Anonymous wrote:I was in a similar situation with my child, OP. Teachers kept telling me it would click for her and it didn't. The school tested her but she didn't qualify for services. We found an Orton Gillingham reading teacher who works with her once a week and it has definitely helped. We are still trying to get the big picture of her issues and paying out of pocket for everything. I've found that with a very well-behaved, hard-working kid the school is just not interested in taking her deficits seriously.
Anonymous wrote:Anonymous wrote:We just got our Term 2 assessment for our DL 1st grader. She's reading at a Level C which isn't even full potential for a Kindergarten student. We weren't given any tools from the teacher other than "have her read more at home." We do ask her to read daily but our time is limited in how much supplemental time we can devote to reading, when we are also supplementing her education in math, writing, etc.
I know these tests aren't 100% accurate and I suspect she's probably a little bit higher than a C, but is there anything I should specifically ask for from the school to get her back on track? I know the school has resource teachers like a Reading Specialist. Is this something we should advocate for? Or are we just on our own?
TIA!
It should’ve started with you at home. But we know how that goes with 96% of DCUM peeps, right?
My kid is 5. Speaks, reads, and writes in 3 languages. Upon starting K this year teachers were baffled with the quantity and quality of the lexicon employed.
Again, it starts at home.
Anonymous wrote:Anonymous wrote:We just got our Term 2 assessment for our DL 1st grader. She's reading at a Level C which isn't even full potential for a Kindergarten student. We weren't given any tools from the teacher other than "have her read more at home." We do ask her to read daily but our time is limited in how much supplemental time we can devote to reading, when we are also supplementing her education in math, writing, etc.
I know these tests aren't 100% accurate and I suspect she's probably a little bit higher than a C, but is there anything I should specifically ask for from the school to get her back on track? I know the school has resource teachers like a Reading Specialist. Is this something we should advocate for? Or are we just on our own?
TIA!
It should’ve started with you at home. But we know how that goes with 96% of DCUM peeps, right?
My kid is 5. Speaks, reads, and writes in 3 languages. Upon starting K this year teachers were baffled with the quantity and quality of the lexicon employed.
Again, it starts at home.
Anonymous wrote:We just got our Term 2 assessment for our DL 1st grader. She's reading at a Level C which isn't even full potential for a Kindergarten student. We weren't given any tools from the teacher other than "have her read more at home." We do ask her to read daily but our time is limited in how much supplemental time we can devote to reading, when we are also supplementing her education in math, writing, etc.
I know these tests aren't 100% accurate and I suspect she's probably a little bit higher than a C, but is there anything I should specifically ask for from the school to get her back on track? I know the school has resource teachers like a Reading Specialist. Is this something we should advocate for? Or are we just on our own?
TIA!
Anonymous wrote:Devote less time to supplementing math and writing and more to reading.