Pearson Assessments



DAY 1: Capitalization & PunctuationSlide 1: Title PageExplain this week students will use what they have learned about writing to edit student drafts. At the end of the week, they will show what they know on a checkpoint that includes the editing skills they have studied this year.Slide 2: Editing Passage Test TalkDisplay the sections typically found on an editing passage. Begin by pointing out the directions at the topic of the page. Tell students the directions in bold print explain the overall task – reading the passage and answering the questions.Direct students’ attention to the text written in italics and explain it provides important information about the student’s writing, including the topic and genre. Furthermore, a sentence directs the reader to revise (improve the organization and content of the paper) or to edit (correct errors in capitalization, usage, punctuation, and spelling).Next, examine the passage. Draw attention to the numbered sentences and remind students that they help them locate sentences referred to in the questions.Finally, reveal the question and answer choices. Point out the format of the answer choices with the bold and/or bold italics text. Discuss how the format can assist them in answering the question and explain that sometimes answer choice D allows for no errors in the sentence.Slide 3: Tips for Editing Test TalkShare the tips for completing an editing passage.? Read the directions in italics to understand your task.? Read the passage and correct any errors.? Read and answer the questions.? Check the sentence(s) for errors using CUPS.Share and discuss how CUPS can assist students in answering the questions.Slide 4: Show What You Know about Capitalization and PunctuationShare the excerpt from Word After Word After Word and point out that students have learned to punctuate the ends of sentences using periods, question marks, and exclamation points. Briefly discuss the purpose of each punctuation mark.Then remind students they have also learned to capitalize sentence beginnings, proper nouns, official titles of people, and the pronoun “I”. Let students know they will now examine questions that could appear on an editing passage.Slide 5: Capitalize Titles of PeopleDisplay and read excerpt and make note of any errors in text.Display question and refer back to sentence in text. One by one, examine and discuss answer choices. Eliminate incorrect items and refer back to text to match up answer choice with type of error in text.Click the mouse to identify correct answer C. Point out how dr. is an official title of a person, which needs to be capitalized. Share other examples of titles students have learned (e.g., Mr., Mrs., Ms., Mayor, President, etc.). Slide 6: Capitalize Proper NounsRepeat the process of reading the excerpt and noting any error within the text. Then reveal the question and repeat the process for eliminating answer choices and determining the correct answer by referring back to the sentence.Click the mouse and discuss answer. Share other examples of proper nouns, including people, places, and things that are capitalized.Slide 7: Punctuate Sentence EndingsRepeat the process for answering the question. Discuss the purpose of each type of punctuation mark.Slides 8 & 9: Editing Passage Test TalkWith a partner, ask students to practice answering the question. Reveal the correct answer and discuss why. DAY 2: Spelling & UsageSlide 10: Title SlideExplain students will review what they have learned about spelling and verb tense to edit and answer questions about student drafts.Slide 11: Show What You Know about SpellingShare the excerpt from Word After Word After Word and point out what students have learned about common spelling patterns, rules, and concepts.As each type of spelling concept is revealed, briefly provide students with an explanation of each one as well as other examples of familiar words. Display an anchor chart with the concepts and/or rules students have learned related to spelling plural nouns, homophones, long and short vowels, and high frequency words.Slide 12: Spell PluralsDisplay and read excerpt and make note of any errors in text. Use the process of elimination to eliminate answer choices and to determine the correct answer.Briefly recap what students have learned about spelling plural nouns: 1) add –s to most singular nouns, 2) add –es to singular nouns ending in s, ch, x, sh, or z, 3) change y to i and add –es to words ending in consonant y.Slide 13-15: Spell Homophones, Long and Short Vowels, and High Frequency WordsRepeat the process for reading the excerpts and answering the questions. Give examples of familiar homophones and remind students to check meaning and use what they know to spell words correctly. Recap the difference between words spelled with long and short vowels.Review the grade-level high frequency words and core spelling words that students should know and be able to spell.Slide 16: Show What You Know about UsageShare the excerpt from Word After Word After Word and point out what students have learned about using the same verb tense in a piece of writing. Briefly discuss the difference between past, present, and future verb tense.Slide 17: Use Correct Verb TenseRepeat the process for reading the excerpt and answering the question. Reread the excerpt using the present and future verb tenses as a comparison.Slides 18-19: Editing Passage Test TalkRepeat the process for reading the excerpt and answering the questions by having students work with a partner.As a whole group, discuss the rationale for the correct answers. DAY 3: Sentence StructureSlide 20: Title SlideExplain students will review what they have learned about complete sentences to edit and answer questions about student drafts.Slide 21: Show What You Know about Sentence StructureShare the excerpt from Word After Word After Word. Remind students that complete sentences have a subject and predicate and point out examples of each part in the excerpt.Slides 22-23: Edit Sentence StructureRepeat the process for reading the excerpt and answering the questions. Share how we can recognize fragments as “itty, bitty baby parts.” Often they start with a conjunction such as “and” or with prepositions such as “to”. Remind students when they look at the answer choices, only 1 answer is correct. They can eliminate incorrect sentences by checking punctuation within and at the end of sentences and applying what they know about complete sentences. Slide 24: Editing Passage Test TalkWith a partner, ask students to read the excerpt and answer the question.As a whole group, discuss the rationale for the correct answers. ................
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