Essential Understanding Correlation 5B5.8eg – include sentences of various lengths and beginnings to create a pleasant, informal rhythm 6H5.8df – choose precise descriptive vocabulary and information to create tone and voice Notes to Teacher: In the revising stage students should improve their writing by selecting specific vocabulary and information. During this stage of the writing process the goal is to clarify writing so that their message is clearly communicated. To be successful on this part of the Standards of Learning assessment, students must be able to recognize unimportant information and revise to include more description and detail.

Grade 5Week 4 Daily SOL Writing Practice provided by Simply Achieve, Inc. Here is the third part of Megan’s rough draft. Use it to answer the questions below. (15)After everyone eats dinner Grandma Balsamo takes my hand, we sit down at the old kitchen table. (16)She tells me stories about when she was a little girl. (17)I learn about her favorite toys and her favorite books. (18)She shows me some of her favorite books. (19)The books’ covers are so old. 7Which sentence should be revised because it is a run-on sentence? Asentence 15 Bsentence 16 Csentence 17 Dsentence 18 8The phrase books’ covers from sentence 19 is best written – Fbooks covers Gbook’s covers Hbooks cover’s Jas it is

Grade 5Week 4 Daily SOL Writing Practice provided by Simply Achieve, Inc. Answer Sheet – For Teacher Use QuestionCorrect AnswerVA SOL Essential Understanding Correlation 7A5.9hh – avoid run-ons 8J5.9ae – use plural possessives Notes to Teacher: In the editing stage of the writing process, students should improve their writing by using proper grammar, capitalization, spelling, punctuation, and sentence structure. The best place for students to practice these skills is in their own writing. Writer’s workshop conferences provide the opportunity to examine individual student skills. To be successful on this part of the Standards of Learning assessment students must be able to recognize incorrectly written sentences and make them correct. At the fifth grade level students should be able to punctuate apostrophes, commas, and quotation marks. Students should be able to identify run-ons, fragments and complete sentences. They should also understand plural possessives, adverb comparisons, and adjective comparisons.

Grade 5Week 4 Daily SOL Writing Practice provided by Simply Achieve, Inc. 9How is sentence 21 correctly written? AShe says, I have always loved a good mystery.” BShe says, I have always loved a good mystery. CShe says, “I have always loved a good mystery.” D“She says, I have always loved a good mystery.” 10Which sentence should be revised because it is a fragment? Fsentence 20 Gsentence 21 Hsentence 22 Jsentence 23 Here is the final part of Megan’s paragraph. Use it to answer the questions below. (20)Grandma Balsamo picks up a copy of Box Car Children. (21)She says, “I have always loved a good mystery. (22)Although without her glasses. (23)She had difficulty reading. (24)I listened anyway. (25)Being close to Grandma Balsamo was special even if she couldn’t read all the words correctly.

Grade 5Week 4 Daily SOL Writing Practice provided by Simply Achieve, Inc. Answer Sheet – For Teacher Use QuestionCorrect AnswerVA SOL Essential Understanding Correlation 9C5.9ea – punctuate correctly; quotation marks 10H5.9hg – avoid fragments 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