Math apparently sucks. She is having such a hard time with the degree of addition and subtraction they are requiring at school. It has not clicked for her. She's not seeing the short cuts. She's not seeing the self-checks. Tonight there were tears over finishing a worksheet that she didn't get through at school.
I tried to explain that reading wasn't always easy for her, either. She worked at it and one day it clicked. I told her math would do that eventually, but she has to keep working on it.
I don't think she believes me.
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Sunday, October 09, 2011
Reading awe
To top off the school's difficulty in finding her 'perfect book,' she finished the last book of the Harry Potter series a few days ago. She has now moved on to some of Gail Carson Levine's books.
I am in awe of her desire and ability to read.
I am in awe of her desire and ability to read.
Sunday, October 02, 2011
Principal's office
She gets in the car on Thursday and I, as usual, ask how her day was.
"I went to the principal's office twice."
Turns out, this is horrifying to hear. Even when it's rather unceremoniously announced. It wasn't a big deal to her. I didn't think it could be for something bad. At the same time, she wasn't exactly volunteering information.
"...uh...for what?"
"For reading"
"...uh...What were you reading?"
"My perfect book"
At this point, it clicked a little bit. The teacher had said something about them getting their 'perfect book' this week. Something that they don't totally understand, but understand most of and can learn from. They were having her read to find her perfect book. Apparently this involves the teacher and the principal listening to her read and asking her questions. I guess it's a nice way to get them comfortable with the principal and take the negative connotation I have out of the principal's office.
She is the only one in her class that she's aware of that had to go twice. Apparently the first time she understood all of the books they gave her. The second time, they found one that she didn't completely comprehend.
She wasn't very willing to talk about it (nothing new), but I got bits of information out of her by just continuing to talk about it as we discussed other things. Chrys wonders if she finally got bored with it. It doesn't sound like she did. She is proud that they finally stumped her. I am *very* curious to see what that means.
Texas policy was that they couldn't test them beyond a maximum for their grade level so I have truly had no idea what level she actually understands. She has maybe 50 pages to go in book 7 of Harry Potter at this point so it's not that she has trouble reading things.* She can explain things in the movies based on data from the books when Chrys asks her questions so she seems to grasp most of what she's reading. Nevertheless, it will be nice to have a better understanding of where we should be pointing her.
*Even if her pronunciation of some of the words is wrong, she understands what they mean. The best example was 'conjure' which she understood to mean creates, but she pronounced 'con - jhoor'. It's been impressive to see her progress.
"I went to the principal's office twice."
Turns out, this is horrifying to hear. Even when it's rather unceremoniously announced. It wasn't a big deal to her. I didn't think it could be for something bad. At the same time, she wasn't exactly volunteering information.
"...uh...for what?"
"For reading"
"...uh...What were you reading?"
"My perfect book"
At this point, it clicked a little bit. The teacher had said something about them getting their 'perfect book' this week. Something that they don't totally understand, but understand most of and can learn from. They were having her read to find her perfect book. Apparently this involves the teacher and the principal listening to her read and asking her questions. I guess it's a nice way to get them comfortable with the principal and take the negative connotation I have out of the principal's office.
She is the only one in her class that she's aware of that had to go twice. Apparently the first time she understood all of the books they gave her. The second time, they found one that she didn't completely comprehend.
She wasn't very willing to talk about it (nothing new), but I got bits of information out of her by just continuing to talk about it as we discussed other things. Chrys wonders if she finally got bored with it. It doesn't sound like she did. She is proud that they finally stumped her. I am *very* curious to see what that means.
Texas policy was that they couldn't test them beyond a maximum for their grade level so I have truly had no idea what level she actually understands. She has maybe 50 pages to go in book 7 of Harry Potter at this point so it's not that she has trouble reading things.* She can explain things in the movies based on data from the books when Chrys asks her questions so she seems to grasp most of what she's reading. Nevertheless, it will be nice to have a better understanding of where we should be pointing her.
*Even if her pronunciation of some of the words is wrong, she understands what they mean. The best example was 'conjure' which she understood to mean creates, but she pronounced 'con - jhoor'. It's been impressive to see her progress.
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