What might you expect a yr1 to write in this comprehension question?

[geraldinetheluckygoat]

Im afraid its me again with another school work query.
DS1's head told us that he isnt doing any work at all at school - he was in reception for one term and has been in yr1 for half a term. It was a bit of a bombshell, as we had no idea he was struggling with the work or so far behind the others. HoweverI have been working with him all half term and was feeling really pleased with how much he has come on.

So anyway I was just looking through some of the work they sent back in his book bag ( I assume the emptied his tray at the end of half term). Theres a Handas Surprise work book in it. He has attempted very little. they were meant to draw a fruit in a basket, and an animal for the book, which I htink he could have had a stab at but hasnt. He's ordered some pictures of the story in the correct order. The last question is
"Write about your favorite part. Draw the picture too"
There are five ruled lines and a small space for the picture underneath. TBH, when I saw this I could have wept, no wonder they are so concerned about his progress in school if the others are answering comprehension questions like this independently. He can have a go at writing words, and has had a go at some sentences, but he struggles and unless I help, they often end up as nonsense. Is it normal for kids to be able to write a sentence or two about a book after a term and a half in school, and if so, what kind of level of sentence might it be, complexity wise?

I would expect most children to need support (quite a lot of support) to write a sentence after only one and a half terms in school

My son wouldn't have been able to do that either. He's fine now in Yr2, but writing only really clicked at the start of this term. Be a shame if they're pushing your son before he's ready, as he sounds very normal to me.

would you, mrz (crikey, are you sick of me yet?)? He can manage "the car is red," or "The cat is fat" on his own. But a sentence about Handa's surprise would probably need words like pineapple, basket, monkey, took, empty, which I think he would find intimidating. I feel a bit gutted to be looking at this work book and see none of it completed apart from the sequence pictures and Im wondering what value this kind of activity has for a kid that is struggling to keep up .

I have parent's evening next week, I wonder if I should ask for stuff like this that he hasn't attempted to be sent home so we can have a go together at weekends?

Blimey DD would struggle to tell me her favourite part never mind write it down. And she is not doing badly at school! I think you need to relax a bit. It sounds like you are expecting a lot from him. The school obviously needs to work harder with him. I can't belive he is doing nothing while he is there. If he isn't they aren't doing their job properly!

ds1 would have written about 3 sentences at that age, all relevant and detailed, but completely unintelligible to anyone except himself.

my son is in yr 1 and wouldn't be able to do that without quite a lot of help.

he's actually just started having a stab at writing words by himself, but they often bear very little resemblance to the word they're supposed to be!

for example when he wrote christmas the other day it was "crsmz"

he wpould need quite a lot of prompting, and help with the sounds and letter formation to complete the task you describe

I would remind them he has spent very little time in school even though he is in Y1.
I would expect children to be able to have a go at the type of sentence you describe after a term but not the type in the workbook without a great deal of help. I'm not a fan of workbooks if I'm honest.
I'd much rather a child drew a picture and composed a short caption - Handa had no fruit left - type

It sounds like they aren't differentiating very well tbh. Presumably others in his year are much older and had 2 or 3 terms of reception rather than one. Also remember boys develop slower than girls with this sort of work.

Admittedly I'm no expert but from what you describe, his attainment wouldn't worry me, but the fact they are expecting him to do more than he is able would worry me.

Nikki, I know it sounds like I am a pushy mum, but I was very relaxed about doing stuff at home and although I knew ds wasnt totally getting everything at school I thought he was doing well for his age. But we had a meeting with the head where she told us that if he doesnt improve with special help, then he will need to be assessed by "an expert". He has other issues too, apparently, around the type of play he has and not concentrating in class. So that's why Im now a little worried, as looking at this class assignment in the context of the chat with the head, I am worrying that actually all the other kids were able to do it and he wasnt. He seems to think that everyone else did the work, but god knows what they wrote.

My year 1 DD would not have been able to write anything without a lot of help. I think only a few in her class could write a sentence or two.

Pixie, so far, when his teacher told me she was having trouble with him messing about with the other kids during group time, I suggested she give him one chance, then move him to sit away from the others. He sits next to her at group time, which has helped. I am unsure what help they are going to give him with class work. With the head, i explained that I sat with him, or otherwise kept him on track when writing out spellings by reminding him with prompts, but she pointed out that the teacher cant take that approach with him in the class as there are 30 odd others to supervise. which is true. I am eager to hear what they are planning to help, so far the suggestion has been to practice at home, writing, spellings, maths and so on. Which we have, a lot. I will be interested to hear what they have tried in class this next term.

just read my post back, its nonsensical - am doing dinner while posting, sorry

i would be a bit concerned at your dss lack of confidence at having a go.The main thing with beginning writing is to get them to put something down on paper, using whaever sounds they think they can hear in a word.
So for example children that age might write 'pine apul' where others might just represent it with a 'pl'.Often you or the teacher won't be able to understand what the child has written and sometimes not even the child can read it back.But that's fine.As the child's phonics experience increases, spellings will become more plausible and eventually correct.But a child who is afraid to have a go would concern me a little.

Good point spiderpig, has he had any 'telling off' for wrong spelling? It's actually a wonderful phase, where children use phonic rules in their own logical way. Things like writing while as wighl etc (or the Christmas example above) If a teacher or parent corrects them it can really damage confidence.

There is no way I would expect my dd to write a sentence like this!!

(if she did I would be seriously impressed!!) I cannot see how it could be expected...especially after so little reception time.

Is he an August birth? I spoke to someone with a dd in year 2 and he said they are only just now at a point where it is not making a difference...

The OPs son has been in school for ONE and a HALF terms She says he can write things like the car is red but he is now expected to read a book draw a picture of the bit he likes best and explain why ... it isn't a case of lack of confidence it's because he hasn't had the chance to develop those skills yet!

no, he's a march birth. He has always been very much into doing active stuff, into space and rockets and stuff like that. He has never really been into painting/colouring/playdough/anything that develops pencil skills. So hes developing them now, and hes making a good effort at the stuff he can do.

I didnt realise that you shouldnt correct spellings, so Ive messed up there - I have no idea if they do at school or not. I just thought because there's been a lot of spellings coming home (ten to be written out 3 times a week), that they were meant to be learning how to "spell".

Ugh, its a minefield, I'll stop correcting. Although ds does always ask how to spell if he doesnt know, and I always say the word with him and try to help him to work it out rather than just telling him.

I do think that the comprehension task was well beyond his skills at the moment. And I think that that is a daunting prospect, for some kids. Being given a chance and having a task that you feel you can make a go of would be of more benefit, imo. tbh, he could do with loads more practice of the basics of writing and getting the actual letters formed right first.

yeah, i think it is a confidence issue. I do agree with that definitely. I think that for him (im not saying for all kids, just for this one, whom I know pretty well ), he could benefit more from building up to a task like this - doing something he CAN do or at least feels like he can make an attempt at, so that then he would feel confident to try something more difficult.

How did your meeting with his SENCO go? I think there's a lot more going on at school than just this. I think this is at least the 3rd thread you've started.....

What I'm trying to say is that you and school need to be looking at the overall picture. Does he have SN? If so what kind? If not why are school having so much trouble with him?

My old school always blamed my son for 'his problems' rather than their inadequate staff and procedures. And I was stupid enough to believe them for 3 years....

I wouldn't want the same thing to happen to you....

(Sorry if this is coming across blunt. And I hope your situation is totally different to what I'm imagining....)

Hi Indigobell Yes this is the 3rd thread I have started. One to say I was shocked by the initial meeting with the head, which was the first time we heard he was having serious problems, one to ask for advice in helping with his maths and this one. This is all new to me, and I know there are lots of people with experience on here. I guess as its been half term, I have been majorly whittling about everything the Head said, and have been unable to ask the school all the stuff I want to know (such as how best to help with maths, how much can I expect him to do in the above type of task)so I have turned to MN to ask what people think .

You're right, there is more - there is the playing sonic in the playground and he and 3 other boys playfighting too much as well. They think he cant separate reality from fantasy - thats the only thing they have told me about that I dont agree with, as I know he certainly does know the difference.

We havent had a meeting with his senco, he doesnt have one yet, as far as I know.
We are meant to be practising stuff at home. they are meant to be trying things at school (im not actually sure exactly what, I will find out through a home school diary, perhaps or else I will ask his teacher and we will talk to her in more detail at parents evening next week). If he doesnt get better, then Im assuming he will get a Senco? And will be assesed, then we will know if he has sn or not.

I dearly wish I knew why DS is not paying enough attention or at least trying to get his work done. At home he has been really keen, honestly. And today he told me All about Rosa Parks and Martin Luther King - they told them about that in assembly for Black history Week, I think. So I know some stuff he is taking in.

I will find out from the teacher what the time frame is for trying to help him. And I am sending in all the stuff we have done at half term, so they can see at least what he can do when he does work.

Im sorry I keep starting threads, I do go on - it's keeping me sane having people to "talk" to about it all.

AM I right in thinking the teacher asked you for ways to help teach your son? She had to ask for a strategy to keep him under control? Why can this teacher not keep control of her class. That is what I would be asking the head teacher?

My dd2 is in year one. I am happy when I see her name written correctly. She can copy things out but not very well. Independant writing is to be honest beyound her. However she is in the elite Gymnastic group. Cant have it both ways

I think I would ask to see work by other children in his class. To get a comparison. That should give you an idea of where your son stands.

I would be questioning the teachers ability a bit closer. Remember not all teachers are good teachers.

Well, she had a word with me after school, and said he had been disruptive. That she had moved him several times and he had kept messign about with whoever he was sat next to. She didn't ask for suggestions, but I was shocked to hear he had behaved like that, and cross that he had continued to, so I suggested sitting him on his own after one warning, until he could earn her trust by behaving and not disrupting the class. She said she felt bad sitting him on his own, but I suggested that if he cant resist the temptation then she should, and that he wouldnt like it, but that might make him realise how serious it was. He was given a big talking to by me and his dad, and he had to apologise to her the next day. Im not sure how she would have dealt with it if I hadn't suggested sitting him away from others.