Grade 5Week 2 Daily SOL Writing Practice provided by Simply Achieve, Inc. Danger at the Beach Jackson’s homeroom teacher has asked the class to write about a frightening experience they have had. Jackson chose to write about the time he was caught in a rip current. 1 The format that Jackson should use for his writing is – Aa letter Ban article Ca story Da list 2 The audience for this essay would most likely be – Fboaters Gpreschoolers Hsnow skiers JEnglish teachers

Grade 5Week 2 Daily SOL Writing Practice provided by Simply Achieve, Inc. QuestionCorrect AnswerVA SOL Essential Understanding Correlation 1C5.8aa – Choose planning strategies for various writing purposes. 2F5.8cd – Demonstrate awareness of intended audience. 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. 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." Answer Sheet – For Teacher Use

Grade 5Week 2 Daily SOL Writing Practice provided by Simply Achieve, Inc. Read the first part of Jackson’s rough draft. Use it to answer the questions below. (1)We were on our last day of vacation in Virginia Beach. (2)My brother and I had been body surfing everyday. (3)We love to snow ski in the winter. (4)The waves had been huge and glassy all week. (5)This day, however, the water was quite choppy, but the waves were still big. (6)My brother and I ignored the yellow warning flag on the lifeguard’s stand. 3Which sentence should be removed from this paragraph because it does not stay on topic? Asentence 1 Bsentence 2 Csentence 3 Dsentence 4 4Which sentence could best be added to this paragraph after sentence 6? FWe didn’t understand that a yellow flag warns of rip currents. GWe decided to have lunch at the cottage instead. HMy mom did not come to the beach that day. JMy sister loves to surf on a long board every summer.

Grade 5Week 2 Daily SOL Writing Practice provided by Simply Achieve, Inc. QuestionCorrect AnswerVA SOL Essential Understanding Correlation 3C5.8fh – Revise writing for clarity. 4F5.8bc – Organize information. 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. Answer Sheet – For Teacher Use

Grade 5Week 2 Daily SOL Writing Practice provided by Simply Achieve, Inc. Read the next part of Jackson's rough draft. Use it to answer the questions below. (7)I knew right away that we were in for a rough time when I tried to paddle out. (8)The waves kept knocking me down. (9)Finally, I saw an opportu- nity to get out and jumped over a crashing wave to calmer water. (10)I was watching the horizon; patiently waiting for the perfect swell. (11)My brother called to me and said, “Don’t go out too far, Jackson.” (12)I shrugged my shoulders because I knew that I was a strong swimmer. 5 In sentence 9, how is opportunity best divided at the end of the line? Aopp-ortunity Boppo-rtunity Copport-unity Das it is 6How is sentence 11 correctly written? FMy brother called to me and said “Don’t go out too far, Jackson.” GMy brother called, “to me and said Don’t go out too far, Jackson.” HMy brother called to me and said: “Don’t go out too far, Jackson.” Jas it is

Grade 5Week 2 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. 6J5.9ea – Use quotation marks with dialogue. 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

Grade 5Week 2 Daily SOL Writing Practice provided by Simply Achieve, Inc. Read the next part of Jackson’s rough draft. Use it to answer the questions below. (13)Moments later, I heard my brother call again. (14)This time I was much further away. (15)I became a little nervous and decided to swim in a little. (16)I swam for several minutes. (17)And quickly realized that the beach was getting more distant. (18)I began to panic. (19)My brother was screaming for me to swim, but I wasn’t getting anywhere. 7In sentence 14, how is further best written? Amore further Bfurthest Cmost further Das it is 8Which sentence is a fragment? Fsentence 13 Gsentence 15 Hsentence 16 Jsentence 17

Grade 5Week 2 Daily SOL Writing Practice provided by Simply Achieve, Inc. QuestionCorrect AnswerVA SOL Essential Understanding Correlation 7D5.9bc – Use adjective and adverb comparisons. 8J5.9hg – Edit for clausal fragments, run-on sentences, and excessive coordination. 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

Grade 5Week 2 Daily SOL Writing Practice provided by Simply Achieve, Inc. Read the next part of Jackson’s rough draft. Use it to answer the questions below. (20)I began to get extremely frightened, and I started to get tired. (21)I looked back at my brother and saw him motion for me to swim parallel with the beach. (22)I knew right away that I had been caught in a rip-current. (23)Our parents’ teach us about them every summer. (24)I had forgotten the rule about swimming parallel and panicked. (25)I pulled myself together and did as my brother instructed. (26)After swimming about ten feet, I could feel the current weaken. (27)Once I was out of the rip-current I was able to easily swim to shore. 9In sentence 23, how is parents’ best written? Aparent’s Bparents Cparents’s Das it is 10How is sentence 27 correctly written? FOnce I was out of the rip-current, I was able to easily swim to shore. GOnce, I was out of the rip-current I was able to easily swim to shore. HOnce I was out of the, rip-current I was able to easily swim to shore. Jas it is

Grade 5Week 2 Daily SOL Writing Practice provided by Simply Achieve, Inc. QuestionCorrect AnswerVA SOL Essential Understanding Correlation 9B5.9da – Use apostrophes in contractions and possessives. 10F5.9hh – Edit for clausal fragments, run-on sentences, and excessive coordination. 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