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LAFS Aligned Middle School

SET#1

Editing Task

FLORIDA Standards Assessment

Task 1 Florida Standards (LAFS) Topic

1 6.L.1.2.b, 7.L.1.2.b, 8.L.1.2.c

Spell Correctly

2 6.L.1.2, 7.L.1.2, 8.L.1.2 Punctuation

3 6.L.1.1., 7.L.1.1., 8.L.1.1.

Pronouns

4 6.L.2.3.a, 7.L.2.3.a, 8.L.2.3.a Create a Sentence

5 6.L.1.2, 7.L.1.2, 8.L.1.2 Punctuation

6 6.L.1.2.b, 7.L.1.2.b, 8.L.1.2.c Spell Correctly

7 6.L.2.3.a, 7.L.1.1, 8.L.1.1 Relative Pronouns



9 6.L.1.2.b, 7.L.1.2.b, 8.L.1.2.c Verb Tense

10 6.L.1.2, 7.L.1.2, 8.L.1.2 Punctuation

11 6.L.1.2.b, 7.L.1.2.b, 8.L.1.2.b Tenses

12 6.L.1.2, 7.L.1.2, 8.L.1.2 Punctuation

13 6.L.1.2, 7.L.1.2, 8.L.1.2 Punctuation

14 6.L.2.3.a, 7.L.1.1., 8.L.1.1 Conjunction


FSA Editing Task Breakdown

Test Prep created by THE SMALL CLASSROOM Copyright � 2018


16 6.L.1.2.b, 7.L.1.2.b, 8.L.1.2.c Verb Tense

17 6.L.1.2.b, 7.L.1.2.b, 8.L.1.2.c Spell Correctly Plurals

18 6.L.1.2.b, 7.L.1.2.b, 8.L.1.2.c Spell Correctly Contractions

19 6.L.2.3.a, 7.L.1.1.b, 8.L.1.1 Dependent Clauses

20 6.L.1.1., 7.L.1.1., 8.L.1.1. Pronouns

21 6.L.1.2.b, 7.L.1.1, 8.L.1.1 Adjectives



23 6.L.1.2.b, 7.L.1.1, 8.L.1.1 Adjectives and Adverbs

24 6.L.1.2.b, 7.L.1.2.b, 8.L.1.2.c Spell Correctly Plural Nouns

25 6.L.2.3.a, 7.L.1.1.b, 8.L.1.1 Conjunction

26 6.L.1.2, 7.L.1.2, 8.L.1.2 Punctuation

27 6.L.1.2, 7.L.1.2, 8.L.1.2 Punctuation

28 6.L.2.3.a, 7.L.1.1.b, 8.L.1.1 Conjunction

29 6.L.2.3.a, 7.L.1.1.b, 8.L.1.1 Verbs

30 6.L.2.3.a, 7.L.2.3.a, 8.L.2.3.a Create a Sentence

FSA Editing Task Breakdown Continued



31 6.L.1.1., 7.L.1.1., 8.L.1.1. Pronouns

32 6.L.1.2.b, 7.L.1.2.b, 8.L.1.2.c Spell Correctly Contractions

33 6.L.1.2, 7.L.1.2, 8.L.1.2 Punctuation

34 6.L.2.3.a, 7.L.1.1.b, 8.L.1.1 Dependent Clauses

35 6.L.1.2, 7.L.1.2, 8.L.1.2 Punctuation

36 6.L.1.2, 7.L.1.2, 8.L.1.2 Punctuation

37 6.L.1.2.b, 7.L.1.2.b, 8.L.1.2.c Spell Correctly Plural Pronoun

38 6.L.1.2.b, 7.L.1.2.b, 8.L.1.2.b Tenses

39 6.L.1.1., 7.L.1.1., 8.L.1.1. Pronoun & Antecdent


FSA Editing Task Breakdown Continued


Edi%ngTask1

Choosethecorrectwordorphrasetofillineachblankinthepassage.Foreachblank,fillinthecirclebeforethewordorphrasethatiscorrect.

KidsGuidetoHowtheBrainWorks

byAnnSteele

1.  Ofallofthebody'sorgans,noneisasimportantasthebrain.Thebrainisthecontrolcenterfor

thebody,anditisconstantlysendinginstrucBonsand[receivingrecievingreceving

reciving]messagesfromthebody'sorgansandBssues-evenwithoutyourconscious

knowledge.

2.  Yourbrainmakeseverythingyoudopossible,fromwalkingandtalkingtosingingandswimming.

Tounderstandhowthebrain[works;itworks:itworks,itworksit]is

importanttobecomefamiliarwiththebrain'svariousparts,howthebraincommunicateswith

otherbodyparts,andwhathappenswhenthebrainbecomesinjuredorfailstoworkproperly.

3.  Justasthehearthasseveraldifferentpartsthatworktogethertopumpblood,[his

yourmytheir]brainhasseveraldifferentpartsthatworktogetheraswell.

ScienBstsanddoctorsrecognizefourbasicpartsofthebrain.

4.  Thecerebrumisthelargestpartofthebrainandthemostobviouscomponentwhenlookingat

theenBreorgan.Thecerebrum,whichissomeBmescalledthecortex,iswrinkledsothatithas

moresurfaceareabutdoesnottakeupverymuchspace.Thecerebrumisresponsible[fora

varietyoftaskstoconnecteverythingtogetherasanimportantpartofthebrain

bymakingdecisions],includinghelpingyoutoreason,move,see,plan,speak,andhear.

Name: Date: Class:


ExcerptfromKidsGuidetoHowtheBrainWorksbyAnnSteele.hSp://mastersinpsychologyguide.com/arBcles/kids-guide-to-the-brain

ThistextisavailableundertheCreaBveCommonsASribuBon-ShareAlikeLicense.

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Edi%ngTask1con%nued


5.  The[secondpartofthebrainthecerebellum,secondpartofthebrain,thecerebellum,

secondpartofthebrainthecerebellumsecondpartofthebrain,thecerebellum]is

someBmescalledthe"liSlebrain,"asitlookslikeashrunkenversionoftheenBrebrain-its

surfaceisevenwrinkled,justlikethecerebrum.Thecerebellumisinvolvedinmaintaining

posture,balance,andsimilarfuncBons.

6.  Thelimbicsystem[resideresidiesresidsresides]deepinsidethebrain.Four

parts,thethalamus,hypothalamus,amygdala,andhippocampus,comprisethelimbicsystem.

ThelimbicsystemisoYencalledthe"emoBonalbrain,"butitalsocontrolsthingssuchasbody

temperature.

7.  Finally,thebrainstem,[itiswheniswhichisthatis]theoldestpartofthe

braininevoluBonaryterms,connectsthebraintothespinalcord.

Name: Date: Class:


ExcerptfromKidsGuidetoHowtheBrainWorksbyAnnSteele.hSp://mastersinpsychologyguide.com/arBcles/kids-guide-to-the-brain

ThistextisavailableundertheCreaBveCommonsASribuBon-ShareAlikeLicense.

B A C D

B A C D

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Edi%ngTask2


ChildhoodObesity,PrevalenceandPreven=on

byMahshidDehghan,NooriAkhtar-DaneshandAnwarTMerchant

8.Childhoodobesityhasreachedepidemiclevelsindeveloped[countryscountres

countriescountry].Twenty-fivepercentofchildrenintheUSareoverweightand11%

areobese.Overweightandobesityinchildhoodareknowntohaveasignificantimpactonboth

physicalandpsychologicalhealth.

9.Themechanismofobesitydevelopmentisnotfullyunderstoodanditis[believe

believedbelievablebelieving]tobeadisorderwithmulBplecauses.

Environmentalfactors,lifestylepreferences,andculturalenvironmentplaypivotalrolesinthe

risingprevalenceofobesityworldwide.Ingeneral,overweightandobesityareassumedtobe

theresultsofanincreaseincaloricandfatintake.

10.Ontheotherhand,therearesupporBngevidencethatexcessivesugarintakebysoYdrinks,

increasedporBonsize,andsteadydeclineinphysicalacBvityhavebeenplayingmajorrolesin

therisingratesofobesityallaroundtheworld.[Consequently,Consequently

AlternaBvely,AlternaBvely]bothover-consumpBonofcaloriesandreducedphysical

acBvityareinvolvedinchildhoodobesity.

11.  AlmostallresearchersagreethatprevenBon[willbeshouldbewouldbe

couldbe]thekeystrategyforcontrollingthecurrentepidemicofobesity.PrevenBonmay

includeprimaryprevenBonofoverweightorobesity,secondaryprevenBonorprevenBonof

weightregainsfollowingweightlossandavoidanceofmoreweightincreaseinobesepersons

unabletoloseweight.

Name: Date: Class:


ExcerptfromChildhoodObesity,PrevalenceandPreven=onbyMahshidDehghan,NooriAkhtar-DaneshandAnwarTMerchant.hSps://nutriBonj.biomedcentral.com/arBcles/10.1186/1475-2891-4-24ThistextisavailableundertheCreaBveCommonsASribuBonLicense.

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Edi%ngTask2Con%nued


12.  UnBlnow,mostapproacheshavefocusedonchangingthebehaviorofindividualsindietand

exercise[.?!,]

13.  It[seemshoweverthatseemshowever,thatseems,however,thatseems,

howeverthat]thesestrategieshavehadliSleimpactonthegrowingincreaseintheobesity

epidemic.Whileabout50%oftheadultsareoverweightandobeseinmanycountries,itis

difficulttoreduceexcessiveweightonceitbecomesestablished.

14.Childrenshould,therefore,beconsideredtheprioritypopulaBonforintervenBonstrategies.

PrevenBonmaybeachievedthroughavarietyofintervenBonstargeBngbuiltenvironment,

physicalacBvity,anddiet.SomeofthesepotenBalstrategiesforintervenBoninchildrencanbe

implementedbytargeBngpreschoolinsBtuBons,schools[oryetbutso]

aYer-schoolcareservicesasanaturalsejngforinfluencingthedietandphysicalacBvity.

15.Allinall,thereisanurgentneedto[iniciateiniBateinBateinciate]

prevenBonandtreatmentofobesityinchildren.

Name: Date: Class:


B A C

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ExcerptfromChildhoodObesity,PrevalenceandPreven=onbyMahshidDehghan,NooriAkhtar-DaneshandAnwarTMerchant.hSps://nutriBonj.biomedcentral.com/arBcles/10.1186/1475-2891-4-24ThistextisavailableundertheCreaBveCommonsASribuBonLicense.

Edi%ngTask3


WhatisSedimenta=on?

byAaronFaunch

16.  SedimentaBonisveryimportant.Withoutitwewouldn’t[hashavehad

was]anydinosaurfossils.

17.  Itisthebuildingupoflayersofsmall[parBcleparBcalsparBcliesparBcles]

likesandormud.Theeasiestplacetoseethisisthebeach.Abeachismadeupoflotsofsand

whichhavebeendeposited,orleYbehind,bythesea.

18.Sandandmudcomefrominland.Riverserodethemfromthelandandbringthemtowardsthe

sea.Asthewaterslows,it[can’tcantcannotca’nt]carryasmuchandso

sandandmudaredropped.Thebiggerthegrainofsand,thesooneritisdropped.

19.  Ifyoulookatacliff,youwilloYenseelayerswhichmaketheclifflooklikealayercake.These

layersarecausedbysedimentaBon.[FromBmetoBme,Insomeinstances,

OveralongperiodofBme,SomeBmedowntheroad,]thegrainsofsandandmud

buildupandup,formingthelayers.

20. Fossilsarefoundin[thisthesethosethat]layers.Thequickerbonesare

buried,themorechancetheywillbesavedfromscavenginganimalsanddamagebyweather.

Name: Date: Class:


ExcerptfromWhatisSedimenta=onbyAaronFaunch.hSps://scienceforthekids.wordpress.com/2013/03/12/what-is-sedimentaBon/

ThistextisavailableundertheCreaBveCommonsASribuBonUnincorporatedLicense.

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Edi%ngTask3Con%nued


21.Thesea,riversandlakesarethe[beSergoodwellbest]depositorsofsand

andmud.Dinosaursareusuallyfoundwherethereusedtobeasea,lakeorriver.However,big

glaciersandtheaircanalsocarryverysmallgrains.

22.  Alandslide,wheremudandrockfalldownamountainorasanddune,canalsosavethebones

ofadinosaur.Onefamousfossilcalled‘TheFighBngDinosaurs’istwodinosaursentwinedas

[thoughthroughthoughtthrought]theyarefighBng.Paleontologiststhink

thattheVelocirapterwashunBngtheotherdinosaur,Protoceratopswhenasanddunecollapsed

onboth,killingthemandpreservingtheirbones.

Name: Date: Class:


ExcerptfromWhatisSedimenta=onbyAaronFaunch.hSps://scienceforthekids.wordpress.com/2013/03/12/what-is-sedimentaBon/

ThistextisavailableundertheCreaBveCommonsASribuBonUnincorporatedLicense.

B A C D

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Edi%ngTask4


PetsareaChild’sBestFriend

byCraigBrierley

23. ChildrengetmoresaBsfacBonfromrelaBonshipswiththeirpetsthanwiththeirbrothersor

sisters,accordingtonewresearchfromtheUniversityofCambridge.Childrenalsoappeartoget

onevenbeSerwiththeiranimalcompanions[thenthantheirthere]with

siblings.

24. Theresearchaddstoincreasingevidencethathouseholdpetsmayhaveamajorinfluenceon

childdevelopment,andcouldhaveaposiBveimpacton[childrenchildrens

children’schildrens’]socialskillsandemoBonalwell-being.

25. Petsarealmostascommonassiblingsinwesternhouseholds,[althoughunless

becausewhichever]therearerelaBvelyfewstudiesontheimportanceofchild-pet

relaBonships.

26.  ‘‘Anyonewhohaslovedachildhoodpetknowsthatweturntothemforcompanionshipand

disclosure,justlikerelaBonshipsbetween[people”sayspeople,sayspeople”,

sayspeople,”says]MaSCassells,aGatesCambridgeScholarattheDepartmentof

Psychiatry,wholedthestudy.“WewantedtoknowhowstrongtheserelaBonshipsarewithpets

relaBvetootherclosefamilyBes.UlBmatelythismayenableustounderstandhowanimals

contributetohealthychilddevelopment.”

Name: Date: Class:


ExcerptfromPetsareaChild’sBestFriendbyCraigBrierley.hSp://www.cam.ac.uk/research/news/pets-are-a-childs-best-friend-not-their-siblingsThistextisavailableundertheCreaBveCommonsASribuBonInternaBonalLicense.

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Edi%ngTask4Con%nued


27.  Inthisstudyresearcherssurveyed12yearoldchildrenfrom77familieswithoneormorepetsof

anytypeandmorethanonechildathome.ChildrenreportedstrongrelaBonshipswiththeirpets

relaBvetotheirsiblings[nopunctuaBon,;.]withlowerlevelsofconflict

andgreatersaBsfacBoninownersofdogsthanotherkindsofpets.

28.  ‘‘Eventhoughpetsmaynotfullyunderstand[andbutorso]respond

verbally,thelevelofdisclosuretopetswasnolessthantosiblings,”saysCassels.“Thefactthat

petscannotunderstandortalkbackmayevenbeabenefitasitmeanstheyarecompletelynon-

judgmental.

29. “Whilepreviousresearch[hashadwillwas]oYenfoundthatboysreport

strongerrelaBonshipswiththeirpetsthangirlsdo,weactuallyfoundtheopposite.Whileboys

andgirlswereequallysaBsfiedwiththeirpets,girlsreportedmoredisclosure,companionship,

andconflictwiththeirpetthandidboys,perhapsindicaBngthatgirlsmayinteractwiththeirpets

inmorenuancedways.’’

30. “EvidenceconBnuestogrow[affirminganeutralresultthatpetsarethemainfactor

changingtheperspecBveshowingthatpetshaveposiBvebenefits]onhumanhealth

andcommunitycohesion,”saysDr.NancyGee,Human-AnimalInteracBonResearchManagerat

WALTHAMandaco-authorofthestudy.“Thesocialsupportthatadolescentsreceivefrompets

maywellsupportpsychologicalwell-beinglaterinlifebutthereissBllmoretolearnaboutthe

longtermimpactofpetsonchildren’sdevelopment.”

Name: Date: Class:


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ExcerptfromPetsareaChild’sBestFriendbyCraigBrierley.hSp://www.cam.ac.uk/research/news/pets-are-a-childs-best-friend-not-their-siblingsThistextisavailableundertheCreaBveCommonsASribuBonInternaBonalLicense.

Edi%ngTask5


Emojis:IsLanguageEvolvingorGoingBackwards?

byAndrewWiggins

31. Followingourdiscussioninclassaboutemojisandhowtheyarebecomingmorepresentinour

dailylives,[Imeweyou]havebeenponderingthesubjectforthelastweek

orso.

32. WhileIamanaviduserofemojiswhileincontactwithfriends,veryrarelydoesitstemoutinto

myeverydaylife.It’srarethat[youyoudyou’dyou’ld]hearsomeonesay

”sadfaceemoji”inrelaBontosomethingbadorupsejnghappeningsotherefore,Ifounditodd

thatsomepeoplewouldrefertoitasalanguage.

33.  ThatwasunBlIdidaquickGooglesearchonthedefiniBonoflanguageandwasmetwiththis

[;:,.]”themethodofhumancommunicaBon,eitherspokenorwriSen,

consisBngoftheuseofwordsinastructuredandconvenBonalway.”

34.  [BeforeIreadthis,NextIbegantoread,FirstIread,AYerreadingthis,]

Istartedtothinkaboutthewaysinwhichemojisareusedandsoonrealizedthatitcouldbea

language.Granted,notaspokenonebutawriSentype.

35. The[methodofhumancommunicaBon“methodofhumancommunicaBon”

“methodofhumancommunicaBon,”,“methodofhumancommunicaBon,”]porBonof

thedefiniBonshowsthatemojiscanbecalledalanguageofsortsastheyhelppeople

communicatewitheachotherinawaythatsomeBmestheycannotgetacrossbyjustusing

convenBonallanguage.

Name: Date: Class:


ExcerptfromEmojis:IsLanguageEvolvingorGoingBackwardsbyAndrewWiggins.hSps://odetoandrew.wordpress.com/2015/10/15/emojis-is-language-evolving-or-going-backwards/

ThistextisavailableundertheCreaBveCommonsASribuBonInternaBonalLicense.

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Edi%ngTask5


36. WhilethedefiniBonsays”words”,Ifeelthisshouldbealteredtoinclude”symbols”aswell.Why

shouldHieroglyphsbeconsideredalanguageifemojisarenot?Arewenotdoingthesamething

asourancestorsjustinadigitalformat[nopunctuaBon.!?]

37. However,ifyoupose[thosethemthesethis]quesBonsyouarealsoleY

withthealternaBveview;quesBoningwhethertheuseofemojisisthrowingusbackintothe

past.Shouldn’twebemovingforwardnotbackward?

38. KyleSmithfromtheNewYorkPostseemstothinksoinanarBclehewrote.Hestates,“nomaSer

how[complicatecomplicatedcomplicaBngcomplicates]somethingmight

be,someoneisreducingittoaBnycartoon.”

39. WhileIagreewithhimthatcomplexissuesshouldnotbeexplainedinaliSleicon,Ifeelthatheis

takingthewholephenomenonabittooseriously.Inreality,noonetakesthesesmallcartoonsto

meananythingmuch.They’realljustabitoffunandifithelpsgetyourpointoremoBonsacross

inawaythatyoucannotverbalize,thenwhyshould[ittheyshehe]notbe

referredtoasalanguage.AYerall,itisamediumofcommunicaBon,isn’tit?

40.  Inmyopinion,IfeelthatthecommunicaBonpowerofemojisisimmeasurableandwhileitisnot

alanguageinthetypicalsenseofthewordithas[definetelydefenitelydefinitely

definitly]madeahugeimpactonoursocietyandthewaywelive.

Name: Date: Class:


B A C

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ExcerptfromEmojis:IsLanguageEvolvingorGoingBackwardsbyAndrewWiggins.hSps://odetoandrew.wordpress.com/2015/10/15/emojis-is-language-evolving-or-going-backwards/

ThistextisavailableundertheCreaBveCommonsASribuBonInternaBonalLicense.

D A B C

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Editing Task Set 1 Answer Key

_________________________________________________________________________________ Task 1 Task 3 Task 5 1. A 16. B 31. A 2. C 17. D 32. C 3. B 18. A 33. B 4. A 19. C 34. D 5. B 20. B 35. B 6. D 21. D 36. D 7. C 22. A 37. C Task 2 Task 4 38. B 8. C 23. B 39. A 9. B 24. C 40. C 10. A 25. A 11. D 26. D 12. A 27. B 13. C 28. C 14. A 29. A 15. B 30. D


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