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, unit by following the steps below: Step 1. Text Selection: Identify the text that will be used for this lesson. It should be a mentor text. 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 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 that is being taught 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 they are being given to students. Be VERY specific. Provide the directions/prompt that would be provided to students. Detail the expectations that will be given to students about what text structure they will be required to include within the 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 to scaffold during the unit. In what specific ways will scaffold be used, and how? The list below is from the textbook, but it is not exhaustive. Please do not feel restricted to it; use the 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 be done for struggling students? What would be done 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 used for the unit. The other sample can be anything used 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.). Step 13. References: