Now What?
Before the school year starts, Mr. Drago always holds a “get-acquainted” meeting with the parents of his incoming kindergartners. He does this so that he can explain what the children will be doing in kindergarten, his educational philosophy, his expectations, and the procedure for dropping students off at school. Especially important, this meeting provides parents with an opportunity to ask questions and voice any concerns they may have. This is what he typically hears from parents:
“Joaquim still naps in the afternoon. Is there any way we can have him changed to the morning class?”
“Ashley has severe asthma. She’ll need to have her nebulizer close by in case she has an asthma attack. Do you know how to use one?”
“I just know that Stephen won’t be able to sit still for very long. Do you allow the children to move a lot?”
“I sure hope you give the kids a lot of time to be active. Maura won’t be able to sit still for long, either.”
“Alex is very advanced for his age. What can you do to challenge him?”
“Amanda is advanced, too.” “So is my Tony.”
“Well, John seems to be behind. I just don’t know what to do with him. He doesn’t speak very well.”
Mr. Drago listens respectfully to each concern or question and provides the following response: “I’ll do everything I can to ensure your children have a good year in my class. All children are different and learn at different rates, so I’m not too worried about a child who is a little behind or ahead. I think we’ll all do fine together.”
The school year begins uneventfully. The children enjoy playing with each other and appear to have adjusted to school nicely. Mr. Drago uses the children’s free-play time to observe them. While there are obvious differences between the children, he has specific concerns only for Maura, Stephen, and Alex. Their lack of attention and inability to sit still during story time is beginning to be a bit disruptive. Mr. Drago makes a note to himself to talk to their parents about this behaviour. Each day at the beginning of class, the students have calendar time. Mr. Drago marks off the day of the month on the calendar with a large X and discusses the weather. He then writes a statement on the blackboard describing the day’s weather. On the tenth day of school, he writes on the board “Today is sunny and hot.” He then reads the statement to the students so that they might begin to make word associations: “Today is sunny and warm.”
Alex quickly shouts out, “That’s not what you wrote!
You wrote today is sunny and hot.” Mr. Drago is astounded.
Later, during free-play time, he asks Alex to sit with him.
Alex looks longingly at the trucks, but grudgingly complies.
“Alex, will you read this book to me?”
“Sure,” replies Alex, and does so flawlessly.
“Do you have this book at home?” asks Mr. Drago.
“Yep. Lots of others, too.”
“How about this one? Do you have it?”
“Nope.”
“Well then, suppose you try to read this one to me.”
“Okay, but then can I go play with the trucks?”
“Certainly.”
Alex reads the book to Mr. Drago, missing only a few words, and then rushes off to play with the trucks.
The next day during calendar time, Mr. Drago asks the class, “If today is the fifteenth day of the month and there are thirty days in the month, how could we find out how many days are left?”
The children call out, “We could count the days that don’t have X’s on them.’
“Very good,” replies Mr. Drago.
Alex looks puzzled. “What’s wrong, Alex?” asks Mr. Drago.
“Why don’t we just subtract?” he asks.
What are the issues in this case?

1		How should Mr. Drago approach the parents of the students he believes might be gifted?
2		Is it appropriate for him to recommend testing of any of the children? Why or why not?
3		If Alex can already read and subtract, are there other skills he has likely mastered? If so, what might they be? How might this impact his experiences in kindergarten?
4		How might Mr. Drago best program for a child like Alex?