Writing Clinical Report

Catherine Biggerstaff

Entry #1: Author includes detailed notes from an observation of the

teachers instruction. Then, authors are asked to reflect on that observation.

During todays writing workshop, the teacher informed the students

that they would be beginning a new writing unit in poetry. At the end of
the school year there will be a poetry recital, therefore the teacher
wanted to get the class familiar with poetry and the way it works. The
teacher began by having all the students come sit on their spot on the
rug with their notebook and student writing handbook. He starts by
explaining to the students that poetry has no rulesyou can pick
whatever you want. The teacher then pulls up a piece of poetry on the
smart board called, Tree House. He has the students close their eyes
and tells them to just listen as he reads. After reading the poem, the
teacher asked several questions about a tree house in general. Next,
he had the students flip to a page in their handbook where the Tree
House poem was located. He asked the students to read the poem
themselves and to pick out any words or phrases that may describe
the tree house. The class then looked at one more poem called, Boa
Constrictor. The teacher first read and had the class follow along in
their handbook and then he had the class read aloud together the
second time. The teacher asked what they noticed in this poem
Words that sound the same? Using sounds? Repetition? Afterwards,
the teacher tells the students they have 10 minutes to go sit in their
own writing spot and write a poem about whatever they may choose. 5
minutes into the writing time, the teacher pulls the class back together
and shows them a seating chart of where he wants each student to go
sit and write. He explains that he created a seating chart because the
class was too noisy and not doing their own work. He allowed the
students another 10 minutes once they were in their assigned seat.
Lastly, he has the class come together on the rug and share with their
poems with their assigned partners.

Reflection on Entry 1: I thought the teacher did a great job of

introducing poetry to the class. I loved how he had students first close
their eyes and just listen as he read. I also liked how he asked
questions afterwards and really broke down the poem so that it was
easier to understand. However, I did not agree with him choosing to
create a seating chart for the class. I know that he was very frustrated
due to students talking and not writing, however, I feel that creating a
seating chart for the class doesnt help make writing comfortable. I
also felt that the students did not have enough time to write. Even if
the teacher is only giving 10 minutes, I feel that he should not tell the
students that because many of them felt rushed during their writing
time. Observing this writing workshop helped me to see what things I
would do in my own classroom, as well as things I would choose not to
do.

Entry #2: Author uploads a classroom document and reflects upon it.

Reflection: During this time, Mr. Crow introduced opinion writing to

the class. He began writers workshop by reading a text called, I
Wanna Iguana. The book was a series of notes and letters between a
boy and his mom. The boy in the story really wanted a pet Iguana, so
he wrote letters back and fourth with his mother, sharing his opinion of
why he should be able to get a pet Iguana and the mother responded
in her opinion of why he should not. Mr. Crow discussed with the class
what are some opinions and how they can be shared in writing. During
the lesson, I was really impressed with how well the students picked up
on what the opinion expressed in each letter was. I feel that having this
text for the students to see and hear was a huge help! As a future
teacher, I want to make sure to include a mentor text to read aloud as
an example of what I am teaching them to do in their writing. I feel
that after observing this writers workshop, I was able to gain insight on
how showing examples of how a technique is done can be very
effective.
Entry #3: Author interviews the teacher and reflects upon the teachers
responses.

1.) How do you invite students to write? Do you give

them a specific task or allow choice? Mr. Apple said that he
gives his students a genre to work within, such asfiction,
nonfiction, letter writing, poetry and then students have choice
within the genre.

2.) How do you organize writers workshop? Mr. Apple

said he begins with a read aloud, followed by modeling before
sending out to write. Afterwards there will be a closure/share
work time.

3.) How do you prepare for your writers workshop? Mr.

Apple said that he uses Being A Writer curriculum and the
lessons and books within.

4.) What do you do for students who do not complete

their work? Mr. Apple said he gives additional time as much as
possible, find out why not finished; support them in overcoming
their writing obstacle.

5.) How do you conference with students about their

writing? Daily as time allows, following a schedule.

6.) What do you tell your students to do when they

finish early? Start another piece of writing, reread and edit or
revise.

7.) Do you believe there is a connection between

students who read better and write better? Why? Writing
and reading are like breathing in and out, each a half of the
whole.

8.) How do you find time to teach writing? Writing is built

into our schedule daily.

Reflection: I love that Mr. Apple is able to have writers workshop in

his every day schedule. Mr. Apple gave me some good advice on
conferring with students, in that I should always make a schedule to go
by when conferencing. I thought it was interesting that Mr. Apple does
allow choice, but not choice of genre. I think as a future teacher, I
would want my students to have choice over everything. Mr. Apple
also does not give the students a choice whether they would like to
share or not, to me this makes the students uncomfortable and begin
to dread writing time. Lastly, I really liked how Mr. Apple answered
number sevens question. He explained that writing and reading are
like breathing in and out, each a half of the whole. I thought this was a
great comparison and agreed that each part makes the whole.

Entry #4: Author interviews a student OR group of students and reflects

upon their responses.

1. What subject do you like best? Why? Math, because you

get to know good games, play with money and fractions.

2. What makes a good teacher? If they do not yell.

3. What are things you are good at? Gymnastics and

basketball.

4. What do you like to learn about? Why? Science, because

you get to make a tower with marshmallows.

5. How will school help you? You pay attention.

6. What do you want to be when you grow up? A doctor.

7. Do you like to learn? Why? Yes, because it is good for you if

you want to pass the grades and go to college.

8. What do you like to write about? I like to write about my

grandma because she is nice.

Reflection: I thought it was really neat to hear what Hannah liked to

write about. As a future teacher, this would be something I would want
to ask everyone in the class, so that I can make sure they get the
chance to write about that topic. I also found it interesting that she
said a good teacher is someone who does not yell. As a future teacher
and student teacher in the present, I do not like to yell and try to avoid
yelling if all possible. I really liked that Hannah stated that it is
important to learn in order to pass grades and go to collegeThis for
me, shows that Hannah has goals for her future and knows what to do
in order to reach her goals.

Entry #5: Author includes an overall reflection about what he/she learned
from this clinical experience.

My time and experience in ELED 3226 has been very beneficial to me

as a future teacher. Entering into Dr. Millers class opened my mind to a
whole sea of writing opportunities. Throughout my whole time in Dr.
Millers class, I have learned the appropriate way to teach writing and
most importantly, how to create a meaningful and comfortable writing
time for my own students. Having the opportunity to work with
students on their writing hands on has been a very powerful
experience for me. My clinical teacher showed me first hand how
writers workshop looks as well as what didnt work and what worked
well for their workshop. For me, this was extremely helpful being able
to physically see in person what I had been learning about in Dr.
Millers class. Before ELED 3226, I did not realize what actually came
into play when teaching writing. It did not occur to me that students
would feel uncomfortable to write, much less share their writing with
fellow classmates. Through learning how to create a comfortable
classroom community, I know that my future class will love writing
time and become better writers each and every day. One of my
favorite things about getting to observe my second grades writers
workshop was seeing how well they could write in a certain genre.
Through being in my clinical for 10 weeks, I was able to see the
students grow in their own writing each and every week. I was able to
see what didnt work well in their writers workshop, but also what
worked really well and what I will use in my future classroom. It was
truly amazing to watch students share their writing with the class, who
originally told me they did not like writing and would never feel
comfortable sharing their work. Within my experience in ELED 3226, I
have learned so many important aspects of what makes a writing
community. I am beyond excited to create my own writers workshop
and to watch students grow and exceed in their writing as how I
witnessed in my clinical classroom this Spring!