1. Writing AssignmentGuide (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 theWriting AssignmentGuide (WAG): Text Source Template provided with this assignment, unit by following the steps below:

1. Text Selection: Identify the text that will be use for this lesson. It is the text that students will respond to.
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. Includethe specific state standard(s) on which the 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.
3. Writing Task: Think about what topic are being taught 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.
4. Audience: Identify the assignment's audience. Who are the students writing to?
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.
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.
7. Directions and Requirements:Write the directions and requirements as if they are being giving 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.
8. Writing Supports (Scaffolding): Detail how scaffold will be used 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 what 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

1. 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?
2. Collaboration: How will students collaborate during this unit?
3. Assessment: How will the writing piece be graded? Be specific about the criteria.
4. 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.).
5. References: