1. Writing AssignmentGuide (WAG): Writing Routine Assignment

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. Using theWriting AssignmentGuide (WAG): Writing Routine Template provided with this assignment, create the unit by following the steps below:

1. Text Selection: Identify the text that will be 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 the unit.
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 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.
3. Writing Task: Think about what topic is being taught and what writing task would best support students' learning of the content. Make sure it aligns with the standard selected.
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 the Writing Routine.
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 that has been selected.
7. Directions and Requirements: Write the directions and requirements as if they are being are giving to students. Be VERY specific. Remember to include how to model each Writing Routine process (i.e., Think, Plan, Write, and Revise) and what it would look like for students for each process.
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 the 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 differentthan scaffolding. What can be done for struggling students? What can 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.). Do not place links; should submit screenshots or insert the actual samples.

References: Include references