Christina Martinez, UIW Intern Janet Cortez, 1st Grade Mentor Teacher The Madeline Hunter Model in Writing

September 18, 2013 Wednesday: Writing Materials & Read Aloud Lesson 8 in Writing Foundations Study Time limit: 45 minutes 10:00 am - 10:45 am

READ: Transition from Ms. Cortezs previous lesson and ask students to meet on the carpet in front of the word wall. I will introduce a read aloud book, Library Mouse, and connect this to writing after we are done. Anticipatory Set WRITE: Transition to carpet in front of Writers Workshop. We will recap purpose of all materials and supplies. Review & connect lessons in 2nd week of school when first introduced the Writing Workstation & Writers Workshop. Provide students with recap.

READING 1st Grade TEKS: Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become selfdirected, critical readers. The student is expected to: (A) establish purposes for reading selected texts based upon desired outcome to enhance comprehension; (B) ask literal questions of text; Objective & Purpose Students will learn how we all are writers. Library Mouse shows us how!

WRITING 1st Grade TEKS: (19) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) write brief compositions about topics of interest to the student;

Become familiar with the layout of the Writing Workshop; where materials are kept, how to access and use them during work time. Establishing the Writers Workshop will support students when the teacher conferences with other writers (Ms. Cortez uses the word job when sending students off to complete writing assignments. This helps maintain an efficient learning environment for all.

READING: Introduce story, give a picture walk then do read aloud of Library Mouse. Input WRITING: Vocabulary: materials and supplies, explain differences

Modeling

WRITNG: I DO, WE DO, YOU DO model Identify, label and describe function of materials in Writers Workshop. Refer to chart as to what can be constructed in Writers Workshop.

Checking for Understanding

READING: Prompt questions to students about story: Who was the story about? Where did the story take place? What did the Library Mouse do? Did the mouse meet the students? What did he do instead?

WRITING: Explain that each student will now be an author and write or draw their own story. Discuss possible stories the students can write about from their experiences. Guided Practice Students will be called to sit at their desks after they take a look in the tissue box just as the children in the story did. Sentence stem will be given to assist all students with beginning the writing process. Will make connection to stretching out

sounds that represent letters in writing, which was lesson on previous day.

Independent Practice

WRITING: Students will continue to work on own writing piece while I walk around to assist students and use scaffolding.

Closure to Lesson

WRITING: Students will be asked to take a moment and share the stories they created with a partner. Students can read or explain their story to a partner.