Beginner Was or Were

10 questions 10 score 20:00 length
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Questions

Questions within the worksheet.
1. Sentence Structure (1 score)
She was hungry.
Distractions
were
Curriculum Outcome
predict the meaning of and quickly solve unfamiliar words using different types of cues, including:<ul><li>semantic (meaning) cues (e.g., familiar words, phrases, sentences, and visuals that activate existing knowledge of oral and written language)</li><li>syntactic (language structure) cues (e.g., word order, language patterns, punctuation)</li><li>graphophonic (phonological and graphic) cues (e.g., letter clusters within words; onset and rime; common spelling patterns; words within words; visual features of words such as shape or size)</li></ul>make simple revisions to improve the content, clarity, and interest of their written work, using several types of strategies (e.g., reordering sentences to present information in a more logical sequence; adding linking words to connect ideas; replacing general words with concrete, specific words/phrases)
2. Sentence Structure (1 score)
There was a snowstorm.
Distractions
were
Curriculum Outcome
predict the meaning of and quickly solve unfamiliar words using different types of cues, including:<ul><li>semantic (meaning) cues (e.g., familiar words, phrases, sentences, and visuals that activate existing knowledge of oral and written language)</li><li>syntactic (language structure) cues (e.g., word order, language patterns, punctuation)</li><li>graphophonic (phonological and graphic) cues (e.g., letter clusters within words; onset and rime; common spelling patterns; words within words; visual features of words such as shape or size)</li></ul>make simple revisions to improve the content, clarity, and interest of their written work, using several types of strategies (e.g., reordering sentences to present information in a more logical sequence; adding linking words to connect ideas; replacing general words with concrete, specific words/phrases)
3. Sentence Structure (1 score)
They were hungry.
Distractions
was
Curriculum Outcome
predict the meaning of and quickly solve unfamiliar words using different types of cues, including:<ul><li>semantic (meaning) cues (e.g., familiar words, phrases, sentences, and visuals that activate existing knowledge of oral and written language)</li><li>syntactic (language structure) cues (e.g., word order, language patterns, punctuation)</li><li>graphophonic (phonological and graphic) cues (e.g., letter clusters within words; onset and rime; common spelling patterns; words within words; visual features of words such as shape or size)</li></ul>make simple revisions to improve the content, clarity, and interest of their written work, using several types of strategies (e.g., reordering sentences to present information in a more logical sequence; adding linking words to connect ideas; replacing general words with concrete, specific words/phrases)
4. Sentence Structure (1 score)
Tim and Tom were playing a game.
Distractions
was
Curriculum Outcome
predict the meaning of and quickly solve unfamiliar words using different types of cues, including:<ul><li>semantic (meaning) cues (e.g., familiar words, phrases, sentences, and visuals that activate existing knowledge of oral and written language)</li><li>syntactic (language structure) cues (e.g., word order, language patterns, punctuation)</li><li>graphophonic (phonological and graphic) cues (e.g., letter clusters within words; onset and rime; common spelling patterns; words within words; visual features of words such as shape or size)</li></ul>make simple revisions to improve the content, clarity, and interest of their written work, using several types of strategies (e.g., reordering sentences to present information in a more logical sequence; adding linking words to connect ideas; replacing general words with concrete, specific words/phrases)
5. Sentence Structure (1 score)
How was the movie?
Distractions
were
Curriculum Outcome
predict the meaning of and quickly solve unfamiliar words using different types of cues, including:<ul><li>semantic (meaning) cues (e.g., familiar words, phrases, sentences, and visuals that activate existing knowledge of oral and written language)</li><li>syntactic (language structure) cues (e.g., word order, language patterns, punctuation)</li><li>graphophonic (phonological and graphic) cues (e.g., letter clusters within words; onset and rime; common spelling patterns; words within words; visual features of words such as shape or size)</li></ul>make simple revisions to improve the content, clarity, and interest of their written work, using several types of strategies (e.g., reordering sentences to present information in a more logical sequence; adding linking words to connect ideas; replacing general words with concrete, specific words/phrases)
6. Sentence Structure (1 score)
There were only six ducks in the lake.
Distractions
was
Curriculum Outcome
predict the meaning of and quickly solve unfamiliar words using different types of cues, including:<ul><li>semantic (meaning) cues (e.g., familiar words, phrases, sentences, and visuals that activate existing knowledge of oral and written language)</li><li>syntactic (language structure) cues (e.g., word order, language patterns, punctuation)</li><li>graphophonic (phonological and graphic) cues (e.g., letter clusters within words; onset and rime; common spelling patterns; words within words; visual features of words such as shape or size)</li></ul>make simple revisions to improve the content, clarity, and interest of their written work, using several types of strategies (e.g., reordering sentences to present information in a more logical sequence; adding linking words to connect ideas; replacing general words with concrete, specific words/phrases)
7. Sentence Structure (1 score)
How was your day?
Distractions
were
Curriculum Outcome
predict the meaning of and quickly solve unfamiliar words using different types of cues, including:<ul><li>semantic (meaning) cues (e.g., familiar words, phrases, sentences, and visuals that activate existing knowledge of oral and written language)</li><li>syntactic (language structure) cues (e.g., word order, language patterns, punctuation)</li><li>graphophonic (phonological and graphic) cues (e.g., letter clusters within words; onset and rime; common spelling patterns; words within words; visual features of words such as shape or size)</li></ul>make simple revisions to improve the content, clarity, and interest of their written work, using several types of strategies (e.g., reordering sentences to present information in a more logical sequence; adding linking words to connect ideas; replacing general words with concrete, specific words/phrases)
8. Sentence Structure (1 score)
She was shy.
Distractions
were
Curriculum Outcome
predict the meaning of and quickly solve unfamiliar words using different types of cues, including:<ul><li>semantic (meaning) cues (e.g., familiar words, phrases, sentences, and visuals that activate existing knowledge of oral and written language)</li><li>syntactic (language structure) cues (e.g., word order, language patterns, punctuation)</li><li>graphophonic (phonological and graphic) cues (e.g., letter clusters within words; onset and rime; common spelling patterns; words within words; visual features of words such as shape or size)</li></ul>make simple revisions to improve the content, clarity, and interest of their written work, using several types of strategies (e.g., reordering sentences to present information in a more logical sequence; adding linking words to connect ideas; replacing general words with concrete, specific words/phrases)
9. Sentence Structure (1 score)
Sarah was playing with her cat.
Distractions
were
Curriculum Outcome
predict the meaning of and quickly solve unfamiliar words using different types of cues, including:<ul><li>semantic (meaning) cues (e.g., familiar words, phrases, sentences, and visuals that activate existing knowledge of oral and written language)</li><li>syntactic (language structure) cues (e.g., word order, language patterns, punctuation)</li><li>graphophonic (phonological and graphic) cues (e.g., letter clusters within words; onset and rime; common spelling patterns; words within words; visual features of words such as shape or size)</li></ul>make simple revisions to improve the content, clarity, and interest of their written work, using several types of strategies (e.g., reordering sentences to present information in a more logical sequence; adding linking words to connect ideas; replacing general words with concrete, specific words/phrases)
10. Sentence Structure (1 score)
The puppies were happy.
Distractions
was
Curriculum Outcome
predict the meaning of and quickly solve unfamiliar words using different types of cues, including:<ul><li>semantic (meaning) cues (e.g., familiar words, phrases, sentences, and visuals that activate existing knowledge of oral and written language)</li><li>syntactic (language structure) cues (e.g., word order, language patterns, punctuation)</li><li>graphophonic (phonological and graphic) cues (e.g., letter clusters within words; onset and rime; common spelling patterns; words within words; visual features of words such as shape or size)</li></ul>make simple revisions to improve the content, clarity, and interest of their written work, using several types of strategies (e.g., reordering sentences to present information in a more logical sequence; adding linking words to connect ideas; replacing general words with concrete, specific words/phrases)