EDLC 632

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 3: Week 3 Writing Assignment Create a WAG assignment using a mentor
Guide (WAG): Mentor text.
Text Assignment
Module 4: Week 4 Writing Assignment Create a WAG assignment using the
Guide (WAG): Writing Process Writing Routine with a graphic
Routine Assignment organizer.
Module 5: Week 5 Writing Assignment Create a WAG assignment using a selected
Guide (WAG): Text text to demonstrate their learning about text
Structure Assignment structure (use one of the paragraph
templates or a graphic organizer) for one of
the three types of writing (informational,
opinion/argumentative, or narrative).
Module 8: Week 8 Writing Assignment Create a WAG assignment for students to
Guide (WAG): Text write from a text source (expository,
Source Assignment teacher-generated prompt, or narrative).

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.

I. Writing Assignment Guide (WAG): Mentor Text Assignment

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This is a writing assignment for students that would likely span across multiple days;
therefore, it is referred to as a unit within the directions and template. Using the Writing
Assignment Guide (WAG): Mentor Text Template provided with this assignment,
create your unit by following the steps below:
Step 1. Text Selection: Select an appropriate mentor text as the focus. The mentor text
you select should focus on one of the Literary Devices found in Chapter 4
(Figure 4.5). List the book in current APA format in the designated area in the
assignment template.
Step 2. 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.
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.
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. Which writing craft technique will you focus on?
Step 6. 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.
Step 7. Directions and Requirements: Write the directions and requirements as if you
are giving them to students. Be VERY specific. Is there a specific prompt they
need to respond to? If so, what is it? Do they have to have sources? If so, how
many? Do students need to follow a specific format? If so, what? Are there
specific requirements for the introduction, body of the paper, use of transitions,
or conclusion? If so, what?
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.
 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).

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 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
struggling students? What would you do for students who require a challenge?
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; one sample must be
a graphic organizer you would use for the unit. The other sample 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.
Step 13. 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.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

II. 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:
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.
Step 2. 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.

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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.
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 (e.g., the number of words, sentences,
paragraphs, or pages). Remember to select a criterion appropriate for the grade
you have selected.
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.
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.
 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
struggling students? What would you do for students who require a challenge?
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. 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,

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etc.). Do not place links; you should submit screenshots or insert the actual
samples.
Step 13. 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.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

III. Writing Assignment Guide (WAG): Text Structure Assignment

For this assignment, focus on using text structure within one of the Three Types of
Writing found in the textbook Chapter 8 (Figure 8.2). This is a writing assignment for
students that would likely span across multiple days; therefore, it is referred to as a unit
within the directions and template. Using the Writing Assignment Guide (WAG): Text
Structure 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. It should be a
mentor text. List the text in current APA format in the designated area in the
assignment template.
Step 2. 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.
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 to explicitly identify the specific type of
writing the students will be doing: informational, opinion/argumentative, or
narrative. Identify what text structure the unit will focus on based on the 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 text structure chosen and the identified type of writing.
Step 6. Length: Identify a length criterion (e.g., the number of words, sentences,
paragraphs, or pages). Remember that for this assignment, everything should
connect to the text structure chosen and the identified type of writing.
Step 7. Directions and Requirements: Write the directions and requirements as if you
are giving them to students. Be VERY specific. Provide the directions/prompt
you would provide to students. Detail the expectations that will be given to
students about what text structure they will be required to include within the

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chosen type of writing. Also include expectations for an introduction,

supporting sentences, and a conclusion. Reference textbook Figures 7.1 and 8.2
for guidance.
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.
 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
struggling students? What would you do for students who require a challenge?
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; one sample must be
the paragraph template or graphic organizer you would use for the unit. The
other sample 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.
Step 13. 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.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

IV. Writing Assignment Guide (WAG): Text Source Assignment

This is a writing assignment for students that would likely span across multiple days;
therefore, it is referred to as a unit within the directions and template. Using the Writing

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Assignment Guide (WAG): Text Source 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. It is the text that
students will respond to. List the text in current APA format in the designated
area in the assignment template.
Step 2. 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.
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. Refer to textbook Figure 10.6 for guidance on what might
be appropriate for the selected grade level.
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 responding to the text selected.
Step 6. Length: Identify a length criterion (e.g., the number of words, sentences,
paragraphs, or pages). Remember to select a criterion that is appropriate for the
grade you have selected.
Step 7. Directions and Requirements: Write the directions and requirements as if you
are giving them to students. Be VERY specific. Provide the directions/prompt
you would provide to students. Detail the expectations that will be given to
students about what they are responding to from the text. Also include
expectations for an introduction, supporting sentences, and a conclusion.
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.
 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.

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 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
struggling students? What would you do for students who require a challenge?
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. 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.
Step 13. 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.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

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