Thank You Neighbor

1. fairy tales Clothes Books Birthday Package shorts Treats Toys Jelly beans Thank You Neighbor Lauren’s teacher asked the students in her class to write a friendly letter. Lauren decided to write a letter to her neighbor thanking her for a package. Lauren made this web. She listed all the things she liked about the package. Use the web to answer the questions below. • Which of these could Lauren add • to her web under Books? • A come over and play soon • B didn’t fit • C “Arthur’s Birthday Surprise” is • funny • D the chocolate candy was • melted 2Which of these did Lauren place under the wrong heading on her web? F shorts G jelly beans H fairy tales J visit provided bySimply Achieve, Inc.

2. Answer Sheet – For Teacher Use 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. The prewrite process will be tested on the Standards of Learning multiple-choice assessments. To be successful on this part of the test students must be able to focus on central topic and group related ideas. When preparing to write, students should always brainstorm for ideas and organize information in webs, lists, story frames, or event frames. Students can prepare for this part of the Standards of Learning writing assessment by participating in prewriting activities prior to writing. Student prewrites 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. provided bySimply Achieve, Inc.

3. Read the first part of Lauren’s rough draft. Use it to answer the questions below. Dear Mrs. Danielson, (1)You are my favorite neighbor. (2)Thats why I wanted to write you a thank-you letter. (3)I really enjoyed the birthday package you sent. (4)When I first opened it I was amazed by all the stuff in it. • In sentence 2, Thats is correctly written – • A That’s • B Thats’ • C Thats’s • D as it is • Sentence 4 is BEST written – • F When I first open it I was amazed by all the stuff in it. • G When I first opens it I was amazed by all the stuff in it. • H When I first opening it I was amazed by all the stuff in it. • J as it is provided bySimply Achieve, Inc.

4. Answer Sheet – For Teacher Use 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. provided bySimply Achieve, Inc.

5. Read the second part of Lauren’s draft. Use it to answer the questions below. (5)The books. (6)And the jewelry are great. (7)My friend and I had fun trying everything on. (8)We liked the Arthur book the best. (9)I know my friends neighbors are not as great as you. 6 In sentence 9, friends neighbors should be written – F friend’s neighbors G friends neighbors’ H friends’ neighbors J as it is 5 How can sentences 5 and 6 BEST be joined without changing their meaning? A The books and the jewelry are great. B The books, the jewelry, are great. C Because the books were great so is the jewelry. D Although the jewelry was great so were the books. provided bySimply Achieve, Inc.

6. Answer Sheet – For Teacher Use 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. provided bySimply Achieve, Inc.

7. Here is the third part of Lauren’s rough draft. Use it to answer the questions below. (10)When you first moved in I was afraid to walk over and meet you. (11)I was scared. (12)You must have known how I was feeling you came over and introduced yourself to me. 7 Which sentence can be removed because it repeats information already provided? A sentence 11 B sentence 12 C sentence 15 D sentence 17 8 How is sentence 12 correctly written – F You must have known how I was feeling you afterward you came over and introduced yourself to me. G You must have known how I was feeling because you came over and introduced yourself to me. H You must have known how I was feeling although you came over and introduced yourself to me. J as it is provided bySimply Achieve, Inc.

8. Answer Sheet – For Teacher Use Notes to Teacher: During the revising stage of the writing process students will revise for organization, specific vocabulary, and specific information. 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 his 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. provided bySimply Achieve, Inc.

9. Here is the fourth part of Lauren’s rough draft. Use it to answer the questions below. (13)You told me a funny story that made me laugh. (14)I forgot how I was feeling and relaxed. (15)You always ask me about me. (16)I am lucky to have a special friend like you right next door. (17)Thanks for the package. 9 How can sentence 15 be written to add the MOST specific information? A You always ask. B You always ask me about my day at school. C You always ask me what’s up. D as it is 10 How is sentence 17 BEST written to add more specific information? F Thanks for a package. G Thanks for my package. H Thanks for the special birthday package. J Thanks for our big package. provided bySimply Achieve, Inc.

10. Answer Sheet – For Teacher Use Notes to Teacher: During the revising stage of the writing process students will revise for organization, specific vocabulary, and specific information. 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 his 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. provided bySimply Achieve, Inc.