180 Days of Writing for Second Grade Practice

Assess Diagnose 1st Edition Brenda A Van Dixhorn

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2
Level
 Author
Brenda A. Van Dixhorn
 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. 45, 62, 65, 89, 101, 105, 183–184, 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 978-1-4258-1525-7
© 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 #51525—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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
Writing Analyses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
The Writing Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
Editing Marks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
Writing Tips. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210
Writing Signs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
Digital Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216

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 #51525—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 2.1—Write opinion pieces in which they introduce the topic they
are writing about, state an opinion, support the opinion, and provide a
concluding statement.
Writing 2.2—Write informative/explanatory texts in which they
introduce a topic, use facts and definitions to develop points, and provide a
concluding statement or section.

Writing 2.3—Write narratives in which they recount a well-elaborated

event or short sequence of events.
Language 2.1—Demonstrate the command of the conventions of
standard English grammar and usage when writing or speaking.
Language 2.2—Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
Language 2.5—Demonstrate understanding of word relationships and
nuances in word meanings.

4 #51525—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
Week 1: Rules for School Writing 2.3—Write narratives in which they recount a
Ready to Learn well‑elaborated event or short sequence of events.
Week 2: Friends at School
Writing 2.2—Write informative/explanatory texts in
Week 3: In the City which they introduce a topic, use facts and definitions
Where People Live
Week 4: In the Country to develop points, and provide a concluding statement
or section.
Writing 2.1—Write opinion pieces in which they
Week 5: Why Eat Apples introduce the topic they are writing about, state
Fall Fruit
Week 6: How to Eat Apples an opinion, support the opinion, and provide a
concluding statement.
Writing 2.2—Write informative/explanatory texts in
A Walk in the Week 7: Rainforests which they introduce a topic, use facts and definitions
Woods Week 8: Temperate Forests to develop points, and provide a concluding statement
or section.
Writing 2.1—Write opinion pieces in which they
Week 9: Jack-o-Lanterns introduce the topic they are writing about, state
Are They Scary?
Week 10: Scarecrows an opinion, support the opinion, and provide a
concluding statement.
Writing 2.1—Write opinion pieces in which they
Week 11: Being Thankful introduce the topic they are writing about, state
Thankfulness
Week 12: Sharing Thanks an opinion, support the opinion, and provide a
concluding statement.
Writing 2.2—Write informative/explanatory texts in
Week 13: Thunderstorms which they introduce a topic, use facts and definitions
Weird Weather
Week 14: Snowstorms to develop points, and provide a concluding statement
or section.
Week 15: Gifts to Me Writing 2.3—Write narratives in which they recount
Time to Give
Week 16: Giving to Others a well-elaborated event or short sequence of events.
Week 17: Building Snowmen Writing 2.3—Write narratives in which they recount
Staying Warm
Week 18: Sledding a well-elaborated event or short sequence of events.
Writing 2.2—Write informative/explanatory texts in
Week 19: Zebras which they introduce a topic, use facts and definitions
Black and White
Week 20: Penguins to develop points, and provide a concluding statement
or section.
Writing 2.1—Write opinion pieces in which they
Week 21: Important People introduce the topic they are writing about, state
Our Country
Week 22: Important Places an opinion, support the opinion and provide a
concluding statement.

© Shell Education #51525—180 Days of Writing 5

 How to Use This Book (cont.)

Overarching
Weekly Themes Standards
Themes
Week 23: Little Red Riding Writing 2.3—Write narratives in which they recount a
Hood well-elaborated event or short sequence of events.
In the Present
Week 24: Goldilocks and the
Three Bears
Writing 2.2—Write informative/explanatory texts in
Week 25: Frogs which they introduce a topic, use facts and definitions
Looking Green
Week 26: Turtles to develop points, and provide a concluding statement
or section.
Week 27: Planets Writing 2.3—Write narratives in which they recount a
Out in Space
Week 28: Sun, Moon, and Stars well‑elaborated event or short sequence of events.
Week 29: A Great Day Writing 2.3—Write narratives in which they recount a
Just a Day
Week 30: A Bad Day well‑elaborated event or short sequence of events.
Writing 2.1—Write opinion pieces in which they
Week 31: Ants introduce the topic they are writing about, state
Picnic Pests
Week 32: Bees an opinion, support the opinion, and provide a
concluding statement.
Writing 2.2—Write informative/explanatory texts in
Week 33: In the Wind which they introduce a topic, use facts and definitions
Movement
Week 34: Push or Pull to develop points, and provide a concluding statement
or section.
Writing 2.1—Write opinion pieces in which they
Week 35: Watching TV
introduce the topic they are writing about, state
Free Time or Reading?
an opinion, support the opinion, and provide a
Week 36: Beach or Park?
concluding statement.

6 #51525—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: G2_writingprompts.pdf ) and distribute them to
students to keep throughout the school year.

Week Prompt Week Prompt

Many schools have rules that students What is the best way to give thanks to
12
1 should follow. Describe a time where someone? Explain why it is the best way.
your class set up rules for the classroom.
Describe what a thunderstorm is. Include
Describe a time when you have played 13 details about what it looks like and the
2
with a friend at school. dangers it can cause.

Think about the city. Describe what it Describe what a snowstorm is. Include
3
looks like and what happens there. 14 details about what it looks like and the
dangers it can cause.
Describe what a countryside looks like
4
and what happens there. Think about a time you received a gift.
Write a narrative about what the gift
15
There are many reasons why people was, who gave it to you, and what the gift
should eat apples. Describe why people means to you.
5
should eat apples. Include reasons to
support your opinion. Think about a time you gave someone a
gift. Write a narrative about what the gift
16
Describe the best way to eat apples. was, how you picked it out, and how the
6 person reacted when they opened it.
Include reasons to support your opinion.

Describe a rainforest. Include details Describe a time you have either built a
7 snowman or what you think building a
about how the forest looks and smells. 17
snowman might be like. Include details
about the day.
Describe a temperate forest. Include
8 details about how the forest looks
and smells. Describe a time you have either gone
18 sledding or what you think sledding might
be like. Include details about the day.
Do you think jack-o-lanterns are scary?
9 Write a paragraph stating your opinion
and details to help support your opinion. Write a paragraph about zebras. Include
19 facts about where they live and their
physical characteristics.
Do you think scarecrows are scary? Write
10 a paragraph stating your opinion. Add
details to help support your opinion. Write a paragraph about penguins.
20 Include facts about where they live and
their physical characteristics.
What is the best way to be thanked by
11
someone? Explain why it is the best way.

© Shell Education #51525—180 Days of Writing 7

 How to Use This Book (cont.)

Week Prompt Week Prompt

Write a paragraph about important Describe how objects are affected by

21 people. Include details explaining why the wind. Include and describe types of
33
they are important. objects that can and cannot be blown
over by the wind.
Write a paragraph about a place that is
22 important to you. Include details such as Describe how objects are pushed or
where it is located. 34 pulled. Include the differences between
pulling and pushing.
Write a modern version of Little Red
23 Riding Hood. Include dialogue and a Do you prefer watching television or
strong conclusion. 35 reading? Explain why using strong
supporting details.
Write a modern version of Goldilocks
24 and the Three Bears. Include dialogue Do you prefer the beach or the park?
and a strong conclusion. 36 Explain why using strong supporting
details.
Explain what frogs look like. Provide
25 descriptive details using various
adjectives.

Explain what turtles look like. Provide

26 descriptive details using various
adjectives.

Imagine you are on a trip in outer space.

27 Write a narrative about the different
planets you see on your adventure.

Imagine you are on a trip through outer

28 space. Write a narrative about what you
see and do on your adventure.

Have you ever had a great day? Describe

29
what happened and what you did.

Have you ever had a bad day? Describe

30 what happened and what you did to make
the day better.

Do you think ants are useful? Explain

31
your answer and give supporting details.

Do you think bees are useful? Explain

32
your answer and give supporting details.

8 #51525—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: _____________________________________________________

what they have learned in the previous week and Directions: An author needs to write a narrative about
rules at school. Place a check mark next to each rule you
should follow at school.
apply it to their own writing.

Prewriting
Rules for School
1. Be on time for class.

2. Listen to your teacher.

Each day focuses on one of the steps in the writing 3. Keep your hands and feet
to yourself.
process: prewriting, drafting, revising, editing, and 4. Chew gum every day.
publishing. 5. Take good care of the
classroom materials.
6. Leave the caps off
the markers.

7. Walk at school.

8. Be kind to your
classmates.

9. Run in the hallways.

10. Always do your best.

There are 18 overarching themes. Each odd week

and the following even week focus on unique 14 #51525—180 Days of Writing © Shell Education

themes that fit under one overarching theme. For

a list of the overarching themes and individual
weekly themes, see pages 5–6.
g Rutive bric plan Natsrr
den atory
ative Writi
Wrinfo itinrma /Ex ng Rubric
Opinion
h row. Stu
erDire

Using the Resources

ctio
in eac ns: Evaluate

each cat
ego ry by Wri
circling
one numb have
up to 15
ting
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s total.oppo ric
rtunities
students’ work
to score up to in each category
five poin by circling one
ts’ s in eac work in h row and W one number riting in each ts inStudents
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row and up to number in
each row. Stud
te studen to five point category ing
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ns: Evalua score upDirection s: Evaluate students’ work in each Develop and Exc upepti
15 points total ents
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ritto row opi
five points in eachunc lear nio ic.
n to ona
tha15 l Writotal.
t is points
ting
.
rtunities have opportunities Quality an ifiestop Quality Wri
have oppo t States y relevan Ident
t to the the topic of the ting
rit ing t is relevan full Developi ng Writing Dev elop
nal W nio n tha not story
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Exceptio focus of the
anization

t is Sta es littl eghout the writi story, but Fails

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the topic has to
Does not state main
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es an opi
nion to the top Demthe onstopic and develops intende it identify the
the story or main topic of
topice and States ing of the the piece. or develop it throughout taininthe
Clearly stat the topic. Clearly states the som understand
g the focus

The following resources will be helpful to students

Deve e of
to trates it nded throughout
the writing.
or purpos lops clear settings, throughout the throughout the tain focus
Focus and Organization

relevant Demons y develops

purposefull of the inte audience plot, and intere a strong
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r understand
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ati

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. settin gs, plot, or chara
und pose the pie
Demonstrat introdu unde understand
and pur es audienceclus andion . rstanof
purpose ding of the inten cters.

as they complete the activity pages. Print copies

audience understanding of the intended
inc lud audience
ded or purpose of the piece.
ideas and con audie nce and purp Demonstrates
the piece. Organi
audience zespurpose
and of y, and a the piece. ose of some Demonstrates
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of these resources and provide them to students to

hookor an unvarie Provides lack
introductio ion. a well‑supported introduction,
s a lim leited
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clus 3 Usemidd to the conclusion Includes an intere beginning, midd
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Provides little to no age. in Provides an incon
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supports sentence
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es word choices.
Written

tence typ 0 s sentence lengt

ltiple sen othly Uses multi1ple word choices. h and
Uses mu sentence types Provides little
Uses multiple sentence types

Rubrics for the three genres of writing (opinion,

sitions smo 2 and transitions , to no variation
and tran smoo capitalizes sentence type in
ideas. and transitions smoothly 3 betweenInc orrectly thlyspells.
ideas and length.
between 4 . , and
between ideas.
punPoin
ctuates
ts
, and punctuates 0
5
Cap italizes, 4
. 3 5 2
or run ‑on1
5 d
Points ,
Points
punctuates
, and spells acc
urately
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Capitalizespunctuates,
mente 4
Incorrectly3capitalizes, 2

informative/explanatory, and narrative) can be

izes , punc .
Capital Capitalizes, punctuates, and pleteCapitalizes, ces s, and
tentuate and spells. 1
urately. trates com tenspells
ces and accursen
spellsaccurately. ately.
punctuates,
Capit . 0
spells acc Demons
spells accurately. ar overallalizes, punctuates, and
within sen r gramm spells accur
s
Convention

thoughts grammar. Demonstr Utilizes poo Incorrectly capit

Language

plete Uses fragmented ately.or run‑on

trates com tences, alizes,
tions

Conventions

Demons esapp ropriate Demonstratates es complete

complete divided punctuates, and
within sen Demonstrat
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thougide dwithin sentences s are spells.

thoughts te subject‑ve rb ly div hts within
thoughts agraph
Parsente nces, ed.
Demonstrates
complete
thoughts within sentences, are properwith

found on pages 202–204. Use the rubrics to assess

Langua

ura s accur thoug

Conven

h acc aph appropriate ategrammar.

subje elop hts withi Uses
wit Paragr
with accurate subject‑verb
dev rb
and ct‑ve n sentences
Utilizes poor grammar overall. fragmented or
agreement
. ported. agreement. 0appro priate grammar. and sentences. run‑on
agreement. and sup
ely Paragraphs are properly 1 divided
appropriat Paragraphs are poorly divided
agraphs Uses 2paragraphs Parag
Uses par pose. 3 ly and supported. appropriate raphs are prop Utilizes poor
clear pur Uses paragraphs appropriate and with clear ly andand developed. erly divided grammar overa
and with purpose. supported. ll.

students' writing at the end of each even week. Be

and with4clear purpose. Points 0
5 2 1 Parag raphs are poorly divid
4 35
Points
5 4 and developed ed
Points 3 .
2
1
_____
___ Total Points: 0

sure to share these rubrics with students often so

_________ ____________
ints: ___ ____________________ ________ Education
Total Po Total Points:204 © Shell
#51525—180
Days of Writi
ng 203
#51525—180 Days of Writing

that they know what is expected of them. 202

#51525
© Shell Education
—180 Day
s of Writing © Shell Educa
tion

© Shell Education #51525—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 208 and in

Step 1: Prewriting

the digital resources (filename: G2_writing_process.pdf ). Think about the topic. Brainstorm ideas, and plan what
you want to include in your writing.

Step 2: Drafting

Students can reference each step of the writing process Use your brainstormed ideas to write a first draft.
Don’t worry about errors. This will be a rough draft.

Step 3: Revising

as they move through each week. Read your rough draft. Think about the vocabulary you
used and how your writing is organized. Then, make the
appropriate changes to improve your written piece.

Step 4: Editing
Reread your revised draft. Check for errors in spelling,
punctuation, and grammar. Use editing marks to correct
the errors.

Step 5: Publishing
Create a final version of your piece, including the
corrections from the edited version. Be sure to reread
your work for any errors.

Editing Marks Editing Marks can be found

Editing
Marks
Symbol Names

capitalization symbol
Example

david gobbled up the grapes.

on page 209 and in the digital 208 #51525—180 Days of Writing © Shell Education

lowercase symbol
My mother hugged Me when I Came
Home. resources (filename: G2_
editing_marks.pdf ). Students
insert period symbol The clouds danced in the sky

check spelling symbol I laffed at the story.

transpose symbol

insert symbol
How you are?

Would you pass the pizza?

may need to reference this
insert comma symbol

insert quotations symbol

I have two cats, two dogs and a
goldfish.

That's amazing, she shouted.

page as they work on the Peer/Self-Editing Checklist
deletion symbol
Will you call call me on the phone
tonight?

… in the tree. After lunch, I spent the

editing activities (Day 4s). Directions: Place a check mark in front of each item as
you check it.
new paragraph symbol
day…

#
# add space symbol I ran tothe tree.

q The writing clearly states an opinion.

(opinion writing only)

q The writing clearly states the topic.

(informative/explanatory writing only)
© Shell Education #51525—180 Days of Writing 209

q The writing has an engaging

beginning.

If you wish to have students q The writing includes details to support

the opinion/topic.

peer or self-edit their writing, a

q The writing has a strong conclusion.
q The writing follows a logical order.

Peer/Self-Editing Checklist is
q Lots of interesting words are used.
q Words are capitalized correctly.

provided in the digital resources q Words are spelled correctly.

q There is correct punctuation.

(filename: G2_peer_checklist. #51532—180 Days of Writing © Shell Education

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 210–212
resources (filename: G2_writing_signs.pdf ). and in the digital resources (filename: G2_
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.

g Tips mativ lanatory Narrative

Writin Infor er . . . e/exp Writing Tip
Opinion Rememb
Writi ng Tips
Ask yoursel
f... s
your Rem ember . . .
urse lf . . . can back up Remember . . .
Am I the main
Ask yo . . examples.
sure you .cific
Makeyourself
Ask spe
with story told from character? Is the You are in the
in my
ng belief ce opinion my point of
view? you are, what story, telling where
e a stro about
Do I hav that I can con e?
vin Make sure to include facts are with, and you see, who you
that
so
opinion believe the sam Do I provide enough information a the topic in your writing so what you do.
stion or the reader is informed.
others
to on the topic?in with a que t includes
Beg tha
tement Does my story
bold sta have a hook
in a way nion. Include an
opinion your opi ? excit
stated my der’s attentio
n? sentence that ing introductory
Have I want to conti makes the reader
bs the rea solid Choose one aspect of the
topic
that gra the focus
at lea of e
st thre uld nue reading.
Have I narrowed
Include rea der sho that you want to write about.
the
the topic? reasons why . Does my story
son s with you have a begin make sense and
rea
st three nion? agree an end?
ning, a midd
le, and Do not boun
e at lea ce around.
Do I hav facts for my opi on a logical
order of how
Focus
based on be foll owed by with a strong topic experience the
must Begin happened.
reason mple.
Each have sentence that grabs the
Does my writing ngaexa hook? Am I using attention.
mple for one stro my
reader’s transitions
to connect
e an exa hen s thoug hts and help
Do I hav son that strengt flow? the writing
h rea us on Use transition
eac ent? und. Foc words like first,
my argum nce aro t each next, then, anoth
Don’t bouorder to presen Do not bounce around. Present er, and finall
y.
l
a logica mple. each topic sentence at the
and exain a
presented Am I including
l order
to Is my information
reason beginning of a paragraph and
e a logica logical order? sensory langu rich details and Use lots of
Do I hav ? t, inadd details.
age to help adjectives,
ting pictu
like firsre in the reader’s paint a incorporate and
wri rds
my sition wo son, and mind? such as meta
figurative langu
Use tran to, another rea phor s and
age,
n to make your similes,
ns to additio ortant. that story come
h transitio my st imp End with a strong sentence to life.
ng smoot ts and helpHave I includedmo enough
makes the reader want to
learn
Am I usi ugh will be Does my conc
t my tho information that the reader morelusio the subject.
n summ
about
connec more? the main youridea?
arize Incorporate
flow? interested in learning even restate a sentence
writing forget to l sentence. that reflects or
Do not fina on what you two
in the writte n. have
opinion
n restate
conclusio written.
Does my n? Have I used Revisit what you have
my opinio Have I used correct spelling, grammar, e written
corre
. ctcheck
Then, for mistakes.
spelling,
?
grammar, and punctuationwhat you hav es.and punctuation? Revisit what
Revisit tak you have writte
ck for mis Then, chec
213 , Then, che k for mistakes. n.
t spelling Education
180 Days
of Writing
I use d correc ation? 212 © Shell
© Shell 525—
#51 Education Have punctu #51525—18
ar, and 0 Days of Writing
© Shell Education gramm #51525—180 Days of Writing 211

214 #51525—180 Days of Writing #51525—18 © Shell Education

0 Days of Writing of Writing © Shell Educat
215 180 Days ion
Education #51525—
© Shell
210

10 #51525—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 202–204). Then, complete the Practice Page
Item Analysis (pages 205–207) that matches the writing genre. These charts are also provided
in the digital resources (filenames: G2_opinion_analysis.pdf, G2_informative_analysis.pdf, G2_
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 Infonrma sis /Ex
alytive rratato
Naplan ive
ry
iting A Writing Analysis Writing Analysis
ion Wr
scores as benchmarks to determine how O p in
ative genre and ks and record the

Total Scores
ents
the

Total Scores

(2) how stud

e/explanatory genre and (2)

each student is performing. This allows for

totals every two weeks and record
s
tal Score
and record ts
w studen

wee

three benchmarks during the year that you

k
totals ever y two

Wee
30
To
the totals genre and (2) ho

Week
o weeks

34
Week

Week

can use to gather formative diagnostic data.

36

28
every tw

nding the narr

are not understanding the informativ

which students opriate columns. Add the

Week
26
on

Week
the opini

Week
32

appropriate columns. Add the

24
Week

are not understa

20
tory genre.
appropria t understanding
ns. Add

Week
22

Wee k
18
Week
s with the informative/explana
te colum

14

the appr
Week
12

Week
no

16
dents are

(page 204) in
Week
You can view: (1) which students

e.
8
s rubric score (page 203) in the

narrative genr
ek
10

Week
We
the
stu

2
can view: (1)
Week
ich
in

s rubric score
4
)

d each stu umn. You can on genre.

wh
202

Week

unters with the

6
view: (1)
res (page

om Score
encounter

column. You
ini

Average Classroom Score

rd each student’
Directio the Total Scores nters with the op
sco

Classro
e
multiple
ric

Student Nam

sroom Score
multiple enco
Directions: Record each student’
dent’s rub

sums in the Total Scores column.

RecoName
Total Scores
Name

Average
after
col

Student
encou

how students progress

Student

Average Clas
progress after
Directions:
sums in the
ltiple
ns: Recor

after mu

205
s of Writing
—180 Day
s in

© Shell Educa
tion #51525
progress
the sum

© Shell Education

206 #51525—180 Days of Writing #51525—180

Days of Writi
ng
Education 207
© Shell

© Shell Education #51525—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 to instruct them further on the concept(s), while others are working independently. 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 216 for information about accessing the digital resources and an overview of
the contents.

12 #51525—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 #51525—180 Days of Writing 13

 Week 1
DAY

1 Name:______________________________________________________

Directions: An author needs to write a narrative about

rules at school. Place a check mark next to each rule the
author should include.
Prewriting
Rules for School

1. Be on time for class.

2. Listen to your teacher.

3. Keep your hands and feet

to yourself.

4. Chew gum every day.

5. Take good care of the

classroom materials.
6. Leave the caps off
the markers.


7. Walk at school.

8. Be kind to your
classmates.

9. Run in the hallways.

10. Always do your best.

14 #51525—180 Days of Writing © Shell Education

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