Thanks to the SATs parents and kids protest last week, lots of you wrote posts so we had quite a few linking up to the #schooldays linky. Otherwise, this week has been quiet on the school front.
I’ve mentioned a lot about my concern that N only seems to play with one person at school and how he shows disinterest in making friends with the other children. At after school club he’ll play with them all (from his year and older classes), but in school he’s oblivious and not fussed about having friends.
But this week he actually came home from school saying he’d played with another boy C. I’m not sure what they got up to, but they were doing ‘busy learning’ inside and out together, and N told me
‘he might be my friend. C’s a nice boy’.
Hopefully he’ll continue to make friends and be a bit more sociable.
This week we’ve had gorgeous weather which meant a discussion about wearing shorts to school. It’s always a battle with N because he never wants to make the transition (either direction), but once he does all’s fine for the season.
We’d agreed on the bank holiday that he would wear trousers the first day back, then when the weather got warmer he’d wear shorts for the rest of the week. But Wednesday came and so the moans arrived.
It was too cold, in the kitchen, outside, in the living room, eating breakfast. I told him that all of his trousers were in the wash, but that still didn’t go down well. I eventually got him into the car, where he moaned for the 5 minute journey. When we arrived for morning club, I tried to get him out for 15 minutes. It wasn’t even cold, just a bit cooler before the sun burnt through the clouds and warmed up everywhere. I ended up vritually dragging him out in the end, which meant tears. Although he only really moved once I reminded him that the Class 3 teacher would be arriving at any moment, would probably park next to us and wonder why he was crying. He shifted.
But there were then more tears because he wanted a tissue which I didn’t have, so I had to ask for one from the TA who runs morning club. She was amazed that N came in having been crying because it’s highly unusual for him. A bit of clinginess, and then I was able to make my escape to work, only 20 minutes later than I should have been on my way.
Of course, by the end of the day he was happy in his shorts and has been wearing them for the rest of the week with no problems.
Reading Record notes
I have no idea about technical terminology in grammar. I might have As in english GCSE and A Level and have studied english for a year at uni, but not once have I been taught sentence construction or any other grammar. Spelling yes, grammar no. Everything I know I’ve learnt from either my mum being a stickler, or from reading a lot. I also never learnt phonics in the way they do now. I don’t recall how we learnt to read, but I just picked it up quickly and didn’t seem to struggle.
So when N came home this week announcing that they’d been learning digraphs I had no idea. Cue a note in N’s reading record – we have to write in how the kids are getting on with reading at home, but I mentioned the conversation about digraphs and how I’d have to look them up. I then had a note back from either the teacher or TA explaining what digraphs and trigraphs are. Of course it all makes sense now, but I don’t understand why they need a name. It’s just 2 or 3 letters that make a sound. I think this is one of the silly things with grammar and phonics. That when we were children we just learnt them, but nowadays everything has to have a name.
I wonder if other parents converse through the reading record as well? And whether the teachers have to answer lots of questions twice a week.
This week was N’s class assembly. They’ve been practising for a couple of weeks, with each of them learning 2 lines to say. N knew his and was even telling me off for getting the lines wrong.
I went to watch. It was lovely to see the characters coming out. N’s the last in the line which is sad because it means he’s only got the chance to really know one person who’s next to him instead of one either side. It also meant I waited a while for his turn to speak.
The whole class did really well, everyone said their lines, some confidently, some quietly. Some needed prompting, including N on his second line. It was a really anxious feeling, hoping and praying they’d not only get their lines right but also be heard. There were some classic young children’s performance comedy moments, but it was sweet the response from the older children in the school.
They acted out the telling of 3 Little Pigs, showed off their building pictures, and sung the ‘rock song’. It was all very entertaining, and being a small village school it means you know who all the children are and feel much more interested in the whole performance instead of just your own child.