180 Days of Writing for Third Grade Practice

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 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.

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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

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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 978-1-4258-1526-4
© 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 #51526—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 #51526—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 3.1—Write opinion pieces on topics or texts, supporting a point

of view with reasons.
Writing 3.2—Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
Writing 3.3—Write narratives to develop real or imagined experiences
or events using elective technique, descriptive details, and clear event
sequences
Language 3.1—Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
Language 3.2—Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
Language 3.4—Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 3 reading and
content, choosing flexibly from a range of strategies
Language 3.5—Demonstrate understanding of word relationships and
nuances in word meanings.

4 #51526—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 prompts 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 3.2—Write informative/explanatory
Week 1: Desert Animals
Biomes texts to examine a topic and convey ideas and
Week 2: Tundra Animals
information clearly.
Writing 3.1—Write opinion pieces on topics
Week 3: Summer/Fall
Seasons or texts, supporting a point of view with
Week 4: Winter/Spring
reasons.
Writing 3.1—Write opinion pieces on topics
Week 5: Wild Animals
Animals or texts, supporting a point of view with
Week 6: Pets
reasons.
Writing 3.2—Write informative/explanatory
Week 7: Continents
Geography texts to examine a topic and convey ideas and
Week 8: Bodies of Water
information clearly.
Writing 3.3—Write narratives to develop
Week 9: Birthdays real or imagined experiences or events using
Traditions
Week 10: Holidays elective technique, descriptive details, and clear
event sequences.
Writing 3.2—Write informative/explanatory
Natural Week 11: Tornadoes
texts to examine a topic and convey ideas and
Disasters Week 12: Earthquakes
information clearly.
Writing 3.3—Write narratives to develop
Week 13: Air Travel real or imagined experiences or events using
Travel
Week 14: Land Travel elective technique, descriptive details, and clear
event sequences.
Writing 3.1—Write opinion pieces on topics
Week 15: Superheroes
Superheroes or texts, supporting a point of view with
Week 16: Villains
reasons.
Week 17: Grand Canyon Writing 3.2—Write informative/explanatory
Wonders of the
Week 18: Egyptian texts to examine a topic and convey ideas and
World
Pyramids information clearly.

© Shell Education #51526—180 Days of Writing 5

 How to Use This Book (cont.)

Overarching
Weekly Themes Standards
Themes
Writing 3.3—Write narratives to develop
Week 19: Thomas Edison
real or imagined experiences or events using
Inventors Week 20: Benjamin
elective technique, descriptive details, and clear
Franklin
event sequences.
Writing 3.2—Write informative/explanatory
Week 21: Octopuses
Under the Sea texts to examine a topic and convey ideas and
Week 22: Sharks
information clearly.
Writing 3.2—Write informative/explanatory
Week 23: Planets
Solar System texts to examine a topic and convey ideas and
Week 24: Sun and Moon
information clearly.
Writing 3.3—Write narratives to develop
Week 25: Eric Carle real or imagined experiences or events using
Famous Authors
Week 26: J.K. Rowling elective technique, descriptive details, and clear
event sequences.
Writing 3.1—Write opinion pieces on topics
Week 27: Butterflies
Insects or texts, supporting a point of view with
Week 28: Bees
reasons.
Writing 3.1—Write opinion pieces on topics
Week 29: Cookies
Desserts or texts, supporting a point of view with
Week 30: Ice Cream
reasons.
Writing 3.3—Write narratives to develop
Week 31: Active Volcanoes
real or imagined experiences or events using
Volcanoes Week 32: Dormant
elective technique, descriptive details, and clear
Volcanoes
event sequences.
Writing 3.1—Write opinion pieces on topics
The Great Week 33: Hiking
or texts, supporting a point of view with
Outdoors Week 34: Camping
reasons.
Writing 3.3—Write narratives to develop
Government Week 35: Public Library real or imagined experiences or events using
Offices Week 36: Post Office elective technique, descriptive details, and clear
event sequences.

6 #51526—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: G3_writingprompts.pdf ) and distribute them to
students to keep throughout the school year.

Week Prompt Week Prompt

Describe the types of animals that live in a desert. Imagine that you are having a birthday party.
1 Include specific facts about how the animals Write a narrative paragraph to describe the
adapt and live in the environment. 9 celebration. Include details about how you
prepare for the party and what happens at
the party.
Describe the types of animals that live in a
2 tundra. Include specific facts about how the
animals adapt and live in the environment. Think about a holiday you have celebrated.
10 Describe the celebration. Include at least two
lines of dialogue.
It’s a contest! Fall and summer both think
they’re the better season. Which season will
3
you support? Provide reasons to support Think about tornadoes. Write an informative/
your opinion. explanatory paragraph about tornadoes. Include
11
facts about how they begin and what destruction
they can cause.
It’s a contest! Winter and spring both think
they’re the better season. Which season will
4
you support? Provide reasons to support Think about earthquakes. Write an informative/
your opinion. explanatory paragraph about earthquakes.
12
Include facts about how they begin and what
destruction they can cause.
Write an opinion paragraph about which
wild animal you like best. Be sure to include
5
descriptive adjectives to help support Imagine traveling somewhere by air. Describe
your opinion. 13 your experience. Be sure to include characters,
setting, problem(s), rising action, and a solution.
Write an opinion paragraph about which
animal you think makes the best pet. Be sure to Imagine traveling somewhere by land. Describe
6
include descriptive adjectives to help support 14 your experience. Be sure to include characters,
your opinion. setting, problem(s), rising action, and a solution.

Write an informative/explanatory paragraph Do you like superheroes? Write an opinion

about continents. Include at least two continents paragraph about whether or not superheroes are
7 15
in your writing and explain unique features of a good thing. Include at least three reasons to
each one. support your opinion.

Write an informative/explanatory paragraph Everyone seems to always root for superheroes.

about bodies of water. Include at least two types People think villains are too evil to support.
8 16
of bodies of water, and explain what each one Write an opinion paragraph stating why we
looks like. should understand villains’ perspectives.

© Shell Education #51526—180 Days of Writing 7

 How to Use This Book (cont.)

Week Prompt Week Prompt

Think about the Grand Canyon. Write an Do you think butterflies are amazing insects?
informative/explanatory paragraph about the Explain why you do or do not think they are
17 27
Grand Canyon. Include facts about what you amazing. Give at least three reasons to support
can find there. your opinion.

Think about Egyptian pyramids. Write an Do you think bees are interesting? Write a
informative/explanatory paragraph about 28 paragraph expressing your opinion. Give at least
18
Egyptian pyramids. Include facts about what three reasons to support your opinion.
they look like and how they are used.
Do you like cookies? Explain why you do or
Write a narrative paragraph about meeting 29 do not like them. Give at least three reasons to
19 Thomas Edison. Include details about his support your opinion.
invention of the lightbulb.
Do you think ice cream is the best dessert? Write
Write a narrative paragraph about meeting an opinion paragraph about explaining your
30
20 Benjamin Franklin. Include details about what thoughts. Give at least three reasons to support
happened when you met him. your opinion.

Think about octopuses. Write an informative/ Imagine that your teacher is going to teach
explanatory paragraph about octopuses. Include you about active volcanoes. Write a narrative
21 31
facts about how they protect themselves paragraph about your experience. Remember to
from predators. write in sequential order.

Think about sharks. Write an informative/ Imagine you are near a dormant volcano. Write
22 explanatory paragraph about sharks. Include 32 a narrative paragraph about your experience.
facts about what they eat and what they look like. Remember to write in sequential order.

Think about the planets. Write an informative/ Do you like hiking? Write an opinion paragraph
explanatory paragraph about the planets. explaining why you do or do not enjoy hiking.
23 33
Include details about some of the planets in our Include at least three reasons to support
solar system. your opinion.

Think about the sun and the moon. Write an Do you like camping? Write an opinion
informative/explanatory paragraph about the paragraph explaining why you do or do not
24 34
most interesting facts about them. Discuss their like camping. Include at least three reasons to
similarities and differences, too. support your opinion.

Imagine you are interviewing Eric Carle. What Imagine that you are going on a trip to the public
would you ask him? What would you discuss? library. Write a narrative paragraph to describe
35
25 Write a made-up dialogue between the two how the trip goes. Include details about the
of you. Include at least three questions with events that happen while on the trip.
corresponding answers.
Imagine that you need to mail a package and
Imagine you are interviewing J.K. Rowling. have just arrived at the post office. What do
What would you ask her? What would you 36 you do next? How do you make sure your
26 discuss? Write a made-up dialogue between the package gets mailed? Write a narrative about
two of you. Include at least three questions with your experience.
corresponding answers.

8 #51526—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: _____________________________ Date:___________________

what they have learned in the previous week and Directions: Place check marks in the circles with information that you would
include in an informative/explanatory paragraph about desert animals.

apply it to their own writing.

Prewriting
Desert Animals
You can do a lot
of fun things in a
desert.

Desert animals

Each day focuses on one of the steps in the writing have adaptations
that help them
survive in the
Polar bears are
interesting animals.

process: prewriting, drafting, revising, editing, desert.

and publishing.
Desert

Many people like to Volcanoes are

camp in deserts. really cool.

Lizards hide under

Most desert
rocks to protect
animals spend their
themselves from
time underground.
There are 18 overarching themes. Each odd week the sun.

and the following even week focus on unique 14 #51526—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

in eacctio ns: Evaluate

each cat
ego ry by Wri
circling
one numb have
up to 15
ting
po int Rub
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
row . each
row and up to number in
each row . Stud
te studen to five point category ing
by circling
ns: Evalua score upDirection s: Evaluate students’ work in each Develop and Exc upepti
15 points total ents
Directio to to scoreWup ing
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
QualitythrouWritingand maintains the Ident ifies the topic ing Writing
Exceptio tes an opi nal Writing
Exceptio focus of the
anization

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

tha ic . trat d and/
the topic has to
Does not state main
ng . some trouble
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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.
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ati

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. settin gs, plot, or chara
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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
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and of y, and a the piece . ose of some Demonstrates
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inc y, into an introductio
1 thebody,reader from the piece .
way and n, a detailed bod Organizes the information into2 d the
conclusion . .
conclusion .opening

of these resources and provide them to students to

hook or an unvarie Provides lack
introductio ion . a well‑supported introduction,
s a lim leited
throu gh the of clarity in the
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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Varie tone .
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 ideasorrectly thlyspells . and length .
between 4 . , and
between ideas .
punPoinctuatests
, and punctuates 0
5
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. 3 5 2
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5 d
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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,
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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

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

thoughts te subject‑ve rb ly div hts within
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complete
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found on pages 202–204. Use the rubrics to assess

Langua

ura s accur thoug

Conven

h acc aph appropriate ate grammar .

subje elop hts withi Uses
wit Paragr
with accurate subject‑verb
dev rb
and ct‑ve Utilizes poor grammarn sentences overall . fragmented or
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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
#51526—180
Days of Writi
ng 203
#51526—180 Days of Writing

that they know what is expected of them. 202

#51526
© Shell Education
—180 Day
s of Writing © Shell Educa
tion

© Shell Education #51526—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: G3_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 #51526—180 Days of Writing © Shell Education

lowercase symbol
My mother hugged Me when I Came
Home. resources (filename: G3_
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 #51526—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.

q The writing has a strong conclusion.

peer or self-edit their writing, a 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: G3_peer_checklist. #51533—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: G3_writing_signs.pdf ). and in the digital resources (filename: G3_
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
yourself
Ask
Make 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 writing flow? the Use transition
h rea us on
eac ent? und. Foc next, then, words like first,
my argum nce aro t each another, and
Don’t bouorder to presen Do not bounce around. Present finally.
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 ? pictu inadd details.
t, in
firsre
age to help
paint a adjectives,
wri ting rds like the reader’s incorporate and
my sition wo son, and mind? figurative langu
Use tran to, another rea such as meta age,
n phor s and similes,
additio ortant. to make your
ns to 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
ting flow? interested in learning even to res tate a sente nce
wri forget ce. two that reflec or
Do not l senten have written. ts on what you
in the fina
opinion
n restate
conclusio written.
Does my n? Have I used Revisit what you have
my opinio Have I used correct spelling, grammar, tten
e wriand
corre
. ctcheck
Then, for mistakes.
spelling,
?
grammar, and punctuationwhat you hav es. punctuation? Revis it what
Revisit tak you have writte
ck for mis Then, chec
Then, che k for mistakes. n.
213 lling,
of Writing rect spe Education
used cor ctuation? 212 © Shell
© Shell 526— 180 Days
#51 Education Have I pun #51526—18
ar, and 0 Days of Writing
© Shell Education gramm #51526—180 Days of Writing 211

214 #51526—180 Days of Writing #51526—18 © Shell Education

0 Days of Writing of Writing © Shell Educat
215 180 Days ion
Education #51526—
© Shell
210

10 #51526—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: G3_opinion_analysis.pdf, G3_inform_analysis.pdf, G3_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

s ever y two wee

Week 36

three benchmarks during the year that you

To
the totals genre and (2) ho

Week 24
o weeks

Week 34

Week 32
h students are ate columns . Add the total

can use to gather formative diagnostic data.

every tw

nding the narr

are not understanding the informativ

12 Week 18 Week 22
on

Week 30
the opini

Week 26
appropriate columns . Add the

not understa
tory genre .
appropria t understanding
ns . Add

Week 28

Week 20
in the appropri
s with the informative/explana
te colum

Week 2 Week 8 Week

ek 16
no

Week 14
dents are

6 We

You can view: (1) which students

e .
score (page 204)
s rubric score (page 203) in the

narrative genr
view: (1) whic
the
stu

ek

Week 10
We
ich
) in

d each stu umn . You can on genre .

wh
202

unters with the

view: (1)

Week 4

sums in the Tota rd each student’s rubric

mn . You can
res (page

encounter

om Score
ini
Directio the Total Scores nters with the op

Average Classroom Score

sco

multiple

l Scores colu
ric

Classro
multiple enco

e
Directions: Record each student’

Student Nam
dent’s rub

sums in the Total Scores column .

sroom Score
Student Name
after
Name
col

Average
ns: Reco
encou

how students progress

progress after
Student

Average Clas
le

Directio
ltip
ns: Recor

after mu

205
s of Writing
—180 Day
s in

© Shell Educa
tion #51526
progress
the sum

© Shell Education

206 #51526—180 Days of Writing #51526—180

Days of Writi
ng
Education 207
© Shell

© Shell Education #51526—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 #51526—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 #51526—180 Days of Writing 13

 Week 1
DAY

1 Name:______________________________ Date:____________________

Directions: Place check marks in the circles with information that you would
include in an informative/explanatory paragraph about desert animals.
Prewriting
Desert Animals

You can do a lot

of fun things in a
desert.

Desert animals
have adaptations
Polar bears are
that help them
interesting animals.
survive in the
desert.

Desert


Many people like to Volcanoes are

camp in deserts. really cool.

Lizards hide under

Most desert
rocks to protect
animals spend their
themselves from
time underground.
the sun.

14 #51526—180 Days of Writing © Shell Education

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