WRITING ASSIGNMENT GUIDE (WAG): WRITING ROUTINE ASSIGNMENT INSTRUCTIONS OVERVIEW For this series of assignments, you will independently focus on one Writing Assignment Guide in four separate assignmen

WRITING ASSIGNMENT GUIDE (WAG): WRITING ROUTINE ASSIGNMENTINSTRUCTIONSOVERVIEWFor this series of assignments, you will independently focus on one Writing Assignment Guidein four separate assignments. Each Writing Assignment Guide (WAG) is completed separately.For each assignment, you will create a unit for the identified writing instruction strategy. Chapter10 is the chapter that covers WAG assignments, but the content you will need for each separateWAG is within the appropriate module. Use the resource page 189 as a reference to understandand follow the specific steps for each WAG assignment. The grade-level must be K-8.IMPORTANT NOTE: For this WAG only K-8 grades can be used, as it would not be appropriateto teach PreK the writing routine in the same way Sedita describes.INSTRUCTIONSTo complete each WAG assignment, use the template provided to show what is included in eachstep of the Writing Assignment Guide (WAG). Each WAG activity has different componentsthat 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. Atleast 2 samples from each unit must be included and labeled in the notes section of eachassignment template. You must use the template in Word for the assignment. Please do notsave it as any other format than a Word document when submitting.Select and use quality children’s literature for your activities. Additionally, include the specificstate 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 beenprovided with this assignment. Only Virginia Standards of Learning or Common CoreStandards may be used for this assignment.Specific instructions for the WAG assignment are below.Writing Assignment Guide (WAG): Writing Routine AssignmentYour submission for this assignment should focus on the process of the Writing Routine found inChapter 5 of the textbook (Figure 5.1). Using the Writing Assignment Guide (WAG): WritingRoutine Template provided with this assignment, create your unit by following the steps below:Step 1. 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 bea section of a text if that is what is best for your unit. List the selection in current APAformat in the designated area in the assignment template, as if it were in the referencepage. Include a rationale for why you selected the text.Step 2. Grade Level and Learning Standards: Identify a K-8 grade level. IMPORTANTNOTE: For this WAG only K-8 grades can be used, as it would not be appropriate toteach PreK the writing routine in the same way Sedita describes. Then, identify atleast two applicable Language Arts state learning standards for this grade level andunit. Include the specific state standard(s) on which your activity is based, includingEDLC 632Page 2 of 3the number, letter, and description. Links to the Virginia Standards of Learning andCommon Core Standards have been provided with this assignment. Only VirginiaStandards of Learning or Common Core Standards may be used for this assignment.Step 3. Writing Task: Think about what topic you are teaching and what writing task wouldbest support students’ learning of the content. Make sure it aligns with the standardselected. Remember that for this assignment, everything should connect to the WritingRoutine and an identified type of writing.Step 4. Audience: Identify the assignment’s audience. Who are the students writing to?Step 5. Purpose (Learning Goal): Why are students writing this task? Connect this to thewriting task. Remember that for this assignment, everything should connect to theWriting Routine.Step 6. Length: Identify a length criterion: number of words, sentences, paragraph, or page).Remember to select a criterion that is appropriate for the grade you have selected. Asentence or paragraph requirement may be more suitable for younger grades, whilepage lengths may be more suitable for older grades.Step 7. Directions and Requirements: Write the directions and requirements as if you aregiving them to students. Be VERY specific. Remember to include how you wouldmodel each Writing Routine process (i.e., Think, Plan, Write, and Revise) and what itwould look like for students for each process.• Think: Detail what students will do during the “think” process of the WritingRoutine. Discuss how you will model this expectation.• Plan: Detail what students will do during the “plan” process of the WritingRoutine. Discuss how you will model this expectation.• Write: Detail what students will do during the “write” process of the WritingRoutine. Discuss how you will model this expectation.• Revise: Detail what students will do during the “revise” process of the WritingRoutine. Discuss how you will model this expectation.Step 8. Writing Supports (Scaffolding): Detail how you will scaffold during the unit. Inwhat 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 mostappropriate for your unit. Be specific in how it will be used in your unit.• 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 organizerand/or anchor chart).• Use a summary writing template.EDLC 632Page 3 of 3• Use a partially completed summary writing template.• Checklist or rubric• A graphic organizerStep 9. Differentiation: Detail the differentiation that will be provided and why it isappropriate. This is different than scaffolding. What would you do for studentsstruggling to learn the content? What would you do for students who require achallenge? Both types of students must be addressed, so you should have at least 2differentiation strategies here.Step 10. Collaboration: How will students collaborate during this unit?Step 11. Assessment: How will the writing piece be graded? Be specific about the criteria.Step 12. Samples: Provide at least two samples related to the unit. This can be anything youwould use with students at any point in this unit. However, at least one sample MUSTbe a graphic organizer you will use for the unit. A sample is a process that measuresstudents’ understanding of the content being taught (e.g., rubrics for grading, anchorcharts, graphic organizers, quizzes, presentations to the class, etc.). Do not use textsamples, as that is an expected resource, and they will not count as samples. Do notplace links; you should submit screenshots or insert the actual samples. Remember tocite the samples in-text within the template. If you create any of the samples, you mustcite yourself in-text.Step 13. References: Include a current APA-formatted references page for all resources usedfor this assignment. Remember to include the standards, samples, and text selection. Ifyou created a sample, you must cite yourself in-text and in the reference list.Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.