FOUR
“Yes, Zoe? Can you just give me one more minute, please?” I ask, holding up one finger and jotting down my final thoughts for my kids’ report cards due by the end of the day.
It’s hard writing a bunch of stuff for first graders without it sounding trivial—I obviously want to highlight areas of concern, areas that need improvement.
But that also doesn’t mean that I want any kid, or their parents, to feel like any of it is their kid’s fault, so I try to write something good about each one—and it’s hard sometimes to strike the perfect balance between being accurate and encouraging as well as trying to improve a kid’s current situation.
Zane, the little boy who stares down at the books we read in class with a little too much concentration, has some form of dyslexia, so I want to highl
