Mid+Semester+Letter

Dear Mrs. Mulloy-Rasheed,

I have had an amazing time in your classroom this semester. I am learning so much. I find it is the little things that really stick out more for me then they use to. I love the way you call the students “my friends” instead of “boys and girls” which is what I normally hear. I also love how you switch it to calling them “scientists” immediately when students start their science lesson for the day. I tried to incorporate this into my science lesson, which I think the students really enjoyed. I also noticed how when asking the students to get ready, you begin to call names of students who are ready, and you make sure that you call each students name individually.

In addition to the small things I also notice the big concepts as well. It always brings a little smile to my face in my field experiences when what I am learning in the classroom unfolds in front of me. You have given me the opportunity to see many of the things that I read about in Fountas and Pinnell. Mini lessons can really benefit students but do not take up that much time. The mini lessons are specifically designed to use strategies and skills to help students improve their reading by becoming aware of information they can gather from the text (Fountas and Pinnell, pg. 129). When you taught the lesson to encourage students to use post-its while they read you included strategies that would help the student have a deeper meaning of the text. You make each lesson powerful by introducing your point very clearly, providing concrete examples and allowing student interaction for discussion (Fountas and Pinnell, pg. 141). The students understand exactly what you are trying to convey and they understand the importance of the lesson. It was even amazing to see the next time that I came to class that there were students using post-its more frequently. I saw these post-its in their Guided Reading books. As a student still, I was unsure how I might convey the concept of guided reading. Students being responsible for the text within their group and whether they could stay on topic and talk about the book was a concern for me. In your class I got to see the end of the whole class reading a book and you demonstrating things students should be looking for and what to talk about. Upon my next visit when students were placed in their respective groups where I saw that they understood the procedure and things to look for to talk about. It showed me the importance of making sure that you model for students what is expected. You get back what you give in to the strategy. Fountas and Pinnell are clear about the three main categories in their framework: language and word study, reading workshop, and writing workshop (Fountas and Pinnell, pg. 15-19). I see these every time I step into your classroom. I have to thank you for giving me the opportunity to see these concepts at work. I was unsure how I might one day have to fit it all into a single day and your classroom is a great example for me to use. It takes the pressure of starting from scratch off. Thank You!

In addition to learning about Literacy I learn a lot from your science lessons as well. Professor Messersmith is a strong believer that students need to figure out problems for themselves and they need to be hands on. Throughout the electricity unit I have watched you allow the students to be hands on and try their ideas. It is amazing to see the “ahh-haa” moments on students’ faces when they see and understand science concepts. Science is more than memorizing and allowing the hands-on interaction gives the students evidence right in front of them for each concept.

I really want to thank you for welcoming me into your classroom this semester. I am so sad that it is almost over. I have learned so much from you that I could never thank you enough. I look forward to everything I will be learning in our last few weeks. I appreciate all the support you have given me, as well as being open and flexible with Kelly and I.

Thanks again! Michelle