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5301 Oceanus Drive • Huntington Beach, CA 92649-1030 • 714.489.2080 • FAX 714.230.7070 • www.shelleducation.com
 Table of Contents
Introduction and Research . . . . . . . . . . . . . . . . . . . . . . . . 3
How to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Standards Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Daily Practice Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .231
References Cited . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .238
Contents of the Digital Resource CD . . . . . . . . . . . . . .239

Introduction and Research

The Need for Practice
In order to be successful in today’s reading classroom, 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 in order for
students to be successful. According to Marzano, “practice has always been, and always
will be, a necessary ingredient to learning procedural knowledge at a level at which students
execute it independently” (2010, 83). Practice is especially important to help students apply
reading comprehension strategies and word-study skills.

Understanding Assessment
In addition to providing opportunities for frequent practice, teachers must be able to
assess students’ comprehension and word-study skills. This is important so that teachers
can adequately address students’ misconceptions, build on their current understanding,
and challenge them appropriately. Assessment is a long-term process that often involves
careful analysis of student responses from a lesson discussion, a project, a practice sheet,
or a 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 #50927—180 Days of Reading for Sixth Grade 3

 How to Use This Book
180 Days of Reading for Sixth Grade offers teachers and parents a full page of daily reading
comprehension and word-study practice activities for each day of the school year.

Easy to Use and Standards Based

These activities reinforce grade-level skills across a variety of reading concepts. The
questions are provided as a full practice page, making them easy to prepare and implement
as part of a classroom morning routine, at the beginning of each reading lesson, or as
homework.

Every sixth-grade practice page provides questions that are tied to a reading or writing
standard. Students are given the opportunity for regular practice in reading comprehension
and word study, allowing them to build confidence through these quick standards-based
activities.

Question Common Core State Standards

Days 1–3
Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make
1–2 logical inferences from it.

Reading Anchor Standard 4: Interpret words and phrases as they are used in a text, including
3–5 determining technical, connotative, and figurative meanings, and analyze how specific word choices
shape meaning or tone.
Day 4
Reading Anchor Standard 10: Read and comprehend complex literary and informational texts
1–2
independently and proficiently.
Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make
logical inferences from it or
3–6
Reading Anchor Standard 6: Assess how point of view or purpose shapes the content and style of
a text.
Reading Anchor Standard 2: Determine central ideas or themes of a text and analyze their
7–8
development; summarize the key supporting details and ideas.
Day 5
Writing Anchor Standard 4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.

4 #50927—180 Days of Reading for Sixth Grade © Shell Education

 How to Use This Book (cont.)

Using the Practice Pages

Practice pages provide instruction and assessment opportunities for each day of the
school year. The activities are organized into weekly themes, and teachers may wish
to prepare packets of each week’s practice pages for students. Days 1, 2, and 3 follow a
consistent format, with a short piece of text and five corresponding items. As outlined on
page 4, every item is aligned to a reading standard.

WEEK 1
DAY

2 Name: ____________________________
___ Date:__________________

.
the text and then answer the questions
Directions Read

SCORE body uses that energy

calories you eat and drink? Your
What does your body do with the grow. If you do not get
body also uses calories to help you
to help you move and think. Your well. You do not grow
much energy. You cannot think as
1. Y N enough calories, you do not have Your hair, skin, and nails are not at their
to heal properly.
properly and it is hard for your body for healing, and for energy. So it is very
for growing,
healthiest. Your body needs calories than you need?
What happens if you get more calories
important to get enough calories. do not use
ener when you are active. If you
ergy. You use that energy
K 1 that energy.
2. Y N Your bodyWEE stores important to be
DAyouY can gain overwei t is not healthy. So it is
n weight. Being overweigh
that energy, than you need.
ant not to get more calories
calor
active. It is also important

3. Y N
1 Name: _________
WEEK 1
DAY
_________ ____________
Date:_________ 4. Which of these words is an adverb? _________

Name : _______________
______ __________ 1. Which is not a wayy that your body
uses calories? Directions
_ Date:_________
_________ 3
er the question
s. 4. Y N A properly Read tthe text
and then answer the
and then answ
Directions
Read the text A thinking SCORE B grow
questions.

ds energy to
Be growing
mov C heal Some foods are
have more calo
re hig
higher in calo
rries than are
y also nee5.
and hea l itself. Your bod es from
Y N t you drink.
wha C healing 1. Y N D you fries has 14.5
ries
ies than foods
that are low in
other foods. Foo
ds that are high SCORE
grow com
ds energy to you eat. It also look at the gram ms
grams of fat and s of fat and has 271 calo
fat. For exam in fat often
Your body nee es from the food drink? You can ple,
ries, but two oun a small serving of french
. Tha t energy com get whe n you eat and ries they haveD t
. Thagetting rid of energy has
as onl
only 85 calo
c ries. Hea
and think ene
tell how much
rgy you man y calo
that tell you how
and vegetable ess are usually lthy foods such ces of turkey has just over
How can you ks have labels something. You t 5. Which word is a synonym for gain?
you can neve low in fat. The as lean meat, 1.5 1.
g or drinking y are also very Y N
t foods and drin rgy you could get from eatin healthy. But wha 2. Y N r have
vee french fries
frie or potato good for you.
whole grains,
fruit
calories. Mos body can stay ects a fact from of the calories That doesn’t mea s,
how much ene
number tells you ber of calories every day.
That way, your
d between___ 1,60 2.
/ 5 0 and 2,500 Which sentence reflects A lose and get most
youu eat are hea
lth calories.
lthy
chips, but it is
a good idea to
make sure that n
t num most kids nee ld get. this text? of yourur calo
cal ries from Eat plenty of
d the righ e is diffe rent . But calo Total shou
ries you
B chips, and fried fr thes fruit s and vegetables and mos t
nee
righ t num ber? Everyon you deci de how many increase food
ood, ffor treats. e foods. Save
high-fat foods, protein, 2.
is the or can help Y N
calo ries ever y day. Your doct A 3. YnotN important
Calories are mportant..
C notice
such as cand
y, potato
B is a good idea to
ofItthe
matical feature youtocan.
o eat as much as
D
4. What is a gram rgy
calculate 1. Which of thes
body needs ene e is not a 3. Y N
sum marizes this text? sentence: Your C
f. 4. Y toNget the
important he right number
high-calorie f
ood? 4. If the author reco
title It is
1. Whi ch
grow and hea
l itsel
of calories. A lean meat readers eat plen
mmends that
ty
A All About Calo
ries noun. vegetables, and of fruits,
t Dinn er!
A It has only one D .
You should not get any calories. B cookies the word plen
protein, what
does 4. Y N
B Cooking a Grea nd predicate 5. Y N ty tell you?
rgy
B It has a compou C french fries A Eat no vegetable
C The Earth’s Ene C It has five pred
icates.
3. Which prefix could be e added to D fried chicken
D New Food For
You to Try s. properly to make its antonym?
B Eat a few piec s. 5.
D It has four verb
C Eat no fruits, es of fruit.
Y N

body get ene

rgy? A pre– ___ / 5 2. How would a D Eat lots of fruitvegetables, or protein.
Where does your is most closely read
adeerr use a title
2. 5. Which image
this text? B im– Total as “Choosing
Health Foods”
understand mor lthy
such
and protein.
s, vegetables,
associated with to
A from growing C ab–on
fit pers A
e ab
about this ttext?
___ / 5
a healthy and
B from healing itself A the image of D
mea l pro–
It would hint at
the text.
the
he mai
main idea of 5. What does the Total
a fast- food phrase most
C from food and drink B the image of B It would be a
mean? of
a doctor A none of
D from labels C the image of
l
Education
© Shell the reader.
joke from
om the author tto
a clothing labe
#50927—180 Days of Reading for Sixth
Grade
C B a few of
people
D the image of16 It would reve
eveaall the word
or claims that most ccommon wor s that ar
are C the majority of
3. When the auth ries, in the text.
t number of calo D
need the righ
what can you
infer about the It would desc
ribe a picture. D some of
that phra se?
meaning of
everyone shou
ld eat 3. What is the definition
A It means that
e number of calo
ries.
A never
of usually?
the exact sam
amount
ng the healthy B most of the time
B It means findi
idual’s body.
for each indiv C once in a whil
exceeding
C It means not
2,500 calorie
s. D every week e
ain
consuming cert
D It mea ns only
types of calories. 15 © Shell Education
for Sixth Grade
Days of Reading
#50927—180
#50927—180
Days of Reading
for Sixth Grade
© Shell Education 17

Using the Scoring Guide

Use the scoring guide along the side of each practice page to check answers and see at a
glance which skills may need more reinforcement.

Fill in the appropriate circle for each problem to indicate correct (Y) or incorrect (N)
responses. You might wish to indicate only incorrect responses to focus on those skills.
(For example, if students consistently miss items 2 and 4, they may need additional help
with those concepts as outlined in the table on page 4.) Use the answer key at the back of
the book to score the problems, or you may call out answers to have students self-score or
peer-score their work.
© Shell Education #50927—180 Days of Reading for Sixth Grade 5
 How to Use This Book (cont.)
WEEK 2 WEEK 2
DAY DAY

WEEK 2
DAYS Name: _______________________________ Date:__________________
_______
4 5
Date:______________
____ Name: ______________
4–5 Name: _______ ______________
_______ ___
Directions Read “The Blowout Block Party” and then answer the questions.
______________
___ Date:______________
____
Directions Reread “The Blowout
Block Party.” Then,
respond on the lines read the prompt

ck Party
SCORE SCORE below. and

The Blowout Blo

1. Which is a good word to 5. How does Brooke likely feel given
___ / 4
describe Brooke? that her idea worked so well?
books and other 1. Y N What kind of fund-rais
more er would you plan
at her school needed enough funding for new A A do for your fund-rais for your school?
d because the library there wasn’t fearful proud er, and where the Write about what
Brooke was concerne told Brooke that for the library. She money would go. you would
materials. But Mrs.
Jordan, the librarian, school could have a fund-raiser
the on a block party
potluck. B organized B jealous
decided to ask if club, and they settled as the price of admission.
materials. So Brooke
the head of the booster dish to share
C selfish C fearful 2. Y N ______________
______________
talked to Mrs. Archer, asked to buy a ticket and bring a new materials.
______________
______________
Each person would
be
sales would be given to
the library to buy D athletic D curious ______________
______________
_____________
the ticket
The money from flyers and got ______________
together they created got permission to ______________
friends and Mrs. Archer, and the school and 3. Y N ______________
______________
_____________
Brooke worked with
her
Archer arranged
for the party to be
held at
was even going to
show movies. There would also be long
be 2. Which word in this text would help 6. What do you think Mrs. Jordan’s ______________
______________
tickets printed. Mrs. would be used to There a reader understand the relevant opinion is about the fund-raiser? ______________ _____________
rooms. One room for the winners. ______________
use some of the outside, with prizes played in a local definition of band? ______________
would be games knew someone who A ______________
popcorn. There drinks. Mrs. Archer She probably thinks the fund-raiser is 4. Y N ______________ _____________
for the food and A ______________
tables set up outside too. programs not a good idea. ______________
be music at the party, know ______________
band, so there would and let everyone B B ______________ _____________
to publicize the party the music She is probably happy that money ______________
planned, the next step was a notice about the party on ______________
______________
Once everythin g was
and her friends passed
out the flyers, posted
posted notices in
the local newspap
er, C tables
was raised for the library. 5. Y N ______________
______________
_____________
about it. Brooke
and called everyone
they knew. They spread the word. D C She is probably angry about ______________
______________
school’s website, to ask them to help books
the fund-raiser. ______________ _____________
of the radio stations ______________
too, and called some hoping that the ______________
Brooke was really
success. It certainly
D She is probably afraid to get new 6. Y N
______________
______________
_____________
party would be a 3. What do you think might happen if it ______________
be. It was a materials for the library.
______________
seemed that it would rained during the party? ______________
party was to begin ______________ _____________
beautiful day. The to ______________
when Brooke got
at one o’clock, but irty, there were A Brooke would not play in the band. 7. What indicates that the party will be 7. Y N
______________
______________
the school at twelve-th She knew then a success?
______________ _____________
______________
already people waiting! B The money would not be given to ______________
______________
had worked. _____________
that her idea the library. A It rains on the day of the party.
______________
______________
______________
The fund-rais ing party raised C The party would be held outside. B People stay up all night the night
8. Y N
______________
______________
_____________
for the library. ______________
hundreds of dollars
school was able
to D People would go inside and have the before the party. ______________
______________
Before long, the party there. C ______________ _____________
and computer A few students go to the party. ______________
buy many new books ______________
Brooke and the other D ______________
programs. Now, When Brooke gets to the school, ______________ _____________
more resources, ___ / 8 ______________
students would have of a party! 4. Which statement reflects a purpose there are already people there. ______________
______________
and it was all because for reading this text? Total ______________
______________
_____________
______________
______________
A I want to learn how to cook for 8. Which is a theme in this text? ______________
______________
_____________
my friends. ______________
______________
B I want to find out why someone would
A determination ______________
______________
_____________
______________
throw a blowout block party. B dishonesty ______________
______________
_____________
______________
C I want to see a map of a block party. C discrimination ______________
______________
______________ _____________
D I want to know where my own block D conceitedness ______________
______________
party is in my neighborhood. ______________
_____________
© Shell Education #50927—180 Days of Reading for
f Sixth Grade 25 26 #50927—180 Days
© Shell Education of Reading for Sixth
Grade
Grade
of Reading for Sixth
24 #50927—180 Days © Shell Education

A longer text is used for Days 4 and 5. Students answer more in-depth comprehension
questions on Day 4 and complete a written response to the text on Day 5. This longer text
can also be used for fluency practice (see page 7).

Writing Rubric
Score students’ written response using the rubric below. Display the rubric for students to
reference as they write (writingrubric.doc; writingrubric.pdf ).

Points Criteria

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0 Offers no writing or does not respond to the assignment presented

6 #50927—180 Days of Reading for Sixth Grade © Shell Education

WEEK 10
DAYS

4–5 Name: _______________________________ Date:__________________

Don’t Believe the Rumors

Vanessa and Niki had just begun a friendship. Niki was new at school, and Vanessa had
thought she was a snob. That was mostly because Niki barely said anything, and besides,
that was the rumor about her. But then, Niki had forgotten her notebook in the classroom by
accident, and Vanessa had returned it to her. Then the two girls started to talk, and they got to
know each other. Now Vanessa knew that Niki wasn’t a snob, but she still didn’t understand why
Niki wouldn’t talk to anyone.

One day, Niki explained herself. “I

don’t really know anyone here except
you, and I’m kind of shy. I know
everybody thinks I’m a snob, but I’m not.
I just don’t know what to say to people.”

Vanessa understood that, and it

made her feel guilty for thinking Niki was
a snob. She shouldn’t have believed the
rumors about Niki.

Vanessa had an idea for helping

Niki. “If my other friends get to know
you,” she told Niki, “they’ll like you, too,
just like I do. So why don’t you sit with
my friends and me at lunch tomorrow?
Then everybody will see what you’re
like.” Niki was very doubtful, but she
was tired of everyone thinking she was
a snob. So she reluctantly agreed to
have lunch with Vanessa and her friends.

The next day, Vanessa and Niki waited in the cafeteria for Vanessa’s other friends. Niki was
nervous, but Vanessa said, “Don’t worry. Just be yourself. You’ll be fine.” Finally, everyone
else arrived.

One of Vanessa’s friends took one look at Niki and asked, “Why are you sitting with the snob,
Vanessa? Come on and eat with us.” Niki’s eyes filled with tears.

Vanessa took a breath and then said, “I’m sitting with Niki because she’s my friend and she’s
nice. How about finding out for yourself instead of believing every rumor you hear?” For a
moment, everyone stared at each other. Then, very slowly, the other girls sat down at the table.
At first, nobody said much, but soon, they started talking. By the time lunch was over, Niki
realized that Vanessa was right—all she had to do was be herself. And all everyone else needed
to do was stop believing rumors.

72 #50927—180 Days of Reading for Sixth Grade © Shell Education

 WEEK 10
DAY

Name: _______________________________ Date:__________________

4
Directions Read “Don’t Believe the Rumors” and then answer the questions.

SCORE
1. Whom is the conflict between? 5. Which statement reflects a purpose
for reading this text?
A Vanessa and her math teacher 1. Y N

B Vanessa and her mom

A I want to learn how to make friends.

C Vanessa and Niki

D Vanessa and her friends
2. Why doesn’t Niki say very much?
B I want to read about how some kids
checked out the truth behind rumors. 2. Y N
C I want to know how to spread rumors.
D I want to know about the family
backgrounds of the characters. 3. Y N

A She doesn’t speak the

same language. 6. Which conclusion makes the
most sense? 4.
B She is a snob.
Y N

C She is shy and doesn’t know what A Vanessa has several friends.
to say. B Niki has more friends than 5. Y N
D She doesn’t like Vanessa. Vanessa does.
C Vanessa is not a good student.
3. What might happen the D Niki wants to be a swimmer. 6. Y N
following day?

A Vanessa will eat lunch alone. 7. What lesson does Vanessa learn?
7. Y N
B Vanessa will be very angry with Niki. A She learns that Niki is a snob.
C Niki will stop speaking to Vanessa. B She learns not to believe rumors.
D Niki will have lunch with Vanessa and C She learns that her other friends 8. Y N
her friends again.
are snobs.
D She learns not to sit with her friends
4. How do Vanessa’s friends likely feel at lunch.
when they first see that she is sitting
___ / 8
with Niki?
8. How does Vanessa feel about no Total
A excited longer believing the rumors?
B surprised A She feels angry.
C frightened B She feels guilty.
D joyful C She feels proud.
D She feels afraid.

© Shell Education #50927—180 Days of Reading for Sixth Grade 73

 WEEK 23
DAY

Name: _______________________________ Date:__________________

1
Directions Read the text and then answer the questions.

SCORE
Today, we take airplane travel for granted, but that wasn’t always the case. For thousands
of years, people wanted to fly and were interested in flight. The ancient Greeks, for instance,
had several myths about people who could fly. In real life, though, their experiments with
1. Y N

flight failed. In the late 1400s, Leonardo da Vinci designed a machine that could help
people fly. The machine was never created, but da Vinci’s design was the inspiration for
today’s helicopter. Da Vinci was fascinated by flight, though. He drew over 100 pictures 2. Y N
of his theories about flying. In 1783, the first hot air balloon took flight in France. Its first
passengers were a sheep, a rooster, and a duck!

3. Y N

1. What is this text mostly about? 4. Which word from the text is used as
a verb?
A the history of flight 4. Y N

B Leonardo da Vinci
A drew

C the ancient Greeks

B hot

D hot air balloons

C thousands 5. Y N

D late

2. Which feature would help readers

best understand this topic?
A a picture of da Vinci’s design next to
a hot air balloon
B a time line showing how airplanes
have changed in the 1900s
C a photograph of a sheep, a rooster,
and a duck
D a graph showing how much today’s
planes cost
5. What does the phrase take airplane ___ / 5
travel for granted mean?
Total
A to be afraid to travel by airplane
B to go somewhere by airplane
C to be fascinated by airplanes
D not think airplane travel is special

3. Which word is a synonym for myths?

A theories
B inventors
C history
D legends

© Shell Education #50927—180 Days of Reading for Sixth Grade 147

Contents of the Digital Resource CD
Teacher Resources

Page Document Title Filename

4 Standards Correlations Chart standards.pdf

writingrubric.pdf
6 Writing Rubric
writingrubric.doc

7 Fluency Assessment fluency.pdf

8 Diagnostic Assessment Directions directions.pdf

pageitem1.pdf
10 Practice Page Item Analysis Days 1–3 pageitem1.doc
pageitem1.xls

pageitem2.pdf
11 Practice Page Item Analysis Days 4–5 pageitem2.doc
pageitem2.xls

studentitem1.pdf
12 Student Item Analysis Days 1–3 studentitem1.doc
studentitem1.xls

studentitem2.pdf
13 Student Item Analysis Days 4–5 studentitem2.doc
studentitem2.xls

© Shell Education #50927—180 Days of Reading for Sixth Grade 239

 Contents of the Digital Resource CD (cont.)

Practice Pages
The six practice pages for each week are contained in each PDF. In order to print specific
days, open the desired PDF and select the pages to print.

Pages Week Filename

15–20 Week 1 week1.pdf
21–26 Week 2 week2.pdf
27–32 Week 3 week3.pdf
33–38 Week 4 week4.pdf
39–44 Week 5 week5.pdf
45–50 Week 6 week6.pdf
51–56 Week 7 week7.pdf
57–62 Week 8 week8.pdf
63–68 Week 9 week9.pdf
69–74 Week 10 week10.pdf
75–80 Week 11 week11.pdf
81–86 Week 12 week12.pdf
87–92 Week 13 week13.pdf
93–98 Week 14 week14.pdf
99–104 Week 15 week15.pdf
105–110 Week 16 week16.pdf
111–116 Week 17 week17.pdf
117–122 Week 18 week18.pdf
123–128 Week 19 week19.pdf
129–134 Week 20 week20.pdf
135–140 Week 21 week21.pdf
141–146 Week 22 week22.pdf
147–152 Week 23 week23.pdf
153–158 Week 24 week24.pdf
159–164 Week 25 week25.pdf
165–170 Week 26 week26.pdf
171–176 Week 27 week27.pdf
177–182 Week 28 week28.pdf
183–188 Week 29 week29.pdf
189–194 Week 30 week30.pdf
195–200 Week 31 week31.pdf
201–206 Week 32 week32.pdf
207–212 Week 33 week33.pdf
213–218 Week 34 week34.pdf
219–224 Week 35 week35.pdf
225–230 Week 36 week36.pdf

240 #50927—180 Days of Reading for Sixth Grade © Shell Education