Pronunciation aside, I wasn't even sure I could do it that well. There's something very humbling about calling a kid out when he (or she) is struggling. I wonder, is it his fault or mine?
Today, I had planned to focus on 3 kids from 3rd grade who struggle in different ways. Bexsa (perhaps, "Bexa" - I've never really been sure, for the rosters I receive don't always jive with the way the kids actually spell their names), David (Dah-veed), and Skarleth. Through illness on the part of one and misunderstanding on the part of another, I was left to my lonesome with Skarleth.
She's one of those curious ones who scored decently on 2 out of 3 facets on the English evaluation (Spelling and Phonics), but tanked absurdly on the main test, which we label "Vocabulary."
She and I, both smelling like a long day, sat together in the English office. She was shy, less brass than in class where her temper sometimes flares. (To my chagrin, there are MANY volatile tempers in that class.) We read silly phonics exercises, talked through her failed exam, and played "Memory" with cards bearing vocabulary like "pencil," "eraser," and "notebook."*
It was nice. It was part of why my soul sings here.
*(That's actually what 2nd grade is doing. 3rd is, oddly enough, doing circus vocabulary.)
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