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Collection Highlights

180 Days of High Frequency Words for First Grade Practice

Assess Diagnose 1st Edition Jodene Smith

180 Days of Writing for Fifth Grade Practice Assess

Diagnose 1st Edition Torrey Maloof

180 Days of Writing for Fourth Grade Practice Assess

Diagnose 1st Edition Kristin Kemp

Link Layer Cooperative Communication in Vehicular Networks

Sailesh Bharati Weihua Zhuang
Protected and Shared 1st Edition Mae Doyle

The Impact of Caffeine and Coffee on Human Health

Christina Bamia Editor Marilyn Cornelis Editor

Tempting Research 1st Edition Sam Crescent

Introduction to Engineering Analysis, 5th Edition Kirk D

Hagen

From Paideia to High Culture Philosophy and Cultural

Studies Revisited Historisch genetische Studien zur
Philosophie und Kulturgeschichte Ch■odna-B■ach
Toward a New U S Industrial Policy Michael L. Wachter
(Editor)
1
Level
 Author
Jodene Smith, M.A.
 Standards
For information on how this resource meets
national and other state standards, see pages
4–6. You may also review this information by
scanning the QR code or visiting our website at
http://www.shelleducation.com and following
the on-screen directions.

Publishing Credits
Corinne Burton, M.A.Ed., President; Emily R. Smith, M.A.Ed., Content Director; Jennifer Wilson, Editor; Grace Alba Le, Multimedia
Designer; Don Tran, Production Artist; Stephanie Bernard, Assistant Editor; Amber Goff, Editorial Assistant

Image Credits
pp. 91, 110, 127, 211–212, 214: iStock; All other images Shutterstock

Standards
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All
rights reserved. (CCSS)

Shell Education
5482 Argosy Avenue
Huntington Beach, CA 92649-1030
www.tcmpub.com/shell-education
ISBN 978-1-4258-1524-0
© 2015 Shell Education Publishing, Inc.

The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part
for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded
in any form without written permission from the publisher.

2 #51524—180 Days of Writing © Shell Education

 Table of Contents
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
How to Use This Book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Standards Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Daily Practice Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Writing Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Writing Analyses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
The Writing Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206
Editing Marks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
Writing Tips. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
Writing Signs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211
Peer/Self-Editing Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214
Digital Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215

Introduction
The Need for Practice
To be successful in today’s writing classrooms, students must deeply understand both concepts
and procedures so that they can discuss and demonstrate their understanding. Demonstrating
understanding is a process that must be continually practiced for students to be successful. Practice
is especially important to help students apply their concrete, conceptual understanding of each
particular writing skill.

Understanding Assessment
In addition to providing opportunities for frequent practice, teachers must be able to assess students’
writing skills. This is important so that teachers can adequately address students’ misconceptions,
build on their current understandings, and challenge them appropriately. Assessment is a long-
term process that involves careful analysis of student responses from a discussion, project, practice
sheet, or test. When analyzing the data, it is important for teachers to reflect on how their
teaching practices may have influenced students’ responses and to identify those areas where
additional instruction may be required. In short, the data gathered from assessments should be
used to inform instruction: slow down, speed up, or reteach. This type of assessment is called
formative assessment.

© Shell Education #51524—180 Days of Writing 3

 How to Use This Book
With 180 Days of Writing, creative, theme-based units guide students as they practice the five steps
of the writing process: prewriting, drafting, revising, editing, and publishing. During each odd week
(Weeks 1, 3, 5, etc.), students interact with mentor texts. Then, students apply their learning by
writing their own pieces during each following even week (Weeks 2, 4, 6, etc.). Many practice pages
also focus on grammar/language standards to help improve students’ writing.

Easy to Use and Standards Based

These daily activities reinforce grade-level skills across the various genres of writing: opinion,
informative/explanatory, and narrative. Each day provides a full practice page, making the activities
easy to prepare and implement as part of a classroom morning routine, at the beginning of each
writing lesson, or as homework.

The chart below indicates the writing and language standards that are addressed throughout
this book. See pages 5–6 for a breakdown of which writing standard is covered in each week.
Note: Students may not have deep understandings of some topics in this book. Remember to assess
students based on their writing skills and not their content knowledge.

College and Career Readiness Standards

Writing 1.1—Write opinion pieces in which they introduce the topic or
name the book they are writing about, state an opinion, supply a reason for
the opinion, and provide some sense of closure.
Writing 1.2—Write informative/explanatory texts in which they name a
topic, supply some facts about the topic, and provide some sense of closure.
Writing 1.3—Write narratives in which they recount two or more
appropriately sequenced events, include some details regarding what
happened, use temporal words to signal event order, and provide some
sense of closure.
Language 1.1—Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
Language 1.2—Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.

4 #51524—180 Days of Writing © Shell Education

 How to Use This Book (cont.)
Below is a list of overarching themes, corresponding weekly themes, and the writing standards that
students will encounter throughout this book. For each overarching theme, students will interact
with mentor texts in the odd week and then apply their learning by writing their own pieces in the
even week. Note: The writing prompt for each week can be found on pages 7–8. You may wish to
display the prompts in the classroom for students to reference throughout the appropriate weeks.

Overarching
Weekly Themes Standards
Themes
Writing 1.1—Write opinion pieces in which they
Week 1: School introduce the topic or name the book they are writing
Back-to-School
Week 2: Teachers about, state an opinion, supply a reason for the opinion,
and provide some sense of closure.
Writing 1.2—Write informative/explanatory texts in
People Who Week 3: Health Workers
which they name a topic, supply some facts about the
Help Us Week 4: Safety Helpers
topic, and provide some sense of closure.
Writing 1.2—Write informative/explanatory texts in
Week 5: Apples
Fall Harvest which they name a topic, supply some facts about the
Week 6: Pumpkins
topic, and provide some sense of closure.
Writing 1.1—Write opinion pieces in which they
Week 7: Monsters introduce the topic or name the book they are writing
Trick-or-Treat
Week 8: Candy about, state an opinion, supply a reason for the opinion,
and provide some sense of closure.
Writing 1.3—Write narratives in which they recount
two or more appropriately sequenced events, include
Week 9: Soccer
Team Sports some details regarding what happened, use temporal
Week 10: Basketball
words to signal event order, and provide some sense
of closure.
Writing 1.3—Write narratives in which they recount
Week 11: Hibernating Animals two or more appropriately sequenced events, include
Ready for Winter Week 12: Dressing for the some details regarding what happened, use temporal
Weather words to signal event order, and provide some sense
of closure.
Writing 1.1—Write opinion pieces in which they
Week 13: Winter Traditions introduce the topic or name the book they are writing
Winter Holidays
Week 14: Winter Celebrations about, state an opinion, supply a reason for the opinion,
and provide some sense of closure.
Writing 1.1—Write opinion pieces in which they
Week 15: New Year introduce the topic or name the book they are writing
All Things New
Week 16: Chinese New Year about, state an opinion, supply a reason for the opinion,
and provide some sense of closure.
Writing 1.1—Write opinion pieces in which they
Things to Do in Week 17: Building Snowmen introduce the topic or name the book they are writing
Snow Week 18: Winter Sports about, state an opinion, supply a reason for the opinion,
and provide some sense of closure.

© Shell Education #51524—180 Days of Writing 5

 How to Use This Book (cont.)

Overarching
Weekly Themes Standards
Themes
Week 19: Dr. Martin Luther Writing 1.2—Write informative/explanatory texts in
Great Americans King Jr. which they name a topic, supply some facts about the
Week 20: George Washington topic, and provide some sense of closure.
Writing 1.3—Write narratives in which they recount
two or more appropriately sequenced events, include
Week 21: Family
People We Love some details regarding what happened, use temporal
Week 22: Friends
words to signal event order, and provide some sense
of closure.
Writing 1.1—Write opinion pieces in which they
Round Things Week 23: Pie introduce the topic or name the book they are writing
to Eat Week 24: Pizza about, state an opinion, supply a reason for the opinion,
and provide some sense of closure.
Writing 1.3—Write narratives in which they recount
two or more appropriately sequenced events, include
Week 25: Airplanes
Things in the Sky some details regarding what happened, use temporal
Week 26: Kites
words to signal event order, and provide some sense
of closure.
Writing 1.2—Write informative/explanatory texts in
Growth and Week 27: Animals
which they name a topic, supply some facts about the
Change Week 28: Plants
topic, and provide some sense of closure.
Writing 1.3—Write narratives in which they recount
two or more appropriately sequenced events, include
Week 29: Transportation
Then and Now some details regarding what happened, use temporal
Week 30: Technology
words to signal event order, and provide some sense
of closure.
Writing 1.2—Write informative/explanatory texts in
Week 31: Butterflies
Things with Wings which they name a topic, supply some facts about the
Week 32: Birds
topic, and provide some sense of closure.
Writing 1.2—Write informative/explanatory texts in
Week 33: Statue of Liberty
American Symbols which they name a topic, supply some facts about the
Week 34: The Flag
topic, and provide some sense of closure.
Writing 1.3—Write narratives in which they recount
two or more appropriately sequenced events, include
Week 35: The Beach
Signs of Summer some details regarding what happened, use temporal
Week 36: Vacation
words to signal event order, and provide some sense
of closure.

6 #51524—180 Days of Writing © Shell Education

 How to Use This Book (cont.)

Weekly Setup
Write each prompt on the board throughout the appropriate week. Students should reference the
prompts as they work through the activity pages so that they stay focused on the topics and the right
genre of writing: opinion, informative/explanatory, and narrative. You may wish to print copies
of this chart from the digital resources (filename: G1_writingprompts.pdf ) and distribute them to
students to keep throughout the school year.

Week Prompt Week Prompt

Write about going back to school. Tell why Write about a time you dressed in
1 12
you do or do not like it. winter clothing.

Write about your favorite teacher. Tell why Do you think it is fun to bake gingerbread
2 13
you like him or her. men? Tell why or why not.

Write about health workers. Include at least What is you favorite winter celebration?
3
one fact. 14 Tell how you celebrate. Give reasons why it
is your favorite.
Write about safety helpers. Include at least
4
one fact. Is it fun to celebrate New Year’s? Write
15
about why you do or do not think it is fun.
Write about an apple. Include at least
5
one fact. Do you like to celebrate Chinese New Year?
16 Write about why you do or do not like
to celebrate.
Write about a pumpkin. Include at least
6
one of its parts.
Do you think building a snowman is fun?
17 Write about why you do or do not think
Do you like monsters? Tell why you do or
7 it is fun.
do not like them.

What is your favorite winter sport? Write

What is your favorite candy? Write about it, 18
8 about the sport. Give reasons why it is
and tell why you like it. your favorite.

Write about a time you played soccer.

9 19
Write about Dr. Martin Luther King Jr.
What did you do? Who did you play with? Include at least one fact.

Write about a time you saw a basketball

10 20
Write about George Washington. Include
game. What did you do? What did you see? at least one fact.

Write about a time you saw a hibernating

11 Write about a time you spent with family.
animal. 21 Give details about how you spent your
time together.

© Shell Education #51524—180 Days of Writing 7

 How to Use This Book (cont.)

Week Prompt Week Prompt

Write about an activity you did with a Write about a time you went to the beach.
22 friend. Give details about the activity 35 Include where you were, who you were
you did. with, and what you did.

Do you think apple pie is the best pie? Tell Write about a vacation you went on.
23
why you do or do not think it is the best. 36 Include where you went, who you were
with, and what you did.
Write about your favorite kind of pizza.
24
Why is it your favorite?

Write about a time you flew on an airplane.

Tell about where you went and who you
25 were with. If you have not flown on an
airplane, write about what you think it
would be like.

Write about a time you flew a kite. Include

26
two events.

27 Write about hens. Include at least one fact.

Write about how a plant grows. Include at

28
least one fact.

Write about a time you went on a

vacation with your family. What type of
29
transportation did you use to get there?
Include at least two details.

Write about a time you used technology.

30
Include at least two details.

Write about butterflies. Include at least

31
one fact.

32 Write about birds. Include at least one fact.

Write about the Statue of Liberty. Include

33
at least one fact.

Write about your country’s flag. Include at

34
least one fact.

8 #51524—180 Days of Writing © Shell Education

 How to Use This Book (cont.)

Using the Practice Pages

The activity pages provide practice and assessment opportunities for each day of the school year.
Teachers may wish to prepare packets of weekly practice pages for the classroom or for homework.
As outlined on pages 5–6, each two-week unit is aligned to one writing standard. Note: Before
implementing each week’s activity pages, review the corresponding prompt on pages 7–8 with
students and have students brainstorm thoughts about each topic.

On odd weeks, students practice the daily skills Week 1

DAY

using mentor texts. On even weeks, students use 1 Name: _____________________________________________________

Directions: Read the opinion. Place check marks next

what they have learned in the previous week and to the reasons.

apply it to their own writing.

Prewriting
School
Opinion: I like to go back to school.

Each day focuses on one of the steps in the writing Reasons

process: prewriting, drafting, revising, editing, and _____ 1. I meet new friends.

publishing. Note: Distribute the Editing Marks _____ 2. I learn cool things.

on page 207 to students. They can reference _____ 3. I have homework.

this page as they work through the weeks. _____ 4. I get a new teacher.

Alternatively, you can reproduce it poster sized _____ 5. I get new supplies.

and hang it in your classroom.

There are 18 overarching themes. Each odd week 14 #51524—180 Days of Writing © Shell Education

and the following even week focus on unique

themes that fit under one overarching theme. For
a list of the overarching themes and individual
weekly themes, see pages 5–6.
bric plan Narrative
itinrma g Rutive /Ex atory Writing Rubr
Wrinfo Dire Students
ic
Opinion
ctio ns: .Eval
h row
er in eac uate
opportunities students’ work in each cate
ego ry by Wri
circling
one numb have
up to 15
ting
po int s total. Rub ric
to score up to
five points in
gory by circling
one number
each cat each row and in each row.
ts’ s in eacwork in h row and W riting
one number in each row. Students up
to 15 points Stud
ents
te studen to five point category ing
by circling
s: Evaluate students’ work in each Develop and Exc epti points total.
ns: Evalua score upDirection upn.to ona
15 l Writingtotal.
Directio to to scoreWup ritto row opinio
five points in eachunc
ing Quality Wri
rtunities have opportunities Quality States an
lear
States a clear ting
have oppo
introduction.
details. StateWriting Developing
rit ing Developi ng s an introducti Writing
n

nal W nio n. Quality

few or unclear
Writing on.
Exceptio tes an opi nal Writing Inclu
Focus and
Organizatio

des lots of event

Exceptio
Sta Includes s. sentence.
States an uncle
ar
.
detail. topic States an unclearintro
Includes at least duction.
r opinio
n.
least one a closing
sentence.
States a topicinc ludedes
Inclu one event.
States a
clea States
Includ es at topic
a clear sentence.
Does not a strong closin Includes few
g. or unclear event
of details
. Includes few or
Inclu des a details.
unclear s.
lots clos
es a of
ing. Includes at least one detail. closing.
Organization

Includes Includlots
Includes details.
ation

Does not inclu

Focus and

. Does not include a closing. de a closing.

d

ng closing Includes a closing.

Focus an

a stro
Includes Includes a strong closing.
Organiz

0
ts 1 5 Poin
d 4
2
Uses ited or an unvarie 3
ion

.
3 Uses a lim varie
.
d and interesting 2
descriptive 1
4 tive words vocabulary words. 1 Uses some descr 0
ress

e descrip 2 iptive words. 0

5 som 3 voice.
Points
4 5 s
Use onsistent Uses a limite
Points ce. Main an inc an unvaried d or an unva
resting ent voi estains a consi Mainor
Written Exp

Provid stent voiceUses a limited ried

Rubrics for the three genres of writing (opinion,

inte tains vocabulary.
s var ied and and
inta ins a consist
interesting Uses some anddescriptive
uses
words. a consistent voice
.
Use Uses Mavaried a tone that supp vocabulary.
words.
Written Expression

orts
descriptive descriptive words.
meaning.
voice. Provi des
Maintains a consistent an inconsisten
ent voice Provides an inconsistent voice. t voice.
a consist
ion

ts
Maintains t suppor Maintains a consistent voice
a tone tha
Written

and uses

informative/explanatory, and narrative) can be

and uses a tone that supports
Express

meaning. meaning. Points

0
5 1
4 h
2 begin wit 3
3 Sentences sentences
Most begin 2
with
ers.
with letters.lowercase lett capital

found on pages 200–202. Be sure to share these

4 Some 1
ces begin 1 sentences begin 0 0
s

e senten 2 with
Convention

3 orrect capital letters.

Language

5
5 Som letters. 4 end in inc ctuation Most sentences
Points Points
begin wit
h capital capital Sentences tences
Senend
t sentences in corre
begin orctno pun Most sentences
with
n,
begin with lowercase letter
begin with
Sen ten ces with capital in cor rec
Somepunc tuatio ctu atio Some letters. s.
Sentences begin tences end
punn. lowercasesente nces end in corre
letters. Some sen n. capital letters.used. punctuation. ct
letters. is Sente

rubrics with students often so that they know

cing nces end in incor
end in cor
rect punctuatio Words in sente
orrect spa
Sentences end in incorrect rect
tions

Conventions

ncesinhave punctuation,
Sentences n. hav
cesSome e sentences
spaci end havcorrect
e inccorre ct Most word, or no punctuation or no punctuatio
Language

ng betwWordsthem
ge

Sentences end in correct in senten punctuationm. . een the. m. punctuation s in sente is used. n
punctuatio st words ween the between
nces have
Langua

rect .Mo rect spacing bet

punctuation iscorre
used.ct spacing betw
Conven

have cor cor 0 een them.

sentences Points Most words in sentences 1 have
Words have
Words in ween them. Words in sentences have correct incorrect spacing
incorrect spaci

what is expected of them.

5 them. Words have betw een ng
bet spacing between 4 them
spacing spacing between them.
2
correct
between3 them.
.
3 2
4 0 1
5 Total Points: 3 2 1 0
4 ____ ____________
Points
5
Points ____

________
_________
ints: ___
Total Points: ________________
____
Total Po

202 Education
#51524—180 © Shell
Days of Writi
ng
201
#51524—180 Days of Writing
© Shell Education © Shell Educa
s of Writing tion
—180 Day
#51524
200

© Shell Education #51524—180 Days of Writing 9

 How to Use This Book (cont.)

Using the Resources (cont.)

The Writing Process

The Writing Process can be found on page 206 and in Step 1: Prewriting

the digital resources (filename: G1_writing_process.pdf ).

Think about the topic.
Brainstorm ideas.

Step 2: Drafting

Students can reference each step of the writing process

Use your ideas to write a draft.
Don’t worry about errors.

Step 3: Revising

as they move through each week.

Read your draft. Think about
the vocabulary. Think about the
organization. Make changes to
improve your writing.

Step 4: Editing
Reread your draft. Check for
errors in spelling, punctuation,
and grammar.

Step 5: Publishing
Create a final draft. Be sure to
use your best printing.

Editing Marks Editing Marks can be found

on page 207 and in the digital
Editing Marks Symbol Names Example

capitalization 206 #51524—180 Days of Writing © Shell Education

david ate grapes.
symbol

lowercase
symbol
My mother hugged
Me. resources (filename: G1_
insert period The clouds are in the
symbol

check spelling
symbol
sky

I laffed at the story.

editing_marks.pdf ). Students
transpose
symbol
How you are? may need to reference this
page as they work on the
Would you pass the
insert symbol
pizza?

insert comma I have cats, dogs

Peer/Self-Editing Checklist
editing activities (Day 4s).
symbol and goldfish.

insert quotations That is amazing, she Directions: Place a check mark in front of each item as
symbol shouted. you check it.

deletion symbol Will you call call me?

add space
# symbol
#
I run tothe tree.

The writing has . . .

© Shell Education #51524—180 Days of Writing 207 q an opinion or topic stated

q an engaging beginning
q
If you wish to have students peer
details about the opinion
or topic
q a strong conclusion

or self-edit their writing, a Peer/

q a logical order
q interesting words
q capital letters

Self-Editing Checklist is provided q

q
correct spelling
correct punctuation

on page 214 and in the digital

resources (filename: G1_peer_ 214 #51524—180 Days of Writing © Shell Education

checklist.pdf ).

Writing Signs for each of the writing genres Writing Tips pages for each of the writing
are on pages 213–215 and in the digital genres can be found on pages 208-210 and
resources (filename: G1_writing_signs.pdf ). in the digital resources (filename: G1_
Hang the signs up during the appropriate writing_tips.pdf ). Students can reference the
two‑week units to remind students which appropriate Writing Tips pages as they work
type of writing they are focusing on. through the weeks.

ory
Tips mative/Explanat Narrative wr
gInfor
Writin Writing Tips iting tips
opinion
Wri
e your 1. Choose a senten te a topic
1. Writ . topic. ce
what you r that tells
opinion story is abo
ut.

2. Write a te your
3. Resta on.
strong topic 3. Write facts Write in a
sentence.opini about the topic. logical ord
with a beg er
Include inni
ons to . cha racters middle, and ng, a
e reas . an end.
2. Writ your opinion
t
suppor
4. Finish with a
strong statement
about the topic. Join the
sentences
the words with
first, next,
then, and
finally.
k for
4. Chec elling
sp
correct tuation.
nc
and pu 5. Check for
Check for
correct spelling correct spe
and punctuation. and punctua
lling
tion .
Use lots of
details and
sensory wor
ds.

211
of Writing Education
210 © Shell
© Shell 524— 180 Days #51524—18
#51 Education 0 Days of Writing
© Shell Education 209
#51524—180 Days of Writing
212 #51524—180 Days of Writing #51524—18 © Shell Education
0 Days of Writing of Writing © Shell Educat
213 180 Days ion
Education #51524—
© Shell
208

10 #51524—180 Days of Writing © Shell Education

 How to Use This Book (cont.)

Diagnostic Assessment
Teachers can use the practice pages as diagnostic assessments. The data analysis tools included
with the book enable teachers or parents to quickly score students’ work and monitor their progress.
Teachers and parents can quickly see which writing skills students may need to target further to
develop proficiency.

After students complete each two-week unit, score each students’ even week Day 5 published piece
using the appropriate, genre-specific rubric (pages 200–202). Then, complete the Practice Page
Item Analysis (pages 203–205) that matches the writing genre. These charts are also provided in
the digital resources (filenames: G1_opinion_analysis.pdf, G1_inform_analysis.pdf, G1_narrative_
analysis.pdf ). Teachers can input data into the electronic files directly on the computer, or they can
print the pages and analyze students’ work using paper and pencil.

To Complete the Practice Page Item Analyses:

• Write or type students’ names in the far-left column. Depending on the number of students,
more than one copy of the form may be needed or you may need to add rows.

• The weeks in which the particular writing genres are the focus are indicated across the tops of
the charts. Note: Students are only assessed on the even weeks, therefore the odd weeks are
not included on the charts.

• For each student, record his or her rubric score in the appropriate column.

• Add the scores for each student after they’ve focused on a

particular writing genre twice. Place that sum
in the far right column. Use these scores Informa
Narrativplan ato
sis /Ex e Wri
lytive
ry
ting Analysis
ing Ana
as benchmarks to determine how each W r it Wri ting Analysis
record the

Opinion
l Scores
how students

student is performing. This allows for three

34s ever y two weeks and
and record the

Tota
Total Scores
e/explanatory genre and (2)
s

genre and (2)

tal Score
and record ts
w studen

Week

benchmarks during the year that you can use

36
Add the totals every two weeks
To
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© Shell Educa 203

after

tion
s of Writing
—180 Day
s in

#51524
progress
the sum

#51524—180 © Shell Education

Days of Writi
ng
204 #51524—180 Days of Writing 205

Education
© Shell

© Shell Education #51524—180 Days of Writing 11

 How to Use This Book (cont.)

Using the Results to Differentiate Instruction

Once results are gathered and analyzed, teachers can use the results to inform the way they
differentiate instruction. The data can help determine which writing types are the most difficult for
students and which students need additional instructional support and continued practice.

Whole-Class Support
The results of the diagnostic analysis may show that the entire class is struggling with a particular
writing genre. If these concepts have been taught in the past, this indicates that further instruction
or reteaching is necessary. If these concepts have not been taught in the past, this data is a great
preassessment and may demonstrate that students do not have a working knowledge of the
concepts. Thus, careful planning for the length of the unit(s) or lesson(s) must be considered, and
additional front-loading may be required.

Small-Group or Individual Support

The results of the diagnostic analysis may show that an individual student or a small group of
students is struggling with a particular writing genre. If these concepts have been taught in the past,
this indicates that further instruction or reteaching is necessary. Consider pulling these students
aside while others are working independently to instruct them further on the concept(s). Students
may also benefit from extra practice using games or computer-based resources. Teachers can also
use the results to help identify individual students or groups of proficient students who are ready
for enrichment or above-grade-level instruction. These students may benefit from independent
learning contracts or more challenging activities.

Digital Resources
Reference page 215 for information about accessing the digital resources and an overview of
the contents.

12 #51524—180 Days of Writing © Shell Education

 Standards Correlations
Shell Education is committed to producing educational materials that are research and standards
based. In this effort, we have correlated all of our products to the academic standards of all
50 states, the District of Columbia, the Department of Defense Dependents Schools, and all
Canadian provinces.

How to Find Standards Correlations

To print a customized correlation report of this product for your state, visit our website at
www.tcmpub.com/shell-education and follow the on-screen directions. If you require
assistance in printing correlation reports, please contact our Customer Service Department at
1-877-777-3450.

Purpose and Intent of Standards

Legislation mandates that all states adopt academic standards that identify the skills students will
learn in kindergarten through grade twelve. Many states also have standards for Pre-K. This same
legislation sets requirements to ensure the standards are detailed and comprehensive.

Standards are designed to focus instruction and guide adoption of curricula. Standards are
statements that describe the criteria necessary for students to meet specific academic goals. They
define the knowledge, skills, and content students should acquire at each level. Standards are also
used to develop standardized tests to evaluate students’ academic progress.

Teachers are required to demonstrate how their lessons meet state standards. State standards are
used in the development of all of our products, so educators can be assured they meet the academic
requirements of each state.

The activities in this book are aligned to today's national and state-specific college and career
readiness standards. The chart on page 4 lists the writing and language standards used throughout
this book. A more detailed chart on pages 5–6 correlates the specific writing standards to
each week.

© Shell Education #51524—180 Days of Writing 13

 Week 1
DAY

1 Name:______________________________________________________

Directions: Read the opinion. Place check marks next

to the reasons.
School
Prewriting

Opinion: I like to go back to school.

Reasons

_____ 1. I meet new friends.

_____ 2. I learn cool things.

_____ 3. I have homework.

_____ 4. I get a new teacher.

_____ 5. I get new supplies.

14 #51524—180 Days of Writing © Shell Education

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