102 Sentence Structure C5.1.1 Identify and correctly use prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to connect ideas. Form A Directions: Use these four sentences to answer the questions: Underline the correct answer. 1. Which words form a prepositional phrase? (a) Sue s younger sister (b) is broken (c) broke the remote control (d) under the cushion (e) The remote control 2. Which words demonstrate the use of an appositive? (a) under the cushion (b) Sue s younger sister (c) is broken (d) broken remote control (e) Then Sara hid 3. How can independent clauses I and III best be combined? (a) Under the cushion, Sara, who broke the remote control, hid it. (b) Having broken the remote control, Sara hid it under the cushion. (c) The remote control is under the cushion broken by Sara. (d) Sara broke the remote when it was hidden under the cushion. (e) The remote control is broken under the cushion. 4. Which of the following transitions would be the best way to begin a sentence telling how her mother found the remote control? (a) Quickly (b) Eventually (c) Secondly (d) In conclusion (e) Also 5, Which of the following is a dependent clause (a) Sue was mad. (b) When Sara broke the remote control (c) The remote control is broken. (d) Then (f) Under the Cushion Date /5 Date /5 Date /5 Date /5 Written Language Checklist 1
102 Name C5.1.1 Identify and correctly use prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to connect ideas. Form B Directions: Use these four sentences to answer the questions: Underline the correct answer. 1. Which words form a prepositional phrase? (a) Dave s big sister (b) went in the pool (c) threw the ball (d) Then, Dave jumped (e) into the pool 2. Which words demonstrate the use of an appositive? (a) into the pool (b) the ball went (c) Dave s big sister (d) threw the ball (e) Then, Dave jumped 3. How can independent clauses 1 and 3 best be combined? (a) The ball went in the pool, so then Dave jumped into the pool to get it. (b) The ball went in the pool, so Dave jumped in to get it. (c) The ball and Dave went into the pool. (d) Dave jumped into the pool to get the ball. (e) Dave jumped into the pool and then the ball went in. 4. Which of the following transitions would be the best way to begin a sentence telling how Dave jumped in the pool. (a) Secondly (b) Also (c) With two legs (d) Quickly (e) Sadly 5. Which of the following is a dependent clause? (a) Kim threw the ball in the pool. (b) He got the ball quickly. (c) Because Dave is a good swimmer. (d) Dave s big sister (e) Into the pool Written Language Checklist 2
102 C5.1.1 Identify and correctly use prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to connect ideas. Form C Directions: Use these four sentences to answer the questions: Underline the correct answer. 1. Which words form a prepositional phrase? (a) her big sister (b) the little girl was safe (c) ran to get the little girl (d) The little girl ran (e) in the grass 2. Which words demonstrate the use of an appositive? (a) into the yard (b) as the car sped by (c) ran to get her (d) her big sister (e) Then, Kelly pulled her 3. How can independent clauses 1 and 2 best be combined? (a) The little girl ran into the street with her big sister. (b) The little girl ran into the street, but Kelly, her big sister, ran to get the little girl. (c) The little girl ran into the street, so Kelly, her big sister, ran to get her. (d) The little girl s big sister, Kelly, ran to get her. 4. Which of the following transitions would be the best way to begin a sentence telling how Kelly got her sister? (a) Firstly (b) Instantly (c) Eventually (d) Also (e) Likewise 5. Which of the following is a dependent clause? (a) As the car sped by (b) into the yard (c) the little girl was safe in the grass (d) her big sister (e) Then, Kelly pulled her into the yard. Written Language Checklist 3
102 C5.1.1 Identify and correctly use prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to connect ideas. Form D o Directions: Use these four sentences to answer the questions: o Underline the correct answer. 1. Which words form a prepositional phrase? (a) one of the best students (b) however (c) did not study the night before (d) with everyone else (e) because she didn t study 2. Which words demonstrate the use of an appositive? (a) however (b) because she didn t study (c) one of the best students (d) Susan failed her first science test (e) did not study the night before 3. How can independent clauses 2 and 5 best be combined? (a) Susan, one of the best students, forgot to study the night before, therefore, she failed her science test. (b) Susan, one of the best students, forgot to study the night before, because she didn t study, Susan failed her first science test. (c) Because she didn t study, Susan failed her first science test because she forgot to study. (d) Susan, one of the best students, failed her first science test because she forgot to study the night before. (e) Susan, one of the best students, forgot to study the night before and because she didn t study, Susan failed her first science test. 4. Which of the following is a transition? (a) one of the best students (b) forgot to study (c) the night before (d) however (e) her first science test 5. Which of the following is a dependent clause? (f) however (g) with everyone else (h) because she didn t study (i) However, she still had to take the test (j) one of her best students Written Language Checklist 4
103 Grammar C5.1.2a Identify and correctly use verbs that are often misused (lie/lay, sit/set, rise/raise) and modifiers. Underline the correctly used verbs that are often misused, modifiers and pronouns. 1. (a.) Please sit the package on the table. (b.) The baseball player is setting on the bench. (c.) Marie set the vase on her mother s desk. (d.) Did you set in the seat you were assigned? 2. (a.) Please lie down to take a nap. (b.) He lays down to read his book in bed. (c.) Mom said he raised from the dead. (d.) We rose to say the flag salute. Date /6 Date /6 Date /6 Date /6 3. Eager to get home before dark, the car sped around the corner. (a) He was speeding around the corner to get home before dark. (b) The car sped around the corner, eager to get home before dark. (c.) Eager to get home before dark, Jim sped his car around the corner. (d.) Correct as is. 4. Hanging on the wall, she glanced in the mirror. (a) She glanced in the mirror hanging on the wall. (b) One the wall she glanced in the mirror. (c) She glances in the mirror hanging on the wall. (d) Correct as is. 5. The boys treated himself to an ice cream cone. (a) ourselves (b) yourselves (c.) themselves (d) Correct as is. 6. I asked herself why the answer was incorrect. (a) yourself (b) myself (c) ourselves (c) Correct as is. Written Language Checklist 5
103 C5.1.2b Identify normative, objective and possessive pronouns. Normative: the subject of a verb. Pronouns in the nominative case: I, you, he, she, it, we, they, who). These words are the subject of the sentence and commit actions. Objective: the direct/indirect object of a verb or the object of a preposition. Pronouns in the objective case: Me, you, him, her, it, us, them, These words are the direct or indirect object of a verb. whom Possessive: denotes ownership (can be troublesome with pronouns. Underline the normative pronouns in these sentences. 1. She jumped into the river to save the boy s life. 2. He asked me if I needed anything from the store. 3. Who put the milk next to the stove? 4. It flew right at me. 5. You went to her house last night. Date /15 Date /15 Date /15 Date /15 Underline the objective pronouns in these sentences. 1. His mom took him to the grocery store. 2. All around us, people started talking. 3. They amused her and me. 4. They tried to go to the concert but she did not let them buy tickets. 5. Whom were you going to give that present to? Underline the possessive pronouns in these sentences. 1. Whose car is in the driveway? 2. This last folder must be yours. 3. My homework is done. 4. Bob lost his wallet in the car. 5. Her purse is made of leather. Written Language Checklist 6
104 Punctuation C5.1.3 Use a colon to separate hours and minutes and to introduce a list; use quotation marks around the exact words of a speaker and titles of poems, song, short stories and so forth. Which punctuation mark belongs in the sentence? 1. We will arrive at the airport at 800. (a) : (b) ; (c), (d) (e)! Date /5 Date /5 Date /5 Date /5 2. Please bring the following items (a), (b). (c)? (d) : (e) 3. Choose the correct quotation marks. Wow, said Marie, (a) (b) (c) (d) What a terrible day! What a terrible day! What a terrible day! What a terrible day! 4. Put quotation marks in the following sentence. Do you remember singing "Pop Goes the Weasel" in kindergarten? 5. Choose the correct punctuation mark. Did you see the movie last night (a) : (b) ; (c), (d) (e)? Written Language Checklist 7
105 Written Language Checklist Fifth Grade Writing Rubric A5.2.1 Write narratives: Writing Application Standards may be evaluated with existing rubrics or with Standard 2.1 teacher-created Write narratives: rubrics. Please attach student work, when applicable. a. a. Relate Establish ideas, a observations, plot, point of or view, recollections setting, of and event conflict. or experience. b. b. Provide Show, a rather context than to enable tell, the events reader to of imagine the story. the world of the event or experience. c. Use concrete sensory details. d. Provide insight into why the selected event or experience is memorable. Score 4 The Writing clearly addresses all parts of the writing task demonstrates a clear understanding of purpose maintains a consistent point of view, focus, and organizational structure, including paragraphing when appropriate includes a clearly presented central idea with relevant facts, details, and/or explanations includes a variety of sentence types contains few, if any, errors in the conventions of the English language (grammar, punctuation, capitalization, spelling). These errors do not interfere with the reader s understanding of the writing. provides a thoroughly developed sequence of significant events to relate ideas, observations, and/or memories. (N) includes vivid descriptive language and sensory details that enable the reader to visualize the events or experiences (N) Score 3 The Writing addresses all parts of the writing task demonstrates a general understanding of purpose maintains a mostly consistent point of view, focus, and organizational structure, including paragraphing when appropriate presents a central idea with mostly relevant facts, details, and/or explanations includes a variety of sentence types contains some errors in the conventions of the English language (grammar, punctuation, capitalization, spelling). These errors do not interfere with the reader s understanding of the writing. provides an adequately developed sequence of significant events to relate ideas, observations, and/or memories (N) includes some descriptive language and sensory details that enable the reader to visualize the events or experiences (N) Score 2 The Writing addresses only parts of the writing task demonstrates little understanding of purpose maintains an inconsistent point of view, focus, and/or organizational structure suggests a central idea with limited facts, details, and/or explanations includes little variety in sentence types contains several errors in the conventions of the English language (grammar, punctuation, capitalization, spelling). These errors may interfere with the reader s understanding of the writing. provides a minimally developed sequence of events to relate ideas, observations, and/or memories (N) includes limited descriptive language and sensory details that enable the reader to visualize the events or experiences (N) Score 1 The Writing addresses only one part of the writing task demonstrates no understanding of purpose lacks a clear point of view, focus, organizational structure lacks a central idea but may contain marginally related facts, details, and/or explanations includes no sentence variety contains serious errors in the conventions of the English language (grammar, punctuation, capitalization, spelling). These errors interfere with the reader s understanding of the writing lacks a sequence of events to relate ideas, observations, and/or memories (N) lacks descriptive language and sensory details that enable the reader to visualize the events or experiences (N) Written Language Checklist 8
A5.2.2 Write responses to literature: Written Language Checklist a. Demonstrate an understanding of a literary work. b. Support judgments through references to the text and to prior knowledge. c. Develop interpretations that exhibit careful reading and understanding. Writing Application Standards may be evaluated with existing rubrics or with teacher-created rubrics. Please attach student work, when applicable. 106 Written Language Checklist 9
Written Language Checklist 107 A5.2.4 Write persuasive letters or compositions: Writing Application Standards may be evaluated with existing rubrics or with teacher-created rubrics. Please attach student work. a. State a clear position in support of a proposal. b. Support a position with relevant evidence. c. Follow a simple organizational Writing Type: pattern. d. Address reader concerns. Fifth Grade Writing Rubric Persuasive Score 4 The Writing clearly addresses all parts of the writing task demonstrates a clear understanding of purpose and audience maintains a consistent point of view, focus, and organizational structure, including the effective use of transitions includes a clearly presented central idea with relevant facts, details, and/or explanations includes a variety of sentence types contains few, if any, errors in the conventions of the English language (grammar, punctuation, capitalization, spelling). These errors do not interfere with the reader s understanding of the writing. authoritatively defends a position with precise and relevant evidence and convincingly addresses the reader s concerns, biases, and expectations (P) Score 3 The Writing addresses all parts of the writing task demonstrates a general understanding of purpose and audience maintains a mostly consistent point of view, focus, and organizational structure, including the effective use of some transitions presents a central idea with mostly relevant facts, details, and/or explanations includes a variety of sentence types contains some errors in the conventions of the English language (grammar, punctuation, capitalization, spelling). These errors do not interfere with the reader s understanding of the writing. generally defends a position with relevant evidence and addresses the reader s concerns, biases, and expectations (P) Score 2 The Writing addresses only parts of the writing task demonstrates little understanding of purpose and audience maintains an inconsistent point of view, focus, and/or organizational structure, which may include ineffective or awkward transitions that do not unify important ideas suggests a central idea with limited facts, details, and/or explanations includes little variety in sentence types contains several errors in the conventions of the English language(grammar, punctuation, capitalization, spelling). These errors may interfere with the reader s understanding of the writing. defends a position with little, if any, evidence and may address the reader s concerns, biases, and expectations (P) Score 1 The Writing addresses only one part of the writing task demonstrates no understanding of purpose and audience lacks a point of view, focus, organizational structure, and transitions that unify important ideas lacks a central idea but may contain marginally related facts, details, and/or explanations includes no sentence variety contains serious errors in the conventions of the English language (grammar, punctuation, capitalization, spelling) These errors interfere with the reader s understanding of the writing. fails to defend a position with any evidence and fails to address the reader s concerns, biases, and expectations (P) Written Language Checklist 10