February 8, 2016

Dear Ms. Zielinski:

It was a pleasure observing your student teaching in an 8th grade English class at Smith Middle School.
Upon my arrival, the principal raved about you and reported that colleagues who have observed you rate you
excellent. That your host teacher has authorized you to substitute teach is testament to the confidence they
have in you. This confidence is not misplaced, based on my observation of 2nd period on February 8.

The class was in the midst of conducting research as part of an argument writing unit. After going over the
weekly agenda, which you constructed in your host teachers absence, you elucidated expectations for
students argument essays. Specifically, you projected a rubric and explained students would learn
persuasive writing techniques that included rhetorical appeals, counterargument, reasons, and claim. You
indicated that students should use third person and avoid personal pronouns, but would be shown how to use
personal examples as evidencequite a sophisticated writing technique for middle schoolers, but aligned
with the Common Core State Standards, which emphasize source credibility for 8th grade. These expectations
were clarified by your use of a model to illustrate the criteria. You read the model aloud; asked students to
identify the hook, background, and claim; and demonstrated how to mark up the text to illuminate those
parts. You were clear, and concise as you modeled, and knowledgeable about the subject matter of writing.

Students were highly engaged in their research. When you launched independent research and writing time at
approximately 20 minutes into the class period, six students eagerly got up to get books and a few others to
get tablets. Some students were eagerly collaborating by sharing sources and information; others were
working quietly, reading their tablets or books and taking notes on their topic. Some students sought your
help, for instance, about what sources to use (a book or a database?) and where to find the publication date
on a source. You were clearly at ease with students and offered thoughtful suggestions about how they might
use their information in their argument essay, helping them develop a vision for writing. Bravo!

Students enthusiasm and engagement is likely due to your design of this writing assignment. Students were
engaged in inquiry around real world topics of their choice that included police brutality, legalization of
marijuana, health care reform, climate change, and gay marriage. Allowing students structured choice within
a range of topics provided a motivating context, and allowing one student to pursue a topic outside what was
offered shows that you prioritize student interest and authentic inquiry. For this, I applaud you!

Layering this inquiry approach with a predictable, structured writing workshop would deepen students
engagement even further. Informal conferences around goal setting would hold them accountable for their
progress and allow you to guide them through the process. Often, its the student who doesnt ask for help
who needs it most! Also, creating a predictable time for students to share discoveries might focus them more
during work time, create an audience for their research, and maximize the class learning across topics.
Instituting this structure would require minor tweaks to what youve already built.

Clearly, you have ignited the spark of inquiry in your students: at the end of your class, one student
remarked, Theres just a lot of things I wanna research. Like immigration and he continued with his list
as he walked out the door. I cant wait to visit again!
Sincerely,
Amy Ford
Amy Carpenter Ford, Ph.D., Associate Professor of English Education
Central Michigan University 230 Anspach 1429 S. Washington St.
Mount Pleasant Michigan 48859 (989) 774-1976 ford1ac@cmich.edu