Anonymous wrote:Yes, we review all work that comes home considering my 2nd graders teacher has marked correct work incorrectly. Cant wait for this year to be OVERRRRRR.

I keep an eye on anything that is repeat errors. I know he rushes and he is very literal. So for example, on a spelling test he is supposed to write out the sentence that is read by the teacher orally. The instructions say: don't forget capitalization and periods. My son always puts a period and then gets dinged when it (supposedly) needs a question mark or exclamation. We have repeatedly told him that while it says periods, it should really remind them to use Capitalization and appropriate punctuation. This means instead of getting 100% he gets a 94%.

I have noticed a huge focus on math in the past two years without a reciprocal focus on reading full books or texts and learning how to transfer your thoughts to sentences and then logical order. So, I am bringing back summer reading lists with book reports this summer.

We have also started playing cribbage to work on pattern recognition, strategy, simple probability, and holding smaller numbers and simple calculations in your head.

It should say punctuation instead of periods. It’s probably a symptom of larger incompetence going on in the classroom. Good for you for not relying on school to educate.

Anonymous wrote:

Anonymous wrote:I look at it, review with them, give them more problems similar to what they got wrong, expand on any topics if they are interested and willing

Wow, that sounds like a lot for a 1st grader in addition to their homework

Most schools know that homework in first grade is virtually useless so it’s not given. This gives the parents time to focus on a weakness particular to her child.

Yes, we review all work that comes home considering my 2nd graders teacher has marked correct work incorrectly. Cant wait for this year to be OVERRRRRR.

I keep an eye on anything that is repeat errors. I know he rushes and he is very literal. So for example, on a spelling test he is supposed to write out the sentence that is read by the teacher orally. The instructions say: don't forget capitalization and periods. My son always puts a period and then gets dinged when it (supposedly) needs a question mark or exclamation. We have repeatedly told him that while it says periods, it should really remind them to use Capitalization and appropriate punctuation. This means instead of getting 100% he gets a 94%.

I have noticed a huge focus on math in the past two years without a reciprocal focus on reading full books or texts and learning how to transfer your thoughts to sentences and then logical order. So, I am bringing back summer reading lists with book reports this summer.

We have also started playing cribbage to work on pattern recognition, strategy, simple probability, and holding smaller numbers and simple calculations in your head.

I select a small sample of classroom work each year to put in a memory book (depending on the year, it could be 2 things or 10 -- as kids get older and do more original writing, I tend to want to keep more of it) and toss the rest.

Of the things I keep, I look for stuff where my kid actually expresses themselves. So certain artwork or writing. I'm not keeping math or spelling worksheets, or like those reading comprehension assignments where kids read a passage and then have to respond to questions using examples. No one ever wants to look at that again. But like a short biography of Sally Ride or the drawing they made of their "dream playground"? That stuff is fun to look at later and I think it will be nice of them to have some of it to look at as adults or if they have their own kids.

I also occasionally keep things because the teacher wrote something nice or personal on it, I think it's healthy for kids to see that positive reinforcement. I still have a few HS and college papers I wrote where my teacher or professor gave me really kind, encouraging feedback. Early in my career, I'd sometimes pull those out when I was having a low moment to remind myself that I am smart and competent. It really does help!

We look at it. If DC shows a consistent weak spot, then we will try to reinforce that one area. Teachers do the best they can, but they don't have time to work 1:1 with students who have spot deficits.

I glance at it. If I see an issue like lots of math corrections we might work on a topic. Might happen 2 times a year

Recycling bin

Anonymous wrote:I look at it, review with them, give them more problems similar to what they got wrong, expand on any topics if they are interested and willing

Is this satire

Anonymous wrote:

Anonymous wrote:I look at it, review with them, give them more problems similar to what they got wrong, expand on any topics if they are interested and willing

Wow, that sounds like a lot for a 1st grader in addition to their homework

Dp. The point is learning. If a kid is getting problems wrong, pp is right to step in and help their kid master the material.

I keep the cute things and toss the rest.

I look at it while they are standing their and say "wow, I can see all of your hard work, this is great, keep working hard even if something is not easy" and do not look at the grade or corrections and then I throw it away.

Throw it away.

Anonymous wrote:I look at it, review with them, give them more problems similar to what they got wrong, expand on any topics if they are interested and willing

Wow, that sounds like a lot for a 1st grader in addition to their homework

I look at it, review with them, give them more problems similar to what they got wrong, expand on any topics if they are interested and willing

Do you review it with your kid? Just the ones they had trouble with? Or file it away/throw it away?