Grade 4 Report Card - First Trimester

Drew Got his first report card of 4th grade, and our kid is a genius -- OK I'm bias.  He did have "straight 3's" which is 4th Grade Common Core grading (we'd call it straight A's).

Each subject is given a "numerical" grade 1-3, 3 being the highest.  And then from there there are details/analysis about the grades provided. 

• +  = Area of Strength
• ✓  = Developing Appropriately
• N  = Needs More Time
• AC = Area of Concern
• X  = Not evaluated at this time

So his report card looked like the Following:

READING - 3
+ For Foundational Skills (Reading with Fluency etc.
+ Informational Text (comprehension)
+ Literature - Determines theme of story and can summarize
Reading Level R

WRITING - 3
+ Narrative Writing
 ✓ Writing Process

LANGUAGE - 3
+ Conventions of Standard English (Demonstrates proper grammar when writing/speaking)
+ Vocabulary Acquisition and Use

LISTENING AND SPEAKING - 3
✓ Comprehension and Collaboration
✓ Presentation of Knowledge and Ideas

MATH - 3
+ Operations and Algebraic Thinking
+ Numbers and Operations in Base 10
+ Measurements and Data

MATHEMATICAL PRACTICES & PROBLEM SOLVING - 3
+ Demonstrates reasoning & provides explanations

SCIENCE - 3 & 3

SOCIAL STUDIES - 3

PHYSICAL EDUCATION - 3 & 3

VISUAL & PERFORMING ARTS (Art) +

COLLEGE, CAREER & COMMUNITY READINESS
+ Follows Rules and Directions
+ Respects People and property
+ Exercises Control

✓ Collaborates effectively
+ Writes legibly
✓ Uses Time Constructively
+ Maintains Focus
✓   Puts forth effort
✓ Exhibits organizational Skills
+ Completes and turns in assignments
+ Uses technology ethically and effectively

And here is a picture from a couple weekends ago when he was feeding the fish while Mom & Dad were wine tasting at Cline.

First Grade Progress

I missed the first trimester update - so I'm going to include 2 trimesters in this report card post.

"Grades" are maximum 3, X means they aren't graded on it.

Language Arts                                                                                                            1st      2nd

• Segments words into recognizable phonemes (cat=c/a/t)                                  3        3
• Uses letters, letter patterns, long/short vowels to blend into words                   3        3
• Reads common irregular sight words (ex the, have, said, give, of)                   3        3

Reading Comprehension/Literary Response/Fluency

• Student reads and understands grade level appropriate text                               3        3
• Reads aloud with fluency in a manner that sounds like natural speech              X       3
• Retells the central idea of a story using beginning, middle & end                      3        3
• Identifies and describes plot, setting & characters                                              X       X

Writing Strategies, Applications, Conventions

• Spells short vowel words & grade level appropriate sight words                        3       3
• Writes in complete sentences                                                                               3       3
• Uses descriptive words when writing                                                                  X      3
• Uses appropriate punctuation & capitalization                                                   X        3
• Writes on one focused topic (autobiographical, observational & fictional)        3       3

Listening & Speaking

• Listens and gives a focused response                                                                   3       3
• Stays on topic when speaking                                                                               3      3
• Relates an important personal experience in a simple sequence                           3     3

History/Social Science

• Demonstrates understanding concepts                                                                  3       3
•  Participates in activities and discussions                                                             3        3

Mathematics
Number Sense

• Counts/reads/writes whole numbers to 50                                                           3       3
• Counts/reads/writes whole numbers to 75                                                           X      3
• Counts/reads/writes whole numbers to 100                                                          X   X
• Compares & orders whole numbers to 100 using the symbols < = >                   X     3
• Counts/groups objects into ones & 10s (3 tens, 4 ones = 34 or 30+4                   X     3
• Counts & writes by 10s                                                                                         3      3
• Counts & writes by 5's                                                                                           X     3
• Counts & writes by 2's                                                                                           X    X
• Creates and uses fact families (6+2=8, 8-2=6)                                                      X     X
• Commits to memory & recalls basic addition & subtraction facts to 7                  3    3
• Commits to memory & recalls basic addition & subtraction facts to 12                X    3
• Commits to memory & recalls basic addition & subtraction facts to 20                 X    X
• Solves addition & subtraction problems w/ one and two digit numbers                 3     3
• Understands the use of symbols +, -, and =                                                            3     3
•  Estimates & measures length, weight & volume using nonstandard units            3    3
• Tells time to the nearest half hour                                                                          X    X
• Identifies/describes/compares 3 dimensional shapes & objects                             X    X
• Organizes, represents and compares data by category on graphs & charts             3    3
• Describes, extends, and explains patterns                                                               X   3
• Makes decisions about how to set up a problem                                                    X     3

Science Classroom/Lab

• Demonstrates understanding of concepts                                                               3     3
• Participates in activities & discussions                                                                   3     3

THE FOLLOWING ARE GRADED BY  CHECK OR N (needs improvement)
Visual & Performing Arts

• Participates in music                                                                                            check, check
• Participates in fine arts                                                                                        check, check

Physical Education

• Demonstrates appropriate social skills                                                                check, check
• Actively participates in activities                                                                        check, check
• Demonstrates age appropriate large motor skills                                                check, check

Social Growth/Life Skills

• Exhibits a positive attitude                                                                                 check, check
• Respects people and property                                                                            check, check
• Cooperates with others                                                                                        check, check
• Follows School rules                                                                                          check, check
• Follows Directions                                                                                              check, check
• Demonstrates listening skills                                                                              check, check
• Takes personal responsibility for behavior                                                          check, check

Work/Study Skills

• Contributes to classroom activities                                                                     check, check
• Exhibits organizational skills                                                                              check, check
• Completes class assignments                                                                               check, check 
• Completes and returns homework                                                                         check, check
• Exhibits neat and legible work                                                                              check, check
• Works independently                                                                                            check, check
• Demonstrates effort                                                                                               check, check
• Accepts responsibility for individual learning                                                   check, check

First Trimester Teacher Notes
It has been a pleasure getting to know Drew over the last couple of months.  Drew has made a smooth transition to First Grade and has made many friends.  He participates in classroom activities and enjoys sharing.  Drew generates neat and careful work, however he sometimes has a hard time completing his work in a timely manner. Next trimester we will continue to practice reading with fluency and expression as well as using our retell strategies.  At home, continue to practice reading with fluency and expression.  In math, we will focus on patterns as well as addition and subtraction facts.  I look forward to a great year with Drew!

Second Trimester Teacher Notes
Drew has made good progress to date.  He can easily grasp new concepts that are taught.  He is able to segment words into recognizable phonemes, use letters to blend into words and read grade level sight words.  He is reading above grade level with fluency and comprehension.  Also, Drew is able to retell in detail what he has read.  In math, he's able to count, read, and write numbers to 70.  As well as solve basic addition and subtraction facts.  Drew does need reminders throughout the day to focus and complete is work.  Also he enjoys sharing and class discussions..  Keep up the good work!

In both parent teacher conferences we discussed that Drew's a perfectionist and he needs to overcome this - to stop being so hard on himself.  This is why he has a hard time finishing class projects - it has to be "just right".  He is still prone to meltdowns when things aren't just right, but they are improving.  As of the Sprint Parent Teacher Conference, he's reading at level 28 (they want 1st graders reading at 16 by the end of the year).

Needless to say - back to back "straight A's" make for some proud parents!

Kindergarten Report Card - 2nd Trimester

We had Drew's second and final Parent/Teacher conference today for Kindergarten - marking the end of the second trimester.  Overall nothing really new was covered, so most of our time was spent on how we should transition him into 1st grade and what to expect.  She continues to work on challenging him, but she said he will be grouped with similar peers next year and will likely have various reading/math classes in other rooms for the additional challenge.

She said his DRA level is still at a 16 (where he was at the first trimester) but she knows he can read well  above that. His issue is retelling the story - you have to really pry things out of him to get to respond to the question.  We spent a bit of time chatting about how much of it is that Drew likes to just get things done quickly and take the road with the least amount of work/effort.  I being the kind parent I am referred to it as laziness, his teacher called it maturity.  She said she really only can go by the assessment in front of her, but she suspects that laziness/maturity may very well be a part of it.

OK so the grades.... we still aren't receiving letter grades, but rather:

•  √ (checkmark) = Meets/Exceeds Standard
• O = Working Toward Standard
• AC = Area of Concern
• X - Not Taught yet/Assessed

* Some X items are no longer graded in Kindergarten under the Common Core Standard taught at our schools
* I will put first trimester reports in the ( )

Language Arts
Word Analysis, Fluency, Systematic Vocabulary Development
Identifies Concepts of print (left to right, spacing words, top to bottom - √ (√)
Names uppercase letters (26) -26 (26)
Names uppercase letters (26) - 26 (26)
Names & identifies all letter sounds - consonants- √ (√)
Names & identifies all letter sounds - vowels - √ (√)
Phonemic Awareness (oral) - Blends sounds - √ (√)
Phonemic Awareness (oral) - Substitutes sounds -  O (X)
     * She noted he missed 1 question.  She asked if you have the word B-I-G and you replace the G with a T, what is the word (no writing it down).  He said tib instead of bit.
Phonemic Awareness (oral) - Segments Sounds - √ (√)
Identifies/produces rhyming words - identify - √ (√)
Identifies/produces rhyming words - Produce - √ (O)
Distinguishes beginning and ending sounds - Beginning - √ (√)
Distinguishes beginning and ending sounds -Ending - √ (√)
Reads sight words and CVC words - Sight words - √ (√)
Reads sight words and CVC words -CVC - √ (√)
Identifies the number of words in sentences and syllables in words - √ (X)

Reading Comprehension/Literary Response
Uses pictures and context to make predictions about story content - √ (√)
Retells familiar stories including character, setting and important events - O (X)
    *again the note here was that you sometimes have to pull teeth to get the information out of him.   
       We all know he knows it, he's just not being forthcoming with the information
Asks and answers questions about story elements - √ (√)

Writing Strategies, Applications, Conventions
Writes name correctly, First - √ (√)
Writes name correctly, Last - X (X) (they don't assess this in K)
Writes upper and lower case letters independently - √ (√)
Writes consonant - vowel - consonant words - √ (√)
Writes from left to right and top to bottom with proper spacing - √ (√)
Writes words and brief sentences that are legible - √ (√)
Uses letter and phonetically spelled words to write about a specific topic - √ (√)

Listening and Speaking
Shares ideas using complete sentences - √ (√)
Recites short poems, rhymes and songs - X (X) - not done in K anymore
Narrates personal experiences - √ (√)

Mathematcis
Number Sense
Counts objects accurately to 30 - √ (√)
Represents 10 or less by grouping objects - √ (√)
Understands more than/less than/equal - √ (√)
Counts by 1 - √ (√)
Counts by 2 - X (X)
Counts by 5 - X (X)
Counts by 10 - √  (X)
   * she stated he can go well beyond the 100 she wanted him to do.
Recognizes numbers to 30 - √ (√)
Writes numbers to 30 - √ (√)
Uses estimation strategies - X (X)
Demonstrates the concept of +/- with objects - √ (X)
   * she mentioned he can do beyond what she was asking (she knew he can do multiplication too)

Algebra and Function
Identifies, sorts and classifies objects by attribute - √ (√)

Measurement and Geometry
Compares length, weight, and volume - √ (X)
Understands time concepts -  √ (O)
Names the days of the week - √ (√)
Identifies geometric shapes (square, circle, triangle, rectangle) - √ (√)
Describes common geometric shapes - √ (√)
Identifies 3-dimensional shapes (sphere, cone, cube, cylinder) - √ (X)

Statistics/Data Analysis/Probability
Understands and uses pictographs - X (X) Not done in K
Recognizes/describes/extends patterns - X (X) Not Done in K

Mathematical reasoning
Models and explains problems/solutions - √  (X)

Science - Earth Life Physical
Observes and compares - O (O)
Communicates findings and observations - O (O)

Social Studies
Geographic, Historical and community concepts - O (O)

Creative Arts
Participates in music, art drama - √ (O)

Social Development
Exhibits self control - O (O)
    *she's seeing progress with his "perfectionism" and his ability to manage difficult situations or
       things out of his comfort zone.
Follows Classroom rules - √ (√)
Follows Playground rules - √ (√)
Respects others and their property - √ (O)
Takes responsibility for own actions - O (O)
Cooperative with adults - O (O)
Resolves conflicts verbally - √ (√)
Participates in classroom activities - √ (√)

Work Habits
Follows Directions - √ (√)
Completes tasks in a timely manner - √ (√)
Works neatly and carefully - √ (√)
Maintains appropriate attention span - √ (√)
Works independently - √ (√)
Works well with others - √ (√)
Follows classroom routines - √ (√)
Exhibits organizational skills - √ (√)
Returns notes and homework - √ (√)

Physical Development
Gross Motor skills (i.e. hop, balance, ball skills etc.) -  √ (O)
Fine motor skills - (i.e. cut, copy, pencil, control etc.) - √ (√)

Teacher Comments: 
Drew shows growth in participation and respecting others.  We'll continue to support Drew to branch out and take more risks in areas he's less comfortable in as well as support him in coping with frustration.  He has often shown support for others in class when they make a breakthrough in learning!  We'll set a goal for Drew to work towards in this last trimester.

Bottom line it was a great report and great feedback. 

Kindergarten - Report Card

The first trimester is complete for Kindergarten and we had Drew's parent teacher conference as well as received his first report card of the year.  I'll get to the "grades" in a moment, but first the highlighted notes.

She said Drew was very smart, off the chart for everything and her biggest challenge is to make sure he stays challenged and feels so.  She commented that he's lacking modesty (my paraphrasing) and being a bit of a know it all (again my paraphrasing).  So we'll work on him with that... I think its a bit of maturity.

She also mentioned that Drew has some work to do in the social development area - things that all of his teachers have said since day one and the sole reason we did Transitional Kindergarten last year instead of pushing him into Kindergarten.  She said he's short tempered at times and I added the "disrespectful" comment when he's mad... and while she was polite about it she agreed.  It's one of the things we're constantly working with Drew on.

OK so the grades.... we still aren't receiving letter grades, but rather:

•  √ (checkmark) = Meets/Exceeds Standard
• O = Working Toward Standard
• AC = Area of Concern
• X - Not Taught yet/Assessed

* Some X items are no longer graded in Kindergarten under the Common Core Standard taught at our schools

Language Arts
Word Analysis, Fluency, Systematic Vocabulary Development
Identifies Concepts of print (left to right, spacing words, top to bottom - √
Names uppercase letters (26) -26
Names uppercase letters (26) - 26
Names & identifies all letter sounds - consonants- √
Names & identifies all letter sounds - vowels - √
Phonemic Awareness (oral) - Blends sounds - √
Phonemic Awareness (oral) - Substitutes sounds - X
Phonemic Awareness (oral) - Segments Sounds - √
Identifies/produces rhyming words - identify - √
Identifies/produces rhyming words - Produce -O
     (she commented that he was stumped trying to rhyme for "sun")
Distinguishes beginning and ending sounds - Beginning - √
Distinguishes beginning and ending sounds -Ending - √
Reads sight words and CVC words - Sight words - √
Reads sight words and CVC words -CVC - √
Identifies the number of words in sentences and syllables in words - X

Reading Comprehension/Literary Response
Uses pictures and context to make predictions about story content - √
Retells familiar stories including character, setting and important events - X
Asks and answers questions about story elements - √

Writing Strategies, Applications, Conventions
Writes name correctly, First - √
Writes name correctly, Last - X
Writes upper and lower case letters independently - √
Writes consonant - vowel - consonant words - √
Writes from left to right and top to bottom with proper spacing - √
Writes words and brief sentences that are legible - √
Uses letter and phonetically spelled words to write about a specific topic - √

Listening and Speaking
Shares ideas using complete sentences - √
Recites short poems, rhymes and songs - X
Narrates personal experiences - √

Mathematcis
Number Sense
Counts objects accurately to 30 - √
Represents 10 or less by grouping objects - √
Understands more than/less than/equal - √
Counts by 1 - √
Counts by 2 - X
Counts by 5 - X
Counts by 10 - X
Recognizes numbers to 30 - √
Writes numbers to 30 - √
Uses estimation strategies -X
Demonstrates the concept of +/- with objects - X

Algebra and Function
Identifies, sorts and classifies objects by attribute - √

Measurement and Geometry
Compares length, weight, and volume - X
Understands time concepts - O
    *she said his struggle was confirming what day yesterday was, today and tomorrow
Names the days of the week - √
Identifies geometric shapes (square, circle, triangle, rectangle) - √
Describes common geometric shapes - √
Identifies 3-dimensional shapes (sphere, cone, cube, cylinder) - √

Statistics/Data Analysis/Probability
Understands and uses pictographs - X
Recognizes/describes/extends patterns - X

Mathematical reasoning
Models and explains problems/solutions - X

Science - Earth Life Physical
Observes and compares - O
Communicates findings and observations - O

Social Studies
Geographic, Historical and community concepts - O

Creative Arts
Participates in music, art drama - O

Social Development
Exhibits self control - O
Follows Classroom rules - √
Follows Playground rules - √
Respects others and their property - O
Takes responsibility for own actions - O
Cooperative with adults - O
Resolves conflicts verbally - √
Participates in classroom activities - √

Work Habits
Follows Directions - √
Completes tasks in a timely manner - √
Works neatly and carefully - √
Maintains appropriate attention span - √
Works independently - √
Works well with others - √
Follows classroom routines - √
Exhibits organizational skills - √
Returns notes and homework - √

Physical Development
Gross Motor skills (i.e. hop, balance, ball skills etc.) - O
   * mostly because she doesn't really monitor/grade this
Fine motor skills - (i.e. cut, copy, pencil, control etc.) - √

NOTES: Drew is a bright student who often gets right to any task at hand.  His rich prior knowledge base adds to our class discussions.  We'll set a goal for Drew to work towards in the coming trimester at conference time.

Other fun stories - 
She mentioned there is a new student who doesn't speak much English and is shy.  Drew has taken to him and is working on teaching him how to write or do whatever task is at hand.  One day he was so excited and shouted across the room "He's getting it! He's actually doing it!"  Apparently he was quite the teacher, proud of his "student".

She also mentioned she wants Drew to do some extra projects STEM to create things at home/homework and then come to school to discuss them further.

We have the online reading program - Raz-Kids - that Drew will read books online and take quizzes to progress and challenge him.  She wants to encourage him to do this during computer time at school.  Currently he's reluctant to do so because other kids are doing something else.

TK: Then and Now

Nearly a month ago, Drew wrapped up his first year in public school as a TK'er... otherwise known as a Transitional Kindergartener.  Before we compare how much he changed visually let's look over his "grades" for the past year.

Here's how he's "Graded"
P= Proficient (highest achievement possible)
OT = On Track (age appropriate)
E = Emerging (needs a little work)
AC = Areas of Concern (serious problems)
X - Not Yet Taught/Assessed

There were four categories in which he's graded:
1. Social/Emotional
2. Language Arts
3. Math
4: Physical Development
5: just teacher comments


His previous "grades" are in parenthesis in order of 2nd trimester, 1st trimester.

1. Social/Emotional:

• Seeks adult help when appropriate - P (OT) (E)
• Engages in cooperative activities with peers - OT (OT) (E)
• Exhibits impulse control and self-regulation - OT (E) (E)
• Works Independently - P (OT) (OT)
• Participates in group activities - P (OT) (OT)
• Demonstrates caring for others -  OT (OT) (E)
• Follows Playground Rules -  OT (OT) (OT)
  
• Follows classroom rules and procedures - P (P) (OT)
• Separates from parents/caregivers without stress - P (P) (P)
• Follows Directions - P (P) (OT)

2. Language Arts

• Writes own first name in Titlecase - P (P) (P)
• Uppercase letters 5 10 15 - P (P) (P)
• Lower case letters 5 10 15 - not listed P (P)
• Exhibits beginning sound awareness - P (P) (P)
• Exhibits rhyme awareness - P (OT) (X)
• Listens while others are speaking - OT (OT) (OT)
• Shares ideas with others - P (P) (OT)
• Actively engages in writing activities - OT (OT) (OT)
• Actively engages in reading activities - P (P) (P)

3. Math

• Understands that numbers represent quantity - P (P) (P)
• Recognizes numbers in random order (0-12) - P (P) (P)
• Uses one-to-one correspondence to count objects (12) - P (P) (X)
• Recognizes common shapes - P (P) (X)
• Counts orally 1-20 - P (P) (P)
• Sorts by one attribute - P (P) (X)
• Extends simple patterns - P (OT) (X)

4. Physical Development

• Demonstrates gross motor skills (balance, jump, run, climb) - OT (OT) (OT)
• Demonstrates sense of body in relation to others -  OT (OT) (OT)
• Demonstrates fine motor skills (cut, color, draw) - P (OT) (OT)
• Performs basic self-help/self-care tasks - P (OT) (E)
• Uses Small Manipulatives effectively - P (P) (OT)

5. Trimester Comments

• Drew has grown so much this year!  We have enjoyed his sense of humor, creative ideas, broad vocabulary, observational skills and love of learning.  He is a strong student and a pleasure to work with.  keep reading over the summer and enjoy your family time together.  Great job Drew!

And now for the comparison pictures....

The left side was day one, and the right side is the last day after school.  While he had just gotten in trouble for being written up on his very last day of school, the picture on the right was not a picture of him pouting.  Rather he was pretending to be a character from Temple Run, one of his favorite apps. 

First Report Card

I have a backlog of blogs to post, but I wanted to get this one out ASAP since it's fresh on the brain.  This morning Dave and I had our Parent Teacher conference with Drew's TK teacher, and we also got his first Report Card.

The short version, Drew's an intelligent but emotional kid.  While scholastically he's ahead of the game, but socially/emotionally he's a little behind and there are areas of concern - which ultimately were the reasons behind our holding him back into TK.  The teacher said we made the right call - you could hear the sighs of relief from Dave and I.

Here's how he's "Graded"
P= Proficient (highest achievement possible)
OT = On Track (age appropriate)
E = Emerging (needs a little work)
AC = Areas of Concern (serious problems)
X - Not Yet Taught/Assessed

There were four categories in which he's graded:
1. Social/Emotional
2. Language Arts
3. Math
4: Physical Development
5: just teacher comments

1. Social/Emotional:

• Seeks adult help when appropriate - E
  Notes: Working on this. Sometimes waits too long. (this was the biggest area of concern and I'll touch on this at the end)
• Engages in cooperative activities with peers - E
• Exhibits impulse control and self-regulation - E
  Notes: working on this (this goes along with the first bullet point, again to be discussed later)
• Works Independently - OT
• Participates in group activities - OT
• Demonstrates caring for others - E
• Follows Playground Rules - OT
• Follows classroom rules and procedures - OT
• Separates from parents/caregivers without stress - P
• Follows Directions - OT

2. Language Arts

• Writes own first name in Titlecase - P
• Uppercase letters 5 10 15 - P
• Lower case letters 5 10 15 - P
• Exhibits beginning sound awareness - P
• Exhibits rhyme awareness - X
• Listens while others are speaking - OT
• Shares ideas with others - OT
• Actively engages in writing activities - OT
• Actively engages in reading activities - P

3. Math

• Understands that numbers represent quantity - P
• Recognizes numbers in random order (0-12) - P
• Uses one-to-one correspondence to count objects (12) - X
• Recognizes common shapes - X
• Counts orally 1-20 - P
• Sorts by one attribute - X
• Extends simple patterns - X

4. Physical Development

• Demonstrates gross motor skills (balance, jump, run, climb) - OT
• Demonstrates sense of body in relation to others - OT
• Demonstrates fine motor skills (cut, color, draw) - OT
• Performs basic self-help/self-care tasks - E
  Goes back to the behavior issues mentioned earlier 
• Uses Small Manipulatives effectively - OT

5. Trimester Comments

• Drew is a serious, eager student who loves the learning process.  He was very sensitive at first but now is doing better most of the time.  He is a strong reader and enjoys sharing his great ideas in both a large and small group setting.  He also loves a leadership role.  His math skills are strong.  We are focusing on following directions, working with others and problem solving.  He makes great connections from our stories to real life experience.  Good work Drew!

 So the discussion was 70% about Drew's inability to be assertive and explain what his "problem" is before losing his cool - usually resulting in a floodgate of tears.  His teacher mentioned a few incidents - one in which he freaked out about his shoe coming untied during a classroom activity and she just had to have him sit to the side until he calmed down and the activity was finished (he was being really disruptive).  Another incident was about his backpack and not finding his library book inside - it was under the popcorn we were supposed to bring for his Halloween party.  Rather than take out the popcorn and look for the book he just lost it saying he couldn't find his book.  Another example yet, when he was paired up with a partner and they had to find a pencil (or other tool) in a box and there weren't two... Drew started crying and the other kid gave him the "tool" and raised their hand to get a new one - rather than Drew doing that to begin with.

We told Mrs. Ferren we see the same reaction at home for times where he can't find a particular toy - even if it's right in front of him or even buried in his toy bins/box.  We both think this is coming from laziness (my word) and his ability to cry and make whatever he wants happen, happen.  For example kids and parents jump to his rescue at school when he cries making his "problem" go away.

She said this was a major area of concern that she (and we) need to continue focusing on as it could be a major issue that may need intervention if this continues in the coming two or so years.  She says it's over the top - and I sort of agree - that if he doesn't get over it, other intervention may be needed - whatever that may be.

While I'm ending on a "negative" note, it really was a positive discussion. She said he is definitely one of the smartest in the class and she knows he has it in him to excel, he just needs the extra boost emotionally.