Grade 3Week 3 Daily SOL Writing Practice provided by Simply Achieve, Inc. Virginia Marine Science Museum Arthur’s teacher has asked him to write a report.

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Grade 3Week 3 Daily SOL Writing Practice provided by Simply Achieve, Inc. Virginia Marine Science Museum Arthur’s teacher has asked him to write a report about a place he visited. Arthur decided to write about his trip to the Virginia Marine Science Museum. 1What should Arthur do before he starts to write? Afind out what days of the week the museum is open Bthink about why he likes marine animals Cwrite down things he remembers about his visit to the museum Dmake a list of all the museums he has visited 2Who is Arthur’s audience? Fthe people at the museum Ghis teacher Hhis favorite author Jhis best friend, Joe

Grade 3Week 3 Daily SOL Writing Practice provided by Simply Achieve, Inc. Answer Sheet – For Teacher Use QuestionCorrect AnswerVA SOL Essential Understanding Correlation 1C3.10ba – generate ideas and plan writing 2G3.10cb – identify the intended audience Notes to Teacher: The Standards of Learning English: Writing assessments ask students to respond to a series of multiple choice questions on different parts of the writing process. Prewriting is the getting-ready to write stage. Prewriting will be assessed on the Standards of Learning multiple-choice tests. Students will be provided with webs, lists, story frames, or event frames. They will be asked to analyze the visual and respond to questions. To be successful on this part of the test students must be able to focus on central topic and group related ideas. Students can prepare for this part of the Standards of Learning writing assessment by participating in different prewriting activities prior to writing. Student prewriting can be shared with their peers. Students can be asked questions like: Is there any item in the wrong place?, What could be added?, Should anything be deleted?, Who is the intended audience?, etc.

Grade 3Week 3 Daily SOL Writing Practice provided by Simply Achieve, Inc. Read the first part of Arthur’s rough draft. Use it to answer the questions below. (1)During spring break, I went to visit a great place. (2)I went to the Virginia Marine Science Museum. (3)When I arrived at the museum and I got there, I could hardly wait to see what was inside. (4)My mom paid for the tickets. (5)Then we got a map of the museum. (6)There were volunteers at the museum. (7)The volunteers were all dressed in the same color shirt so we would know who to ask for help. 3Which is the BEST way to rewrite sentence 3 without saying the same thing twice? AWhen I arrived at the museum and got there, I could hardly wait to see what was inside the museum. BWhen I got to the museum, I could hardly wait to get there and to see what was inside. CWhen I arrived at the museum, I could hardly wait to see what was inside. DWhen I got to the museum, I arrived and I could hardly wait to see what was inside. 4How can sentences 6 and 7 BEST be joined? FThe volunteers at the museum were all dressed in the same color shirt so we would know who to ask for help. GAll dressed in the same color shirt were the volunteers. HThere were volunteers with shirts who we could ask for help. JTo ask for help you needed a volunteer with the same color shirt.

Grade 3Week 3 Daily SOL Writing Practice provided by Simply Achieve, Inc. Answer Sheet – For Teacher Use QuestionCorrect AnswerVA SOL Essential Understanding Correlation 3C2.11ck – delete or add words to clarify meaning during the revising process 4F Notes to Teacher: During the revising stage of the writing process students will revise for focus, organization, specific vocabulary, specific information, and elaboration. To assist students in developing these skills direct instruction must take place on grouping like information into clear paragraphs, ordering paragraphs so there is a logical flow of information and including vivid vocabulary in their writing. Working with students to replace “tired” words in their writing with “lively” ones will boost their vocabulary. Writer’s workshop mini-lessons provide the perfect opportunity to model the use of “vivid vocabulary” and passage organization. The Standards of Learning writing assessments 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 assessment, students should be able to identify the intended audience, follow the organization of particular forms of writing and clarify writing when revising by including specific vocabulary and information.

Grade 3Week 3 Daily SOL Writing Practice provided by Simply Achieve, Inc. Read the second part of Arthur’s rough draft. Use it to answer the questions below. (8)The first thing I saw was a sign pointing to the string rays. (9)The guide told us the stingrays lived at the museum. (10)She said the stingrays live in a 5,000 gallon saltwater aquarium. (11)In the tank to feed them. (12)They swam all around her. (13)She told us we could reach in the tank and touch them. (14)I looked at their sharp tails and decided that was a bad idea. 5How can sentences 9 and 10 BEST be joined? AThe guide told us the stingrays lived at the museum, then she said they lived in a 5,000 gallon tank. BThe guide said the stingrays lived at the museum, she also said they lived in a 5,000 gallon saltwater aquarium. CThe guide said the stingrays at the museum live in a 5,000 gallon saltwater aquarium. DThe guide said that the stingrays live at the museum but that they live in a 5,000 gallon saltwater aquarium. 6Which of these is NOT a complete sentence? Fsentence 8 Gsentence 9 Hsentence 10 Jsentence 11

Grade 3Week 3 Daily SOL Writing Practice provided by Simply Achieve, Inc. Answer Sheet – For Teacher Use QuestionCorrect AnswerVA SOL Essential Understanding Correlation 5C2.11ck – delete or add words to clarify meaning during the revising process 6J3.11aa – use complete sentences Notes to Teacher: During the revising stage of the writing process students will revise for focus, organization, specific vocabulary, specific information, and elaboration. To assist students in developing these skills direct instruction must take place on grouping like information into clear paragraphs, ordering paragraphs so there is a logical flow of information and including vivid vocabulary in their writing. Working with students to replace “tired” words in their writing with “lively” ones will boost their vocabulary. Writer’s workshop mini-lessons provide the perfect opportunity to model the use of “vivid vocabulary” and passage organization. The Standards of Learning writing assessments 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 assessment, students should be able to identify the intended audience, follow the organization of particular forms of writing and clarify writing when revising by including specific vocabulary and information.

Grade 3Week 3 Daily SOL Writing Practice provided by Simply Achieve, Inc. Read the third part of Arthur’s rough draft. Use it to answer the questions below. (15)Fish were everywhere in the museum! (16)Pictures of fish were hung on every wall. (17)Some was pictures of fish in the aquarium. (18)You could look at the picture and then try to find the fish in the tank. (19)Each picture had information about the fish below it. 7In sentence 15, in the museum! is correctly written – A in the museum B in the museum, C in the museum? D as it is 8In sentence 17, Some was pictures should be written – FSome be pictures GSome is pictures HSome were pictures Jas it is

Grade 3Week 3 Daily SOL Writing Practice provided by Simply Achieve, Inc. Answer Sheet – For Teacher Use QuestionCorrect AnswerVA SOL Essential Understanding Correlation 7D2.12bf – punctuate declarative, interrogative, and exclamatory sentences 8H3.11cc – use past and present verb tenses Notes to Teacher: During the editing stage of the writing process students will edit for correct punctuation and sentence construction.

Grade 3Week 3 Daily SOL Writing Practice provided by Simply Achieve, Inc. Read the fourth part of Arthur’s rough draft. Use it to answer the questions below. (20)After we looked at all kinds of fish we went to see the otters. (21)I loved watching them. (22)They were very playful. (23)The otter habitat had both land and water. (24)They would chase each other on the land and then jump into the water. (25)They rolled around like kildren. (26)They made being an otter look fun. (27)I am glad that I got to go to the Virginia Marine Science Museum over spring break. 9In sentence 21, loved is correctly written – Aloving Blove Cloves Das it is 10How is kildren from sentence 25 BEST written? Fchildren Gchilds Hchild Jas it is

Grade 3Week 3 Daily SOL Writing Practice provided by Simply Achieve, Inc. Answer Sheet – For Teacher Use QuestionCorrect AnswerVA SOL Essential Understanding Correlation 9D3.11cc – use past and present verb tenses 10F3.11hf – use correct spelling for frequently used words, including irregular plurals Notes to Teacher: During the editing stage of the writing process students will edit for correct punctuation and sentence construction.