Preparation Workbook

Ontario Secondary School Literacy Test

(OSSLT)
 INTRODUCTION

What You Need To Know

What is the OSSLT?

 The Ontario Secondary School Literacy Test, (OSSLT) is a provincial test of literacy
(both reading and writing) skills students have acquired by the end of Grade 9 in
The Ontario Curriculum across all subject areas.
 Its successful completion is a requirement for graduation.

Who writes the OSSLT?

 Grade 10 students in the province of Ontario.

 Previously eligible students who were unsuccessful on their first attempt.

What are the basics of the OSSLT?

Test Date - this date is determined on a yearly basis

- refer to the EQAO website for the specific date (www.eqao.com)

Test Materials - 2 Question Booklets and 2 Answer Booklets

Duration - 2.5 hours of test time

Results - An Individual Student Report outlining individual results will be

distributed in June or September

2
 UNDERSTANDING THE OSSLT

What is on the OSSLT?

 There are 2 Question Booklets and 2 Answer Booklets.
 Each Question Booklet contains both reading and writing selections.
READING WRITING
(Approximately 53% of total score) (Approximately 46% of total score)

Types of Reading Tasks: Types of Writing tasks and questions:

 Informational Text (fact based/News  Long writing tasks (News Report,
Report) Series of Paragraphs Expressing an
 Narrative Text (story/fictional/Dialogue) Opinion)
 Graphic Text (visual information)  2 Short Writing Tasks (6 lines each)
 Multiple Choice Questions (Developing
Types of Questions: a Main Idea with Supporting Details,
 Multiple Choice Organization of Ideas, Language
 Open Response (6 lines each) Conventions)

Decoding the OSSLT

The OSSLT has its own special terminology. It is important to know what these terms
mean.
Selection A selection is the passage you must read. It might be part of a book, a story
from a magazine, something from a website or news report. It is what you
need to base your answers on.
Task The task is the question you have to answer. It will instruct you on what to
do. For example, it may tell you to develop your main idea with supporting
details.
Response Your response is your written answer to the task.
Length The length is the amount of space your response must cover. For example, if
6 lines are provided on the test, you must fill all 6 lines.
Rough Notes Rough notes are an area of space that they provide for you to brainstorm
ideas for your response. This area is NOT scored.
Scoring Scoring is the word used for marking or grading. Your score on each question
is called a Code. If you get a 30, they call it a Code 30.
Conventions Conventions are spelling, grammar, sentence structure and punctuation.
Section A section refers to how the OSSLT is organized.

3
 READING
UNDERSTANDING DIFFERENT TYPES OF QUESTIONS

 For the OSSLT, reading is defined as the process through which the reader makes
meaning of a variety of written texts as reflected in the expectations in The
Ontario Curriculum across all subjects up to the end of Grade 9.
 Each selection focuses on 3 reading skills:
1. Understanding explicitly (directly) stated ideas and information.
2. Understanding implicitly (indirectly) stated ideas and information.
3. Making connections between information and ideas in a reading
selection and personal knowledge and experience.

EXPLICIT IMPLICIT
 The answer can be  Using the facts and
found in the text, details from the text as
usually in one sentence. clues to make
OR reasonable guesses
 The answer is in the about what is not
text, but you will need directly stated in the
to look in several text.
different places to find
it.

MAKING CONNECTIONS
 The answer comes from
your own experiences,
beliefs, and background
knowledge and how these
connect to the selection.

 Text-to-Text
 Text-to-Self
 Text-to-World

4
 READING STRATEGIES
BEFORE, DURING, and AFTER

BEFORE READING
 PREVIEW the selection. By skimming and scanning, you will get an overall idea of what the selection is
about.
 LOOK carefully at the photograph or diagram. These graphic features will give you clues to the meaning
of the selection.
 READ the questions. By doing this, you will know what to look for when reading the selection.

DURING READING
 MAKE NOTES. Use the white space to jot down questions, key words, and thoughts you may have.
 HIGHLIGHT or UNDERLINE facts, details or ideas that link to the questions.
 Pay attention to TEXT FEATURES. Italics, bold, headings, “quotation marks” to show
dialogue/quotations, headlines, numbering of paragraphs, etc. all help you to understand the selection.

AFTER READING
 ANSWER the questions.
 RE-READ the selection in case you are unsure of an answer.
 LOOK carefully at the selection to find details that will help you answer the questions .

Types of Reading Selections

Information Paragraph Presents factual ideas and information on a topic.

News Report Presents information in the form and structure of a news article.

Dialogue Presents a conversation already in progress between 2 or more people

and is indicated by the use of quotation marks. (“…”)
Real-Life Narrative Presents an account of a significant time in an individual’s life.
Graphic Text Presents ideas and information with the help of graphic features, such as
diagrams, photographs, drawings, sketches, timetables, maps, charts, or
tables.
5
 HIGHLIGHTING, UNDERLINING, AND MAKING MARGIN NOTES

 On the OSSLT, you are allowed to highlight and/or underline key words or phrases on
the reading selections and/or questions.

 The best way to make highlighting/underlining useful as a tool for comprehension is for
it to be strategic, selective, and purposeful.

 With selective highlighting and underlining the idea is to mark only the key words,
phrases, vocabulary, and ideas that are central to understanding the piece.

For example, highlighting/underlining can be used to:

 Mark important information as you read the selections.

For example: A great deal about your personality can be read in your handwriting,
according to graphologists. Such experts consider handwriting a kind of “brainwriting,”
a direct expression of mental impulses in the brain transmitted through the writer’s
hand to the paper.

 In the above example, the four words are underlined because they are the most
important in the selection.

Here are some suggestions to keep in mind when highlighting or

underlining key words:

 Look carefully at the first and last line of each paragraph. Important information is
often found there.
 Highlight only necessary words and phrases - not an entire sentence. Remember:
Do not highlight any more than one-third of the paragraph.
 Look for those big ideas that relate to or expand the main topic.
 Identify the key words in a question that can help you find the answer. Keep
those key words in mind when you return to the selection. You should search for
those exact words, or words similar in meaning.

6
 TIPS FOR ANSWERING MULTIPLE CHOICE QUESTIONS
The OSSLT consists of 58 test questions. Ten of these questions are written responses that are to be
answered in complete sentences and scored with rubrics. The rest are multiple-choice questions.

What is a multiple-choice question?

 It is a question that lists possible answers and asks you to make a choice and select the correct
one.
 You will have 4 choices to consider for each question.
 Many students like multiple choice because they think that multiple-choice questions are the
easiest to answer. After all, the answer is right there on the page, so how hard can that be?
 You may be surprised to find out just how hard multiple-choice questions can really be. The
choices are not meant to trick you, but rather to make you think. You know the correct answer
is there, but all of the choices may sound correct. This is one of the things that make multiple-
choice questions difficult to answer.

HOW CAN I BE SURE THAT I AM SELECTING THE CORRECT ANSWER?

1. Read the question FIRST. Look for key words.

2. Don’t look at the answer choices yet.

3. Before looking at the answer choices, try to think of an

answer on your own. Go back to the selection if necessary.

4. Try to find an answer in the list of choices that matches

what you predicted.

5. If you don’t see the answer you predicted, see if you can
cross out any of the choices you know are wrong. Narrow
your choices down to as few as possible.

6. No matter what you choose, make sure that you read

through all the choices. Sometimes more than one answer may seem right. After you have
ruled out choices you know are incorrect, then select the best one. DO NOT LEAVE BLANKS!

7. Check and double-check that you have “bubbled-in” your choice in the correct section of the
Student Answer Booklet.

Remember to:
 answer ALL multiple-choice questions.
 transfer your answers to the STUDENT ANSWER BOOKLET.
 fill in the circle completely on the STUDENT ANSWER BOOKLET.
7
 SAMPLE READING SELECTION

Teen’s Recycling Recipe Bags Award

This is an
example
of a
News
Report.

Landfills are clogged with plastic bags that can take up to 1000 years to decompose. Daniel
Burd, a 17-year-old high school student from Waterloo, Ontario, has discovered a way to break
down the plastic in a matter of months. [1]

Burd’s idea won the top prize of $10 000 and scholarships at the 2008 Canada-Wide
Science Fair in Ottawa. [2]

Burd said his idea literally hit him on the head one day. “Each time I open the closet … the
plastic bags are on the top shelf and they always fall down like an avalanche onto my head.” One
day he just got tired of it, so he researched what other people are doing with these bags. [3]

Burd discovered that approximately 500 billion plastic bags are used worldwide each year.
Many end up in the oceans, where they are ingested by animals that often die as a result. [4]

Burd’s hypothesis was that if plastic bags can eventually break down, it should be possible
to speed up the process by isolating and concentrating the micro-organism responsible for the
decomposition. [5]

To test his hypothesis, Burd took soil samples from the landfill and mixed them with
polyethylene (the substance used to make plastic bags) and a solution to encourage bacterial
growth. After concentrating the solution and incubating it for 12 weeks, Burd was able to degrade
the plastic by 43 percent in six weeks. He figures the bacterial soup would entirely break down
plastic bags in three months. [6]
Burd envisions future “recycling stations” acting as large composters for plastic bags.
Meantime, he says he hopes to attend a university to study science. [7]

8
Multiple-Choice (Record the best or most correct answer on the Student Answer Booklet.)

1. Which paragraph describes the event that happened first?

The answer to this
a. paragraph 2 question is NOT directly
b. paragraph 3 stated. (IMPLICIT) Use a
fact or detail to make
c. paragraph 4 an educated guess.

d. paragraph 5

2. What is the meaning of “hypothesis” as used in paragraph 5?

a. a recipe The word “hypothesis”
is used directly
b. a problem (EXPLICIT) in the
c. a prediction selection.

d. an experiment

3. What is responsible for the decomposition of plastic bags?

a. bacteria The answer is stated
directly in the
b. polyethylene selection- “bacterial
c. additional water soup” (EXPLICIT).

d. large composters

4. What is the purpose of the information inside the parentheses in

paragraph 6?
The answer to this
a. It provides an explanation. question is NOT directly
stated. (IMPLICIT) Use a
b. It refers to another experiment. fact or detail to make
c. It presents a step in the experiment. an educated guess.

d. It emphasizes the importance of the problem.

5. Why did Burd’s experiment win the top prize?

a. It could solve a significant problem. The answer to this
question requires you
b. Burd plans to study science in university. to make a
Text-to-World
c. It encourages people to reduce their use of plastic bags. connection.
d. Burd discovered the bacteria that break down plastic bags.

Answers:
1. b 2. c 3. a 4. a 5. a
9
 Tips for Completing Short Writing Tasks
The second type of question that you will encounter on the OSSLT
for the Reading Selections will be Short Writing Tasks.
Provide your answers
It is always a good idea to plan your response in the “Rough Notes” in the ANSWER
section that is provided on the test. You are given only a few lines BOOKLET.
to answer the questions, so you must use them wisely.

AFTER READING THE SELECTION, HOW DO I ANSWER THE QUESTION?

1. Read the question carefully to understand what is being asked.

2. Answer the question by including part of the question as part of your answer. Note that
sometimes you will be asked to state your opinion about something or comment on something
you have read. Read carefully!

3. In answering the question, go back to the selection to find specific details to support your
answer and/or opinion.

4. Think about your own experiences. In what way does the selection you have read connect to
your own experience of the world?
 Does it make you think about a personal experience you have had? (Text-to-Self)
 Does it remind you of another book you have read or movie you have watched? (Text-to-
Text)
 Does it remind you of something that has happened in the news? (Text-to-World)

You can include these ideas in your answer. By including these ideas, you show that you have
understood what you have read in the selection.

5. Some short writing tasks on the OSSLT are not connected to a reading piece. When this is the
case, respond to the writing task that is provided. Write a clear topic sentence to start your
paragraph and state your main idea. Then provide specific details (examples, explanations,
etc.) to support your answer. Be guided by the number of lines – don’t leave more than one
blank!

6. Check your punctuation (capital letters and periods) and spelling!

KNOW YOUR TERMS:

Identify— State or name a person, place, thing, or a reason.
Explain – Give a reason as part of your answer; try using the word “because”.
Describe – Tell about a person, place, thing or idea in your answer. Try to paint a
picture.
Define – Tell the meaning of a word or phrase.
Suggest—provide an idea for careful thought

10
SAMPLE READING SELECTION: NARRATIVE WITH DIALOGUE

Read the selection below and answer the questions that follow it.

11
 Read the questions carefully!
Use part of the question as part of your answer!
Written Answers DON’T LEAVE ANYTHING BLANK; fill up the lines!

1. Does Gerry believe that Hanna’s suggestions will help him? Use specific details from this
selection to support your answer.

Start your answer with part of the question. For example:

____________________________________________________________________________________

Gerry feels that Hannah’s suggestions …

____________________________________________________________________________________
This is an IMPLICIT
____________________________________________________________________________________
Question. The
answer is in the
____________________________________________________________________________________
text, but you need
to look in several
different places to
____________________________________________________________________________________
find supporting
details.
____________________________________________________________________________________

2. What are some strategies that people can use to overcome stresses in their lives? Use specific
details from this selection and your own ideas to support your answer.

Start your answer with part of the question. For example:

____________________________________________________________________________________

Some strategies that people can use to overcome stresses in their lives include…
____________________________________________________________________________________
This is a MAKING
CONNECTIONS
____________________________________________________________________________________
Question. Your
answer must include
____________________________________________________________________________________
your own thoughts
and knowledge as
well as information
____________________________________________________________________________________
from the text as
support.
___________________________________________________________________________________

Rough Notes

A Rough Notes section is provided on the OSSLT. Use this area to

brainstorm ideas before you begin writing. Remember, this area is not
scored; however, it is a great way for you to brainstorm ideas in order
to formulate your response.

12
Written Answers
1. Does Gerry believe that Hanna’s suggestions will help him? Use specific details from this
selection to support your answer.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

2. What are some strategies that people can use to overcome stresses in their lives? Use specific
details from this selection and your own ideas to support your answer.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

___________________________________________________________________________________

Rough Notes
Use the space below for rough notes. Nothing you write in this space will be scored.

13
 SAMPLE STUDENT RESPONSES: QUESTION #1
 The following are student responses for the previous Reading Selection Questions.
 Two samples are provided for you: an unacceptable response and an acceptable response.
 The Scoring Guides that are used on the OSSLT for these open response questions follow the
sample student responses.

1. Does Gerry believe that Hanna’s suggestions will help

him? Use specific details from this selection to support
your answer.
CODE 10
UNACCEPTABLE RESPONSE

Annotation:
The response provides examples of suggestions that Hanna gave (taking a walk will calm the
nerves…visualizing the end of the day will picture yourself as a feeling of accomplishment) but provides no
evidence from the selection as to whether Gerry believes these suggestions will help him.

CODE 30
ACCEPTABLE RESPONSE

Annotation:
The response states that Gerry believes Hanna’s suggestions will help him and clearly explains how this is evident
using specific and relevant details from the selection (Gerry breaths a sigh of relief and asks for more tips…Gerry
is cooperative with Hanna’s suggestions, such as visualizing himself at his job).

14
 SCORING GUIDE FOR READING OPEN-RESPONSE QUESTIONS
QUESTION #1
Does Gerry believe that Hanna’s suggestions will help him? Use specific details from this
selection to support your answer.

Assess your level using the following rubric by highlighting which code your response
corresponds with:
CODE DESCRIPTOR
Blank nothing written or drawn in the lined spaced provided
Illegible response is illegible
An illegible response cannot be read.
A comment on the task (e.g., I don’t know.).

Off Topic/ response is off topic, irrelevant or incorrect

Incorrect A typical off topic response has no connection to the selection or the question.
A typical irrelevant response comments on the selection or topic (e.g., I do not have a
job.) or only restates the question.
A typical incorrect response
 provides an answer based on a misunderstanding of the question AND/OR
the ideas in the selection
OR
 states one character trait of Hanna and provides no support from the selection
(e.g., Hanna is helpful.)
Code 10  response indicates minimal reading comprehension
 response provides minimal or irrelevant ideas and information from the
reading selection
The response identifies or describes one character trait of Hanna, but provides
irrelevant support from the selection (e.g., a retelling of events in the selection) to
explain the response.
Code 20  response indicates some reading comprehension
 response provides vague ideas and information from the reading selection;
it may include irrelevant ideas and information from the reading selection
The response identifies or describes one character trait of Hanna, but provides vague
support from the selection to explain the response.
The response often requires the reader to make the connection between the
character trait and supporting detail(s).
Code 30  response indicates considerable reading comprehension
 response provides accurate, specific and relevant ideas and information
from the reading selection
The response identifies one character trait of Hanna and uses specific and relevant
support from the reading selection to clearly explain the response.

15
 SAMPLE STUDENT RESPONSES: QUESTION #2

2. What are some strategies that people can use to overcome stresses in their lives?
Use specific details from this selection and your own ideas to support your answer.

CODE 20
UNACCEPTABLE RESPONSE

People can use strategies to overcome stresses. Some stresses help people to get to
their new jobs, like going for a walk or talking to friends. There are many strategies to
choose from like Gerry had a lot of stresses and found some ways to deal with it. Also,
taking a deep breath can help you.__________________________________________
______________________________________________________________________
Annotation:
This response uses vague support from the reading selection to explain why everyone should learn about
workplace safety (There are many strategies from like Gerry had a lot of stresses and some ways to deal with it).
The reader must make the connection between the reason and the supporting detail.

CODE 30
ACCEPTABLE RESPONSE

People can use many strategies to overcome stresses in their lives. In the reading,
Hanna suggests that Gerry can go outside for a walk, take deep breaths and Gerry thinks
of something funny to help lighten his mood. When I am stressed, I listen to music and
talk about it with my friends and this always helps. It is important to have a variety of
ways to relieve stress in our lives.___________________________________________

Annotation:
This response uses specific and relevant details from the reading selection (Hanna suggests that Gerry can go
outside for a walk, take deep breaths and Gerry thinks of something funny to help lighten his mood) to explain
how people can overcome stresses. The response also uses relevant support from their own lives (I listen to
music and talk about it with my friends).

16
 SCORING GUIDE FOR READING OPEN-RESPONSE QUESTIONS
QUESTION #2
What are some strategies that people can use to overcome stresses in their lives? Use specific
details from this selection and your own ideas to support your answer.

Assess your level using the following rubric by highlighting which code your response
corresponds with:

CODE DESCRIPTOR
Blank nothing written or drawn in the lined spaced provided
Illegible response is illegible
An illegible response cannot be read.
A comment on the task (e.g., I don’t know.).

Off Topic/ response is off topic, irrelevant or incorrect

Incorrect A typical off topic response has no connection to the selection or the question.
A typical irrelevant response comments on the selection or topic (e.g., I do not have a
job.) or only restates the question. (e.g., Everyone should learn about workplace
safety) with no support.
A typical incorrect response provides an answer based on a misunderstanding of the
question (e.g., does not provide a reason) AND/OR of the ideas in the selection.
Code 10  response indicates minimal reading comprehension
 response provides minimal or irrelevant ideas and information from the
reading selection
The response provides a reason why everyone should learn about workplace safety
supported by
 no support OR no details from the reading selection (e.g., only own ideas
used) OR irrelevant details from the selection (e.g., a retelling of events in the
selection)
Code 20  response indicates some reading comprehension
 response provides vague ideas and information from the reading selection;
it may include irrelevant ideas and information from the reading selection
The response provides vague support from the reading selection to explain why
everyone should learn about workplace safety.
The response often requires the reader to make the connection between the reason
and supporting detail(s).
Code 30  response indicates considerable reading comprehension
 response provides accurate, specific and relevant ideas and information
from the reading selection
The response provides a reason and uses specific and relevant details from the
selection to explain clearly why everyone should learn about workplace safety.

17
 TIPS FOR READING A GRAPHIC TEXT
Another type of Reading Selection that you will encounter on the OSSLT is a Graphic Text.

A Graphic Text presents ideas and information with the help of graphic features, such as diagrams,
photographs, drawings, sketches, patterns, timetables, maps, charts, or tables.

For the Graphic Reading Text you will be required to answer 6 multiple choice questions.

HOW DO I READ A GRAPHIC TEXT?

 When you first see the graphic, SCAN it! Try to develop an overall impression of its
content and possible meaning.

 Look at the graphic features (bullets, titles, labels, captions, legends, symbols, photos, tables,
diagrams, italics). Try to figure out what these features add to the overall meaning.

 Now READ the text. First, read the heading or title.

Try to find words and or sentences that tell you what
the graphic is trying to show. Read subheadings.
These will often be bolded or offset from the other
words in a larger or bolder font or with the use of
italics.

 Read each label and caption and look at the part of

the visual it describes. Pay attention to legends.
Legends or keys explain the different patterns,
shading, abbreviations, symbols, icons, or line
patterns that appear on maps, charts, floor plans, and
diagrams.

 Follow any arrows or numbers in a logical way.

 Graphics are supposed to clarify and explain

information. Take the time to reflect on the
information and draw conclusions about it. In other
words, reflect on what the graphic made you think or feel.

 When you need to answer the multiple choice questions related to the graphic text, you will
need to go back to the graphic and consider it carefully more than once. Don’t rush.

18
 SAMPLE READING SELECTION: GRAPHIC TEXT

Read the selection below and answer the questions in the STUDENT ANSWER BOOKLET.

SCAN it! What is this

Canada’s Recreational Fish Tale graphic text trying
to show you?
The recreational fishing industry in Canada, which contributes
billions of dollars each year to the economy, relies on healthy
freshwater ecosystems. Studies done every five years by Fisheries and
Oceans Canada show that, while the number of anglers (people who
fish) has dropped dramatically, fishing-related spending has remained
relatively steady. Here’s a look at recent statistics.

READ the subheadings and make a

connection with the graphic below
each heading.

Total number of anglers Total fish caught and retained Direct fishing-related This is an
Shown in millions of resident Shown in millions of fish expenditures* asterisk. Why is
and non-resident anglers Shown in billions of dollars it here? Look
on this page for
the connection.

*Direct fishing related expenditures include food and lodging, transportation, fishing services and fishing supplies.

Why are anglers releasing so many more fish?

In 1985, anglers released fewer than 38% of all fish they caught. By 2000,
that number had climbed to 64%. In part, this is because many recreational
anglers have adopted the “catch and release” approach to fishing. By using
barbless hooks and carefully releasing fish, they help to ensure the
continued sustainability of Canada’s recreational fishing industry.

ALL information, both graphic and written is important.

Barbless hook Draw conclusions and reflect on what the information
made you think and feel.
19
Multiple-Choice (Record the best or most correct answer on the STUDENT ANSWER BOOKLET.)

1. What does the increasing use of barbless hooks suggest about anglers?
a. They want to help maintain fish populations.
b. They want to retain as many fish as possible.
c. They want to make a lot of money selling fish.
Refer back to the Tips for
d. They want to make sure the fish are securely hooked.
Answering Multiple Choice
2. If the trends shown in the graphs continue, what is a logical prediction?
Questions on page 6.

a. The number of fish caught decreases.

b. The number of anglers rises to 1985 levels.
c. In 2005, anglers spend less than one billion dollars on fishing.
d. In 2005, the number of retained fish reaches 150 million.

3. What is the purpose of the asterisk (*) beside “Direct fishing-related expenditures”?
a. to direct the reader to the graph
b. to indicate the importance of the section
c. to connect the heading to other information
d. to emphasize the amount of fishing-related expenditures

4. Which part of the selection relates most closely to the final paragraph?
a. the introductory paragraph
b. the “Total number of anglers” graph
c. the “Total fish caught and retained” graph
d. the “Direct fishing-related expenditures” graph

5. What is the meaning of “adopted” as used in the final paragraph?

a. used
b. noticed
c. suggested
d. abandoned

6. Which part of the selection shows that the recreational fishing industry contributes to the economy?
a. the picture of the angler
b. the “Total number of anglers” graph
c. the “Total fish caught and retained” graph
d. the “Direct fishing-related expenditures” graph Answers:
1. a 2. a 3. c 4. c 5. a 6. d
20
 WRITING

 For the OSSLT, writing is defined as a constructive process of communicating in the forms in
which students are expected to write according to the expectations in The Ontario Curriculum
across all subjects up to the end of Grade 9.

 Through a combination of short and long writing tasks, the OSSLT focuses on 3 writing skills:
1. Developing a main idea with sufficient supporting details.
2. Organizing information and ideas in a coherent manner.
3. Using conventions (spelling, grammar, punctuation) in a manner that is correct and
enhances communication.

Types of Writing Selections

LONG WRITING TASKS SHORT WRITING TASKS

News Report: Open Response:

- You will be required to write a news report based on - You will be required to demonstrate your writing
the photo and headline provided. skills using your knowledge and personal
- You must find a link between the headline and the experiences.
photograph that could be used as an event for a report - Your responses must be written in complete
that would appear in the newspaper, and NOT on sentences.
television. Your report must be newsworthy! - You will be given 6 lines for your response. Use
- A news report answers the questions who, what, ALL 6 lines!
where, when, why and how. - Some of the questions will relate to a reading
- Your news report is an event that has occurred in the selection while others may be based on a
past in order to inform readers about the event. You are general topic.
the reporter. - To start your responses always begin with a clear
topic sentence. Then provide specific details
Series of Paragraphs Expressing an Opinion: (examples, explanations, stories, and facts, stats)
- You will be required to write a minimum of 3 to support your answer. End your response with
paragraphs which include an introduction, body a concluding sentence.
paragraph, and a conclusion. HOWEVER, it is
recommended that you try to write a 5-paragraph
response; introduction, 3 body paragraphs and
conclusion.
- You must express an opinion and support it with details.

21
 Tips for Completing the News Report
It is always a good idea to plan your response in the “Rough Notes” section that is provided on
the test. You are only given a certain number of lines for the News Report and you must use
them wisely. You should aim to use as many of the lines as possible.

AFTER LOOKING AT THE PHOTO AND HEADLINE, HOW DO I WRITE A NEWS REPORT?

1. View the photo and read the headline carefully. Know your topic. Decide what single “happening” or
event your news report will be about. It’s always safe to turn the headline into an important sentence
in the introduction.

2. Remember that your news report will be structured like an inverted pyramid. The most important,
essential information will appear first. You will then add the extra details in the next sections. Look at
the diagram to the right to help you understand this structure.

3. The “lead” section will answer the questions: who, what, when, where, and why. This section is really a
short summary of the whole story. It should be 1 to 2 sentences long.

4. Use short sections. Each section of the

news report should have 1 to 3 sentences.
Each time you start a new section,
remember to indent.

5. Use quotations. Make up people who

might have been part of the event your
report is about. Pretend you have
interviewed them. Then quote these
people in your news report and identify
them by name. Don’t write “the principal”,
but instead write “Mr. Smith, the principal
….” Other examples include: Officer
Susan, John Doe - a volunteer, etc.
Remember to start a new line each time
you include a quotation.

6. Write your answer using third person point of view: he, she, they, etc. Never use first person (I, me, my,
your) unless the sentence is a direct quotation and the person you interviewed was talking about herself
or himself.

7. Remember that you must write multiple short sections (1 to 3 sentences)! Each time you start a new
section, you must indent.

8. Check your spelling and punctuation. Do all your sentences start with capital letters and end with
periods?

22
 Writing a News Report

School Team Qualifies for Finals

This is the picture
provided. Examine what
is happening and find a
link between the
headline and this
This is the picture.
headline –
DO NOT put yourself
make sure to into the situation.
incorporate DO NOT use 1st person
this in your narration.
news report.
e.g.
X I couldn’t get out
of my driveway this
morning.

 People who live on

Locke Street
couldn’t get out of
their driveways this
morning.

Task: Write a news report based on the headline and picture above.
• You will have to make up the facts and information to answer some or all of the following
questions: Who? What? Where? When? Why? How?
• You must relate your newspaper report to both the headline and the picture.
Purpose and Audience: to report on an event for the readers of a newspaper
Length: The lined space provided in the Answer Booklet for your written work indicates the
approximate length of the writing expected.

REMEMBER!
It’s up to you to come up with:
• THE FACTS
• PEOPLE’S NAMES
• STREET NAMES,
• PLACES, and
• QUOTES

23
School Team Qualities for Finals
___________________________________
___________________________________
___________________________________
This is the amount of space
___________________________________
that you will be provided
with on the OSSLT. USE ALL
___________________________________
OF THE LINES!
___________________________________
___________________________________
___________________________________
____________________________________________________________________________
____________________________________________________________________________
USE YOUR IMAGINATION!
____________________________________________________________________________
Remember the 5 W’s and H:
____________________________________________________________________________
Who is involved?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
What is happening?
____________________________________________________________________________
____________________________________________________________________________
Where is the event taking place?
____________________________________________________________________________
____________________________________________________________________________
When did the event occur?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Why is the event happening?
____________________________________________________________________________
____________________________________________________________________________
How did the event take place?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

24
School Team Qualifies for Finals
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

25
 SAMPLE STUDENT RESPONSES: NEWS REPORT
 The following are student responses for a news report with a similar topic as the previous page.
 Three samples are provided for you: 2 unacceptable responses and an acceptable response.
 The Scoring Guides that are used on the OSSLT follow the sample student responses.

CODE 10
UNACCEPTABLE RESPONSE

Annotation:
The response is a news report related to the headline and/or photo. It identifies an event (On March 25th,
2015, (insert school name) Highschool qualified for the Basketball tornemin), but provides no supporting
details.

CODE 20
UNACCEPTABLE RESPONSE

Annotation:
The response is related to the headline and/or photo (On march 26th2015, the girls Volleyball team have
qualified for the finals after 10 years.), but only partly in the form of a news report. It lapses into a
conversational narrative (Some of you may ask how the team got this far, well as you can tell in the team
photo by the expressions on their face and the excitement, they’re a great team). It concludes with an
announcement (On Saturday at 12:00 P.M. We better see you there supporting your team (insert Mascot)!)
about a newsworthy event. 26
 CODE 60
ACCEPTABLE RESPONSE

Annotation:
There is a clear and consistent focus on an event (Saturday March 11th, the day of the (insert City), Ontario Regional
Basketball Playoffs). The news report is developed with thoughtful and specific supporting details (…one of the province’s
first co-ed basketball teams; after- school practice gravity-defying shots; the end score was 14-8; represents true gender
equality).

Organization is coherent with a clear introduction and conclusion and logical paragraphing. There is a sophisticated
progression of ideas from general facts to specific details about the team’s sacrifices and ultimate game play success.
Each quotation is effectively placed to add additional information (“giving up social activities; girls and boys can both be
great at sports”).

27
 SCORING GUIDE FOR LONG WRITING TASK: News Report

Assess your level using the following rubric by highlighting which code your response
corresponds with:
CODE DESCRIPTOR
Blank The page is blank with nothing written or drawn in the space provided.
Illegible The response is illegible or irrelevant to the prompt.
Off Topic The response is off topic.
Code 10 The response is related to headline and/or photo, but is not a news report.
OR
The response is a news report related to the headline and/or photo. It identifies an event,
but provides no supporting details, or provides details that are unrelated to the event. There
is no evidence of organization.
Code 20 The response is related to headline and/or photo, but only partly in the form of a news
report.
OR
The response is a news report related to the headline and/or photo, but the focus on an
event is unclear or inconsistent. There are insufficient supporting details: too few or
repetitious. There is limited evidence of organization.
Code 30 The response is a news report related to the headline and photo with a clear focus on an
event. There are insufficient and/or vague supporting details or the connection of the details
to the event is not always clear. There is evidence of organization, but lapses distract from
the overall communication.
Code 40 The response is a news report related to the headline and photo with a clear and consistent
focus on an event. There are sufficient supporting details, however, only some are specific.
The organization is mechanical and any lapses do not distract from the overall
communication.
Code 50 The response is a news report related to the headline and photo with a clear and consistent
focus on an event. There are sufficient specific supporting details to develop the news report.
The organization is logical.
Code 60 The response is a news report related to the headline and photo with a clear and consistent
focus on an event. There are sufficient specific supporting details, which are thoughtfully
chosen to develop the news report. The organization is coherent demonstrating a thoughtful
progression of ideas.
 Writing conventions on Long Writing Tasks are also scored. Examples of writing conventions
are: spelling, punctuation, capitalization, grammar, and sentence structure.

Assess your level using the following rubric by highlighting which code your response
corresponds with:
CODE DESCRIPTOR
Code 10 There is insufficient evidence to assess the use of conventions.
OR
Errors in conventions interfere with communication.
Code 20 Errors in conventions distract from communication.
Code 30 Errors in conventions do not distract from communication.
Code 40 Control of conventions is evident in written work.
28
 TIPS FOR WRITING A SERIES OF PARAGRAPHS
TO EXPRESS AN OPINION
The last long writing task that you will encounter on the OSSLT will be the task of writing a series of
paragraphs to express your opinion.

The topic will be current and familiar to teenagers.

HOW DO I EXPRESS MY OPINION IN A SERIES OF PARAGRAPHS?

 This is the longest writing task on the OSSLT.

 It is always a good idea to PLAN your response in the “Rough Notes”

section that is provided in the Student Answer Booklet. You are only
given a limited number of lines and you must use them wisely.

 You must have at least 3 paragraphs, including an introduction, a

body, and a conclusion.

 Read the question carefully to understand what is being asked.

Decide what your opinion is. Then plan the arguments/reasons you
will use to support this opinion. Make sure you can back your arguments/reasons up with good
specific examples or facts. Ideally, each supporting argument/reason will be developed in a
body paragraph.

 In the introduction, clearly state your opinion. Choose the side of the argument that you
strongly believe. This is your main idea. Stick to ONE side of the argument. Don’t “sit on the
fence.”

 Begin each body paragraph with a topic sentence. This sentence will give the reader
information about what this paragraph will address. Use specific details (examples or facts)
from what you know and how you feel about the topic to support your answer/opinion.

 In the concluding paragraph, summarize your opinion. Think of a sentence to wrap up your
writing.

 Remember to check your punctuation (capital letters,

periods, etc.) and spelling!
 Remember to indent each time you start a new
paragraph!

29
 Writing a Series of Paragraphs
Task: Write a minimum of three paragraphs expressing an opinion on the topic below. Develop your
main idea with supporting details (proof, facts, examples, etc.).
Audience: an adult who is interested in your opinion.
Length: The lined space provided in the Answer Booklet for your written work indicates the
approximate length of the writing expected.
Topic:

Is participation in extracurricular activities an important part of secondary school life?

READ THE QUESTION.

PICK A SIDE; DON’T SIT ON THE FENCE!

Rough Notes
To be successful you should create an outline like this.
On the day of the test, the rough notes area will be blank (below).
Use it for planning and brainstorming. For the next task, use the rough notes section before you
write your series of paragraphs.

STATE IT! What is your opinion? (Fill in the blank with IS or IS NOT)
Introduction
Paragraph I believe that participation ______________________ an
important part of secondary school life.

Why do you believe this?

(Use your opinion along with examples to support your points.)

POINT #1 (Reason#1)
PROVE IT!
Body PROOF #1 (Example from your experience)
Paragraphs
POINT #2 (Reason#2)

PROOF #2 (Example from your experience)

POINT #3(Reason#3)

PROOF #3 (Example from your experience)

END IT! Wrap it up!

Conclusion (Re-state your opinion and summarize your major points)
Paragraph

30
 Writing a Series of Paragraphs Practice

Task: Write a minimum of three paragraphs expressing an opinion on the topic below. Develop your
main idea with supporting details (proof, facts, examples, etc.).
Audience: an adult who is interested in your opinion.
Length: The lined space provided in the Answer Booklet for your written work indicates the
approximate length of the writing expected.
Topic: Is participation in extracurricular activities an important part of secondary school
life?

Write your series of paragraphs on the lines provided on the following two pages.

Rough Notes

Use the space below for your rough notes. Nothing you write in this space will be scored.

31
Is participation in extracurricular activities an important part of secondary school life?

 Clearly state your opinion.

____________________________________________________________________________________
 Use supporting details with your examples.
 Indent every new paragraph.
____________________________________________________________________________________
 Check your spelling, punctuation and
____________________________________________________________________________________
grammar.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

32
____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

33
 SAMPLE STUDENT RESPONSES: SERIES OF PARAGRAPHS

 The following are student responses for the previous Writing a Series of Paragraphs
question.
 Two samples are provided for you: an unacceptable response and an acceptable
response.
 The Scoring Guides that are used on the OSSLT for this question follow the sample
student responses.
CODE 30
UNACCEPTABLE RESPONSE

Annotation:
The response is related to the prompt and expresses a clear opinion. (Participation in extracurricular activities are
important Part of secondary school life). Reasons are listed, but are not developed (It is a way to meet new people.
To make some new friends. It can be a lot of fun and it deffenatly keeps you out of trouble). Lapses in organization
distract.

34
 CODE 60
ACCEPTABLE RESPONSE

35
Annotation:
A clear and consistent opinion is developed with sufficient specific supporting details that
are thought chosen (develop skills that allow them to work well with others, improve their
organizational skills, are more likely to receive a greater benefit).

The organization is coherent and demonstrates a thoughtful progression of ideas. The

second body paragraph is linked to the first body paragraph (Not only do teens develop
skills in interaction).

The conclusion returns to the idea of the benefit of participation in extracurricular

activities which is threaded throughout the entire response.

36
 SCORING GUIDE FOR LONG WRITING TASK:
Series of Paragraphs Expressing an Opinion
Assess your level using the following rubric by highlighting which code your response
corresponds with:
CODE DESCRIPTOR
Blank The pages are blank with nothing written or drawn in the space provided.
Illegible The response is illegible or irrelevant to the prompt.
Off Topic The response is off topic.
Code 10 The response is related to the prompt, but does not express an opinion.
OR
The response expresses an opinion with no supporting details or provides details unrelated
to the opinion. There is no evidence of organization.
Code 20 The response is related to the prompt, but only part of the response expresses and supports
an opinion.
OR
The response is related to the prompt, and expresses and supports an opinion, but the
opinion is unclear or inconsistent. There are insufficient supporting details: too few or
repetitious. There is limited evidence of organization.
Code 30 The response is related to the prompt and expresses a clear opinion. There are insufficient
and/or vague supporting details or the connection of the details to the opinion is not always
clear. There is evidence of organization, but lapses distract from the overall communication.
Code 40 The response is related to the prompt. A clear and consistent opinion is developed with
sufficient supporting details, however only some are specific. The organization is mechanical
and any lapses do not distract from the overall communication.
Code 50 The response is related to the prompt. A clear and consistent opinion is developed with
sufficient specific supporting details. The organization is logical.
Code 60 The response is related to the prompt. A clear and consistent opinion is developed with
sufficient specific supporting details, which are thoughtfully chosen. The organization is
coherent demonstrating a thoughtful progression of ideas.

 Writing conventions on Long Writing Tasks are also scored. Examples of writing conventions
are: spelling, punctuation, capitalization, grammar, and sentence structure.

Assess your level using the following rubric by highlighting which code your response
corresponds with:

CODE DESCRIPTOR
Code 10 There is insufficient evidence to assess the use of conventions.
OR
Errors in conventions interfere with communication.
Code 20 Errors in conventions distract from communication.
Code 30 Errors in conventions do not distract from communication.
Code 40 Control of conventions is evident in written work.
37
 Short Writing Tasks

These tasks will give you the opportunity to demonstrate your writing skills by using
your knowledge and personal experience.
There is no reading selection connected to these tasks. In other words, you must write
your response based on your own experiences, background knowledge and connections in relation to
the question.
For tips on writing Short Writing Tasks without a reading selection, refer to the “Tips for Completing
Short Writing Tasks” on page 9.

Short Writing Task (Answer in full and correctly written sentences.)

1. What is the best advice you have ever given to someone? Use specific details to explain your
answer.
Sample Format:
____________________________________________________________________________________
 Topic Sentence – answers the question (The best
advice that I have ever given to someone was…)
____________________________________________________________________________________
 Body Sentences – decide on 2 points to explain
your answer (Why was it the best advice?) State  Responses must be written in
____________________________________________________________________________________
complete sentences.
and explain 2 reasons
____________________________________________________________________________________
 You are only given 6 lines to
 Concluding Sentence – it ends your thought and
answer the question. Use all
____________________________________________________________________________________
leaves the reader with a little bit of extra 6 lines.
information (Giving my friend this advice made
____________________________________________________________________________________
me feel like I helped.)

2. Identify the ideal destination for a high school field trip. Explain your choice with specific details.

____________________________________________________________________________________
Both of these
sample questions
____________________________________________________________________________________
are MAKING
CONNECTIONS
____________________________________________________________________________________
Questions. The
answers come from
____________________________________________________________________________________
your own
____________________________________________________________________________________
experience and
knowledge.
____________________________________________________________________________________

A Rough Notes section is provided in the Answer Booklet. Use this area to brainstorm
ideas before you begin writing. Remember, this area is not scored; however, it is a
great way for you to brainstorm ideas in order to formulate your response.

38
Short Writing Task (Answer in full and correctly written sentences.)
1. What is the best advice you have ever given to someone? Use specific details to explain your
answer.

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
 Responses must be written in
complete sentences.
 Use all the lines provided
 Check spelling and grammar

2. Identify the ideal destination for a high school field trip. Explain your choice with specific details.

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Rough Notes
Use the space below for rough notes. Nothing you write in this space will be scored.

39
 SAMPLE STUDENT RESPONSES: SHORT WRITING TASKS
 The following are student responses for the previous Short Writing Tasks.
 Two samples are provided for you: an unacceptable response and an acceptable response.
 The Scoring Guides that are used on the OSSLT for these Short Writing Tasks follow the sample
student responses.

1. What is the best advice that you have ever given to

someone? Use specific details to explain your answer.

CODE 10
UNACCEPTABLE RESPONSE

Annotation:
This response identifies an example of advice (tell the truth in bad situations) but does not provide an
explanation for why it was the best.

CODE 30
ACCEPTABLE RESPONSE

Annotation:
This response provides an example of advice given (telling my sister to apply for a job she didn’t think she
would be good at). The answer is clearly supported with specific and relevant details (She is still working at
this job three years later…constantly telling me how much she loves it…tells me of the many friends she has
made and the pleasure of going in to work).
40
 2. Identify the ideal destination for a high school field trip?
Explain your choice with specific details.

CODE 10
UNACCEPTABLE RESPONSE

Annotation:
This response identifies an ideal destination for a high school field trip (Toronto Zoo) but provides an
irrelevant explanation for the choice. The response provides directions to the zoo.

CODE 30
UNACCEPTABLE RESPONSE

An ideal destination for a high school trip would be to Quebec City. Here,
students could observe a new culture and practice their French language
skills and learn about Canada’s history. Furthermore, Quebec City is a
provincial capital so students can learn about and understand Canadian
politics.

Annotation:
This response identifies an ideal destination for a high school field trip (Quebec City) and provides details
that are specific and relevant to the destination (practice their French language skills…Quebec City is a
provincial capital, so student’s can learn about & understand Canadian politics) to clearly explain this
choice.

41
 SCORING GUIDE FOR SHORT WRITING TASK
Questions #1 & #2
Assess your level using the following rubric by highlighting which code your response
corresponds with:

CODE DESCRIPTOR
Blank nothing written or drawn in the lined spaced provided
Illegible response is illegible
An illegible response cannot be read.
An inappropriate response comments on the task (e.g., I don’t know).
Off Topic response is off topic, irrelevant or incorrect
 does not identify an opinion in relation to the question
OR
 is not specific to the question
OR
 comments on the topic of the question
Code 10 response provides at least one reason, but
 does not provide an explanation of the reason
OR
 the explanation of the reason is irrelevant
OR
 the explanation of the reason is not unique to the situation
Code 20 response provides at least one reason, but the explanation is vague
The response usually requires the reader to make the connection between the
main idea and the support.
Code 30 response clearly explains at least one reason by providing specific and relevant
details as support

 Writing conventions on Short Writing Tasks are also scored. Examples of writing conventions
are: spelling, punctuation, capitalization, grammar, and sentence structure.

Assess your level using the following rubric by highlighting which code your response
corresponds with:

CODE DESCRIPTOR
Code 10 Errors in conventions distract from communication.
Code 20 Errors in conventions do not distract from communication.

42
 TESTING WRITING SKILLS WITH MULTIPLE CHOICE QUESTIONS

The multiple-choice questions connected to writing deal

with three writing skills:
 developing a main idea with supporting detail
 organization of ideas
 language conventions (using commas, semi-colons,
colons, using capitals, writing in full sentences)

HOW DO I ANSWER THESE MULTIPLE CHOICE QUESTIONS?

1. Read the sentence or paragraph and listen to the way it sounds. Hear yourself saying the
sentence or paragraph as though you were speaking out loud and ask yourself these
types of questions:
 Does this sound right?
 Does this make sense?
 What do I know about using capitals?
 Does this look right?
2. Think of an answer before you read the choices.
3. Eliminate all of the choices you know are wrong.
4. Look at your remaining answers and make a choice.

Term Definition
Comma Separates items in a series – very short pause
e.g. In the end, I stayed home to read.
Colon Is used to introduce explanation, long quotations or a series – the words
after a colon do not make up a sentence
e.g. I went to the store to buy: tomatoes, lettuce, cucumbers.
Semicolon Is used to separate two contrasting parts of a sentence – very long
pause
e.g. I love watching TV after school; it relaxes me.
Quotation Marks Are used to show what someone said (dialogue) or to show a title.
e.g. The teacher said, “You must use all of the lines provided.”
Hyphen Connects two or more words that form one idea.
e.g. One-half of a pie
Dash Separates a word or phrase from the rest of a sentence (is often used
near the end of sentence to summarize an idea)
e.g. Jack works hard – when he has to.
Parentheses Separates extra information from the rest of the sentence.
e.g. They lived happily ever after (and so did the dog).
43
Multiple-Choice
(Record the best or most correct answer in the Student Answer Booklet.)

1. What should the writer of the following paragraph do to improve its organization?
(1) The Comfort Maple tree stands in a field near Welland, Ontario. (2) It is over 30 metres high and
eight metres around the trunk. (3) Today it is a local attraction. (4) The tree was already 300 years
old when the Comfort family settled the land in 1816. (5) Few trees like it survive.
a. Break sentence 2 into two sentences.
b. Switch the order of sentences 3 and 4.
c. Insert “Since” at the start of sentence 4.
d. Move sentence 5 to the start of the paragraph.

2. Which sentence is written correctly?

a. I travelled along the trans-Canada highway near North Bay.
b. I then continued toward Sudbury, passing the village of wahnapitei.
c. Once I got to Sudbury, I went to the lake laurentian conservation area.
d. Mayor Fortin greeted me at the park gate before my tour of the wetland.

3. Choose the best closing sentence for the following paragraph.

Travel is exciting and educational, but preparation is necessary. You should book transportation
ahead. Guidebooks will help you learn about attractions. Knowing about the weather will help you
make good decisions when packing your suitcase. _________________________________.
a. Travel guides are exciting to read.
b. Summertime is a popular time to travel.
c. Updating travel documents might be necessary.
d. Planning will make your vacation enjoyable.

4. Choose the sentence that is written correctly.

a. The flagpole stands on it’s own.
b. The cat licked its wounded paw.
c. Because of the storm, it’s roof caved in.

Answers:
1. b 2. d 3. d 4. b
44
 Acknowledgements:

Originally develop by Tobi Hawthorne, Betty Hicks, Lia Pongetti, Nancy Poole, Rosemary
Pusztay and Mary Jane Di Gregorio and EQAO – Education Quality and Accountability Office.