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 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 writing instruction strategy. Chapter 10 is the chapter that covers WAG assignments, but the content you will need for each separate WAG is within the appropriate module. Use the resource page 189 as a reference to understand and 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 appropriate to teach PreK the writing routine in the same way Sedita describes.

Instructions

To complete each WAG 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 2 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 as any other format than a Word document when submitting.

Select and use quality children’s literature for your activities. Additionally, 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 the WAG assignment 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). Using the Writing Assignment Guide (WAG): Writing Routine 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 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, as if it were in the reference page. Include a rationale for why you selected the text.

Step 2.           Grade Level and Learning Standards: Identify a K-8 grade level. IMPORTANT NOTE: For this WAG only K-8 grades can be used, as it would not be appropriate to teach PreK the writing routine in the same way Sedita describes. 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.

Step 3.           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. Remember that for this assignment, everything should connect to the Writing Routine 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 the writing task. Remember that for this assignment, everything should connect to the Writing 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. A sentence or paragraph requirement may be more suitable for younger grades, while page lengths may be more suitable for older grades.

Step 7.           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.

·         Think: Detail what students will do during the “think” process of the Writing Routine. Discuss how you will model this expectation.

·         Plan: Detail what students will do during the “plan” process of the Writing Routine. Discuss how you will model this expectation.

·         Write: Detail what students will do during the “write” process of the Writing Routine. Discuss how you will model this expectation.

·         Revise: Detail what students will do during the “revise” process of the Writing Routine. Discuss how you will model this expectation.

Step 8.           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. 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 organizer and/or anchor chart).

·         Use a summary writing template.

·         Use a partially completed summary writing template.

·         Checklist or rubric

·         A graphic organizer

Step 9.        Differentiation: Detail the differentiation that will be provided and why it is appropriate. This is different than scaffolding. What would you do for students struggling to learn the content? What would you do for students who require a challenge? Both types of students must be addressed, so you should have at least 2 differentiation 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 you would use with students at any point in this unit. However, at least one sample MUST be a graphic organizer you will use for the 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 use text samples, as that is an expected resource, and they will not count as samples. Do not place links; you should submit screenshots or insert the actual samples. Remember to cite the samples in-text within the template. If you create any of the samples, you must cite yourself in-text.

Step 13.    References: Include a current APA-formatted references page for all resources used for this assignment. Remember to include the standards, samples, and text selection. If you 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.

YOU MUST USE THE TEMPLATE!