Grade 3Week 9 Daily SOL Writing Practice provided by Simply Achieve, Inc. Honest Abe Veleka’s teacher asked the students in her class to write a letter.

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Grade 3Week 9 Daily SOL Writing Practice provided by Simply Achieve, Inc. Honest Abe Veleka’s teacher asked the students in her class to write a letter to a famous American they studied. Veleka wanted to write a letter to Abraham Lincoln. Look at the web she created to answer the questions below. 1What could Veleka add to her web under “looks”? Abeard Bborn in a log cabin Ctaught himself to read Dolder sister, Sarah 2Which of these should NOT be on Veleka’s web? Fpresident Gto read Hgive speeches JHelen Keller Abraham Lincoln president looks Helen Keller 16th tall likedto read give speeches

Grade 3Week 9 Daily SOL Writing Practice provided by Simply Achieve, Inc. Answer Sheet – For Teacher Use QuestionCorrect AnswerVA SOL Essential Understanding Correlation 1A3.10ba – generate ideas and plan writing 2J Notes to Teacher: The multiple-choice part of the Virginia Standards of Learning Writing tests will be composed of a series of brief scenarios. The questions following the scenarios will address planning and prewriting. A rough draft will follow the planning and prewriting questions. The rough draft will be divided into two sections. The first section will have errors that require revision such as the exclusion of a sentence that does not belong or two sentences that need to be combined. 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 section of the rough draft and will require students to choose the answer which represents correct usage or mechanics. In some cases the underlined words will contain no error and the correct answer will be “as it is.”

Grade 3Week 9 Daily SOL Writing Practice provided by Simply Achieve, Inc. Read the first part of Veleka’s rough draft. Use it to answer the questions below. (1)Dear Mr. Lincoln, (2)I have enjoyed learning about you in history class. (3)You had a life. (4)It must have been sad to lose your mother when you were only 8 years old. (5)I was sad when my dog, Patches, died. (6)You had to work hard to help on the farm. 3How can sentence 3 be rewritten to include more description? AYou had an interesting life. BIt was a life you had. CWhat a life. DYou had a kind of life. 4Which of these sentences does NOT belong in Veleka’s letter? Fsentence 2 Gsentence 3 Hsentence 4 Jsentence 5

Grade 3Week 9 Daily SOL Writing Practice provided by Simply Achieve, Inc. Answer Sheet – For Teacher Use QuestionCorrect AnswerVA SOL Essential Understanding Correlation 3A3.10dd – clarify writing when revising by including specific vocabulary and information. 4J3.9ei – revise to eliminate details that do not develop the central idea 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 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 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.

Grade 3Week 9 Daily SOL Writing Practice provided by Simply Achieve, Inc. Read the second part of Veleka’s rough draft. Use it to answer the questions below. (7)You knew how to use an ax when you weren't very old. (8)You worked to clear the trees off the land. (9)I was surprised to learn that you also taught yourself to read. (10)Where you lived. (11)There were not many books. (12)It would be hard to practice reading after chopping wood all day. 5How can sentence 7 be written with the MOST specific information? AYou knew how to use an ax early in life. BYou knew how to use an ax when you were 7 years old. CYou weren’t too big when you learned to use an ax. DYou were just a little younger than my cousin when you learned to use an ax. 6Which sentence should be revised because it is NOT a complete sentence? Fsentence 8 Gsentence 9 Hsentence 10 Jsentence 12

Grade 3Week 9 Daily SOL Writing Practice provided by Simply Achieve, Inc. Answer Sheet – For Teacher Use QuestionCorrect AnswerVA SOL Essential Understanding Correlation 5B3.10dd– clarify writing when revising by including specific vocabulary and information 6H2.11cg – write complete sentences 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 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 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.

Grade 3Week 9 Daily SOL Writing Practice provided by Simply Achieve, Inc. Read the third part of Veleka’s rough draft. Use it to answer the questions below. (13)You did lots of good things as an adult. (14)I liked learning about how you became president. (15)I wish I could have heard one of your speeches. (16)You gave people hope. 7How is learning from sentence 14 BEST written? Alearned Blearns Clearn Das it is 8In sentence 15, I wish I is correctly written – FI was i Gi wish i HI wish i Jas it is

Grade 3Week 9 Daily SOL Writing Practice provided by Simply Achieve, Inc. Answer Sheet – For Teacher Use QuestionCorrect AnswerVA SOL Essential Understanding Correlation 7D3.11cc – use past and present verb tenses 8J2.12ce – capitalize the word I Notes to Teacher: During the editing stage of the writing process students will edit for correct sentence formation, grammar, capitalization, punctuation, and spelling. To assist students in developing these skills direct instruction must take place on sentence formation, grammar, capitalization and punctuation rules. Writer’s workshop conferences provide the perfect opportunity to work on these skills with a student using their own writing. The Standards of Learning writing assessments ask students to use their editing 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 use complete sentences, use the word I in compound subjects, use past and present verb tenses, use singular possessives, use simple abbreviations, use correct spelling for frequently used words, including irregular plurals, e.g., men, children, punctuate correctly commas in a simple series, apostrophes in contractions with pronouns, e.g., I’d, we’ve.

Grade 3Week 9 Daily SOL Writing Practice provided by Simply Achieve, Inc. Read the fourth part of Veleka’s rough draft. Use it to answer the questions below. (17)You told people how their lives could be better. (18)You believed all people could do good things. (19)A lot of people did not like your ideas. (20)You fought for the rights of all people anyway. (21)I want to be a strong person just like you. (22)Thank you for being a great president and a great man. (23)Sincerely, (24) Veleka Jones 9In sentence 18, believed should be written – Abelief Bbelieving Cbelieve Das it is 10Another way to write did not from sentence 19 is – Fdidn’t Gdidnt Hdid’nt Jdidn’t’

Grade 3Week 9 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 10F2.12eg – use apostrophes in contractions Notes to Teacher: During the editing stage of the writing process students will edit for correct sentence formation, grammar, capitalization, punctuation, and spelling. To assist students in developing these skills direct instruction must take place on sentence formation, grammar, capitalization and punctuation rules. Writer’s workshop conferences provide the perfect opportunity to work on these skills with a student using their own writing. The Standards of Learning writing assessments ask students to use their editing 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 use complete sentences, use the word I in compound subjects, use past and present verb tenses, use singular possessives, use simple abbreviations, use correct spelling for frequently used words, including irregular plurals, e.g., men, children, punctuate correctly commas in a simple series, apostrophes in contractions with pronouns, e.g., I’d, we’ve.