DD started in Reception this year, so I know that we're only half a term in, but at the parent-teacher meeting we were told that DDs inability is concerning.
I thought we were doing okay. She can blend letters and sounds, she seems to understand how sentences work. She will answer questions about the story as we're going along, some better than others.
But it turns out that in class, DD is expected to read the book, remember the story, and re-tell it in her own words. I tried this last night with her current book, an ORT Biff and Kipper story. Instead of a page-by-page chat, I waited till the end and then asked DD to tell me what happened. She said 'Kipper swallowed his tooth'. She was right, but when I asked for more detail DD sat for what seemed like forever and said nothing. She was fine when I opened the book and asked what was going on at various points, but without the pictures and words in front of her, she seems to have no memory of the detail.
How serious is this? I was lying awake last night wondering how DD will ever learn anything at school if she can't recall any detail about things that aren't in front of her. 
We can keep hammering away at the read, remember, retell approach - will it just get better over time? Can anyone recommend any strategies and approaches to help? I don't want to make her worried about reading by being too demanding, but to be told that DD is falling well short of what is required when she's only been at school for a couple of months is thoroughly depressing. Plus we seem to be in this position because I've not been demanding enough, so I clearly need to up my game as well!
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Reading disaster (reception)
dragonknight · 05/11/2015 12:20
I agree with Libraries.
I would be more concerned about the attitude of the school. They're expecting a lot from children who only started school a few weeks ago. 
She's probably just tired after a long day at school doing the same thing and would like to relax and play a bit 
Wow. In the time it takes to make a cup of coffee lots of comments. Thank you.
Re high expectations - I don't know! Probably not a school that it academically outstanding with a reputation to maintain. Reception class teacher started at the school in September, so I don't know her very well, but I suppose she might be keen to make a mark. Only speculation though on my part, and without good reason so I'll shut up 
3point that's a really good question. DD is usually keen to please - she likes being 'right' and puckers up for kisses when she know's she's done well. So less likely that she can't be bothered answering. More likely that she can't remember, or that she just doesn't understand what she is meant to do. Perhaps I should demonstrate some appropriate answers. If we read tonight I'll say three or four things that mark out the points of the story to give her an idea about what to do.
whatdoIget yes indeed. Reading for school gets done after a snack and before tea. If we try it at bedtime, everyone gets tetchy! We keep bedtime stories for cuddling and giggling
headdreamer i almost wonder if we're at the same school!
DD can answer the kind questions that you suggest so if I break the story down and ask 'who went to the park', 'what did Tommy play on at the part' etc that's okay. She spots if I offer a silly answer too - what did Tommy eat for breakfast, was it a slimy slug?'
I understand where you are with the maths too. DD seems to be quite good at maths (phew, something good!) but the parent-teaching meeting was basically a list of what she cannot do, some of which I'm stunned that a class of four year olds would manage (for example she coloured in 'half' of a circle, and 'one quarter' but when asked to do 'three quarters' just coloured in the third segment). I don't remember doing fractions in my first year at school, but actually I can barely recall what I had for breakfast today
Work - Are you the OP. Did you change name part way through 
Honestly, DD1 is in Y2 and DD2 is in reception. Your school's expectations sound bonkers. I would be really, really careful. A child who is eager to please can very easily turn into a child who is too scared to try because they don't want to get things wrong (DD1 struggles with this in non -academic things: like trying a new sport).
DD2 has so far:
- learned some of her letter sounds, but they are only part way through the alphabet
- can do the sounds of some letters. But for others will wave her arm around in the air making the shape
-has just had her first reading book with words.
Sure, there are kids a bit further along, but she's not far behind where her sister was at this point and DD2 is now reading independently in her head and well ahead of age expectations.
The idea that a child could be academically behind after 7 weeks in school is really baffling. We haven't had our first parents evening yet, but I can tell you academic work will barely be mentioned, It will be friends, personal care (loo, getting dressed, lunch), settling in, etc.
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