![]() Luke’s Reading issues: none in comprehension, well developed oral vocabulary, mildly lagging fluency due to difficulties decoding unknown words, large repertoire of words recognized automatically Once the word got out and Luke noticed that his sister was doing better in school, he asked his parents if he could also ‘go to tutoring’. was in the midst of remediation and was still announcing to her siblings that she was “going to art lessons” rather than tell them where she really was two afternoons each week. You see, his older sister was also my student. Why was he having an assessment? He told me he was “sick of always needing to have his parents’ signatures, and then getting grounded.” Luke was actually a very interesting student. In this case, the answer is clearly “No”. I say that if a student’s writing is legible (reasonably easy for others to read) and serviceable (easy for the writer to write), that is all it needs to be and does not need ‘evaluation’ or a ‘grade’. Students like Luke may have studied, or may have just ‘given up’ since the task of memorizing 15 unrelated words seemed overwhelming, especially if the student did not have adequate instruction ahead of time in terms of the many and various letter patterns which comprise English spelling.ģ-The ‘Handwriting Evaluation’…was this necessary for this student, or any student while taking a ‘spelling’ test? Is his work really an ‘N’ (70%). ![]() It is everywhere on this paper without taking the time to show Luke the correct spellings of the words he missed.Ģ-The sarcasm… “Forgot to study?” Underlined no less than FOUR TIMES. Why?ġ-The red pen….I suspect many of you have less than fond memories of red ink bestowed upon your work as students. Every time I think about this, I become angry. ![]() This test was passed along to me prior to my completing an assessment on his reading, spelling, and written language. It happens to first graders and the image below shows you what happened to one of my former students, Luke, in fifth grade. Is there a reason why a teacher would NOT modify spelling words? Is there a benefit to having him fail every week? I need some advice before speaking with his teacher. Instead, she just keeps sending home the class spelling words and marks him as all incorrect on every spelling test. His general education teacher refused to use the strategies that help him in her reading instruction and has promised to modify/differentiate his work, specifically spelling words and homework. My 1st grade son is experiencing difficulties with isolating phonemes and blending. A parent recently posed this question to a Facebook Group I help moderate:
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