Writing Assignment Guide (WAG) Assignment Instructions
Overview
For this series of assignments, you will independently focus on one Writing Assignment Guide in four separate assignments. Each Writing Assignment Guide (WAG) is completed separately. For each assignment, you will create a unit for the identified strategy. Chapter 10 is the textbook chapter that covers WAG assignments, but the content you will need for each separate WAG is within the appropriate module. Use the resource p. 189 in the textbook as a reference to understand and follow the specific steps for each WAG assignment. Each assignment will be completed according to the schedule below. The grade level must be K-8.
Assignment Name
Assignment Description
Module 4: Week 4
Writing Assignment Guide (WAG): Writing Routine Assignment
Create a WAG assignment using the Process Writing Routine with a graphic organizer.
Instructions
To complete each assignment, use the template provided to show what is included in each step of the Writing Assignment Guide (WAG). Each WAG activity has different components that you will include in the assignment. Review the specific steps in the textbook and modules (labeled with each activity). Clearly describe all steps presented in each assignment template. At least two samples from each unit must be included and labeled in the notes section of each assignment template. You must use the template in Word for the assignment. Please do not save it in any format other than a Word document when submitting it.
Select and use quality children’s literature for your activities. Include the specific state standard(s) that your activity is based on, including the number, letter, and description. Links to the Virginia Standards of Learning and Common Core Standards have been provided with this assignment. Only Virginia Standards of Learning or Common Core Standards may be used for this assignment.
Specific instructions for each WAG are below.
Writing Assignment Guide (WAG): Writing Routine Assignment
Your submission for this assignment should focus on the process of the Writing Routine found in Chapter 5 of the textbook (Figure 5.1). This would be a unit, not a one-day lesson, so keep that in mind as you complete this assignment. Using the Writing Assignment Guide (WAG): Writing Routine Template provided with this assignment, create your unit by following the steps below:
Text Selection: Identify the text you will use for this lesson (e.g., article, newspaper, magazine, read-aloud, chapter book). It does not have to be a complete work; it can be a section of a text if that is what is best for your unit. List the selection in current APA format in the designated area in the assignment template.
Grade Level and Learning Standards: Identify a K-8 grade level. Then, identify at least two applicable Language Arts state learning standards for this grade level and unit. Include the specific state standard(s) on which your activity is based, including the number, letter, and description. Links to the Virginia Standards of Learning and Common Core Standards have been provided with this assignment. Only Virginia Standards of Learning or Common Core Standards may be used for this assignment.
Writing Task: Think about what topic you are teaching and what writing task would best support students’ learning of the content. Make sure it aligns with the standard selected.
Audience: Identify the assignment’s audience. Who are the students writing to?
Purpose (Learning Goal): Why are students writing this task? Connect this to the writing task. Remember that for this assignment, everything should connect to the Writing Routine.
Length: Identify a length criterion (e.g., the number of words, sentences, paragraphs, or pages). Remember to select a criterion appropriate for the grade you have selected.
Directions and Requirements: Write the directions and requirements as if you are giving them to students. Be VERY specific. Remember to include how you would model each Writing Routine process (i.e., Think, Plan, Write, and Revise) and what it would look like for students for each process.
Writing Supports (Scaffolding): Detail how you will scaffold during the unit. In what specific ways will you scaffold, and how? The list below is from the textbook, but it is not exhaustive. Please do not feel restricted to it; use what you believe is most appropriate for your unit.
Differentiation: Detail the differentiation that will be provided and why it is appropriate. This is different than scaffolding. What would you do for struggling students? What would you do for students who require a challenge?
Collaboration: How will students collaborate during this unit?
Assessment: How will the writing piece be graded? Be specific about the criteria.
Samples: Provide at least two samples related to the unit. This can be anything you would use with students at any point in this unit. A sample is a process that measures students’ understanding of the content being taught (e.g., rubrics for grading, anchor charts, graphic organizers, quizzes, presentations to the class, etc.). Do not place links; you should submit screenshots or insert the actual samples.
References: Include a current APA-formatted references page for all resources used for this assignment. Remember to include the standards and any samples you did not create yourself.
Use an easy and short text.
Providing step-by-step directions
Scaffold the text.
Use two-column notes.
Teach transitional words and phrases (this would have a graphic organizer and/or anchor chart).
Use a summary writing template.
Use a partially completed summary writing template.
Checklist or rubric
A graphic organizer
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
