180 Days of Writing G2

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.

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
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.
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
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
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.
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.
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

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
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.
Week 31: Ants introduce the topic they are writing about, state
Picnic Pests
Week 32: Bees an opinion, support the opinion, and provide a
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.
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?

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.

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.

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
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
writing. writing.
on
writing.
r understand
throughout theing
writing. e of
pos
sting characters
.
Focus and Org
ati
trates clea d and pur Demonstrat some

esinc lude an Deve
littlelops settings, a plot, Does not devel
Demons ing of the intende audience Does noting Dem of the
aonstr
bod y, or a
intended Demonstrateschara and op strong
d Organiz
erst and of ce.

es clear understand ctio n, ates clear ing of cters
the intended
. 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
little
eful ction, a bod the piece. undetherstan ding of the inten
information understanding
ideas in
a purpos an introdu .
the piece. Fails to organize of
Organizes the information 0 and audiencen,and or ose ded audience or purp the intended
Organizes ludes an conclusion body,
Focus an
Engages n, into an introductio purp of ose of the piece

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

hookor 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
and a con 4 body, and conclusion. abulary. Poin vocabulary. . 0 sting opening, le, and/or
5 ad voc ts 3 5 2 istent or a
1 a strong story
, and a conclusion conclusion.
Uses a5bro 4 ons 4 .
Points Points
and precise ent voice Pro es an
viddescr
inc
e. Uses a limited or3an unvaried 2
criptive a consist Uses a broadUses vocabulary.and ton
keep at their desks.

Uses des ity and Maintainsandtsprecise feeling weak age voiceiptive and precisevocabulary. 1
Uses descriptive a tone and
ression
with clar langu with clarity andiation in Uses a broad 0

language por and
supclarity
with vocabulary.
languageand ge. inten no var
voice
Written Expression
tion. es little to length. Provides an inconsistent or a

a consistent
ugh langua
ion
n. Maintains Uses a limite

intentio Provid d or an unva
and thro
intention.
and and supports a tone and e andfeeling Maintains a consi ried
ent voice tence typ and tone. stent voice vocabulary.
Express
a consist ce length Main sentains weak voice

Written Exp
ins e tha t sen ten voice and through language. a consi stent and supports
Ma inta ton ies
a consistent voice and a tone and feelin
ropriate MaintainsVar
ices. uses an appro through languvariation g
uses an app aning. uses word cho tone that
an appropriate supports mean
priate tone that
Provides little to no age. in Provides an incon
supports
me
meaning. Varies sentence length ing.and type and length. weak voice and sistent or a
supports sentence
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 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
Uses frag and
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
complete andpoorlysentences.
Language
ge
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

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)
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

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

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.

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.

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.

Week 1
DAY
Name:______________________________________________________ 2
Directions: Read the narrative paragraph. Underline
the steps that the class takes in setting rules for
the classroom.
Rules for School

Drafting
It was a great first day of school. I am in
second grade at Elliott Grove Elementary School.
My teacher is Mrs. Wright. Today, our class
decided we should have class rules that we
would all follow. Mrs. Wright gave each
of us three sheets of paper and asked
us to write a classroom rule on each one.
Our class looked at the rules we had written
and found many that were the same.
We chose five rules for our class to
follow this year. I know it is going
to be a good year!
Printing Practice
Directions: Use your best printing to write a sentence
about one rule you follow at school.
_____________________________________________________________
_____________________________________________________________

Week 1
DAY
3 Name:______________________________________________________
Directions: Read the paragraph. The sentences in the

middle are out of order. Write the numbers 1, 2, and 3 to
put them in the correct order.
Revising
Rules for School
Every classroom needs rules. _____Then, we think

about which rules we should have. _____Finally, we
follow the rules we create. _____First, we decide we
should have rules. This way, our classroom will be a
safe environment.

Boost Your Learning!

Sequence words help the reader know when
things happen in a story. Add these words to
your writing to help make it clear for the reader.

Week 1
DAY
Name:______________________________________________________ 4
Directions: Use the symbol to correct the words that
should be capitalized.
Rules for School

Editing
1. My siste r attends ab rah am lincoln P reschool
and h as to follow the rules.
2. Ou r teache r, m rs. gillespie, h as wo rked h a rd

to set up rules at pa rk heights school.
3. m r. Bol ande r allows his cl ass to set up thei r

own cl assroom rules.
4. m rs. Eddy reminds he r students

how helpful rules can be.

Specific names of people and places should be
capitalized in your writing.
Example: mrs. weldin teaches at springs

elementary school.

Week 1
DAY
5 Name:______________________________________________________
Directions: Revisit the narrative paragraph. Circle

the words that are capitalized correctly. Underline the
sequence words. Then, answer the question.
Publishing
Rules for School
It was a great first day of school. I am in second

grade at Elliott Grove Elementary School. My teacher
is Mrs. Wright. Today, our class decided we should
have class rules that we would all
follow. Then, Mrs. Wright gave each of
us three sheets of paper and asked us
to write a classroom rule on each one.
Our class looked at the rules we had
written and found many that were the
same. We chose five rules for our class
to follow this year. I know it is going to
be a good year!

1. What makes the paragraph above a strong narrative?

__________________________________________________________
__________________________________________________________
__________________________________________________________
This week I learned:

• to capitalize the names of specific people
and places
• to use sequence words to help tell a story

Week 2
DAY
Name:______________________________________________________ 1
Directions: Think of three friends you have at school.
Write the name of each friend. Then, list one thing you
do with each friend at school.
Friends at School
Prewriting
My friend is: _________________________________________
Things I have done with my friend:________________
________________________________________________________
________________________________________________________
________________________________________________________
My friend is: _________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
My friend is: _________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

Week 2
DAY
2 Name:______________________________________________________
Directions: Describe a time when you have played

with a friend at school. Use your notes from page 19
to help you.
Friends at School
Drafting
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_______________________________
Remember!
_______________________________
A strong narrative
_______________________________ includes:
_______________________________ • an introductory
sentence
_______________________________
• sentences that

_______________________________ describe the events
_______________________________ • names of specific

people and places
_______________________________
Printing Practice
Directions: Use your best printing to write two
adjectives about your friend.
________________________________
________________________________

Week 2
DAY
Name:______________________________________________________ 3
Directions: Circle the words that you like to use to help a
reader understand the sequence of a story.
Friends at School
Revising
then next
before after
earlier second
first last
third later
finally
Time to Improve!
Directions: Go back to the draft you wrote on page 20.
Add sequence words to make it easier for the reader to
know when things happened.
F irst,
Example: I played soccer with him.

Week 2
DAY
4 Name:______________________________________________________
Directions: Use the symbol to show which words in

the sentences below need to be capitalized.
Friends at School
Editing
1. It is fun to pl ay with my friends ami r, lily,

and aish a.
2. We a re all in second g rade at fe rn hill

elementa r y school.
3. My mom d rives me to paul reve re pa rk to

pl ay with my friend, g abe.
4. a riel’s little siste r likes to pl ay with us at

the pa rk, too.

Time to Improve!
Look for words that need to be capitalized.

Week 2
DAY
Name:______________________________________________________ 5
Directions: Describe a time when you have played with a
friend at school.
Friends at School
Publishing
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

Week 3
DAY
1 Name:______________________________________________________
Directions: In each window of the building, write one

thing that is found in a city. Two examples are provided.
Prewriting
In the City
street
zoo
lights


Week 3
DAY
Name:______________________________________________________ 2
Directions: Read the informative/explanatory
paragraph. Underline the sentences that have facts
in them. Then, answer the question.
In the City
Drafting
The city is the best place to live. A city has
parks where children can play. It is fun to go
swimming. People can do many things in a city,
such as go to a zoo or a museum. We have the
best ball team in our city. Cities are busy places.
Sometimes, the city can be too noisy. There is
almost always something happening in a city.
Printing Practice
Directions: What do you think is fun to do in a city? Use
your best printing to write your answer.
_____________________________________________________________
_____________________________________________________________

Use facts to tell true information about a
place you are describing.

Week 3
DAY
3 Name:______________________________________________________
Directions: Write an adjective to describe each noun.

Revising
In the City
tall
______________ building
__________________ cars
_________________ parks
_______________ bridges
_________________ signs
_________________ lights


Adjectives describe nouns. They tell what a
person, place, or thing is like. Use adjectives
to make your writing more interesting.

Week 3
DAY
Name:______________________________________________________ 4
Directions: Use the symbol to add adjectives in
the sentences.
In the City
Editing
1. You can ride on buses in a city.
2. Some people like to go to the sto re.
3. The re a re m any signs on city streets.
4. They h ave food in restau rants in

m any pl aces.
5. Buses, trains, and taxis can help you get

a round in a city.

Adjectives add details to your writing.
Example: When we went to the park, we
swam in a pool with slides. water
curvy

Week 3
DAY
5 Name:______________________________________________________
Directions: Read the paragraph. Then, answer

the question.
Publishing
In the City
Many people live in the city. A city has big parks

where children can play. It has large swimming pools,
too. People can do many things in a city, such as
go to a zoo or an interesting museum. Some cities
have good baseball teams. Cities are busy places.
Sometimes, the city can be noisy. There is almost
always something happening in a city.
1. What makes this a strong paragraph?

__________________________________________________________
__________________________________________________________
__________________________________________________________

__________________________________________________________
__________________________________________________________

• to use facts in informative/explanatory writing
• to add adjectives to make writing more interesting

Week 4
DAY
Name:______________________________________________________ 1
Directions: Put check marks in the cows with words that
would be included in a paragraph about the countryside.
In the Country
Prewriting
skyscraper
traffic
lights
haystack
barn
freeway
pigpen
cow
horse

Week 4
DAY
2 Name:______________________________________________________
Directions: Describe what a countryside looks like and

what happens there. Use your choices from page 29 to
help you.
Drafting
In the Country
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________
Remember!
____________________________
A strong informative/
____________________________ explanatory paragraph
includes:

____________________________
• a topic sentence
____________________________ • details to support the
main idea
____________________________
• a concluding sentence
____________________________
Printing Practice
Directions: What would you like to do in the countryside?
______________________________________________________________

Week 4
DAY
Name:______________________________________________________ 3
Directions: Add a noun after each adjective.
In the Country
Revising
tall _________________________
high ________________________
pretty ______________________
smelly ______________________
soft _________________________
fuzzy _______________________
Time to Improve!
Add adjectives to make it more interesting.
Example: There are flowers growing in the field.
pink and yellow

Week 4
DAY
4 Name:______________________________________________________
Directions: Read the sentences. Add adjectives to

the sentences to include more details. Rewrite the new
detailed sentences on the lines.
In the Country
Editing
1. The country is a place to live.

__________________________________________________________
__________________________________________________________
2. People take care of animals on farms.

__________________________________________________________
__________________________________________________________
3. There are not many people around in the country.

__________________________________________________________
__________________________________________________________

Remember! Time to Improve!

Add more details Directions: Go back to the
to your writing by draft you wrote on page 30.
including adjectives! Look for places where
adjectives can be added to
add more details.

Week 4
DAY
Name:______________________________________________________ 5
Directions: Describe what a countryside looks like and
what happens there.
In the Country
Publishing
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

Week 5
DAY
1 Name:______________________________________________________
Directions: Place check marks in the apples that explain

why eating apples is good for you.
Prewriting
Why Eat Apples
Apples
Apples help you
Apples
are exercise.
help make
colorful.
your heart
strong.
Apples
Apples are are
crunchy. Apples
healthy
taste good.
fruits.

Apples Apples can

contain keep you
vitamins. from getting
sick.

Week 5
DAY
Name:______________________________________________________ 2
Directions: Read the paragraph. Circle two times where
the author states her opinion about eating apples. Then,
underline each sentence that supports the opinion.
Why Eat Apples

Drafting
Everyone should eat apples every day.
Apples are colorful and crunchy. Apples
are healthy snacks. They have vitamins that
help keep you from getting sick. Apples are
delicious. Eating apples can
make your heart strong. It
is a good idea to eat an
apple every day.
Printing Practice
Directions: Use your best printing to write one reason
you should eat apples.
______________________________________________________________
______________________________________________________________

Week 5
DAY
3 Name:______________________________________________________
Directions: Draw a line through each statement that

does not support the opinion.
Revising
Why Eat Apples
Opinion: I prefer eating apples.

There is an apple in my lunchbox.
I had a banana for breakfast.
Opinion: The best thing about apples is that they

are good for you.
Apples come in many different colors.
Apples help make your heart strong.
Opinion: I think apples make great snacks.

My mom gave me crackers.
Apples are easy to carry and eat.


Information that does not support the opinion
sentence should be deleted. Show that
you want to delete text by drawing a line
through it.
Example: Apples can be picked from trees in
the fall.
Week 5
DAY
Name:______________________________________________________ 4
Directions: Write the nouns from the Noun Bank in the
correct apples.
Why Eat Apples

Editing
Noun Bank
apples tree basket
heart leaves stems
Singular Plural

Nouns that tell about more than one are called
plurals. A plural noun can usually be formed
by adding an -s or -es to the end of a word.

Week 5
DAY
5 Name:______________________________________________________
Directions: Revisit the opinion paragraph. Then, answer

the questions below.
Publishing
Why Eat Apples
Everyone should eat apples every day. Apples are

colorful and crunchy. Apples are healthy snacks.
They have vitamins that help keep you from getting
sick. Apples are delicious. Eating apples can make
your heart strong. It is a good idea to eat an apple
every day.
1. What is the author’s opinion? How do you know?

__________________________________________________________
__________________________________________________________
__________________________________________________________
2. How could the author improve the paragraph?

__________________________________________________________
__________________________________________________________
__________________________________________________________

• that sentences in a paragraph need to support the
opinion sentence
• how to make nouns plural

Week 6
DAY
Name:______________________________________________________ 1
Directions: Circle your favorite way to eat apples in
the middle apple. Then, write four reasons why you like
eating apples that way in the outer apples.
How to Eat Apples

Prewriting
I like eating apple
slices.
I like eating apples with
caramel sauce.
I like eating apple pie.
I like eating apple
sauce.

Week 6
DAY
2 Name:______________________________________________________
Directions: Describe the best way to eat apples. Include

reasons to support your opinion. Use your notes on page
39 to help you.
Drafting
How to Eat Apples
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________
Remember!
____________________________
A strong opinion
____________________________ paragraph includes:
____________________________ • an introductory sentence
stating your opinion
____________________________
• support for your opinion

____________________________
____________________________
Printing Practice
Directions: Use your best printing to write two different
ways to eat apples.
_____________________________________________________________
_____________________________________________________________

Week 6
DAY
Name:______________________________________________________ 3
Directions: Draw a line through each sentence that does
not support the opinion sentence.
How to Eat Apples

Revising
The best way to enjoy apples is dipping them in
caramel sauce. Apples are great snacks because
there are so many ways they can be eaten. Each
bite of a caramel apple is sweet and delicious.
Do you like baked potatoes?
I like when the caramel covers
the entire apple. Apple pies,
apple cake, and applesauce
are good treats. Caramel
apples are the best way to
eat apples.
Time to Improve!
Directions: Go back to the draft you wrote on page
40. Look for sentences that do not support your opinion
sentence, and draw lines through them.

Week 6
DAY
4 Name:______________________________________________________
Directions: Use the symbol to add an -s to each word

to make it plural.
How to Eat Apples
Editing
apple pie sauce caramel
slice cake fruit

seed core stem tree
Time to Improve!
Directions: Revisit the draft you wrote on page 40.
Look for nouns that need to be plural, and correct them.
Example: My favorite way to eat apple is to eat

them in pie. S

Week 6
DAY
Name:______________________________________________________ 5
Directions: Describe the best way to eat apples. Include
reasons to support your opinion.
How to Eat Apples

Publishing
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

Week 7
DAY
1 Name:______________________________________________________
Directions: Draw an X on each leaf that does not belong

in a rainforest.
Prewriting
Rainforests
trees snakes
vines
swimming
pools dirt grocery
paths stores
school
leopards birds buses
huts
tree
frogs libraries
apartment flowers
buildings monkeys

Week 7
DAY
Name:______________________________________________________ 2
paragraph. Underline the topic sentence. Then, draft a
concluding sentence that matches the topic sentence.
Rainforests
Drafting
A rainforest is a feast for your senses. There are
lots of plants, trees, and animals to see in rainforests.
The flowers in rainforests have many smells. You
can hear many noises that are made by the birds
and other animals. Some plants feel smooth, while
others feel quite bumpy. Some of the foods we taste,
such as bananas, spices, and sugar, were first found
in rainforests.
____________________________________
____________________________________
____________________________________
________________________________________________
___________________________________________________________
Printing Practice
Directions: Use your best printing to write two items that
you would see in a rainforest.
_____________________________ _____________________________
Week 7
DAY
3 Name:______________________________________________________
Directions: Read the sentences. The underlined words

are repeated and should be replaced. Write synonyms
on the lines to replace them.
Revising
Rainforests
1. You can see many plants in a rainforest, and you can

see many animals.
________________________________
2. People can hear birds flying, and people can hear

the wind blowing in the trees.
________________________________
3. There is a damp smell in the rainforest, and there

is a smell of flowers, too.
________________________________

Synonyms are words that are the same or
similar in meaning. Rather than using the same
word over and over, use synonyms to make your
writing more interesting!

Week 7
DAY
Name:______________________________________________________ 4
Directions: Read the paragraph. Then, circle the
misspelled words. Write the correct spelling on the lines
below. Hint: There are six spelling errors.
Rainforests
Editing
Many diferent plants and animols make their
homes in rainforrests. Some trees grow viry tall,
and other plants are closer to the grond. Some
of the animals in rainforests are leopards, froogs,
snakes, and spiders. Rainforests give life to
many things.
Correctly Spelled Words:
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________

Always be sure to check words that may not be
spelled correctly. To show that a word may be
spelled incorrectly, draw a circle around it and
write SP. Then, check a dictionary or a word wall
to find the correct spelling.
SP SP
Example: Tall tries make up the canipy of the
rain forest.

Week 7
DAY
5 Name:______________________________________________________
Directions: Reread the paragraph. Then, write a

concluding sentence.
Publishing
Rainforests
A rainforest is a feast for your senses. There
are beautiful plants, trees, and animals to see in
rainforests. The flowers in rainforests have many
smells. You can hear lots of noises made by the
birds and other animals. Some plants feel smooth,
while others feel quite bumpy. Some of the foods
we taste, such as bananas, spices, and sugar, were
first found in rainforests.
___________________________________________________________
___________________________________________________________
___________________________________________________________

• to match the topic and conclusion sentences
• that using synonyms makes writing
more interesting
• to look out for misspelled words

Week 8
DAY
Name:______________________________________________________ 1
Directions: Place check marks next to the sentences
that you would include in an informative/explanatory
paragraph about temperate forests.
Temperate Forests
Prewriting
1. Many people live near
temperate forests.
2. It can be lots of fun to

run through forests.
3. Temperate forests have

four seasons.
4. I enjoy the scenery in

the forests.
5. Good soil for growing
plants can be found in
temperate forests.
6. Temperate forests usually

get lots of rain.
7. Some people live in cabins

in temperate forests.
8. It is scary to walk through

temperate forests.

Week 8
DAY
2 Name:______________________________________________________
Directions: Describe a temperate forest. Include details

about how the forest looks and smells. Use the notes
from page 49 to help you.
Drafting
Temperate Forests
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
___________________________
Remember!
___________________________
___________________________ explanatory paragraph
includes:
___________________________
• a topic sentence

___________________________ • details to support the

main idea
___________________________
___________________________
Printing Practice
Directions: Use your best printing to write a title of a
story that takes place in a forest.
_____________________________________________________________
_____________________________________________________________
Week 8
DAY
Name:______________________________________________________ 3
Directions: Match each word on the left with its synonym
on the right. Then, create your own synonym pair.
Temperate Forests
Revising
forest route
path cabin
stream woods
cottage creek
Time to Improve!
Directions: Revisit the draft you wrote on page 50. Look
for repeated words, and replace them with synonyms.

Week 8
DAY
4 Name:______________________________________________________
Directions: Read the paragraph. Circle the spelling

errors. Then, write them on the lines below.
Editing
Temperate Forests
It can be rather spooky to visit a temperate forrest.

These forests are rather dark, which makes it hard
to see. Many anemals live in temperate forests,
and you hear their unusual noises. The floor of a
temperate forest can be damp and have a musty smel.
Sometimes, shrubs or weads brush against your arms
and feel strange.
________________________________
________________________________
________________________________
________________________________


Circle words that are Directions: Revisit the
spelled incorrectly draft you wrote on page
and write SP above 50 about temperate
them. This will remind forests. Check for any
you to check with a misspelled words.
dictionary, a word wall,
or a friend to find the
correct spelling.
Week 8
DAY
Name:______________________________________________________ 5
Directions: Describe a temperate forest. Include details
about how the forest looks and smells.
Temperate Forests
Publishing
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________

Week 9
DAY
1 Name:______________________________________________________
Directions: Look at the jack-o-lantern. Circle whether

the jack-o-lantern is scary or not scary. Then, place stars
next to the sentences that support your opinion.
Prewriting
Jack-o-Lanterns
My Opinion
The jack-o-lantern is: scary not scary
Supporting Sentences
_____ The teeth are very sharp.
_____ It’s only a pumpkin.
_____ I don’t like the dark eyes.
_____ I wouldn’t want it on my doorstep.
_____ The face looks like it is smiling.

Week 9
DAY
Name:______________________________________________________ 2
Directions: Read the paragraph. Underline sentences
that have opinions in them.
Jack-o-Lanterns
Drafting
The jack-o-lantern I carved is scary. I started with
a big pumpkin, and everyone knows that big pumpkins
are scarier than small pumpkins. Then, I designed
a scary face. My jack-o-lantern has a scary mouth
that looks like a frown. There are lots of scary pointy
teeth in its mouth. Those pointy teeth look scary. I
think my jack-o-lantern is the scariest of all.
Printing Practice
Directions: Use your best printing to write one sentence
about what you like to do in the fall.
_____________________________________________________________
_____________________________________________________________

Week 9
DAY
3 Name:______________________________________________________
Directions: Read the sentences. They do not make

sense. Rewrite them so that they do make sense.
Revising
Jack-o-Lanterns
1. Jack-o-lanterns are fun Valentine’s Day decorations.

__________________________________________________________
__________________________________________________________
2. We like to hide our jack-o-lanterns so everyone can

see them.
__________________________________________________________
__________________________________________________________
3. Halloween is the best month of the year!

__________________________________________________________
__________________________________________________________

It is important to reread what you have written
to be sure that the words you wrote make
sense. If you find something in your writing
that is not clear, draw a line under it. This
will remind you to go back and revise what
you wrote.
Example: I think this confusing sentence.

Week 9
DAY
Name:______________________________________________________ 4
Directions: Read each sentence. Use the symbol to
delete words that do not make sense. Write correct words
above or below the words you crossed out.
Jack-o-Lanterns
Editing
1. They went to the strawbe r r y fields to get
a pumpkin to ca r ve fo r H alloween.
2. Be su re you r jack-o-l ante rn is ca r ved and

ready by Septembe r 30.
3. You might want to h ave an adult help cut you r

jack-o-l ante rns because knives a re
usu ally dull.
4. People a re usu ally ve r y h appy when they see

a sca r y jack-o-l ante rn.

It is important to be sure that the words you
use in your writing make sense. You can show
that you want to change a word that does not
fit by drawing a line through it and writing a
different word above or below it.
Example: We think that scary jack-o-lantern
is cute.
frightening

Week 9
DAY
5 Name:______________________________________________________
Directions: Read the paragraph. Then, respond to

the prompt.
Publishing
Jack-o-Lanterns
The jack-o-lantern I carved is scary. I started with

a big pumpkin, and everyone knows that big pumpkins
are scarier than small pumpkins. Then, I designed
a scary face. My jack-o-lantern has a scary mouth
that looks like a frown. There are lots of scary pointy
teeth in its mouth. Those pointy teeth look scary. My
jack-o-lantern’s eyes are partly closed. That makes
the face look scary. I think my jack‑o-lantern is the
scariest of all.
1. Write one example of a detail that supports the

author’s opinion.
________________________________________________________
________________________________________________________

• to find, underline and fix confusing sentences
• to identify sentences with opinion in them

Week 10
DAY
Name:______________________________________________________ 1
Directions: Look at the picture of a scarecrow. Do you
think it is scary? Write your ideas in the boxes.
Scarecrows
Prewriting
Detail Detail
Detail Detail

Week 10
DAY
2 Name:______________________________________________________
Directions: Do you think scarecrows are scary? Draft a

paragraph stating your opinion. Add details to support
your opinion. Use your notes on page 59 to help you.
Drafting
Scarecrows
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
___________________________
Remember!
___________________________
A strong opinion
___________________________ paragraph includes:
___________________________ • an introductory
sentence stating
___________________________ your opinion
___________________________ • support for your opinion

___________________________
Printing Practice
Directions: Use your best printing to write two supplies
that are needed to make a scarecrow.
_____________________________ _____________________________
Week 10
DAY
Name:______________________________________________________ 3
Directions: Read the sentences. Decide if they make
sense. Rewrite any that do not make sense.
Does it
Scarecrows
Revising
Sentences make New Sentences
sense?
Example: Farmers
Farmers place
place scarecrows
Y N scarecrows in their
on their fields to
fields to scare the birds.
welcome birds.
Scarecrows are
often seen in on Y N
when the fall.
Old clothes are

used to make Y N
scarecrows.
Birds usually fly

up to away from Y N
scarecrows.
The arms and legs

of with scarecrows
Y N
wave when the
wind blows.
Time to Improve!
Directions: Reread the draft you wrote on page 60.
Rewrite sentences that do not make sense.
Week 10
DAY
4 Name:______________________________________________________
Directions: Read each sentence. Find the words that are

used more than once. Use the symbol to delete
them. Then, write different words above or below them.
Scarecrows
Editing
1. Sca recrows h ave sca r y faces and sca r y bodies.
2. F a rme rs don’t want bi rds to eat thei r pl ants

so they put sca recrows whe re thei r pl ants
a re g rowing.
3. Sca recrows wea r old shi r ts, old shoes, old

pants, and old h ats.
4. F all is a time when you see sca recrows,

because bi rds like to eat the fall pl ants.
Time to Improve!
Directions: Reread the
paragraph you wrote on page
60. Look for words that are used
too often. Then, change them.

Week 10
DAY
Name:______________________________________________________ 5
Directions: Do you think scarecrows are scary? Write
a paragraph about your opinion. Add details to help
support your opinion.
Scarecrows
Publishing
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
____________________________________________
__________________________________
__________________________________
__________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________

Week 11
DAY
1 Name:______________________________________________________
Directions: Place check marks in the leaves that

you would include in an opinion paragraph about
being thankful.
Being Thankful
Prewriting
Some People
people are give thanks
unhappy with for many
things they things.
have.
You will feel

good if you
give thanks. You should
always be
You thankful for
must those around
buy lots you.

of things to
be happy.
When
people do Being
things for grateful
you, you for the things
should thank you have is
them. good.

Week 11
DAY
Name:______________________________________________________ 2
Directions: Read the paragraph. Circle the opinion.
Then, underline sentences that support the opinion.
Being Thankful
Drafting
People usually feel better when they are thankful.
Maybe you do not like what you are having for dinner.
You will feel better when you are thankful you have
food. You might think you have too much homework.
If you are thankful you can learn, you will feel better.
Instead of thinking your clothes are too old, be happy
you have clothes, and you will feel better. When you
find a reason to be thankful, it can help you feel good.
Printing Practice
about something that makes you thankful.
_____________________________________________________________
_____________________________________________________________
Week 11
DAY
3 Name:______________________________________________________
Directions: Match each phrase with its contraction.

Then, write a sentence using one of the contractions.
Phrases Contractions
Revising
Being Thankful
you are you’ll

you will won’t
you have you’re
will not you’ve
where is it’s
it is where’s
Sentence with a Contraction
_____________________________________________________________
_____________________________________________________________


A contraction is a shortened version of
a word or words. To make a contraction,
use an apostrophe to show where letters
were removed.
Example: they are = they’re

Week 11
DAY
Name:______________________________________________________ 4
Directions: Use the # symbol to show where spaces
need to be added between words. Then, write a sentence
telling why you are thankful. Use correct spacing.
Being Thankful
Editing
1. When I am th ank ful, I remembe r the m any
goodthings I h ave.
2. The re a re m any things th at m ake me

feelth ank ful.
3. __________________________________________________________
__________________________________________________________

Words need to have spaces between them
so that the reader can see where words
begin and end. To show where to make a
space, use the # symbol.
#
Example: I am thankfulfor my family.

Week 11
DAY
5 Name:______________________________________________________
Directions: Revisit the paragraph. Circle words that

could be made into contractions and still make sense.
Write them as contractions on the lines below.
Being Thankful
Publishing
People usually feel better when they are

thankful. Maybe you do not like what you are
having for dinner. You will feel better when you
are thankful you have food. You might think you
have too much homework. If you are thankful you
can learn, you will feel better. Instead of thinking
your clothes are too old, be happy you have
clothes and you will feel better. When you find a
reason to be thankful, it can help you feel good.
_____________________________ _____________________________
_____________________________ _____________________________

_____________________________ _____________________________
_____________________________ _____________________________

• to identify the opinion and supporting details
• how to make two words into contractions
• that spaces are needed between words

Week 12
DAY
Name:______________________________________________________ 1
Directions: Write one thing you are thankful for at the
top of the gift. Complete the rest of the box by telling
whom you could thank and ways to share your thanks.
Sharing Thanks
Prewriting
I am thankful for . . .
I should thank . . .
Ways to share my thanks . . .

Week 12
DAY
2 Name:______________________________________________________
Directions: What is the best way to give thanks to

someone? Explain why it is the best way. Use your notes
from page 69 to help you.
Sharing Thanks
Drafting
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_______________________________
Remember!
_______________________________
A strong opinion
_______________________________ paragraph includes:
_______________________________ • an introductory
sentence stating
_______________________________ your opinion
_______________________________ • support for your
opinion
_______________________________ • a concluding

sentence
_______________________________
Printing Practice
Directions: Use your best printing to write one way you
like to be thanked.
_____________________________________________________________
_____________________________________________________________

Week 12
DAY
Name:______________________________________________________ 3
Directions: Read the contractions. Write the two words
that make each contraction in the appropriate spaces.
Then, write two sentences using contractions from
the list.
Sharing Thanks
Revising
Contraction First Word Second Word
we’ve we have
they’re
she’s
wouldn’t
I’ll
can’t
that’s
1. __________________________________________________________
__________________________________________________________
2. __________________________________________________________
__________________________________________________________
Time to Improve!
Look for words that could be made into contractions and
change them. Remember to use apostrophes correctly.

Week 12
DAY
4 Name:______________________________________________________
Directions: Read the sentences. Find places where

there is incorrect spacing. Use the # symbol to correct
the spacing.
Sharing Thanks
Editing
1. People cansh a re th anks by writing

ath ank ful note.
2. Delive ring a pl ate of cookies isa good

way to sh a reth anks.
3. S aying “th ank you” is anothe r wayof

sh a ring th anks.
4. It is impo r tant tosh a re th anks when someone

h ashelped you.

5. When weshow we a re th ank ful, we feel

goodinside.
Time to Improve!
Directions: Reread your draft on page 70. Check to
see if there is proper spacing between all of the words
you wrote.

Week 12
DAY
Name:______________________________________________________ 5
Directions: What is the best way to give thanks to
someone? Explain why it is the best way.
Sharing Thanks
Publishing
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

Week 13
DAY
1 Name:______________________________________________________
Directions: Place check marks in the clouds with

words that could be part of an informative/explanatory
paragraph about thunderstorms.
Prewriting
Thunderstorms
thunder
snowflakes
snowplows fallen
trees
Thunderstorms
lightning
tornadoes
flooding
flowers

Week 13
DAY
Name:______________________________________________________ 2
paragraph. Circle the topic sentence. Then, underline
the sentences that support the topic sentence.
Thunderstorms
Drafting
Thunderstorms can be scary and dangerous. It is
best to stay inside during a storm. Heavy rain during
a thunderstorm can cause rivers, streams, and lakes
to flood. It can be very windy during a thunderstorm.
The wind might make trees fall and cause branches to
blow around. Thunder is very loud. Loud noises are
often frightening. Lightning can strike during a storm,
and you don’t want to be around that. Be sure to stay
indoors during thunderstorms to be safe.
Printing Practice
Directions: Use your best printing to write the words
thunder and lightning.
________________________________________
________________________________________
Week 13
DAY
3 Name:______________________________________________________
Directions: Match each topic sentence with its

concluding sentence. Then, choose one pair of sentences
and write a related detail sentence to support them.
Revising
Thunderstorms
Topic Sentences Concluding Sentences

People get If you listen carefully,
very scared the sounds will
during tell you what is
thunderstorms. happening.
Thunderstorms
These are the reasons
can be
thunderstorms
dangerous at
scare people.
times.
If you are careful,

Thunderstorms
you can avoid
create loud
the dangers of
noises.
thunderstorms.
My Detailed Sentence
_____________________________________________________________
_____________________________________________________________

Topic and concluding sentences should say
the same thing. Detail sentences should
provide more information about the topic.

Week 13
DAY
Name:______________________________________________________ 4
Directions: Read the sentences. Circle the misspelled
words. Then, write the words correctly on the lines.
Thunderstorms
Editing
1. Whin you see lightning, yu know you wil soon
hea r thunde r.
__________________ __________________ __________________
2. It can rain vi r y h a rd in the middle ov

a thunde rsto rm.
__________________ __________________
3. Whne lightning fl ashes, it m aks the sk y

light up.
__________________ __________________
4. H ail is ice thet falls fo rm the sk y du ring

a thunde rsto rm.
__________________ __________________

If you find words that have been misspelled, draw
circles around them and write SP to remind you to
fix the spelling.
Example: Thunderstorms mke
SP lightning, rain, ad
SP
thunder.

Week 13
DAY
5 Name:______________________________________________________
Directions: Revisit the paragraph. Write your own

topic and concluding sentences that match the details in
the paragraph. As you write, check that the words are
spelled correctly.
Publishing
Thunderstorms
_____________________________________________________________
_____________________________________________________________
Heavy rain during a thunderstorm can cause rivers,

streams, and lakes to flood. It can be very windy during
a thunderstorm. The wind might make trees fall and
cause branches to blow around. Thunder is very loud.
Loud noises are often frightening. Lightning can strike
during a storm, and you don’t want to be around that.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

• that topic and concluding
sentences should be similar
• that detail sentences should
support the topic and
concluding sentences
• to check that words are
spelled correctly

Week 14
DAY
Name:______________________________________________________ 1
Directions: Place check marks in the snowflakes that tell
about snowstorms.
Snowstorms
Prewriting
blowing slippery
snow roads
warm
sunshine
school is
closed
cold
temperatures
hard
to see
outside rainbow
in the
sky
howling
winds
snow to
shovel

Week 14
DAY
2 Name:______________________________________________________
Directions: Describe what a snowstorm is. Include

details about what it looks like and the dangers it can
cause. Use the notes from page 79 to help you.
Drafting
Snowstorms
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
________________________________
Remember!
________________________________
• Your topic and
________________________________ concluding
sentences should
________________________________ be similar.
________________________________ • Write detail
sentences that
________________________________ support the topic.
Printing Practice
Directions: Use your best printing to write two things
you can do in the snow.
_____________________________________________________________
_____________________________________________________________

Week 14
DAY
Name:______________________________________________________ 3
Directions: Write a topic or concluding sentence to
match the sentences already written.
Snowstorms
Revising
Topic Sentence: There are many things you can do
outdoors after a snowstorm.
Concluding Sentence: __________________________________
___________________________________________________________
___________________________________________________________
Topic Sentence: _______________________________________
___________________________________________________________
___________________________________________________________
Concluding Sentence: So remember to be careful
when you are outside during a snowstorm.
Time to Improve!
Directions: Revisit the draft you wrote on page
80. Do your topic and concluding sentences
match? If they do not, rewrite them.

Week 14
DAY
4 Name:______________________________________________________
Directions: Each sentence is missing a word. Use the

symbol to add the best word from the Word Bank to
each sentence.
Snowstorms
Editing
Word Bank
were often from

quiet another there
1. We going to h ave hot cocoa afte r sledding.
2. The snow is so when it falls, it does not m ake

a sound.
3. Look ove r and see the snowm an they m ade.
4. She got a new h at he r g randmothe r.
5. Ou r school closes because of b ad weathe r.
6. Would anyone like cookie?
Time to Improve!
Directions: Look at the draft you wrote on page 80.
Circle any words that are misspelled or do not make
sense and correct them.

Week 14
DAY
Name:______________________________________________________ 5
Directions: Describe what a snowstorm is. Include
details about what it looks like and the dangers it
can cause.
Snowstorms
Publishing
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

Week 15
DAY
1 Name:______________________________________________________
Directions: Place check marks in the gifts that you would

like to receive.
Prewriting
Gifts to Me
train set
building
books blocks
games
puzzles
clothes

stuffed
animal
bike
art
supplies

Week 15
DAY
Name:______________________________________________________ 2
Directions: Read the narrative paragraph. Circle the
words that express feelings.
Gifts to Me
Drafting
Of all the gifts I received at my party, I will
always remember the one from my little sister.
Early in the month, my sister bought me a book
that she knew I would like. She knew I’d like it
because I have other books by the same author.
My mom said my sister was so happy when she
brought the book home and wrapped it. On the
day of the party, my sister was anxious to give me
my gift. As I opened the gift, my sister was smiling,
laughing, and jumping up and down. I loved the
gift, and I loved seeing my sister so happy, excited,
and joyful.
Printing Practice
about a great present you have received.
_____________________________________________________________
_____________________________________________________________
Week 15
DAY
3 Name:______________________________________________________
Directions: Look at the two situations. List three words

that tell how you might feel in each one.
Revising
Gifts to Me
It was a Saturday. There ___________________________

was new snow outside,
and my parents gave me ___________________________
a new sled.
___________________________
The puzzle I got was ___________________________

missing six pieces, so we
had to get a new one. ___________________________
___________________________


Words that show feelings and emotions make
your writing more interesting. Use these words
to add excitement to your writing.

Week 15
DAY
Name:______________________________________________________ 4
Directions: Use the symbol to add commas to
the sentences.
Gifts to Me
Editing
1. I usu ally get p resents on my bi r thd ay at
Ch ristm as and fo r Valentine’s Day.
2. We get h ats sca r ves and mittens fo r winte r.
3. My b rothe r h ad a hockey stick ice skates and a

sled on his gift list.
4. My dog got bones squeak y toys and treats on

his bi r thd ay.
5. Ou r teache r receives notes pic tu res and hugs

at school.

Use commas to separate three or more ideas
in a sentence.
Example: The best gifts I’ve received were a new
book an art set and a gift card for the toy store.
, ,

Week 15
DAY
5 Name:______________________________________________________
Directions: Read the narrative paragraph. Then,

answer the question below.
Publishing
Gifts to Me
Of all the gifts I received at Christmas, I will always

remember the one from my little sister. Early in
December my sister bought me a book that she knew
I would like. She knew I’d like it because I have other
books by the same author. My mom said my sister
was so happy when she brought the book home,
wrapped it, and put it under the tree. On Christmas,
my sister was anxious to give me my gift. As I opened
the gift, my sister was smiling, laughing, and jumping
up and down. I loved the gift, and I loved seeing my
sister so happy, excited, and joyful.
1. Does the author do a good job at using feeling words?

Explain.

__________________________________________________________
__________________________________________________________

• to add commas to a series of three or
more items
• to add words that express feelings

Week 16
DAY
Name:______________________________________________________ 1
Directions: Write the names of two people to whom you
have given gifts. Then, write words that tell how you felt
when you gave the gifts.
Giving to Others
Prewriting
To:_____________________________________________
I gave:________________________________________
How I felt when I gave this gift:
___________________________________________________________
To: ____________________________________________
I gave: ________________________________________
How I felt when I gave this gift:
___________________________________________________________

Week 16
DAY
2 Name:______________________________________________________
Directions: Think about a time you gave someone a gift.

Draft a narrative about what the gift was, how you picked
it out, and how the person reacted when they opened it.
Use your notes on page 89 to help you.
Drafting
Giving to Others
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_______________________________
_______________________________ Remember!
_______________________________ A strong narrative
paragraph includes
_______________________________ a beginning, a

middle, and an end.

_______________________________
Printing Practice
Directions: Use your best printing to write why you like
giving gifts.
_____________________________________________________________
_____________________________________________________________

Week 16
DAY
Name:______________________________________________________ 3
Directions: It is important to use different feeling words
in a narrative. Write the words from the Feeling Word
Bank in the appropriate boxes below.
Giving to Others
Revising
Feeling Word Bank
eager joyful grateful satisfied

anxious pleased glad enthusiastic
cheerful contented thrilled energized
Happy
Excited
Thankful
Time to Improve!
Directions: Reread your draft on page 90. Add different
feeling words to help readers understand your emotions.

Week 16
DAY
4 Name:______________________________________________________
Directions: Read the sentences. Use the symbol to

add commas to the sentences.
Giving to Others
Editing
1. My friend got g ames puzzles and books fo r

he r bi r thd ay.
2. We need to p repa re invitations sn acks and

g ames fo r the pa r ty.
3. My g randm a says the best gifts a re hugs

smiles and cuddles.
4. I can’t wait to give gifts to my friend my d ad

and my siste r.

Time to Improve!
Remember!
Directions: Go back to the
Add commas to a draft you wrote on page 90.
series of three or Look for places that might
more objects. be missing commas. Add
commas where necessary.

Week 16
DAY
Name:______________________________________________________ 5
Directions: Think about a time you gave someone a gift.
Write a narrative about what the gift was, how you picked
it out, and how the person reacted when they opened it.
Giving to Others
Publishing
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________
____________________________________________
____________________________________________

Week 17
DAY
1 Name:______________________________________________________
Directions: Each of the pictures below can be used to

build a snowman. Label each picture.
Prewriting
Building Snowmen
1. _______________________ 2. _______________________

3. _______________________ 4. _______________________
5. _______________________ 6. _______________________
Week 17
DAY
Name:______________________________________________________ 2
Directions: The narrative below is out of order. Write
numbers in front of the sentences to show the correct
order. Note: The first and last sentences are correct.
Building Snowmen
Drafting
The snow had just stopped, and my friend came
over to play. _____It was a great day to build a
snowman. _____We got a carrot and some large
buttons from my mom and used them to make a nose,
eyes, and mouth. _____We rolled a small snowball for
the snowman’s head. _____We rolled a big snowball
and set it in the middle of our yard. _____We got
sticks for arms and an old hat and scarf. _____We
rolled a medium-size snowball and set it on top of
the large snowball. _____We bundled up and hurried
outside to get started. Then, we went inside and
drank hot cocoa as we proudly watched our snowman.
Printing Practice
Directions: Use your best
printing to write the words
snowman and cold.
_____________________________
_____________________________

Week 17
DAY
3 Name:______________________________________________________
Directions: Look at each picture. Write two different

verbs to tell what is happening in each one. Choose one
picture and write a sentence about what is happening
below. Circle the verb in your sentence.
Revising
Building Snowmen
_____________________________
_____________________________
_____________________________
_____________________________

My Winter Activity Sentence
_____________________________________________________________
_____________________________________________________________

Use a variety of action verbs in your writing
to help tell what is happening.

Week 17
DAY
Name:______________________________________________________ 4
Directions: Read the paragraph. The sequence words
are not spelled correctly. Use the symbol to delete
them. Then, write the correct spellings above the words.
Building Snowmen
Editing
We spent a lot of time playing outside. When
we came in, we were hungry and wanted a snack.
Fist, we took off our snow clothes and hung them
up to dry. Secend, we looked in the cupboard
for a snack. Thurd, we decided to make hot
cocoa. Forth, we poured milk into a mug. The
fifh thing we did was heat the milk. Our sisth job
was to stir the cocoa powder into the warm milk.
Marshmallows were added
sevanth. Eight, we enjoyed
a yummy cup of cocoa.

Correctly spelled sequence words help the
reader know when events happen in a story.

Week 17
DAY
5 Name:______________________________________________________
Directions: Revisit the narrative paragraph.

Then, answer the question.
Publishing
Building Snowmen
The snow had just stopped, and my friend came

over to play. It was a great day to build a snowman.
We bundled up and hurried outside to get started. We
rolled a big snowball and set it in the middle of our
yard. We rolled a medium-size snowball and set it on
top of the large snowball. We rolled a small snowball
for the snowman’s head. We got a carrot and some
large buttons from my mom and used them to make a
nose, eyes, and mouth. We got sticks for arms and an
old hat and scarf. Then, we went inside and drank hot
cocoa as we proudly watched our snowman.
1. What makes this paragraph a strong narrative?

__________________________________________________________
__________________________________________________________
__________________________________________________________

• that sequence words need to be spelled correctly
• to use interesting action verbs to help tell a story

Week 18
DAY
Name:______________________________________________________ 1
Directions: Brainstorm ideas for a narrative
about sledding.
Sledding
Prewriting
Sledding
Clothes to Wear Sledding
Best Places to Sled
What I Do When
I’m Sledding

Week 18
DAY
2 Name:______________________________________________________
Directions: Describe a time you have either gone

sledding or what you think sledding might be like.
Include details about the day. Use your notes from page
99 to help you.
Drafting
Sledding
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_______________________________
_______________________________ Remember!
_______________________________ A strong narrative
paragraph tells a story
_______________________________ with a beginning, a
middle, and an end.
_______________________________
Printing Practice
Directions: Use your best printing to describe what
sledding might feel like.
_____________________________________________________________
_____________________________________________________________

Week 18
DAY
Name:______________________________________________________ 3
Directions: Write action verbs around the image to tell
what is happening. Then, write a sentence about sledding
using at least two of your action verbs.
Sledding
Revising
My Sentence About Sledding
_________________________________________________________
_________________________________________________________
_________________________________________________________
Time to Improve!
Look for places to add interesting action verbs. Write
them in your story.
Week 18
DAY
4 Name:______________________________________________________
Directions: Read the sentences. The sequence words

are not spelled correctly. Use the symbol to delete
them. Write the correct words above them.
Sledding
Editing
1. Fist, I brushed my teeth.
2. Thin, my sister made us breakfast.
3. Aftor, we put on warm clothes.
4. Nexxt, we went to the park.
5. Finallee, we had fun sledding.

Directions: Look back at
It is important
the paragraph you wrote on
to correctly spell
page 100. Check to see if
sequence words.
you used sequence words.
If they are not spelled
correctly, correct them.

Week 18
DAY
Name:______________________________________________________ 5
Directions: Describe a time you have either gone
sledding or what you think sledding might be like.
Include details about the day.
Sledding
Publishing
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
_______________________________________
_______________________________________

Week 19
DAY
1 Name:______________________________________________________
Directions: Place check marks in the circles that could

be part of an informational/explanatory paragraph
about zebras.
Prewriting
Zebras
Zebras live in Each

Africa. zebra has a
different stripe
pattern.
Young zebras
are foals.
Baby
elephants are
called calves.
Zebras are
closely related
to horses and
donkeys.
Zebras are
herbivores; they A
eat plants. group of
zebras is called
A a herd.
baseball team
has tigers as their
mascot.

Week 19
DAY
Name:______________________________________________________ 2
Directions: Read the paragraph. Underline the topic
and concluding sentences. Cross out any sentences that
do not support the topic of zebras.
Zebras
Drafting
There are so many things to learn about zebras.
Zebras live in Africa. It is very hot and dry in Africa.
They like to stay in family groups that are called
herds. The herds travel together to find grass to eat
and water to drink. Baby goats can stand just hours
after they are born. Zebras use their teeth to bite
and chew grass. Giraffes have very long necks. A
zebra’s teeth keep growing all through its life. Each
zebra’s stripes are in a unique pattern. No two
zebras have the same
pattern of stripes. Did
you know all these facts
about zebras?
Printing Practice
about zebras.
_____________________________________________________________
_____________________________________________________________
Week 19
DAY
3 Name:______________________________________________________
Directions: Read the original sentence. Write a list of

adjectives about zebras. Use your adjectives to rewrite
the sentence.
Revising
Zebras
Original Sentence
Zebras have stripes.
Adjectives about Zebras
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
My New and Improved Sentence
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Remember!
Add adjectives to nouns
to liven up your writing.

Week 19
DAY
Name:______________________________________________________ 4
Directions: Read each list of words to find words that
do not belong. Use the symbol to show which words
should be deleted.
Zebras
Editing
1. oceans, rive rs, l akes, houses, streams, ai rpo r ts
2. dese r ts, crayons, fo rests, lions,

mountains, jungles
3. city, ho rse, vill age, town, community, book
4. b rothe r, pizza, niece, bus, aunt, g randmothe r
5. b an an as, apples, o ranges, compute rs,

g rapes, pencils

When you are writing, your ideas should
be about the same topic. Delete words or
sentences that are off topic.
Example: My mom saw elephants, zebras,
a new purse, and giraffes on a safari in Africa.

Week 19
DAY
5 Name:______________________________________________________
Directions: Revisit the paragraph. Then, answer

the question.
Publishing
Zebras
There are so many things to learn about zebras.

Zebras live in Africa. It is very hot and dry in Africa.
They like to stay in family groups that are called
herds. The herds travel together to find grass to eat
and water to drink. Baby goats can stand hours after
they are born. Zebras have sharp teeth for biting
and chewing grass. Giraffes have very long necks. A
zebra’s teeth keep growing all through its life. Each
zebra’s stripes are a unique pattern. No two zebras
have the same pattern of stripes. Did you know all
these facts about zebras?
1. Does the paragraph stay on topic? How do

you know?
__________________________________________________________
__________________________________________________________

• the detail sentences should support the topic
• to write more lively with adjectives
• how to remove words and sentences that are
off topic

Week 20
DAY
Name:______________________________________________________ 1
Directions: Place check marks in the icebergs with facts
about penguins.
Penguins
Prewriting
Penguins You can find
live where penguins in
it is very the water
cold. but not in
the sky.
Penguins
are cute black
and white
birds.
Each set of
It is fun penguins has
to watch one or two
penguins babies a
move. year.
Penguins
can swim, but
they cannot
fly.

Week 20
DAY
2 Name:______________________________________________________
Directions: Draft a paragraph about penguins.

Include facts about where they live and their physical
characteristics. Use your notes from page 109 to
help you.
Drafting
Penguins
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
______________________________
Remember!
______________________________
______________________________ explanatory paragraph:
______________________________ • has introductory and

concluding sentences
______________________________ • uses details to support
the main idea
______________________________
Printing Practice
Directions: Use your best printing to write one fact you
have learned about penguins.
_____________________________________________________________
_____________________________________________________________

Week 20
DAY
Name:______________________________________________________ 3
Directions: Look at the picture. List six adjectives that
describe penguins. Then, write one sentence about
penguins using adjectives from your list.
Penguins
Revising
My List of Adjectives
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
My Penguin Sentence
1. __________________________________________________________
__________________________________________________________
Time to Improve!
Find places where you can add adjectives to make your
writing more exciting.

Week 20
DAY
4 Name:______________________________________________________
Directions: Read the sentences. Find places where

words are not in the correct order. Use the symbol
to show the correct order. The first one is done for you.
Penguins
Editing
1. Penguins can be pl ay ful quite.
2. Penguins spend time the in wate r and on l and.
3. F athe r penguins ca re eggs fo r du ring

the winte r.
4. Baby penguins stay thei r with pa rents fo r

about six months.
Time to Improve!
Check that all the words in each sentence are in the
correct order. Use the symbol to show where you
want to change word order.

Week 20
DAY
Name:______________________________________________________ 5
Directions: Write a paragraph about penguins.
Include facts about where they live and their physical
characteristics.
Penguins
Publishing
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
_____________________________________________
_____________________________________________
_____________________________________________

Week 21
DAY
1 Name:______________________________________________________
Directions: Match each important person to the detail

that made them famous.
Important People
Prewriting
Important People Detail

16th president of
the United States;
Thomas Edison
he helped get rid
of slavery
inventor of the
motion‑picture
Amelia Earhart
camera and electric
lightbulb
first African
American child in
Abraham Lincoln
Louisiana to attend
an all-white school
first female pilot to

Ruby Bridges fly alone across the
Atlantic Ocean


Week 21
DAY
Name:______________________________________________________ 2
Directions: Read the paragraph. Circle the opinion
statement. Underline the names of the important people.
Important People
Drafting
Everyone should learn more about these great
Americans. These are some of the greatest.
Thomas Edison was an inventor. He invented
many things. Amelia Earhart was a pilot who
loved to fly. Abraham Lincoln fought to make
life better for all American people. Ruby Bridges
was brave when she helped change schools.
These important
people and
the things they
did are worth
knowing about.
Printing Practice
about one person from above.
_____________________________________________________________
_____________________________________________________________

Week 21
DAY
3 Name:______________________________________________________
Directions: Read the statements. Write an F by the

facts and an O by the opinions. Then, write your opinion
statements about two important people below.
Revising
Important People
____ Helen Keller learned to communicate even though

she was blind and deaf.
____ I think Martin Luther King Jr. was a great American.
____ The best thing about George Washington is that he

was the first president.
____ Martin Luther King Jr. helped change the way people
were treated.
____ Sally Ride was the first American woman to travel

in space.
My Opinions

1. ________________________________________________________
________________________________________________________
________________________________________________________
2. ________________________________________________________
________________________________________________________
________________________________________________________

Week 21
DAY
Name:______________________________________________________ 4
Directions: Use the symbol to add words to the
sentences to make them opinions.
Important People
Editing
1. D r. Seuss is an Ame rican autho r who wrote
ove r 60 books.
2. Sh a quille O’Neil is well known fo r

pl aying b asketb all.
3. The ai rpl ane was invented by Ame ricans

O r ville and Wilbe r Wright.

When writing an opinion sentence, you need to use
words that express your opinion.
Example: Alexander Graham Bell is known as the
inventor of the telephone. , the greatest American,

Week 21
DAY
5 Name:______________________________________________________
Directions: Revisit the paragraph. Add sentences that

.
provide more information about the important people.

Important People
Publishing
Everyone should learn more about these great

Americans. Thomas Edison was an inventor. __________
___________________________________________________________
___________________________________________________________
Amelia Earhart was a pilot who loved to fly. ___________
___________________________________________________________
___________________________________________________________
Abraham Lincoln fought to make life better for all
Americans. ______________________________________________
___________________________________________________________
Ruby Bridges was brave when she helped change

schools. _________________________________________________
___________________________________________________________
These important people are worth knowing about.

• to identify opinions and facts
• how to insert more information in my writing

Week 22
DAY
Name:______________________________________________________ 1
Directions: Read the facts about the two places. Form
an opinion about which place you would like to visit.
Write your opinion below.
Important Places
Prewriting
Mount Rushmore Facts
• located in South Dakota
• faces of four U.S. presidents carved in stone
• there are many opportunities for hiking and
exploring in the surrounding area
• the carving was completed in 1941
U.S.S. Constitution Facts

• located in Boston, MA
• oldest U.S. naval ship still floating
• first sailed in 1797
• many other historical sites to see within walking
distance of the U.S.S. Constitution
My opinion of where I would like to visit . . .
____________________________________________________________
____________________________________________________________
____________________________________________________________

Week 22
DAY
2 Name:______________________________________________________
Directions: Write a paragraph about a place that is

important to you. Include details such as where it is
located. Use the ideas on page 119 to help you.
Drafting
Important Places
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
________________________________
Remember!
________________________________
A strong opinion
________________________________ paragraph:
________________________________ • has an introductory

and a concluding
________________________________ sentence stating
your opinion
________________________________
• gives reasons that

________________________________ support the opinion

• uses capital letters
________________________________ when naming
specific places
________________________________
Printing Practice
Directions: Use your best printing to write the names of
two important places.
_____________________________________________________________
_____________________________________________________________

Week 22
DAY
Name:______________________________________________________ 3
Directions: Read the sentences. Circle the words that
let you know that each statement is an opinion.
Important Places
Revising
1. I prefer going to the zoo in our city.
2. I think the best place to visit is Boston, MA.
3 The best thing about my town is the carnival we have

every year.
4. Everyone should take a vacation to California.
5. It is better to go to Washington, D.C., than Florida.
Time to Improve!
Find places where you need to add opinion statements.
Use the symbol to show where you want your new
opinion statements to go.

Week 22
DAY
4 Name:______________________________________________________
Directions: Use the symbol to show where capital

letters are needed in the following sentences.
Important Places
Editing
1. Ou r favo rite building in washington, D.C ., is

the washington memo rial.
2. We thought the old no r th chu rch was the most

inte resting pl ace to see in boston.
3. The giant se quoia trees in yosemite n ation al

pa rk a re fun to see.
4. My family thinks ou r trip to the g rand canyon

was ou r best one eve r.
5. Eve r yone should go to the al amo in texas.
6. My favorite vacation was to mount rushmore.


Names of specific Directions: Reread your
places need to be draft on page 120. Check
capitalized. to see if you capitalized the
names of specific places.

Week 22
DAY
Name:______________________________________________________ 5
Directions: Write a paragraph about a place that is
important to you. Include details such as where
it is located.
Important Places
Publishing
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________

Week 23
DAY
1 Name:______________________________________________________
Directions: Circle the elements that are part of the story

Little Red Riding Hood.
Prewriting
Little Red Riding Hood
Setting
forest city town woods desert beach

Characters
bear grandmother mother witch

hunter little girl wolf fairy
Props
red hood basket food stones flowers

Week 23
DAY
Name:______________________________________________________ 2
Directions: Read this version of Little Red Riding Hood.
Underline places where people in the story are speaking.

Drafting
There is a girl called Little Red Hoodie because
she wears red hoodies every day. One afternoon,
her mother says, “Please take this dinner to your
grandmother.” As she rides her bike towards her
grandmother’s house, she meets a woman.
“What is in your basket?” the woman asks.
Little Red Hoodie says, “It’s dinner for my

grandmother.” The lady asks where her grandmother
lives, Little Red Hoodie tells her, and they go on
their way.
Little Red Hoodie arrives at the house and sees the

woman she met on the way. Little Red Hoodie says,
“Where is my grandma?”
The woman tells her, “Your grandma left and told

me to eat her dinner.” Little Red Hoodie hears a noise
from the other room, opens the door, and sees her
grandmother resting in bed. Little Red Hoodie was
very confused.
Printing Practice
Directions: Write the words: Little Red Hoodie.
_____________________________________________________________
Week 23
DAY
3 Name:______________________________________________________
Directions: Read the classic endings to these stories.

Write a different ending for each.
Revising
The Three Little Pigs

Classic Story Ending: The wolf cannot blow down the
house made of brick, and the three pigs are safe.
Modern Story Ending: _________________________________
___________________________________________________________
___________________________________________________________
Little Red Hen

Classic Story Ending: All the animals who refused to
help before want to help Little Red Hen eat the bread,
but she says, “No, no! I will do that.”
Modern Story Ending: _________________________________

___________________________________________________________
___________________________________________________________

Stories’ endings should contain the solutions
to the problems and let the reader know
what happens to the characters.

Week 23
DAY
Name:______________________________________________________ 4
Directions: Use the symbol to add quotation marks to
the sentences.

Editing
1. The old wom an said, I am going to catch th at
run away cookie!
2. We a re looking fo r someone to help us m ake

b read, said the anim als.
Directions: Circle the sentences that have used

quotation marks correctly.
Goldilocks says, “This chair is too soft.”
The wolf knocked on the door of the house and said
to the little pigs, Let me in!
The prince asked, “Who is the owner of this
glass slipper?”

Use quotation marks to show when someone
is speaking.
“
Example: The hare told the tortoise, I will
win the race!”

Week 23
DAY
5 Name:______________________________________________________
Directions: Reread the last part of Little Red Riding

Hood. Write your own conclusion for this version of
the story.
Publishing
Little Red Hoodie arrives at the house and sees the

woman she met on the way. Little Red Hoodie said,
“Where is my grandma?”
The woman tells her, “Your grandma left and told

me to eat her dinner.” Little Red Hoodie hears a noise
from the other room, opens the door and sees her
grandmother resting in bed. Little Red Hoodie was
very confused.
_____________________________________________________________
_____________________________________________________________

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

• that quotation marks show what
characters say
• a story needs an ending that tells how
the problems of the story are solved

Week 24
DAY
Name:______________________________________________________ 1
Directions: Brainstorm the characters, setting, and
events for your own version of Goldilocks and the
Three Bears.
Goldilocks and the Three Bears

Prewriting
Classic Story Modern Story
Characters Characters
Goldilocks Mama Bear
Papa Bear Baby Bear
Setting Setting
Cottage Summer
Woods
Plot Plot
The bears’ porridge is
too hot, so they go for
a walk.
Goldilocks visits their
house and eats the
porridge, breaks a chair,
and falls asleep.
The bears come home
and find their house a
mess and Goldilocks
sleeping.
Goldilocks runs away
from the bears’ house.

Week 24
DAY
2 Name:______________________________________________________
Directions: Draft a modern version of Goldilocks and the

Three Bears. Include dialogue and a strong conclusion.
Use your notes from page 129 to help you.
Drafting
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_________________________________
_________________________________ Remember!
_________________________________ A strong narrative
paragraph:
_________________________________
• includes an
_________________________________ introductory and
a concluding
_________________________________ sentence
• uses sensory
_________________________________
details to describe

_________________________________ the experience

• makes it sound
_________________________________ like a story
Printing Practice
two characters from your story.
_____________________________________________________________
_____________________________________________________________

Week 24
DAY
Name:______________________________________________________ 3
Directions: Tell what each character in your story is
doing at the end. Use the information to write a strong
concluding sentence for your story.

Revising
My Modern Goldilocks and the Three Bears
What they are doing at the
Characters
end of the story?
My concluding sentence:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Time to Improve!
Does your ending tell what all the characters are doing?
Add more information to your conclusion, if needed.

Week 24
DAY
4 Name:______________________________________________________
Directions: Use the symbol to add quotation marks

to the answers.
Editing
Question: What is your favorite fairy tale?
Answer: Jordan told me, My favorite fairy tale is
The Gingerbread Man.
Question: Why do you think Goldilocks goes into
the bears’ house?
Answer: I think Goldilocks is cold, so she goes into
the bears’ house to get warm, answered Emily.
Question: What do you think the bears should do

when they find Goldilocks sleeping?
Answer: Cally said, I think the bears should let
Goldilocks finish her nap and give her a snack.
Time to Improve!
Directions: Look back at the draft you wrote on page
130. Check to see if you used quotation marks correctly.

Week 24
DAY
Name:______________________________________________________ 5
Directions: Write a modern version of Goldilocks and the
Three Bears. Include dialogue and a strong conclusion.

Publishing
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Week 25
DAY
1 Name:______________________________________________________
Directions: Place check marks in the lily pads with facts

about what frogs look like.
Prewriting
Frogs
Frogs are slimy.
Tree frogs have

pads on their feet.
Some frogs have

spotted skin. Frogs
Everyone thinks
frogs are cute.
Frogs that live

in water have
webbed feet.
Frogs have large

eyes.
Toads are
sometimes
mistaken for
frogs. Frogs are shades
of green.

Week 25
DAY
Name:______________________________________________________ 2
Directions: Read the paragraph. Underline sentences
that describe what frogs look like.
Frogs
Drafting
Not all frogs look the same. Frogs can be many
different colors. Some frogs are green or brown to
blend in with their surroundings. Frogs begin their
lives as tadpoles. Poison dart frogs are colorful to
let predators know to stay away. Frogs range in size
from less than one inch (2.54 centimeters) to more
than 12 inches (30 centimeters) long. There are many
endangered frogs in the world. Most frogs have big
eyes that let them see all around. Some people think
that a frog will turn into a prince when it is kissed.
Frogs have different types of feet. Webbed feet help
frogs living in water swim. Pads on their fingers and
toes help tree frogs climb. The different appearances
make frogs interesting to see.
Printing Practice
bullfrog, tree frog, goliath frog, and poison dart frog.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Week 25
DAY
3 Name:______________________________________________________
Directions: Add adjectives to each noun. Then, select

one noun and write a descriptive sentence about frogs.
Revising
Frogs
______________ ears
_____________ eyes
Frogs
______________ skin
______________ size
______________ feet
My Descriptive Frog Sentence
_____________________________________________________________
_____________________________________________________________
Remember!
Use adjectives when you write to
create vivid pictures for the reader.

Week 25
DAY
Name:______________________________________________________ 4
Directions: Read each sentence. Use the lowercase
symbol / to show which capital letters need to
be lowercase.
Frogs
Editing
1. Strong b ack Legs and Webbed feet Help
frogs swim.
2. Hum ans a re Helped by frogs because F rogs

eat Insec ts.
3. Each species of frog M akes its own

Special sound.
4. Tadpoles go Th rough seve ral Stages befo re

they a re Adult frogs.
5. Pads on thei r finge rs and toes help Tree

F rogs climb.

Keep in mind that the first word in a sentence
and proper nouns (nouns that name people,
places, or things) should be capitalized.
Example: A Baby frog is Called a tadpole.

Week 25
DAY
5 Name:______________________________________________________

paragraph. Then, answer the question below.
Not all frogs look the same. Frogs can be many

Publishing
Frogs
different colors. Some frogs are green or brown to

blend in with their surroundings. Frogs begin their
lives as tadpoles. Poison dart frogs are colorful to
let predators know to stay away. Frogs range in size
from less than one inch (2.54 centimeters) to more
than 12 inches (30 centimeters) long. There are many
endangered frogs in the world. Most frogs have big
eyes that let them see all around. Some people think
that a frog will turn into a prince when it is kissed.
Frogs have different types of feet. Webbed feet help
frogs living in water swim. Pads on their fingers and
toes help tree frogs climb. The different appearances
make frogs interesting to see.
1. Does the paragraph stay on topic? Explain.

__________________________________________________________
__________________________________________________________

• detail sentences need to relate to the topic
• using adjectives can make writing more vivid
• capital letters should be used for the beginnings of
sentences and proper nouns

Week 26
DAY
Name:______________________________________________________ 1
Directions: Circle the turtles with information that could
be included in an informative/explanatory paragraph
about turtles.
Turtles
Prewriting
Turtles
Turtles are rather
lay strange
eggs. Turtles are looking.
reptiles.
Turtles have
upper and
Turtles lower shells.
are cold
blooded.
Turtle
shells have
different
designs.
s
e t u rtle
Som n land
o
live hers in
ot ther
and r. ro
wate My b
likes .
es
tu rtl

Week 26
DAY
2 Name:______________________________________________________
Directions: Explain what turtles look like. Provide

descriptive details using various adjectives. Use the
notes from page 139 to help you.
Drafting
Turtles
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
______________________________
______________________________ Remember!
______________________________ A strong informative/

explanatory paragraph
______________________________ should:
______________________________ • include only relevant

information
______________________________ • have an introductory
and a concluding
______________________________ sentence
______________________________ • use details to support
the topic
______________________________
Printing Practice
Directions: Use your best printing to write the name
of a place where you have seen a turtle.
_____________________________________________________________

Week 26
DAY
Name:______________________________________________________ 3
Directions: Look at the turtle. Brainstorm adjectives to
describe it. Then, write one sentence about the turtle
using adjectives from your list.
Turtles
Revising
My List of Adjectives
__________________________ __________________________
__________________________ __________________________
__________________________ __________________________
My Turtle Sentence
__________________________________________________________
__________________________________________________________
__________________________________________________________
Time to Improve!
Directions: Review the draft you wrote on page 140. Did
you use different adjectives? Add new ones from the list
above to liven up your writing.

Week 26
DAY
4 Name:______________________________________________________
Directions: Read the sentences. Find words that are

not capitalized correctly. Use the / symbol to show they
should be lowercase.
Turtles
Editing
1. The Sea Tu r tles live in the Pacific Ocean.
2. The child ren sea rched fo r tu r tles at the Beach.
3. My Siste r is doing a resea rch repo r t on tu r tles

fo r he r cl ass at School.
4. On Tuesd ay, we a re going on a Field Trip to

an Aqu a rium.
Time to Improve!
Directions: Reread your draft on page 140. Check to
be sure you used correct capitalization. If you see any
errors, correct them.

Week 26
DAY
Name:______________________________________________________ 5
Directions: Explain what turtles look like. Provide
descriptive details using various adjectives.
Turtles
Publishing
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

Week 27
DAY
1 Name:______________________________________________________
Directions: Place check marks in the planets with

characters and places that you might find in a story
about planets.
Prewriting
Planets
Mars
astronaut
stuffed
animal Saturn
Jupiter
Australia
alien
Mississippi
Mercury
rocket
Venus
tree
house

Week 27
DAY
Name:______________________________________________________ 2
Directions: Read the story. Circle the characters.
Underline the names of places the characters go.
Planets
Drafting
An astronaut decided to take a trip to the planets.
He blasted off from Earth in his rocket and shot up
into the sky. The astronaut stopped at Mercury and
found it was close to the sun and was too hot. So he
went on. On Venus, he met a nice alien. They became
friends and decided to travel together. The astronaut
and alien skipped over Earth and visited Mars and
then Jupiter. They spent a long time exploring the
big red spot on Jupiter and tried to walk around
it. The rings of Saturn confused the friends, so they
went on to see Uranus and
Neptune. After Neptune,
they were both tired, so
the astronaut took the
alien back to Venus before
heading home to Earth.
Printing Practice
two planets from above.
_____________________________ _____________________________

Week 27
DAY
3 Name:______________________________________________________
Directions: Read the sentences. Rewrite each sentence

and add details to make it more interesting.
Sentence: The astronaut traveled in space.

Revising
Planets
Detailed Sentence: _______________________________________
_____________________________________________________________
_____________________________________________________________
Sentence: He found an alien on the planet.
Detailed Sentence: _______________________________________
_____________________________________________________________
_____________________________________________________________

When you elaborate, you give more
information about the characters, setting,
or activities in your story. Providing extra
details to your writing makes it more
exciting to read!

Week 27
DAY
Name:______________________________________________________ 4
Directions: List four sequence words. Then, use
the symbol to add sequence words to the
paragraph below.
Planets
Editing
My Sequence Words
____________________________ ____________________________
____________________________ ____________________________
The astronaut and alien were excited to
explore Jupiter. They looked for the red spot.
They walked all around the red spot and tried to
figure out what made it. The astronaut and alien
searched for a lake. They climbed in and out of
craters. They got tired and decided to take a rest
back on their spaceship.

Sequence words help the reader to
understand the order of your story.
First,
/ astronaut and alien looked at

Example: The
each other and decided to explore.
then

Week 27
DAY
5 Name:______________________________________________________
Directions: Revisit the text. Use the symbol to add

words that elaborate on the characters, setting, and plot.
Publishing
Planets
An astronaut decided to take a trip to visit the
planets. He blasted off from Earth in his rocket
and shot up into the sky. The astronaut stopped at
Mercury and found it was close to the sun and was
too hot, so he went on. On Venus, he met a nice alien.
They became friends and decided to travel together.
The astronaut and alien skipped over Earth and
visited Mars and then Jupiter. They spent a long time
exploring the big red spot on Jupiter and tried to walk
around it. The rings of Saturn confused the friends,
so they went on to see Uranus and Neptune. After
Neptune, they were both ready to go home, so the
astronaut took the alien back to Venus before heading
home to Earth.

• to elaborate on the characters, setting, and plot
• to use sequence words to help tell a story

Week 28
DAY
Name:______________________________________________________ 1
Directions: Complete the sentence. Then, fill in the
chart with information for a narrative about where you
would like to visit.
Sun, Moon, and Stars

Prewriting
I would like to visit ______________________________________ .
(the sun the moon the stars)
I am going to visit ____________________________________ .

What it will How I will What I will do
look like: feel: there:

Week 28
DAY
2 Name:______________________________________________________
Directions: Imagine you are on a trip through outer

space. Draft a narrative about what you see and do on
your adventure. Use the notes on page 149 to help you.
Drafting
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_______________________________
_______________________________
Remember!
_______________________________
A strong narrative

_______________________________ paragraph tells a story

with a beginning, a
_______________________________ middle, and an end.
Printing Practice
Directions: Use your best printing to write two
adjectives about stars.
_____________________________ _____________________________

Week 28
DAY
Name:______________________________________________________ 3
Directions: Write sequence words from the Word Bank
that would pair with the ones below. Then, write a
sentence using a pair of the sequence words.

Revising
Word Bank
third after last later
before_______________ earlier_______________
first__________________ second ______________
My Sentence With Sequence Words
��
��
Time to Improve!
Look for places where you could add sequence words to
help the reader understand the order of the story.

Week 28
DAY
4 Name:______________________________________________________
Directions: Look for the series of items listed in each

sentence. Use the symbol to add commas between
the items.
Editing
1. The astron aut visited Me rcu r y Venus Jupite r

and M a rs.
2. The alien on M a rs h ad red h ai r th ree eyes fou r

ea rs and seven a rms.
3. They saw satellites pl anets sta rs and moons

in space.
4. Astron auts need to b ring food space suits ai r

tanks and tools when they go in to space.

Remember!
When you are listing several objects, you need a
comma between each item.

Week 28
DAY
Name:______________________________________________________ 5
Directions: Imagine you are on a trip through outer
space. Write a narrative about what you see and do on
your adventure.

Publishing
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
___________________________________________
_________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

Week 29
DAY
1 Name:______________________________________________________
Directions: Circle the things that you might find in a

narrative about a great day.
Prewriting
A Great Day
pizza
birthday and
piano movie
party recital night
popcorn game ice

night cream
friend
the new toy over to

beach play
trip to
park the zoo

Week 29
DAY
Name:______________________________________________________ 2
Directions: Read the narrative about a great day. Circle
the names of people and places. Underline words that
tell when events in the story are happening.
A Great Day
Drafting
Anders was so excited when he woke up because
he just knew it was going to be a great day! After
dinner, the whole family was going to visit Central
Park to see fireworks. Anders and his cousins, Daniel
and Audrey, were going to spend the afternoon at
Westbrook Zoo. The morning would continue with
a trip to Cedar Beach with his cousins. Mom told
Anders he could have his favorite
food for breakfast, and he already
smelled the pancakes cooking.
They would eat a picnic lunch at
the beach. Anders was certain
that this would be the best day
ever.
Printing Practice
Directions: Use your best printing to write two things
you think would be part of a great day.
___________________________ ___________________________

Week 29
DAY
3 Name:______________________________________________________
Directions: Write numbers on the lines to show the order

in which these activities occur.
Activity 1
Revising
A Great Day
_____ We get on the airplane.
_____ We drive to the airport.
_____ The plane takes off.
Activity 2
_____ We play games and eat cake.
_____ Friends come to the party.
_____ Invitations are delivered.
Activity 3

_____ The fireworks are fun to watch.
_____ They wait in line to buy tickets.
_____ The day is spent going on rides.

Narratives should be told in a logical order.
Think about the order in which things happen
as you write.

Week 29
DAY
Name:______________________________________________________ 4
Directions: Use the symbol to correct the
capitalization errors.
A Great Day
Editing
1. m rs. cheng said th at the tonka high school
choi r is going to pe r fo rm fo r us tod ay.
2. g randm a n ancy is taking me to westside m all

to buy a new b ackpack and lunch box!
3. it was fun to spend the d ay at valleyl and pa rk

with my friends luke, katrin a, joel, and l au ren.
4. at the zoo, ashley, e ric, and jon saw anim als

from africa, australia, and south ame rica.

Proper nouns, the names of specific people
and places, need to be capitalized along
with the first words in sentences.
Example: aunt ann is taking me to grand
park!

Week 29
DAY
5 Name:______________________________________________________
Directions: Reread the narrative. Then, answer

the question.
Publishing
A Great Day
Anders was so excited when he woke up because

he just knew it was going to be a great day! After
dinner, the whole family was going to visit Central
Park to see fireworks. Anders and his cousins, Daniel
and Audrey, were going to spend the afternoon at
Westbrook Zoo. The morning would continue with a
trip to Cedar Beach with his cousins. Mom had told
Anders he could have his favorite food for breakfast,
and he already smelled the pancakes cooking. They
would eat a picnic lunch at the beach. Anders was
certain this would be the best day ever.
1. Does the sequence of events in the narrative

make sense?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

• to think about the order in which events happen
• that proper nouns and first words in sentences need
to be capitalized

Week 30
DAY
Name:______________________________________________________ 1
Directions: Think about what makes a day bad. Write
something in each box that might make a day bad.
A Bad Day
Prewriting
When you get up
___________________________ ___________________________
Arriving at school
___________________________ ___________________________
Lunchtime
___________________________ ___________________________
After school
___________________________ ___________________________
Evening
___________________________ ___________________________

Week 30
DAY
2 Name:______________________________________________________
Directions: Have you ever had a bad day? Describe

what happened and what you did to make the day better.
Use your notes on page 159 to help you.
A Bad Day
Drafting
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________
____________________________ Remember!

____________________________ A strong narrative

paragraph tells a story
____________________________ with a beginning, a
middle, and an end.
____________________________
Printing Practice
terrible, awful, horrible, and really bad.
___________________________ ___________________________
___________________________ ___________________________
Week 30
DAY
Name:______________________________________________________ 3
Directions: Use the narrative you drafted on page 160 to
complete the chart.
A Bad Day Story
A Bad Day
Revising
Words That Tell When
Event or Activity
It Happened
First
Second
Third
Fourth
Time to Improve!
Directions: Reread your draft on page 160. Is your story
told in a logical order? Make notes to change the order
of your story, if needed.

Week 30
DAY
4 Name:______________________________________________________
Directions: Use the symbol to show words that need

to be capitalized.
A Bad Day
Editing
1. d aniel said, “it’s a b ad d ay when miss g rant is

gone and we h ave a substitute teache r.”
2. ou r p rincipal, m r. ca rpente r, said it was too

cold to go out fo r recess.
3. it was a b ad d ay because i left my pe rmission

slip fo r the field trip at home.
4. my b rothe r, jim, woke up l ate, so we missed

the bus to school.


Proper nouns name Directions: Look at your draft
specific people on page 160. Check to make
and places. sure you capitalized the first
word in each sentence and all
the proper nouns.

Week 30
DAY
Name:______________________________________________________ 5
Directions: Have you ever had a bad day? Describe
what happened and what you did to make the day better.
A Bad Day
Publishing
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
________________________________________________
____________________________________________
_____________________________________________
______________________________________________
_____________________________________________

Week 31
DAY
1 Name:______________________________________________________
Directions: List four places where you might see ants

and four things you see ants doing. Then, write an
opinion sentence telling whether or not you like ants.
Prewriting
Ants
Places I See Ants
��
��
��
��
Things Ants Do
��
��
��
��
My Opinion About Ants
��
��

Week 31
DAY
Name:______________________________________________________ 2
Directions: Read the paragraph. Underline the opinion
statement. Then, circle the action words.
Ants
Drafting
Many people do not like ants and want to get rid of
them, but I think ants are important insects to have
around. Ants help the dirt by digging tunnels in the
ground. When they dig these tunnels, they move the
dirt and make it healthier for young plants. Another
way ants help is by eating other insects. Some insects
that ants eat are dangerous to plants. Ants also help
by moving seeds around. Did you
know ants can carry more than
20 times their body weight? They
move a lot of seeds that way and
take them to places that make it
easier for the seeds to grow. Even
though ants are not fun around
food and picnics, they provide
great help to the earth!
Printing Practice
Directions: Use your best printing to write soldier ants
and carpenter ants.
_____________________________________________________________
_____________________________________________________________
Week 31
DAY
3 Name:______________________________________________________
Directions: Draw a line to match each sentence on the

left with the opinion it best supports on the right.
Revising
Ants
Ants eat insects that

harm plants.
Opinion #1
Ants can cause damage Many people
to wood. do not like to
see ants.
Some ants bite people.
Ants move soil, and that

helps plants grow. Opinion #2
Ants are insects
Ants move into people’s that help
homes looking for food the earth.
and water.
Ants carry seeds, which

helps plants grow in
new areas.

When writing an opinion paragraph, first
introduce your topic, and then state your
opinion by telling what you think.

Week 31
DAY
Name:______________________________________________________ 4
Directions: Find words that are repeated in the
sentences. Use the symbol to show any words you
want to remove.
Ants
Editing
1. The ant crawls crawls up the wall.
2. Ants can eat eat the eggs of m any insec ts.
3. When ants ca r r y ca r r y seeds, they take them

to new pl aces to g row.
4. Tunnel ants dig dig and move the di r t, and this

helps pl ants.

Check your writing carefully to be sure you do
not repeat words.
Example: Ants eat eat many insects.

Week 31
DAY
5 Name:______________________________________________________
Directions: Revisit the opinion paragraph. Underline

sentences that support the author’s opinion.
Publishing
Ants
Many people do not like ants and want to get rid of
them, but I think ants are important insects to have
around. Ants help the dirt by digging tunnels in the
ground. When they dig these tunnels, they move the
dirt and make it healthier and better for growing
plants. Another way ants help is by eating other
insects. Some insects that ants eat are dangerous to
plants. Ants also help by moving seeds around. Did
you know ants can carry more than 20 times their
body weight? They move a lot of seeds that way and
take them to places that make it easier for the seeds
to grow. Even though ants are not fun around food
and picnics, they provide great help to the earth!

• how to start an opinion paragraph with an opinion
statement
• to delete repeated verbs and insert new ones

Week 32
DAY
Name:______________________________________________________ 1
Directions: Read the statement. Decide whether each
fact agrees or disagrees with the statement. Then, place
the them in the correct columns.
Bees
Prewriting
Statement
Bees are pests and are not good for anything.
Bee Facts
Bees make honey, and many people like to eat honey.
Bees sting people, and that hurts.
Many people are allergic to bee stings.
Bees pollinate plants, and that helps them to grow.
Bees make loud, annoying, buzzing sounds.
Agree Disagree

Week 32
DAY
2 Name:______________________________________________________
Directions: Do you think bees are useful? Explain your

answer and give supporting details. Use your notes from
page 169 to help you.
Drafting
Bees
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
________________________________
________________________________ Remember!
________________________________ A strong opinion

paragraph:
________________________________ • has an introductory
________________________________ and a concluding
sentence stating
________________________________ your opinion
• gives reasons that
________________________________ support the opinion
________________________________
Printing Practice
Directions: Use your best printing to write the three
kinds of bees: queens, workers, and drones.
______________________________ ______________________________
______________________________

Week 32
DAY
Name:______________________________________________________ 3
Directions: Write an opinion statement to go with each
introductory sentence.
Bees
Revising
1. Bees are insects, so they have six legs.
__________________________________________________________
__________________________________________________________
2. Honey is produced by bees in their hives.

__________________________________________________________
__________________________________________________________
3. Pollen is spread by bees, and this helps plants

to grow.
__________________________________________________________
__________________________________________________________
Time to Improve!
Directions: Reread the opinion
paragraph you drafted on
page 170. Did you write an
introduction sentence and an
opinion statement? Add the
sentences if you need to.

Week 32
DAY
4 Name:______________________________________________________
Directions: Read the facts. Then, rewrite them to make

them opinions.
Editing
Bees
1. Bees can sting people.
__________________________________________________________
__________________________________________________________
2. Bees m ake honey.
__________________________________________________________
__________________________________________________________
3. Bees a re bl ack, yellow, and fuzz y.
__________________________________________________________
__________________________________________________________
Time to Improve!
Directions: Review the
paragraph you wrote on page
170. Look for words that show
which sentences are opinions.
Add opinion statements to
sentences that need them.

Week 32
DAY
Name:______________________________________________________ 5
Directions: Do you think bees are useful? Explain your
answer and give supporting details.
Bees
Publishing
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
__________________________________________
__________________________________________
__________________________________________

Week 33
DAY
1 Name:______________________________________________________
Directions: Place check marks in the bubbles with things

that could be moved by a light wind. Place stars
in the bubbles with things that could be moved by
a strong wind.
Prewriting
In the Wind
bubbles kite
car
leaf
boat
paper
windmill feather

rock
balloon tree
branches
marble

Week 33
DAY
Name:______________________________________________________ 2
Directions: Read the paragraph. Underline the topic
and conclusion sentences. Draw lines through sentences
that do not stay on topic.
In the Wind
Drafting
Wind cannot be seen, but it is easy to see what wind
does. Sometimes, the weather is sunny. Wind makes
things move. It takes different types of wind to move
different objects. When you blow air out of your
mouth, you are making a little wind. You can blow
through a straw and make a feather move. It is fun
to find feathers birds have lost. The harder you blow,
the farther you can move it. Wind from a fan can
make the feather move even farther. You can see that
it is windy outdoors when tree branches move. This
kind of wind helps move kites up into the sky. Kites
have many colorful designs and are pretty to see. On
a windy day, you can see papers and leaves moving in
the wind. Even though you cannot see the wind, if you
watch carefully, you know where it is.
Printing Practice
about what the wind can do.
_____________________________________________________________
_____________________________________________________________

Week 33
DAY
3 Name:______________________________________________________
Directions: Read the original sentence. Write a list

of adjectives to describe wind. Then, list things that
the wind moves. Use your adjectives to create a new
sentence.
Revising
In the Wind
Original Sentence
The wind blows.
Adjectives about the Wind
___________________________ ___________________________
___________________________ ___________________________
Things the Wind Moves
___________________________ ___________________________
___________________________ ___________________________

My New and Improved Sentence
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Help your writing come alive by using
adjectives and giving specific examples.

Week 33
DAY
Name:______________________________________________________ 4
Directions: Read the lists of words. Find the words that
do not belong. Use the symbol to delete them.
Then, select one list and write a sentence using only the
words that are about the same topic.
In the Wind
Editing
1. ai r flow, b reeze, heat, strong winds,
rain showe r
2. kite, fly, rock, soa r, bu rn
3. sail, ho rse, canoe, bike, raft
4. radio, fan, windmill, m ap, weathe r vane
My Topic Sentence:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Remember!
When you are writing,
your ideas should
be about the same
topic. Delete words
or sentences that are
off topic.

Week 33
DAY
5 Name:______________________________________________________
Directions: Read the paragraph. Then, answer

the question.
Publishing
In the Wind
Wind cannot be seen, but it is easy to see what
wind does. Wind makes things move. It takes
different types of wind to move different objects.
When you blow air out of your mouth, you make
a little wind. You can blow through a straw and
make a feather move. The harder you blow, the
farther you can move it. Wind from a fan can
make the feather move even farther. You can
see that it is windy outdoors when tree branches

move. This kind of wind helps move kites up into
the sky. On a windy day, you can see papers
and leaves moving in the wind. Even though you
cannot see the wind, you know where it is.
1. Does the author stay on topic? How do you know?

__________________________________________________________
__________________________________________________________

Week 34
DAY
Name:______________________________________________________ 1
Directions: Brainstorm objects that can be pushed or
pulled. An example is provided.
Push or Pull
Prewriting
grocery
cart
Things
that are
Pushed or
Pulled

Week 34
DAY
2 Name:______________________________________________________
Directions: Describe how objects are pushed or pulled.

Include differences between pulling and pushing. Use
your notes on page 179 to help you.
Drafting
Push or Pull
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________
_____________________________ Remember!
A strong informative
_____________________________
paragraph includes:
_____________________________ • an introductory and a
concluding sentence
_____________________________
• details that support

_____________________________ the main idea
Printing Practice
about something that can be pushed or pulled.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Week 34
DAY
Name:______________________________________________________ 3
Directions: Match the sentences on the left with the
sentences on the right that have the same topic.
Push or Pull
Revising
When you play tug- A stroller moves
of-war, teams are quickly if you are
pulling on opposite running while you
sides of a rope. push it.
When you walk and

If you are outside
push a stroller,
a car, you open the
the stroller moves
door by pulling on it.
slowly.
When you shoot a Tug-of-war is a good

basketball, you are example of using a
pushing it. strong force to pull.
If you are inside a Soccer players push

car, you push the the ball as they kick
door to open it. it down the field.
Time to Improve!
Directions: Reread your draft on page 180. Check
and see if all the detail sentences match your topic and
conclusion sentences.

Week 34
DAY
4 Name:______________________________________________________
Directions: Some pronouns in the sentences are not

correct. Use the symbol to delete them, and write
the correct words above them.
Push or Pull
Editing
1. If you walk slowly while pulling a wagon, they

will move slowly.
2. When you hit a b aseb all with a b at, you a re

really pushing them.
3. The child ren pushed his race ca rs down

the track.
4. A boat moves when the wind pushes ag ainst

thei r sails.

Time to Improve!
Directions: Reread the paragraph on page 180. Check
and see if all the words in your sentences make sense.

Week 34
DAY
Name:______________________________________________________ 5
Directions: Describe how objects are pushed or pulled.
Include differences between pulling and pushing.
Push or Pull
Publishing
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

Week 35
DAY
1 Name:______________________________________________________
Directions: List at least three reasons why you should or

should not spend your time doing these activities.
Prewriting
Watching TV or Reading?
Reading a Book
Watching Television


Week 35
DAY
Name:______________________________________________________ 2
Directions: Read the paragraph. Draw lines through
phrases that are repeated.
Drafting
It is fun to have free time, but deciding what to
do can be difficult. I think it is better to spend free
time reading books. When you read books, you learn
things. You can learn about people, places, and
animals all over the world. You can learn about how
things grow and how things work. When you read
books, you can imagine. You can imagine you are
the character in the story and that you
are experiencing the same things
the character is. When you read
books, you get better at reading.
You get better at recognizing
words, reading words correctly, and
understanding new words. When
you have free time, you really should
choose to read a book.
Printing Practice
Directions: Use your best printing to complete
the sentences.
My favorite book is _______________________________________ .
My favorite TV show is ____________________________________ .

Week 35
DAY
3 Name:______________________________________________________
Directions: Read each fact. Change the fact to an

opinion statement. Write your new opinion sentences
on the lines.
Revising
1 . You can learn by watching shows about history

on television.
__________________________________________________________
__________________________________________________________
__________________________________________________________
2 . Parents and teachers tell children to read.

__________________________________________________________
__________________________________________________________
__________________________________________________________
3 . The library is one place you can go to get books

to read.
__________________________________________________________
__________________________________________________________
__________________________________________________________

When you write opinion statements, use
words to show that they are your opinion.

Week 35
DAY
Name:______________________________________________________ 4
Directions: Use the symbol to remove the repeated
words in the second sentences. Write new words in their
places.
Editing
1. M any people think th at child ren should spend
time reading books. M any people think th at
reading is good fo r child ren.
__________________________________________________________
__________________________________________________________
__________________________________________________________
2. Eve r yone should spend some time at the

lib ra r y du ring the summe r. Eve r yone should
read at least ten books in the summe r.
__________________________________________________________
__________________________________________________________
__________________________________________________________

Sentences need a variety of beginnings.
Replace repeated words with different
words to make sentences more interesting.

Week 35
DAY
5 Name:______________________________________________________
Directions: Revisit the opinion paragraph. Underline

phrases that are repeated. Use the symbol to replace
the repeated words.
Publishing
It is fun to have free time, but deciding what to

do can be difficult. I think it is better to spend
free time reading books. When you read books,
you can learn. You can learn about people,
places, and animals all over the world. You can
learn about how things grow and how things work.
When you read books, you can imagine. You can
imagine you are the character in the story and
that you are experiencing the same things the
character is. When you read books, you get better

at reading. You get better at recognizing words,

reading words correctly, and understanding new
words. When you have free time, you really should
choose to read a book.

• to provide statements that support my opinion
• how to change sentences so they have
different beginnings

Week 36
DAY
Name:______________________________________________________ 1
Directions: List at least three ideas in each column.
The Beach
Beach or Park?
Prewriting
What I Like What I Don’t Like
The Park
What I Like What I Don’t Like

Week 36
DAY
2 Name:______________________________________________________
Directions: Do you prefer the beach or the park?

Explain why using strong supporting details. Use your
notes on page 189 to help you.
Drafting
Beach or Park?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
___________________________
___________________________ Remember!
___________________________ A strong opinion
paragraph includes:
___________________________
• an introductory
___________________________ sentence that states
your opinion

___________________________ • details to support

your ideas
___________________________
___________________________
Printing Practice
two beaches or two parks you like to visit.
_____________________________________________________________
_____________________________________________________________
Week 36
DAY
Name:______________________________________________________ 3
Directions: Read the facts. Revise the sentences by
adding words to make them opinions. Write your new
sentences on the lines.
Beach or Park?
Revising
1. There are many things to do at the beach such as
swimming, building sandcastles, and playing games.
__________________________________________________________
__________________________________________________________
__________________________________________________________
2. At a park, you can exercise by climbing, swinging,

running, and jumping.
__________________________________________________________
__________________________________________________________
__________________________________________________________
3. Beaches are busy places in the summer, and many

people spend time there.
__________________________________________________________
__________________________________________________________
__________________________________________________________
Time to Improve!
Directions: Reread the paragraph you wrote on
page 190. Find places where you need to add
opinion statements.

Week 36
DAY
4 Name:______________________________________________________
Directions: Read the sentences. Use the symbol to

remove words that have been repeated.
Beach or Park?
Editing
1. I think the beach is the best pl ace to go in the

summe r, I think.
2. Eve r yone needs to spend time at the pa rk the

pa rk to get exe rcise and h ave fun.
3. The best thing about going to the beach is

getting ice cream on the way home, th at’s the
best thing.
4. The pa rk nea r my house is the g reatest

g reatest pa rk of all.

Time to Improve!
Directions: Reread your paragraph on page 190. Check
to see if your sentences start in a variety of ways.
Change sentences that have repetitive beginnings.

Week 36
DAY
Name:______________________________________________________ 5
Directions: Do you prefer the beach or the park?
Explain why using strong supporting details.
Beach or Park?
Publishing
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
_________________________________
_________________________________
___________________________________

Answer Key
The activity pages that do not have specific answers to them are not included in this answer key. Students’ answers will
vary on these activity pages, so check that students are staying on task.
Week 1: Rules at School Day 5 (page 18) Week 4: In the Country

Day 1 (page 14) It was a great first day of school. I Day 1 (page 29)
am in second grade at Elliot Grove
Students should check marks next to The following should be checked:
Elementary School. My teacher
the following rules: 1. Be on time for barn, pigpen, cow, horse, and
is Mrs. Wright. Today, our class
class; 2. Listen to your teacher; haystack
decided we should have class rules
3. Keep your hands and feet to that we would all follow. Then,
yourself; 5. Take good care of Day 5 (page 33)
Mrs. Wright gave each of us three
classroom materials; 7. Walk See Informative/Explanatory
sheets of paper and asked us to write
at school.; 8. Be kind to your Writing Rubric on page 203.
a classoom rule on each one. Our
classmates; and 10. Always do class looked at the rules we had
your best. Week 5: Why Eat Apples
written and found many that were
the same. We chose five rules for
Day 2 (page 15) Day 1 (page 34)
our class to follow this year. I know
Underlined parts should include: it is going to be a good year! The following should be check
Today our class decided we should marked: Apples help make your
have class rules that we would all heart strong; Apples help you
follow. Mrs. Wright gave us three Week 2: Friends at School
exercise; Apples are healthy fruits;
sheets of paper and asked us to write Day 4 (page 22) Apples contain vitamins; Apples can
a classroom rule on each page. Our 1. It is fun to play with my friends keep you from getting sick.
class looked at the rules we had Amir, Lily, and Aisha.
written and found many that were 2. We are all in second grade Day 2 (page 35)
the same. We chose five rules for our at Fern Hill Elementary Everyone should eat apples
class to follow this year. School. every day. Apples are colorful and
3. My mom drives me to Paul crunchy. Apples are healthy snacks.
Day 3 (page 16) Revere Park to play with my They have vitamins that help keep
The sentences should be in the friend, Gabe. you from getting sick. Apples are
following order: Every classroom 4. Ariel’s little sister likes to play delicious. Eating apples can make
needs rules. First, we decide we with us at the park, too. your heart strong. It is a good idea
should have rules. Then, we think to eat an apple every day.
Day 5 (page 23)
about which rules we should have.
Finally, we follow the rules we create. See the Narrative Writing Rubric on Day 3 (page 36)
This way, our classroom will be a safe page 204. The following should be crossed out:
environment. I had a banana for breakfast. Apples
Week 3: In the City come in many different colors. My
Day 4 (page 17) mom gave me crackers.
1. My sister attends Abraham Day 2 (page 25)
Lincoln Preschool and has to Students should underline the Day 4 (page 37)
follow the rules. following: A city has many parks Singular: tree, basket, heart
2. Our teacher, Mrs. Gillespie, where children can play. People can Plural: apples, leaves, stems
has worked hard to set up do many things in a city, such as go
rules at Park Heights to a zoo or a museum. Cities are Day 5 (page 38)
School. busy places. There is almost always 1. The author thinks apples are
3. Mr. Bolander allows his class something happening in a city. good for you. The author says
to set up their own classroom that people should “eat apples
rules. everyday” and that apples are a
4. Mrs. Eddy reminds her “healthy” and “delicious snack.”
students how helpful rules 2. The author could have used
can be. different adjectives that are
more descriptive.
Answer Key (cont.)
Week 6: How to Eat Apples Week 8: Temperate Forests Day 4 (page 57).
1. They went to the pumpkin
Day 3 (page 41) Day 1 (page 49) patch to get a pumpkin to
Students should cross out the Students should place check marks carve for Halloween.
following: Apples are great snacks next to the following: 1. Many 2. Be sure your jack-o-lantern
because there are so many ways people live near temperate forests; 3. is carved and ready by
they can be eaten. Do you like baked Temperate forests have four seasons; October 31.
potatoes? Apple pies, apple cake, 5. Good soil for growing plants can 3. You might want to have an
and applesauce are good treats. be found in temperate forests; 6. adult help cut your jack-o-
Temperate forests usually get lots of lanterns because knives are
Day 4 (page 42) rain; 7. Some people live in cabins in usually sharp.
apples, pies, sauces, caramels, slices, temperate forests. 4. People are usually very
cakes, fruits, seeds, cores, stems, frightened when they see a
trees Day 3 (page 51) scary jack-o-lantern.
forest—woods Day 5 (page 58)
Day 5 (page 43)
path— route 1. The author gives details such
See the Opinion Writing Rubric on as “The jack-o-lantern I carved
page 202. stream—creek is scary,” and “Those pointy
teeth look scary.”
cottage—cabin
Week 7: Rain Forests
Day 4 (page 52) Week 10: Scarecrows
Day 1 (page 44)
Words that should be circled and Day 3 (page 61)
The following should have X’s: written correctly (in order as they Sentences that do not make sense
swimming pools; grocery stores; appear): forrest—forest; include: Scarecrows are often seen in
school buses; libraries; apartment anemals—animals; smel—smell; on when the fall. Birds usually fly up
buildings weads—weeds. to away from scarecrows. The arms
and legs of with scarecrows wave
1. Suggestion to replace see: when the wind blows.
view, look at See Informative/Explanatory
2. Suggestion to replace hear: Writing Rubric on page 203. Day 5 (page 63)
listen to See Opinion Writing Rubric on
3. Suggestion to replace smell: Week 9: Jack-o-Lanterns page 202.
scent, odor Day 2 (page 55)
Day 4 (page 47) Students should underline the
Words that should be circled and following sentences: I started with a
written correctly (in order as they big pumpkin, and everyone knows
appear): that big pumpkins are scarier than
small pumpkins. Those pointy teeth
diferent/different; animols/animals; look scary. I think my
rainforrests/rainforests; viry/very; jack-o-lantern is the scariest of all.
grond/ground; froogs/frogs

Answer Key (cont.)
Week 11: Being Thankful Week 12: Sharing Thanks Day 3 (page 76)
Day 1 (page 64) Day 3 (page 71) People get very scared during
thunderstorms—These are the
Leaves that should be check marked: Contractions: they're, she's, reasons thunderstorms scare people.
You will feel good if you give thanks; wouldn't, I'll, can't, that's
People give thanks for many things; Thunderstorms can be dangerous
You should always be thankful for First Word: they; she; would; I; can; at times—If you are careful, you can
that avoid the dangers of thunderstorms.
those around you; When people
do things for you, you should thank Second Word: are; is; not; will; Thunderstorms create loud noises—
them. not; is If you listen carefully, the sounds will
Day 4 (page 72) tell you what is happening.
Day 2 (page 65)
1. People can share thanks by
Students should circle the following
writing a thankful note. Day 4 (page 77)
sentences: 1. When you see lightning, you
2. Delivering a plate of cookies is
know you will soon hear
People usually feel better when they a good way to share thanks.
thunder.
are thankful. When you find a reason 3. Saying “thank you” is another
2. It can rain very hard in the
to be thankful, it can help you feel way of sharing thanks.
middle of a thunderstorm.
good. 4. It is important to share
3. When lightning flashes it
thanks when someone has
Students should underline the makes the sky light up.
helped you.
following sentences: 4. Hail is ice that falls from the
5. When we show we are
You will feel better when you are thankful, we feel good inside. sky during a thunderstorm.
thankful you have food. If you are
thankful you can learn, you will feel Day 5 (page 73) Week 14: Snowstorms
better. Instead of thinking your See Opinion Writing Rubric on Day 1 (page 79)
clothes are too old, be happy you page 202.
The following should be check
have clothes and you will feel better.
marked: blowing snow, slippery
Week 13: Thunderstorms roads, cold temperatures, hard to
Day 3 (page 66)
you are—you’re Day 1 (page 74) see outside, snow to shovel, howling
winds, school is closed
you will—you’ll Students should check mark
you have—you’ve the following: Day 4 (page 82)
will not—won’t thunder; fallen trees; lightning; 1. We were going to have hot
where is—where’s tornadoes; flooding cocoa after sledding.
it is—it’s 2. The snow is so quiet when it
Day 2 (page 75) falls, it does not make a sound.
Day 4 (page 67) 3. Look over there and see the
Thunderstorms can be scary
Students should add spaces between and dangerous. It is best to snowman they made.
the following words: stay inside during a storm. Heavy 4. She got a new hat from her
1. remember the; good things rain during a thunderstorm can grandmother.
2. many things; feel thankful cause rivers, streams, and lakes to 5. Our school often closes
flood. It can be very windy during because of bad weather.
3. Answers will vary.
a thunderstorm. The wind might 6. Would anyone like another
Day 5 (page 68) make trees fall and cause branches to cookie?
blow around. Thunder is very loud.
they are—they’re; do not–don’t; you Day 5 (page 83)
are—you’re; you will—you’ll; you Loud noises are often frightening.
Lightning can strike during a storm, See Informative/Explanatory Rubric
are—you’re; you are—you’re; you
and you don’t want to be around on page 203.
will—you’ll; you will—you’ll
that. Be sure to stay indoors during
thunderstorms to be safe.

Answer Key (cont.)
Week 15: Gifts to Me Day 5 (page 93) Week 18: Sledding
Day 2 (page 85) See Narrative Writing Rubric on Day 4 (page 102)
page 204.
My mom said my sister was so 1. First, I brushed my teeth.
happy when she brought the book 2. Then, my sister made us
home and wrapped it. On the day of Week 17: Building Snowmen breakfast.
the party, my sister was anxious to Day 1 (page 94) 3. After, we put on warm
give me my gift. As I opened the gift, clothes
1. snowballs
my sister was smiling, laughing, 4. Next, we went to the park.
2. stick
and jumping up and down. I 5. Finally, we had fun sledding.
3. carrot
loved the gift, and I loved seeing my
sister so happy, excited, and joyful. 4. hat Day 5 (page 103)
5. scarf See Narrative Writing Rubric on
Day 4 (page 87) 6. button page 204.
1. I usually get presents on my Day 2 (page 95)
birthday, at Christmas, and for Week 19: Zebras
Valentine’s Day 1. It was a great day to build a
2. We get hats, scarves, and snowman. 2. We bundled up and Day 1 (page 104)
mittens for winter. hurried outside to get started. The following statements should
3. My brother had a hockey stick, 3. We rolled a big snowball and set it be check marked: Zebras live in
ice skates, and a sled on his gift in the middle of our yard. Africa; Each zebra has a different
list. 4. We rolled a medium‑size stripe pattern; Young zebras are
4. My dog got bones, squeaky snowball and set it on top of the foals; A group of zebras is called a
toys, and treats on his birthday. large snowball. 5. We rolled a small herd; Zebras are herbivores; they eat
5. Our teacher receives notes, snowball for the snowman’s head. plants, Zebras are closely related to
pictures, and hugs at school. 6. We got a carrot and some large horses and donkeys.
buttons from my mom and used
Day 5 (Page 88) them to make a nose, eyes, and Day 2 (page 105)
1. The author does a good job mouth. 7. We got sticks for arms and
of using the feeling words, Students should cross out the
an old hat and scarf.
“smiling, laughing, and following sentences: It is very hot
jumping” and “happy, excited, and dry in Africa; Baby goats can
Day 4 (page 97)
and joyful.” stand just hours after they are born;
We spent a lot of time playing Giraffes have very long necks.
Week 16: Giving to Others outside. When we came in, we were
hungry and wanted a snack. First Day 4 (page 107)
Day 3 (page 91) we took off our snow clothes and Words that should be crossed out:
hung them up to dry. Second we
Happy: cheerful; joyful; pleased; 1. houses, airports
looked in the cupboard for a snack.
contented; glad 2. crayons, lions
Third we decided to make hot
Excited: eager; anxious; thrilled; cocoa. Fourth we poured milk into 3. horse, book
enthusiastic; energized a mug. The fifth thing we did was 4. pizza, bus
heat the milk. Our sixth job was to 5. computers, pencils
Thankful: grateful; satisfied stir the cocoa powder into the warm
milk. Marshmallows were added Day 5 (page 108)
Day 4 (page 92)
seventh. Eighth we enjoyed a 1. No; there is a sentence about
1. My friend got games, puzzles, baby goats and a sentence,
and books for her birthday. yummy cup of cocoa.
about giraffes’ necks even
2. We need to prepare Day 5 (page 98) though the paragraph is
invitations, snacks, and games about zebras.
for the party. It is a strong narrative because it is
3. My grandma says the best gifts descriptive and told in order.
are hugs, smiles, and cuddles.
4. I can’t wait to give gifts to my
friend, my dad, and my sister.

Answer Key (cont.)
Week 20: Penguins Day 3 (page 116) Week 23: Little Red Riding
Day 1 (page 109) F; Helen Keller learned to Hood
communicate even though she was
The following should be check blind and deaf. Day 1 (page 124)
marked: Penguins live where it is O; I think Martin Luther King Jr. was The following words in each section
very cold, You can find penguins a great American. should be circled: Setting: forest or
in the water but not in the sky, O; The best thing about George woods; Characters: grandmother,
Penguins can swim but they cannot Washington is that he was the first mother, hunter, little girl, wolf;
fly, Each set of penguins has one or president. Props: red hood, basket, food,
two babies a year. F; Martin Luther King Jr. helped flowers
Day 4 (page 112) change the way people were treated.
1. Penguins can be quite F; Sally Ride was the first American Day 2 (page 125)
playful. woman to travel in space. Students should underline the
2. Penguins spend time in the following sentences:
water and on land. Week 22: Important Places
There is a girl called Little Red
3. Father penguins care for eggs Day 3 (page 121) Hoodie because she wears red
during the winter. 1. I prefer going to the zoo in hoodies every day. One afternoon,
4. Baby penguins stay with their our city. her mother says, “Please take this
parents for about six months. 2. I think the best place to visit dinner over to your grandmother.”
Day 5 (page 113) is Boston, MA. As she rides her bike towards
See Informative/Explanatory Rubric 3. The best thing about my her grandmother’s house, she
on page 203. town is the carnival we have meets a woman. “What is in your
every year. basket?” the woman asks. Little
Week 21: Important People 4. Everyone should take a Red Hoodie says, “It’s dinner for my
vacation to California. grandmother.” The lady asks where
Day 1 (page 114) 5. It is better to go to her grandmother lives, Little Red
Thomas Edison—inventor of the Washington, D.C., than Hoodie tells her and they go on their
motion‑picture camera and electric Florida. way. Little Red Hoodie arrives at
lightbulb Day 4 (page 122) the house and sees the woman she
Amelia Earhart—first female pilot to 1. Our favorite building in met on the way. Little Red Hoodie
fly alone across the Atlantic Ocean Washington, D.C., is the says, “Where is my grandma?” The
Washington Memorial. woman tells her, "Your grandma left
Abraham Lincoln—16th president of 2. We thought the Old North and told me to eat her dinner.” Little
the United States; he helped get rid Church was the most Red Hoodie hears a noise from the
of slavery interesting place to see in other room, opens the door, and
Boston. sees her grandmother resting in
Ruby Bridges—first African
American child in Louisiana to 3. The giant sequoia trees in bed. Little Red Hoodie was very
Yosemite National Park are confused.
attend an all-white school
fun to see.
Day 2 (page 115) 4. My family thinks our trip to Day 4 (page 127)
the Grand Canyon was our 1. The old woman said, “I am
Everyone should learn more best one ever. going to catch that runaway
about these great Americans. 5. Everyone should go to the cookie!”
These are some of the greatest. Alamo in Texas. 2. “We are looking for someone
Thomas Edison was an inventor. 6. My favorite vacation was to to help us make bread,” said
He invented many things. Amelia Mount Rushmore. the animals.
Earhart was a pilot who loved to fly.
The following use quotation marks
Abraham Lincoln fought to make life Day 5 (page 123)
correctly: Goldilocks says, “This
better for all American people. Ruby See Opinion Writing Rubric on chair is too soft.”; The prince asked,
Bridges was brave when she helped page 202. “Who is the owner of this glass
change schools. These important
slipper?”
people and the things they did are
worth knowing about.
Answer Key (cont.)
Week 24: Goldilocks and the Day 4 (page 137) Week 27: Planets
Three Bears 1. Strong back legs and webbed
feet help frogs swim. Day 1 (page 144)
Day 4 (page 132) Words that should be check marked:
2. Humans are helped by frogs
Answer: Jordan told me, because frogs eat insects. astronaut, Mars, Jupiter, Saturn,
“My favorite fairy tale is The 3. Each species of frog makes its alien, Mercury, rocket, Venus
Gingerbread Man.” own special sound.
4. Tadpoles go through several Day 2 (page 145)
Answer: “I think Goldilocks is cold,
stages before they are adult An astronaut decided to take a trip
so she goes into the bears’ house to
frogs. to the planets. He blasted off from
get warm,” answered Emily.
5. Pads on their fingers and toes Earth in his rocket and shot up into
Answer: Cally said, “I think the help tree frogs climb. the sky. The astronaut stopped at
three bears should let Goldilocks Day 5 (page 138) Mercury and found it was close to
finish her nap, and give her a snack.” 1. No; the sentences are all about the sun and was too hot. So he went
frogs, but not all are about on. On Venus, he met a nice alien.
Day 5 (page 133)
what they look like. They became friends and decided to
See Narrative Writing Rubric on travel together. The astronaut and
page 204. Week 26: Turtles alien skipped over Earth and visited
Day 1 (page 139) Mars and then Jupiter. They spent a
Week 25: Frogs long time exploring the big red spot
The following should be circled: on Jupiter and tried to walk around
Day 1 (page 134) Turtles are reptiles, Turtles have it. The rings of Saturn confused
The following should be check upper and lower shells, Turtles are the friends, so they went on to
marked: Tree frogs have pads on cold blooded, Turtles lay eggs, Some see Uranus and Neptune. After
their feet. Frogs have large eyes. turtles live on land and others in Neptune, they were both tired, so the
Frogs are shades of green. Frogs water, Turtle shells have different astronaut took the alien back to
that live in water have webbed feet. designs. Venus before heading home to Earth.
Some frogs have spotted skin.
Day 4 (page 142)
1. The sea turtles live in the Week 28: Sun, Moon, and
Day 2 (page 135) Stars
Pacific Ocean.
Not all frogs look the same. Frogs
2. The children searched for Day 3 (page 151)
can be many different colors. Some
turtles at the beach.
frogs are green or brown to blend in Sequence Pairs: before/after; earlier/
3. My sister is doing a research
with their surroundings. Frogs begin later; first/last; second/third
report on turtles for her class
their lives as tadpoles. Poison dart at school.
frogs are colorful to let predators Day 4 (page 152)
4. On Tuesday, we are going on a
know to stay away. Frogs range in 1. The astronaut visited
field trip to an aquarium.
size from less than one inch (2.54 Mercury, Venus, Jupiter,
centimeters) to more than 12 inches Day 5 (page 143) and Mars.
(30 centimeters) long. There are 2. The alien on Mars had red
See Informative/Explanatory
many endangered frogs in the world. hair, three eyes, four ears, and
Writing Rubric on page 203.
Most frogs have big eyes that let seven arms.
them see all around. Some people 3. They saw satellites, planets,
think that a frog will turn into a stars, and moons in space.
prince when it is kissed. Frogs have 4. Astronauts need to bring food,
different types of feet. Webbed space suits, air tanks, and tools
when they go in to space.
feet help frogs living in water swim.
Pads on their fingers and toes help Day 5 (page 153)
tree frogs climb. The different See Narrative Writing Rubric on
appearances make frogs interesting page 204.
to see.

Answer Key (cont.)
Week 29: A Great Day Week 30: A Bad Day Day 4 (page 167)
1. The ant crawls crawls up
Day 2 (page 155) Day 4 (page 162) the wall.
Anders was so excited when he 1. Daniel said, “It’s a bad day 2. Ants can eat eat the eggs of
woke up, because he just knew it when Miss Grant is gone and many insects.
was going to be a great day! After we have a substitute teacher.” 3. When ants carry carry seeds,
dinner, the whole family was going to 2. Our principal, Mr. they take them to new places
visit Central Park to see fireworks. Carpenter, said it was too to grow.
Anders and his cousins, Daniel and cold to go out for recess. 4. Tunnel ants dig dig and move
Audrey, were going to spend the 3. It was a bad day because I left the dirt, and this helps plants.
afternoon at Westbrook Zoo. The my permission slip for the field
morning would continue with a trip trip at home. Day 5 (page 168)
to Cedar Beach with his cousins. 4. My brother, Jim, woke up late Many people do not like ants
Mom told Anders he could have so we missed the bus to school. and want to get rid of them, but I
his favorite food for breakfast, and think ants are important insects
Day 5 (page 163)
he already smelled the pancakes to have around. Ants help the dirt
See Narrative Writing Rubric on by digging tunnels in the ground.
cooking. They would eat a picnic
page 204.
lunch at the beach. Anders was When they dig these tunnels they
certain that this would be the best move the dirt and make it healthier
day ever. Week 31: Ants for young plants. Another way ants
help is by eating other insects. Some
insects that ants eat are dangerous
Many people do not like ants to plants. Ants also help by moving
Activity 1: 2. We get on the
and want to get rid of them, but I seeds around. Did you know ants
airplane. 1. We drive to the airport.
think ants are important insects can carry more than 20 times their
3. The plane takes off.
to have around. Ants help the dirt body weight? They move a lot of
Activity 2: 3. We play games and eat by digging tunnels in the ground. seeds that way and take them to
cake; 2. Friends come to the party; When they dig these tunnels places that make it easier for the
1. Invitations are delivered they move the dirt and make it seeds to grow. Even though ants are
healthier for young plants. Another not fun around food and picnics,
Activity 3: 3. The fireworks are fun
way ants help is by eating other they provide great help to the earth!
to watch. 1. They wait in line to buy
insects. Some insects that ants eat
tickets. 2. The day is spent going on Week 32: Bees
are dangerous to plants. Ants also
rides.
help by moving seeds around. Did
you know ants can carry more than Day 1 (page 169)
Day 4 (page 157)
20 times their body weight? They Agree: Bees sting people and that
1. Mrs. Cheng said that the
move a lot of seeds that way and hurts; Many people are allergic
Tonka High School choir is
going to perform for us today. take them to places that make it to bee stings; Bees make loud,
easier for the seeds to grow. Even annoying, buzzing sounds.
2. Grandma Nancy is taking
me to Westside Mall to buy a though ants are not fun around food Disagree: Bees make honey; and
new backpack and lunch box! and picnics, they provide great help many people like to eat honey; Bees
3. It was fun to spend the day to the earth! pollinate plants and that helps them
at Valleyland Park with my to grow.
friends Luke, Katrina, Joel, Day 3 (page 166)
and Lauren. Opinion #1: Ants can cause Day 5 (page 173)
4. At the zoo, Ashley, Eric, damage to wood; Some ants bite See Opinion Writing Rubric on
and Jon saw animals from people; Ants move into people’s page 202.
Africa, Australia, and South homes looking for food and water.
America. Opinion #2: Ants eat insects that
harm plants; Ants move soil, and
Day 5 (page 158) that helps plants grow; Ants carry
No; the sequence is out of order and seeds, which helps plants grow in
does not make sense. new areas.

Answer Key (cont.)
Week 33: In the Wind Week 34: Push or Pull Week 35: Watching TV or
Reading?
Responses could vary, leading to a When you play tug-of-war, teams are Day 2 (page 185)
discussion of the power of wind and pulling on opposite sides of a rope. It is fun to have free time, but
size/weight of objects. Use these Tug-of-war is a good example of deciding what to do can be difficult.
categories as a guideline: using a strong force to pull. I think it is better to spend free time
reading books. When you read
Check Marked Bubbles (light wind): When you walk and push a stroller,
books, you can learn. You can learn
bubbles, kite, leaf, paper, feather, the stroller moves slowly. A stroller
about people, places, and animals all
balloon moves quickly if you are running
over the world. You can learn about
while you push it.
Starred Bubbles (strong wind): car, how things grow and how things
boat, windmill, rock, marble, tree When you shoot a basketball, you work. When you read books, you
branches are pushing it. Soccer players push can imagine. You can imagine you
the ball as they kick it down the field. are the character in the story and
Day 2 (page 175) that you are experiencing the same
If you are inside a car, you push the
Wind cannot be seen, but it is easy things the character is. When you
door to open it. If you are outside
to see what wind does. Sometimes read books, you get better at reading.
a car, you open the door by pulling
the weather is sunny. Wind makes You get better at recognizing
on it.
things move. It takes different types words, reading words correctly, and
of wind to move different objects. Day 4 (page 182) understanding new words. When
When you blow air out of your you have free time, you really should
1. If you walk slowly while
mouth, you are making a little wind. pulling a wagon, they (it) will choose to read a book.
You can blow through a straw and move slowly.
make a feather move. It is fun to Day 4 (page 187)
2. When you hit a baseball with
find feathers birds have lost. The a bat, you are really pushing Words that should be deleted:
harder you blow, the farther you can them (it). 1. Many people think that
move it. Wind from a fan can make 3. The children pushed his 2. Everyone should
the feather move even further. You (their) race cars down the
can see that it is windy outdoors track. Week 36: Beach or Park?
when tree branches move. This kind 4. A boat moves when the wind
of wind helps move kites up into pushes against their (its) sails. Day 4 (page 192)
the sky. Kites have many colorful 1. I think the beach is the best
designs and are pretty to see. On a Day 5 (page 183) place to go in the summer, I
windy day, you can see papers and See Informative/Explanatory think.
leaves moving in the wind. Even Writing Rubric on page 203. 2. Everyone needs to spend time
though you cannot see the wind, if at the park the park to get
you watch carefully, you know where exercise and have fun.
it is. 3. The best thing about going to
the beach is getting ice cream
Day 4 (page 177) on the way home, that’s the
best thing.
Words that should be crossed out:
4. The park near my house is the
1. heat, rain shower greatest greatest park of all.
2. rock, burn
3. horse, bike Day 5 (page 193)
4. radio, map See Opinion Writing Rubric on
page 202.
Day 5 (page 178)
Yes; all the sentences are about wind.

Opinion Writing Rubric
Directions: Evaluate students’ work in each category by circling one number in each row. Students
have opportunities to score up to five points in each row and up to 15 points total.
Exceptional Writing Quality Writing Developing Writing

Clearly states an opinion that is States an opinion that is relevant States an unclear opinion that is
relevant to the topic. to the topic. not fully relevant to the topic.
Demonstrates clear Demonstrates some Demonstrates little

understanding of the intended understanding of the intended understanding of the intended
audience and purpose of audience and purpose of audience or purpose of the piece.
the piece. the piece.
Does not include an
Organizes ideas in a purposeful Organizes ideas and includes introduction, a body, or a
way and includes an an introduction, a body, and a conclusion.
introduction, a detailed body, conclusion.
and a conclusion.
Points 5 4 3 2 1 0
Uses descriptive and precise Uses a broad vocabulary. Uses a limited or an unvaried
language with clarity and vocabulary.
Written Expression
intention. Maintains a consistent voice

and supports a tone and feeling Provides an inconsistent or a
Maintains a consistent voice and through language. weak voice and tone.
uses an appropriate tone that
supports meaning. Varies sentence length and Provides little to no variation in
word choices. sentence type and length.
and transitions smoothly
between ideas.
Points 5 4 3 2 1 0
Capitalizes, punctuates, and Capitalizes, punctuates, and Incorrectly capitalizes,

spells accurately. spells accurately. punctuates, and spells.
Conventions
Language
Demonstrates complete Demonstrates complete Uses fragmented or run-on

thoughts within sentences, thoughts within sentences and sentences.
with accurate subject-verb appropriate grammar.
agreement. Utilizes poor grammar overall.
Paragraphs are properly divided
Uses paragraphs appropriately and supported. Paragraphs are poorly divided
and with clear purpose. and developed.
Points 5 4 3 2 1 0
Total Points: _____________________

informative/Explanatory
Writing Rubric

Clearly states the topic and States the topic and develops it Does not state the topic and/
purposefully develops it throughout the writing. or develop it throughout the

throughout the writing. writing.
Demonstrates some
Demonstrates clear understanding of the intended Demonstrates little
understanding of the intended audience and purpose of understanding of the intended
audience and purpose of the piece. audience or purpose of the piece.
the piece.
Organizes the information Fails to organize the information
Organizes the information into into an introduction, body, and into an introduction, body, or
a well-supported introduction, conclusion. conclusion.
body, and conclusion.
Points 5 4 3 2 1 0
Written Expression

between ideas.
Points 5 4 3 2 1 0

Conventions
Language

Points 5 4 3 2 1 0
Total Points: _____________________

Narrative Writing Rubric

Identifies the topic of the Identifies the topic of the Fails to identify the topic of
story and maintains the focus story, but has some trouble the story or maintain focus
throughout the writing. maintaining the focus throughout the writing.
throughout the writing.

Develops clear settings, a strong Does not develop strong
plot, and interesting characters. Develops settings, a plot, and settings, plot, or characters.
characters.
Demonstrates clear Demonstrates little
understanding of the intended Demonstrates some understanding of the intended
audience and purpose of understanding of the intended audience or purpose of the piece.
the piece. audience and purpose of
the piece. Provides lack of clarity in the
Engages the reader from the beginning, middle, and/or
opening hook through the Includes an interesting opening, conclusion.
middle to the conclusion. a strong story, and a conclusion.
Points 5 4 3 2 1 0
Written Expression

between ideas.
Points 5 4 3 2 1 0

Conventions
Language

Points 5 4 3 2 1 0
Total Points: _____________________

Directions: Record each student’s rubric scores (page 202) in the appropriate columns. Add the totals every two weeks and record
the sums in the Total Scores column. You can view: (1) which students are not understanding the opinion genre and (2) how students
progress after multiple encounters with the opinion genre.
© Shell Education
Week Week Week Week Week Week Total Scores
6 10 12 22 32 36
Student Name
Opinion Writing Analysis

205
206
Directions: Record each student’s rubric score (page 203) in the appropriate columns. Add the totals every two weeks and record the
sums in the Total Scores column. You can view: (1) which students are not understanding the informative/explanatory genre and (2)
how students progress after multiple encounters with the informative/explanatory genre.

4 8 14 20 26 34
Student Name

Writing Analysis
Informative/Explanatory
© Shell Education
Directions: Record each student’s rubric score (page 204) in the appropriate columns. Add the totals every two weeks and record the
sums in the Total Scores column. You can view: (1) which students are not understanding the narrative genre and (2) how students
progress after multiple encounters with the narrative genre.
© Shell Education
2 16 18 24 28 30
Student Name
Narrative Writing Analysis

207
The Writing Process
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
Editing Symbol Names Example

Marks
capitalization symbol david gobbled up the grapes.
My mother hugged Me when I Came

lowercase symbol
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?
I have two cats, two dogs and a

insert comma symbol
goldfish.
insert quotations symbol That's amazing, she shouted.
Will you call call me on the phone

deletion symbol
tonight?
… in the tree. After lunch, I spent the

new paragraph symbol
day…
#
# add space symbol I ran tothe tree.

Opinion Writing Tips
Ask yourself . . . Remember . . .
Do I have a strong belief in my

Make sure you can back up your
opinion so that I can convince
opinion with specific examples.
others to believe the same?
Begin with a question or a

Have I stated my opinion in a way
bold statement that includes
that grabs the reader’s attention?
your opinion.
Include at least three solid

Do I have at least three reasons
reasons why the reader should
based on facts for my opinion?
agree with you.
Do I have an example for

Each reason must be followed by
each reason that strengthens
one strong example.
my argument?
Don’t bounce around. Focus on

Do I have a logical order to
a logical order to present each
my writing?
reason and example.
Am I using smooth transitions to Use transition words like first, in

connect my thoughts and help my addition to, another reason, and
writing flow? most important.
Does my conclusion restate Do not forget to restate your

my opinion? opinion in the final sentence.
Have I used correct spelling, Revisit what you have written.

grammar, and punctuation? Then, check for mistakes.

Informative/explanatory
Writing Tips
Make sure to include facts about

Do I provide enough information
the topic in your writing so that
on the topic?
the reader is informed.
Have I narrowed the focus of Choose one aspect of the topic

the topic? that you want to write about.
Begin with a strong topic

Does my writing have a hook? sentence that grabs the
reader’s attention.
Do not bounce around. Present

Is my information presented in a each topic sentence at the
logical order? beginning of a paragraph and
add details.
Have I included enough End with a strong sentence that

information that the reader will be makes the reader want to learn
interested in learning even more? more about the subject.


Narrative Writing Tips
You are in the story, telling where

Am I the main character? Is the
you are, what you see, who you
story told from my point of view?
are with, and what you do.
Include an exciting introductory

Does my story have a hook? sentence that makes the reader
want to continue reading.
Does my story make sense and Do not bounce around. Focus

have a beginning, a middle, and on a logical order of how the
an end? experience happened.
Am I using transitions to connect

my thoughts and help the writing Use transition words like first,
flow? next, then, another, and finally.
Use lots of adjectives, and

Am I including rich details and
incorporate figurative language,
sensory language to help paint a
such as metaphors and similes,
picture in the reader’s mind?
to make your story come to life.
Incorporate a sentence or two

Does my conclusion summarize
that reflects on what you have
the main idea?
written.


Digital Resources
Accessing the Digital Resources

The digital resources can be downloaded by following
these steps:
1. Go to www.tcmpub.com/digital
2. Sign in or create an account.
3. Click Redeem Content and enter the
ISBN number, located on page 2 and the ISBN:
back cover, into the appropriate field on 9781425815257
the website.
4. Respond to the prompts using the book to

view your account and available digital content.
5. Choose the digital resources you would like to download. You can download
all the files at once, or you can download a specific group of files.
Please note: Some files provided for download have large file sizes. Download
times for these larger files will vary based on your download speed.
Contents of the Digital Resources

Teacher Resources Student Resources
• Informative/Explanatory Writing • Peer/Self-Editing Checklist
Analysis • Editing Marks
• Narrative Writing Analysis • Practice Pages
• Opinion Writing Analysis • The Writing Process
• Writing Rubric • Writing Prompts
• Writing Signs • Writing Tips

Thank you for purchasing this eBook.
This eBook is copyrighted. If you accessed this eBook without making

payment, you should be aware that neither the author nor the publisher has
received any compensation, and you may be in violation of state, federal, and/or
international law.
For further information about our products and services, please e-mail us at:
customerservice@tcmpub.com.
“ Thank you for helping us

create a world in which
”
children love to learn!
5301 Oceanus Drive Huntington Beach, CA 92649-1030 800.858.7339 FAX 714.230.7070 www.tcmpub.com
Thank You Pages.indd 1 10/17/19 7:07 AM

180 Days of Writing G2

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

180 Days of Writing G2

Uploaded by

Copyright:

Available Formats

2

2 #51525—180 Days of Writing © Shell Education

© Shell Education #51525—180 Days of Writing 3

Easy to Use and Standards Based

College and Career Readiness Standards

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

4 #51525—180 Days of Writing © Shell Education

© Shell Education #51525—180 Days of Writing 5

6 #51525—180 Days of Writing © Shell Education

Week Prompt Week Prompt

© Shell Education #51525—180 Days of Writing 7

Week Prompt Week Prompt

Write a paragraph about important Describe how objects are affected by

Explain what turtles look like. Provide

Imagine you are on a trip in outer space.

Imagine you are on a trip through outer

Have you ever had a great day? Describe

Have you ever had a bad day? Describe

Do you think ants are useful? Explain

Do you think bees are useful? Explain

8 #51525—180 Days of Writing © Shell Education

Using the Practice Pages

On odd weeks, students practice the daily skills Week 1

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

2. Listen to your teacher.

9. Run in the hallways.

10. Always do your best.

There are 18 overarching themes. Each odd week

themes that fit under one overarching theme. For

Using the Resources

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

The following resources will be helpful to students

relevant Demons y develops

trates clea d and pur Demonstrat some

erst and of ce.

as they complete the activity pages. Print copies

Engages n, into an introductio purp of ose of the piece

of these resources and provide them to students to

keep at their desks.

with clar langu with clarity andiation in Uses a broad 0

tion. es little to length. Provides an inconsistent or a

n. Maintains Uses a limite

a consist ce length Main sentains weak voice

tence typ 0 s sentence lengt

Rubrics for the three genres of writing (opinion,

informative/explanatory, and narrative) can be

thoughts grammar. Demonstr Utilizes poo Incorrectly capit

plete Uses fragmented ately.or run‑on

Demons esapp ropriate Demonstratates es complete

thougide dwithin sentences s are spells.

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

ura s accur thoug

h acc aph appropriate ategrammar.

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. 202

© Shell Education #51525—180 Days of Writing 9

Using the Resources (cont.)

The Writing Process can be found on page 208 and in

Editing Marks Editing Marks can be found

david gobbled up the grapes.

check spelling symbol I laffed at the story.

Would you pass the pizza?

insert quotations symbol

2 #51525—180 Days of Writing © Shell Education

© Shell Education #51525—180 Days of Writing 3

4 #51525—180 Days of Writing © Shell Education

© Shell Education #51525—180 Days of Writing 5

6 #51525—180 Days of Writing © Shell Education

© Shell Education #51525—180 Days of Writing 7

8 #51525—180 Days of Writing © Shell Education

© Shell Education #51525—180 Days of Writing 9

10 #51525—180 Days of Writing © Shell Education

© Shell Education #51525—180 Days of Writing 11

12 #51525—180 Days of Writing © Shell Education

© Shell Education #51525—180 Days of Writing 13

14 #51525—180 Days of Writing © Shell Education

© Shell Education #51525—180 Days of Writing 15

16 #51525—180 Days of Writing © Shell Education

© Shell Education #51525—180 Days of Writing 17

18 #51525—180 Days of Writing © Shell Education

© Shell Education #51525—180 Days of Writing 19