Category Archives: Math

Trouble in Zoolander Land

While Lily has been having such great success at middle school, her little sister has been having a hard time at the start of school.  I’m afraid that Zoolander’s learning difficulties I’ve been waiting for have finally arrived.

Lily’s hit about 2nd grade, but for a lot of twice exceptional kids it’s 3rd grade, when the work in school gets a little more demanding.  I suspected last year in 2nd grade that something was up with Zoolander.  She’s never enjoyed school and she does fine, but she doesn’t respond like a gifted kid in the 99th percentile might respond.  Her verbal output far exceeds any of her written output.

She could barely read at the start of 2nd grade, but I didn’t worry because Lily was a late reader too and now she reads at least a grade level ahead.  Zoolander was having the most trouble with writing and math.  

She was well behind in her math facts.  The other kids has stacks of ice cream scoops on their Addition Cones.  Zoolander had two.  She had/has an especially hard time with time and money, especially money.  No matter how many times she practiced and it seemed like she was getting it, if we’d take a 10 minute break and come back to it, she’d have a look on her face like she’d never seen a quarter before in her life.  She was that way learning her numbers in preschool.  We would work on them, work on them, work on them and we would think she was getting it and then 2 minutes later she wouldn’t recognize a thing.

Zoolander’s handwriting is rough and inconsistent but actually somewhat better than her older sister’s so I didn’t worry about that.  What made me start to wonder was some of her writing and spelling assignments she brought home.  She was spelling words in crazy ways and reversing letters.  By the end of second grade she had become a pretty good reader and was reading above grade level.  She did prefer graphic novels and pretty much only read non-fiction books about the human body, but that seemed fine.  It was her spelling that didn’t seem right.

In 5th grade, Lily had had a learning evaluation done by a woman I’ll call Dr. P.  Dr. P discovered that Lily had slight dyslexia but that she was such a visual learner that she was able to compensate for it and had no trouble reading.  But it was showing up somewhat in Lily’s writing.  She had trouble with encoding… or taking a word that she heard and figuring out how it might be spelled.  This seemed to be what I was seeing with Zoolander.

I had mentioned these concerns to Zoolander’s teacher throughout 2nd grade, but she assured me that it was just typical gifted kid asynchronous development.  But after my experiences advocating for Lily, I was ready to rumble.  I insisted that something was up and I didn’t care who thought I was crazy.  The teacher finally agreed that I might be right and we began an RTI for Zoolander.

So, back to this week, 3rd grade and the first day of school Zoolander has homework.  She tries to avoid it and says she doesn’t know what to do.  I explained that all she had to do was copy her 20 spelling words from a vertical list to a horizontal list with 4 columns.  I came back to check on her and found her crying.  I was impatient.  It’s just copying spelling words.  I sat with her and suddenly realized that she was really struggling.  She was writing words on the wrong lines and leaving some words out.  I asked her what was wrong and she said, “There are just so many ways to go wrong.”  

She finally had the great idea to get a blank piece of paper and use it to try to block out the other words and keep track of her place in the list.  That helped, but as I watched her copy the words, I noticed that even though she was looking at the words and silently spelling them as she wrote, what she actually wrote was misspelled.  She spelled strawberry, s-t-r-a-b-a-r-y.  I was stunned to realize that her difficulty might be more severe than I thought.  I decided then that I need to make another appointment for a learning evaluation.  I’ve got another 2E on my hands.

Start your engines!

The race to the end of the school year has begun and Lily is off to a good start.  We all survived the first day of middle school.  Lily even described it as ‘awesome’.  Hmm… that’s never happened before.  Of course, they haven’t started doing any work yet, but she still was able to manage the stress and anxiety of a chaotic, new situation.

She was okay in the morning, in good spirits, until it was time to get out of the car.  She got very flustered… which side should I get out on? how do I cross the street? which way to I go after I cross the street? should I get out now?  I tried to explain calmly and she was able to pull it together and get out of the car.  Her sister and I watched her walk away and Zoolander said, “That stressed me out.”  Agreed.

I thought about her all day.  What’s she doing now?  Is she doing alright?  Is she freaking out and the school is going to call me any minute?

Lily called when she got home on the bus.  She was bubbly and happy and said it went great.  She told me that she started to get freaked out once when she got to her locker in the morning and wasn’t sure what she was supposed to take to class.  So, she said she just thought about it and decided to wait for the girl who has the locker next to her and figure it out.  Great self-talk and problem solving to control her emotions.  When we met with Lily’s psychologist the next day he was proud of her and we all had a long discussion about self-talk and the different types of self-talk, which led into our next topic… math.

Lily got upset when we talked about math, but instead of getting frustrated and shutting down like she usually does when she has to face a difficult topic, she really hung in there and talked about her worries.  She’s very anxious about the math knowledge she is missing and has convinced herself that she will not be successful, which, after what she’s been through at school, is understandable.

I tried to explain to her that we chose the math program she’s in for several reasons, one of which is that her teachers feel that it’s better for a learner like herself.  I told her that she has such a unique mind that none of us really know what is exactly right for her but that we’re all trying to figure it out.  DR talked to her about staying positive and keeping an open mind and trusting that we’re all trying to help her.  I told Lily that I would ask the school for some answers to her questions and that seemed to help.

On a more fun note, I took Lily and sis to the racetrack near our house today for the Super Chevy Car Show.

I promised I would take her because she loves cars.

We got to the car show at the end of the day and it looked like it was almost over.  She was immediately worried that we had missed it.  The ticket windows were closed so I told her that we would just walk in.  She said she felt uncomfortable about that.  Lily is very black and white about rules.  I had to force her to go in and she was mad.  I ignored it.  After looking at a few cars, she got over it and had a great time.

NOT a Corvette

In Kindergarten, Lily told us she wanted to be a car designer and still loves cars.  Currently, she loves Corvettes.  It’s their round tail lights that she says she loves.  She asked if she could get a Corvette when she turns 16.  I told her that they aren’t very good in the snow.  When she was in the midwest this summer, visiting Grandma and Grandpa for 2 weeks, they surprised Lily with a visit to the home of a member of the local Corvette club.  Lily got to take a ride in the women’s Corvette convertible and Lily said it was the best day of her life!

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