4
Level
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
Contents of the Digital Resource CD. . . . . . . . . . . . . . . . . . . 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 longterm 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
#51527—180 Days of Writing
3
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
using mentor texts. On even weeks, students use
what they have learned in the previous week and
apply it to their own writing.
Week 1
DAY
1
Name: _____________________________ Date:___________________
Prewriting
Hieroglyphics
Directions: Read the sentences about Egyptian hieroglyphics. Place check
marks next to the sentences that have specific information about hieroglyphics.
_____ Hieroglyphics use symbols and pictures.
_____ Symbols point to the beginning of a line to let the reader
know where to start reading.
_____ The writing contains no punctuation.
Each day focuses on one of the steps in the writing
process: prewriting, drafting, revising, editing, and
publishing.
_____ Egyptians believed cats were sacred and lucky animals.
_____ There are more than 700 symbols.
_____ Both men and women wore makeup.
_____ The Rosetta Stone helped people learn how to read
the symbols.
_____ Egyptians wrote hieroglyphics on paper called papyrus.
There are 18 overarching themes. Each odd week
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.
© Shell Education
ric infotsrm
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Language
Conventions
Rubrics for the three genres of writing (opinion,
informative/explanatory, and narrative) can be
found on pages 202–204. Use the rubrics to assess
students' writing at the end of each even week. Be
sure to share these rubrics with students often so
that they know what is expected of them.
© Shell Education
Opinion
ion
Express
Written
The following resources will be helpful to students
as they complete the activity pages. Print copies
of these resources and provide them to students to
keep at their desks.
#51527—180 Days of Writing
ge
Langua
tions
Conven
Using the Resources
14
Total Points:
Points
ints: Total Po
204
© Shell Educa
Total Points: tion
202
#51527
—180 Day
#51527—180 Days of Writing
s of Writing
Education
© Shell
© Shell Education
#51527—180
Days of Writi
ng
#51527—180 Days of Writing
203
9
How to Use This Book
(cont.)
Using the Resources (cont.)
The Writing Process
The Writing Process can be found on page 208 and on
the Digital Resource CD (filename: writingprocess.pdf ).
Students can reference each step of the writing process
as they move through each week.
Step 1: Prewriting
Think about the topic . Brainstorm ideas, and plan what
you want to include in your writing .
Step 2: Drafting
Use your brainstormed ideas to write a first draft .
Don’t worry about errors . This will be a rough draft .
Step 3: Revising
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 can be found
on page 209 and on the Digital
Resource CD (filename:
editingmarks.pdf ). Students
may need to reference this
page as they work on the
editing activities (Day 4s).
Editing Marks
Editing
Marks
#
Symbol Names
Example
capitalization symbol
david gobbled up the grapes.
lowercase symbol
My mother hugged Me when I Came
Home.
insert period symbol
The clouds danced in the sky
check spelling symbol
I laffed at the story.
transpose symbol
How you are?
insert symbol
Would you pass the pizza?
insert comma symbol
I have two cats, two dogs and a
goldfish.
insert quotations symbol
That's amazing, she shouted.
deletion symbol
Will you call call me on the phone
tonight?
new paragraph symbol
… in the tree. After lunch, I spent the
day…
add space symbol
#
I ran tothe tree.
208
#51527—180 Days of Writing
© Shell Education
Peer/Self-Editing Checklist
Directions: Place a check mark in front of each item as you check it.
q The writing clearly states an opinion.
(opinion writing only)
q The writing clearly states the topic.
(informative/explanatory writing only)
© Shell Education
#51527—180 Days of Writing
209
q The writing has an engaging beginning.
If you wish to have students peer
or self-edit their writing, a Peer/
Self-Editing Checklist is provided
on the Digital Resource CD
(filename: editingchecklist.pdf ).
Writing Signs for each of the writing genres
are on pages 213–215 and on the Digital
Resource CD (filename: writingsigns.pdf ).
Hang the signs up during the appropriate
two‑week units to remind students which
type of writing they are focusing on.
Opinion
lf . . .
10
#51527—180 Days of Writing
q Words are capitalized correctly.
q Words are spelled correctly.
q There is correct punctuation.
#51534—180 Days of Writing
© Shell Education
can
. . examples.
sure you .cific
Ask
Makeyourself
spe
opinion
with
a
Do I provide enough information
stion or
on the topic?in with a que t includes
Beg
tha
tement
bold sta
inion.
your op
r...
Am I the Remembe
main
story told from character? Is the
my point of
view?
about
Make sure to include facts
that
the topic in your writing so
the reader is informed.
ember . . .
You are in the
you are, what story, telling where
are with, and you see, who you
what you do.
Does my story
have a hook
Include an
?
excit
sentence that ing introductory
want to conti makes the reader
topic
solid
nue reading.
Choose one aspect of the
st thre
of e
focus
the
should
at lea
Have I narrowed
that you want to write about.
reader
Include
the
y
Does
my story
the topic?reasons wh
have a begin make sense and
you.
s
with
son
ning, a midd
rea
agree
Do not boun
an end?
le, and
st three
ce around.
e at lea my opinion?
hav
Focus
on
I
a logical orde
Do
by
facts for
r of how the
experience
followed
based on
happened.
Begin with a strong topic
must be
reason mple.
sentence that grabs the
Each have
hook?
Am I using
ngaexa
Does my writing
ention.
transitions
reader’s att
one stro
mple for
to connect
my
exa
thoug
s
an
hts
hen
e
and help the
Do I hav son that strengt
flow?
writing
Use transition
us on
words like first,
each rea ent?
und. Foc
next, then,
nce aro
t each
another, and
my argum
Don’t bouorder to presen
Do not bounce around. Present
finally.
l
a logica
mple.
each topic sentence at the
presented
Am I including
and exain a
Is my information
reason
beginning of a paragraph and
order to
sensory langu rich.details and
logical
order?
a
logical
Use
e
lots of adjec
add details
age to help
Do I hav g?
t, in
tives, and
pictu
paint a
firsre
in the reader’s
incorporate
like
itin
rds
wr
wo
figurative langu
my
mind?
sition
son, and
such as meta
age,
Use tran to, another rea
phor
s
and
n
similes,
to make your
additio ortant.
ns to
that
story come
End with a strong sentence
to life.
h transitio
st imp
my
enough
learn
ng smoot ts and helpHave I includedmo
makes the reader want to
Am I usi
ugh
will be Does my conc
information that the reader
n summ
t my tho
the subject.
about
morelusio
arize
connec
more? the main
Incorporate
r idea?
interested in learning even
flow?
a sentence
tate you
res
to
writing
or
that reflects
ce.
forget
on what you two
l senten
Do not
written.
have
in the fina
opinion
n restate
conclusio
written.
Have I used Revisit what you have
Does my n?
corre
. ctcheck
Have I used correct spelling,
for mistakes.
spelling,
Then,
grammar,
my opinio
e written
?
grammar, and punctuationwhat you hav es.and punctuation?
Revisit what
tak
isit
you have writte
Rev
ck for mis
Then, chec
k for mistakes. n.
Then, che
lling,
Education
rect spe
© Shell
212
used cor ctuation?
#51527—18
Have I
pun
0 Days of Writing
ar, and
211
gramm
Days of Writing
213
© Shell Education
Education
© Shell
q Lots of interesting words are used.
back up
in a way
opinion
n?
stated my der’s attentio
Have I
bs the rea
that gra
of Writing
180 Days
© Shell 527—
#51 Education
q The writing follows a logical order.
Narrative
g Tips mativ
lanatory
Writing Tip
Writin Infor
er . . . e/exp
Ask yoursel
s
Rememb
f...
ng Tips
Writi
Rem
your
in my
ng belief ce
vin
e a stro
Do I hav that I can con e?
so
opinion believe the sam
to
others
#51527—180 Days of Writing
opinion/topic.
q The writing has a strong conclusion.
Writing Tips pages for each of the writing
genres can be found on pages 210–212
and on the Digital Resource CD (filename:
writingtips.pdf ). Students can reference the
appropriate Writing Tips pages as they work
through the weeks.
urse
Ask yo
214
q The writing includes details to support the
#51527—180
#51527—18
0 Days of Writing
of Writing
180 Days
215
210
#51527—
© Shell Education
© Shell Educat
ion
© Shell Education
Week 7
DAY
1
Name:______________________________ Date:____________________
Skeleton
Prewriting
Directions: Read the information in the web about the human skeleton. Place
check marks in the bubbles that relate to the topic.
44
Babies
have 300
bones, but
adults have
206.
Bones
in the hands
and feet make
up over half of
the body’s
bones.
The smallest
bone in the body
is in the ear. It is
smaller than a
grain of rice.
#51527—180 Days of Writing
The nose
and ears
are made of
cartilage.
The
longest bone
in the body is the
thighbone, which
is called the
femur.
Many
insects have
exoskeletons.
Human
Skeleton
Teeth
are not
considered
part of the
skeleton.
Humans
have many
parts to their
bodies.
Birds
have hollow
bones.
© Shell Education
Week 14
DAY
Grand Canyon
Name:______________________________ Date:____________________
Directions: Imagine you are taking a tour of the Grand Canyon on horseback.
Describe the experience, including details about how you feel and what
the scenery looks like. Use your notes from page 79 to help you draft your
narrative paragraph.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
___________________________________
Drafting
2
80
___________________________________
___________________________________
___________________________________
Remember! A strong narrative paragraph
tells a story with a beginning,
a middle, and an end.
Cursive Practice Directions: Use cursive to answer the following question: Would you want to visit
the Grand Canyon or the beach? Why?
_______________________________________________________________
_______________________________________________________________
#51527—180 Days of Writing
© Shell Education
Week 19
DAY
3
Name:______________________________ Date:____________________
Snowboarding
Revising
Directions: Read the sentences. Write an idiom from the Idiom Bank that could
replace the underlined words in each one.
106
costs an arm and a leg Idiom Bank
back to square one best of both worlds
1. He fell down over and over, and each time he felt like he was at the
beginning.
____________________________________________________________
2. That stuff is expensive she exclaimed.
____________________________________________________________
3. Since he loves the snow and loves being active, snowboarding has all
of the advantages.
____________________________________________________________
Boost Your Learning! An idiom is an expression that cannot be understood literally.
Its meaning is something different.
Example: The answer was on the tip of his tongue. This means
he knows the answer, but cannot think of it at that moment.
#51527—180 Days of Writing
© Shell Education
Week 28
DAY
4
Name:______________________________ Date:____________________
Mount Kilimanjaro
_____ 1. With whom are you hiking?
_______________________________________________________
_____ 2. Whom is wearing the boots?
_______________________________________________________
_____ 3. Who is going to be our guide?
_______________________________________________________
_____ 4. To who will you give the pack?
_______________________________________________________
_____ 5. Who will take our picture?
Editing
Directions: Read each sentence. If it uses who or whom correctly, write a C on
the line. If it is incorrect, write I and rewrite the sentence correctly.
152
_______________________________________________________
Time to Improve! Remember! Look over the paragraph you
wrote on page 150 about
Mount Kilimanjaro for who and
whom. Use the replacement
tips to make sure you used
these words correctly!
• Replace who with
he or they to see if it
makes sense.
#51527—180 Days of Writing
• Replace whom with
him or them to see if
it makes sense.
© Shell Education
Week 35
DAY
5
Name:______________________________ Date:____________________
Camping
Publishing
Directions: Read the paragraph. Think about what you have learned this week.
Write in the margins to explain three ways the author could improve the paragraph.
188
I had been looking forward to my first camping
trip for weeks. I was very excited when we finally left
Friday after school. Things started off smoothly, but it
didn’t take long before everything seemed to go wrong.
We pulled our brand new tent out of its bag and began
setting it up. We realized a pole was missing, so it
was impossible to put together. My dad said we could
sleep under the beautiful sky. We were hungry for
dinner. My dad started building a fire, but it took him
over an hour to get it going. I was not waiting patiently.
My mom went to get the cooler with drinks out of
the truck but came back empty-handed. She forgot
the cooler at home. As darkness began to fall, I was
hungry, thirsty, and cranky. I laid out my sleeping bag,
feeling hopeful I could see the stars. It’s too cloudy
I said to myself, and that’s when the first raindrop
splashed on my cheek.
This week I learned: • to include interesting information in narratives
• about different suffixes
• to use quotation marks correctly
#51527—180 Days of Writing
© Shell Education
Informative/explanatory
Writing Tips
Ask yourself . . .
Remember . . .
Do I provide enough information
on the topic?
Make sure to include facts about
the topic in your writing so that
the reader is informed.
Have I narrowed the focus of
the topic?
Choose one aspect of the topic
that you want to write about.
Does my writing have a hook?
Begin with a strong topic
sentence that grabs the
reader’s attention.
Is my information presented in a
logical order?
Do not bounce around. Present
each topic sentence at the
beginning of a paragraph and
add details.
Have I included enough
information that the reader will be
interested in learning even more?
End with a strong sentence that
makes the reader want to learn
more about the subject.
Have I used correct spelling,
grammar, and punctuation?
Revisit what you have written.
Then, check for mistakes.
© Shell Education
#51527—180 Days of Writing
211
© Shell Education
#51527—180 Days of Writing
215