Patience, Mama . . . .

[SKL]

So this is only the 4th day of 1st grade, and I'm already feeling impatient. My 5.5yo is complaining about being bored. They said they would differentiate in reading, but she's bringing home the easiest independent reading books - on the level my slower kid was reading in mid-KG. The spelling words for the week are: cat, hat, mat, can, man, ran. Reading words: jump, run, up, down, can, Pat. Hopefully they are just being gentle to the slower kids until they finish testing for levels. Supposedly this school has high standards and the average test scores are a couple of grade levels ahead once they get a little older.

 

I know the teacher is experienced and she's assured me she's had kids in her classes who were years ahead of the others, and everything was fine.

 

I need to start seeing my kid bring home library books that are brain food at some level. No more "see this, I can do this, it can go here." I've already told the teacher that my daughter's reading level is grade levels ahead. How long do I wait until I see some differentiation occur? How do I talk to the teacher if it doesn't happen on a reasonable timeline?

 

I could send books for her to read, but I'm not sure how/if that will work. She is trying to fit in, not stand out at this point. How hard is it to give kids a little broader choice at the school library?

 

OK, Mama, breathe. I need to be patient. But how patient? That's what I'm not sure about.

[lovinmyboys]

I don't know. My son is on day 10 of first grade and so far everything has been stuff he could do two years ago. I assume it is just easing everyone into school. I plan to give it a month. But, in my case, my son is liking school so far-lots of cutting, coloring, gluing to go along with the "the car is yellow" type work. If he weren't happy I may not give it that long. He reads appropriate books in the evenings.

 

It is his first year in public school and so far I have been shocked at how easy the work is. I am thinking it will pick up soon though, once the teacher figures out what level all the kids are on.

[jennynd]

You need to make a peace with school. PS is for average kid and I assume average is reading cat/jump.,,,

I made a peace with school since DS was in K. I finally realize there is no reason to push school. they do have 20 kids in a classroom and they need to cater the majority of kids.

I remind myself,

1. My kids like their friends. 2. I afterschool, so they do get to learn in their pace.

School to me now is daycare. Once I have that mind set, I am very calm

[jenbrdsly]

I used to teach first grade. It takes about 1-2 weeks to do all of the individual assessments of the children to know what reading level they are at. So wait until next week to be upset. ;)

[SKL]

I used to teach first grade. It takes about 1-2 weeks to do all of the individual assessments of the children to know what reading level they are at. So wait until next week to be upset. ;)

 

OK, this is helpful. They implied the testing would be done in the first days of school. I know day 4 is too early to fuss, but I was at least expecting the library options to be a little broader. (They bring these easy books home every day. Oh, BTW, these books are supposed to be read "to" them by the parent. :tongue_smilie:)

[SKL]

You need to make a peace with school. PS is for average kid and I assume average is reading cat/jump.,,,

I made a peace with school since DS was in K. I finally realize there is no reason to push school. they do have 20 kids in a classroom and they need to cater the majority of kids.

I remind myself,

1. My kids like their friends. 2. I afterschool, so they do get to learn in their pace.

School to me now is daycare. Once I have that mind set, I am very calm

 

I only wish it weren't so many hours of daycare, if that's going to be the case. (My kids were in daycare/fulltime KG for 3 years, but if anything it was more academic than this, plus they got pulled out for extras during the school day. And in KG they got to read books at their individual level.)

[aly9712]

I would give it more like 4 weeks. Honestly the first week teachers are just trying to learn everyone's names and other "urgent needs" (who has IEP's, what they mean, behaviors, etc. etc. etc.)

I would encourage you to afterschool until the teacher has been able to had a decent amount of time to observe the students and do some ability groupings in the classroom....and that takes time, especially if you want it done correctly.

[Twilight Woods]

I hear you. I am dealing with the same with my 1st grader. I am giving it till winter break. I also promised myself I wouldn't hound the teacher until end of 1st quarter and talk with her at PTC. Are spelling words last week were HE and BE...... I know...... The teacher sent home the entire spelling list for 1st quarter and she already knows how to spell them all. So I am having her write different sentences with the words......

 

Math....... UGH. I am waiting for my Singapore books to arrive :)

[tinaj]

I think you you really have to give it a month, however, sending the teacher a note asking her to guide your daughter towards more challenging books might not be a bad idea. In 1st grade my daughter ALWAYS picked easy "baby" books to read even though she could read at a 4th/5th grade level.

[PhotoGal]

Yes, it takes awhile for the teacher to assess all the kids. There is also a lot of review at the beginning of the year (starting at the beginning, making sure kids don't have gaps).

 

Spelling may not ever be at her level. It is usually a whole class thing (every kid has the same list). I would expect reading to be leveled by about 3 or 4 weeks in. Math is usually not leveled unless you have a teacher who does that.

[MomatHWTK]

4 days? How many students does the teacher have? He/she can't just assess your child. I wouldn't think 4 days was sufficient for a teacher to really get to know the strengths of the entire class, and if he/she did it would be a very shallow knowledge. One teacher, XX students, it's going to take awhile.

[vonfirmath]

when it takes SO long for the teachers to know the students... Don't you just wish a teacher could have their kids for more than 1 year?

[SKL]

when it takes SO long for the teachers to know the students... Don't you just wish a teacher could have their kids for more than 1 year?

 

Depends on who the teacher is. ;)

 

But, this raises an interesting point. Other than a few kids, this whole class attended KG at this same school. (It's a small school with only one class per grade.) Why isn't there already some knowledge within the school of who functions at a high / low level? Why do kids have to go through this every year despite being in the same school with the same classmates?

 

I remember it being the same way when I was a kid, and I attended the same school from K-7. I hated going back over the ABCs year after year after year. And I wasn't even that smart.

[Roadrunner]

I would keep the expectations low. Much depends on an individual teacher. Last year our teachers differentiated somewhat. Basically if the top reading group in the class can handle a level 10 book (random example), but your child should be reading level 20 books, your kid will end up with the same books as the highest reading group (so level 10 book will come home). I hope this makes sense. It isn't differentiated on an individual level, but on a group level.

I almost cried last night when our reading came home for my younger boy. He was reading books in K at a much higher level (assigned by teacher who was much more willing to customer fit the reading to a child's level). We really got the worse of the possible in our school this year.

I would love to know how it all works out in the end for you.

[SKL]

I guess this is the whole reason for the afterschooling board. :tongue_smilie: I guess it's time to embrace our new reality.

[Melinda in VT]

when it takes SO long for the teachers to know the students... Don't you just wish a teacher could have their kids for more than 1 year?

 

In elementary schools here, students usually have the same teacher for two years in a row.

[Melinda in VT]

But, this raises an interesting point. Other than a few kids, this whole class attended KG at this same school. (It's a small school with only one class per grade.) Why isn't there already some knowledge within the school of who functions at a high / low level? Why do kids have to go through this every year despite being in the same school with the same classmates?

 

Because kids often make great leaps over the summer.

[Melinda in VT]

I could send books for her to read, but I'm not sure how/if that will work. She is trying to fit in, not stand out at this point. How hard is it to give kids a little broader choice at the school library?

 

OK, Mama, breathe. I need to be patient. But how patient? That's what I'm not sure about.

 

I'd give it at least two weeks, maybe four.

 

Do you know how the books are selected? Does everyone get the same book on the same day? Do the kids pick or does the teacher? Are they going to the school library or picking within the classroom library?

 

It's hard to know what the teacher could or should be doing differently without more information.

[Roadrunner]

I guess this is the whole reason for the afterschooling board. :tongue_smilie: I guess it's time to embrace our new reality.

 

You might get lucky :001_smile:

 

I handed over Charlotte's Web to my little one. He read a chapter, wrote out vocab words... Yes, that's why we afterschool :001_smile:

[Nart]

I agree about low expectations except I think you might have mentioned on another thread that your girls attend private school. In that case I would have higher expectations but still wait a couple of weeks to see if the teacher sorts it out. The teacher might have planned two weeks of generic homework and run off copies before school even started.

[tinaj]

We have leveled spelling in 1st grade, so there is hope :).

[SKL]

You might get lucky :001_smile:

 

I handed over Charlotte's Web to my little one. He read a chapter, wrote out vocab words... Yes, that's why we afterschool :001_smile:

 

LOL, my kid finished Charlottes Web during her free time at summer camp. ;) Though actually I think she skimmed some of the chapters. :D

[SKL]

Do you know how the books are selected? Does everyone get the same book on the same day? Do the kids pick or does the teacher? Are they going to the school library or picking within the classroom library?

 

It's hard to know what the teacher could or should be doing differently without more information.

 

Since her sister is in the same class, I can answer some of those questions. They do not all get the same book. The girls say they go to the library, but I don't know exactly how the selection occurs. The second day, my slower reader brought home a more difficult book than her sister (they were both Level 1 but in different series). The third day, my advanced reader brought home a Margaret Hillert version of The Nutcracker. I suspect this was chosen by my kid, because she loves The Nutcracker. (But Margaret Hillert's JUST-beginning-to-read books use basic pre-primer vocab only, telling most of the story via illustrations.) So far every book they have brought home has been the most basic type of reader.

 

I do understand that I can't expect the differentiation to be done the first week. I can understand 2-4 weeks. Can't help feeling impatient, though, when I see what's coming home. I hope my kid doesn't get discouraged.

[SKL]

How is she trying to fit in?

 

Usually the librarian knows the fluent reading kinders after they politely advocate for themselves, but sometimes it takes a parent phone call to make sure the various helpers don't deny the small fry access to the chapter books. We did have trouble with finding a ladder, so in the end books from home were better than the hassle of the school library with its limited hours and artificial barriers.

 

Well, she's a sensitive kid and finds transitions difficult. She tends to keep a low profile and make sure she doesn't get on anyone's radar for anything bad or odd. She's trying to figure out who's going to be her friend and whether the teacher likes her or not. ;)

 

I don't have time to hang around at school, much to the teacher's dismay (she asked me to volunteer and I said I couldn't). I'll bet my kid would get better service if I volunteered, but not everyone has that option. It is very tempting to play hookey from work but I can't seem to convince the government to move the deadline I'm working on. :tongue_smilie: Then again, if I had that much time to spend on my kids' education, we wouldn't be in this predicament.

[Melinda in VT]

I need to start seeing my kid bring home library books that are brain food at some level. No more "see this, I can do this, it can go here." I've already told the teacher that my daughter's reading level is grade levels ahead. How long do I wait until I see some differentiation occur? How do I talk to the teacher if it doesn't happen on a reasonable timeline?

 

I had another thought about the library books. In my experience, even when reading instruction is differentiated, if the kids are allowed to select their own library books, then they are allowed to select what they want. Even if it's they check the same book out over and over again until you are thoroughly sick of it. :glare:

 

Library books are not linked with reading instruction.

 

That's not to say that I think your daughter is receiving differentiated instruction at this point in the school year. I'm sure she's not. However, I wouldn't look at library books as an indication of the instruction she is receiving.

 

Sometimes the teacher sends home books for the child to read to/with the parents, and those often are a reflection of what the teacher perceives as the child's reading level.

 

Fwiw. I know schools differ.

[Sneezyone]

Deep breath. DD has already started coming home with extra handwritten math problems from the teacher b/c she's finishing her work too quickly. I told them she completed Grade 2 math in her previous school at application and emailed her teacher directly last week but I'm still waiting for them to confirm this for themselves. Maybe because it's a private school, I expect more? Or maybe it's because in public school they would have been required to honor her last placement (thank you military compact!).

 

Monday, I was told by one of the math specialists that they don't like to skip kids because their math program is already accelerated (It's EnVision Grade 2 :glare:). I had to ever so politely explain that this is not skipping. I'm asking you to allow her to progress! More deep breaths.

 

Is four weeks really how long you should wait to push the issue? :confused:

[SKL]

I'm excited to report that my kid yesterday brought home a book that had more than 10 words on some of the pages. Here's hoping this is going to be a trend! I doubt I'll be seeing Harry Potter any time soon, though . . . .

 

I'm sorry there are so many in the same boat here. But on the other hand, it is somewhat comforting to not be in this alone.

[Sneezyone]

I'm excited to report that my kid yesterday brought home a book that had more than 10 words on some of the pages. Here's hoping this is going to be a trend! I doubt I'll be seeing Harry Potter any time soon, though . . . .

 

I'm sorry there are so many in the same boat here. But on the other hand, it is somewhat comforting to not be in this alone.

 

:hurray: I'm glad someone's seeing progress. Even if it's not me. :tongue_smilie:

[SKL]

Deep breath. DD has already started coming home with extra handwritten math problems from the teacher b/c she's finishing her work too quickly. I told them she completed Grade 2 math in her previous school at application and emailed her teacher directly last week but I'm still waiting for them to confirm this for themselves. Maybe because it's a private school, I expect more? Or maybe it's because in public school they would have been required to honor her last placement (thank you military compact!).

 

Monday, I was told by one of the math specialists that they don't like to skip kids because their math program is already accelerated (It's EnVision Grade 2 :glare:). I had to ever so politely explain that this is not skipping. I'm asking you to allow her to progress! More deep breaths.

 

Is four weeks really how long you should wait to push the issue? :confused:

 

My dd is also a year ahead in math, but I was told before ever registering that they will not put kids in the higher classes part-time or do much else until the gifted program kicks in (grade 3). In our case, math is not such a hot button because to me, one year ahead is not that much. I'm more concerned about reading because (a) the difference is much starker and (b) it's traditional to differentiate at least somewhat for reading.

[Sneezyone]

My dd is also a year ahead in math, but I was told before ever registering that they will not put kids in the higher classes part-time or do much else until the gifted program kicks in (grade 3). In our case, math is not such a hot button because to me, one year ahead is not that much. I'm more concerned about reading because (a) the difference is much starker and (b) it's traditional to differentiate at least somewhat for reading.

 

The problem for us is that DD is not a good candidate for a GT program. She's on grade, not too low, not too high, in reading but math is her passion. Language is an area she struggles with (vocabulary and punctuation). She draws strength and confidence from math where reading is an area where she lacks confidence and finds the work burdensome. If they take that from her, the fun part of her day, they really are taking away something important. I'm not looking for a walk-to-program like she had last year. I'd be happy if they allowed me to differentiate her homework by using SM3. We're already doing it. I just don't think it's fair to make her do extra work. I want them to actually teach her something new.

Edited August 29, 2012 by Sneezyone

[trinchick]

When DD was in first grade last year, they didn't break the kids into differentiated groups until mid-October. And I never understood how their library time worked. DD came home with some really random selections, but she chose them herself, so whatever. Read them once, send them back on the right day. No biggie. I have tried to have conversations with her about how to choose good books (authors we like, recommendations from friends, read a sample page, etc.) but to no avail. She's just a kid.

 

All that said, I wasn't too worried about her classroom reading instruction. My philosophy is that once the basics of reading are down, it's just about practice anyway. So I made sure to give her lots of good materials to practice with at home.

 

They sent DD home with three differentiated books per week in their "reading bags." They weren't necessarily books I'd choose, but they were fine. We read them together, I signed the logs, and sent them back on the appropriate day. I then continued to provide her with books that were more suitable. It wasn't terribly time consuming, so no big deal.

Edited August 29, 2012 by trinchick

[aly9712]

The problem for us is that DD is not a good candidate for a GT program. She's on grade, not too low, not too high, in reading but math is her passion. Language is an area she struggles with (vocabulary and punctuation). She draws strength and confidence from math where reading is an area where she lacks confidence and finds the work burdensome. If they take that from her, the fun part of her day, they really are taking away something important. I'm not looking for a walk-to-program like she had last year. I'd be happy if they allowed me to differentiate her homework by using SM3. We're already doing it. I just don't think it's fair to make her do extra work. I want them to actually teach her something new.

 

 

I understand, but give them time. I can't think of any school where something "new" is being taught during the first week of school....or even the first 2-3 weeks of school. It really is review time, filing in the summer break gaps, and awakening those brain cells. Not needed for some, certainly. The best way to ensure everyone starts on the same page- definetly.

I wouldn't wait necessarily, I would afterschool based on where your daughter is.

[Sneezyone]

True. Munch isn't the only one. There's another boy in her class in the same boat. They're doing color-by-number sheets after they're finished. P-T conferences are in another couple weeks. DH will be here by then. We'll wait and discuss it together then.

[Tsutsie]

Ha-Ha, I'm so glad I'm not the only one!

My son, in grade 2, came home with a math problem like this:

Complete the pattern:

70, 71, ___, 72, 73, 74

 

20 such Questions!

He was not impressed. No wonder, as this kid is currently enjoying Singapore 4A and the CWPs.

 

Oh well, I'll give the teacher a while to figure it out for herself.

[vonfirmath]

Ha-Ha, I'm so glad I'm not the only one!

My son, in grade 2, came home with a math problem like this:

Complete the pattern:

70, 71, ___, 72, 73, 74

 

...What did they expect in the blank? I'm missing the pattern myself.

[kiwik]

Me too. Was it a trick question?