Could someone help me get my thoughts clear on this matter before I meet with ds1's teacher tomorrow?
My son is placed in the top group for literacy because, I suspect, his reading is fairly good for his age. Despite that his writing is poor and he struggles with this class. Initially he approached this lesson with low-level whining but is more and more likely to be in tears at the thought of this class. It has become beyond a joke and I've asked that he be moved into the middle group.
The teachers are happy with this solution because they can see from the work he is producing that he needs more help. The thing is, is that for my son at least, it's not the actual writing - in terms of physically getting the words down on page which he finds distressing. It's the silent, production of the thoughts where he becomes unravelled and that has him in tears in the morning.
How do I go about explaining this to the teacher without looking like a pfb twat (because they see the poor writing but not the difficulty he had to get to that point), how do I say it in such a way it makes sense and what can we do at home to help with this element. (I am demonstrating getting ideas down by starting with brainstorming but have no idea what they actually do in the classroom.
To make things worse (maybe just for me) his class teacher is not the same as his literacy teacher, who I have never met. Also, is it usual to have such a gulf between reading and composing/writing ability at this age.
Sorry for the length.
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y2 literacy and a crisis of confidence.
2 replies
littlemslazybones · 26/11/2013 12:05
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