Hi all, thought I would start this thread so we could see what all the different schools/teachers are doing and where each of our DC are up to.
My ds was sent home with a pink band book to read on his 3rd day of reception and a reading diary. As far as I can tell no assessment has been done as yet on what they can do. Hopefully I'm just meant to be reading the book to him at this stage!
He can read VC words and some CVC words (from phase 2) if I say them after he has sounded out the letters. Also knows sight words like 'into' 'the' 'no' 'go' 'the' 'I' etc on his own. He can only do this because I have taught him at home though, not done much at nursery.
What is the starting ability of your DCs? Have school sent any guidance home yet?
DD1 is very much the exception than the rule - is a young one in her year (April birthday that should be June but she was premature) but has been very switched on to letters and numbers from quite an early stage.
Has known her single-letter phonemes for ages, and the blending them together has just clicked recently - and she's driving me bloody mad with it! We have endless arguments about ownership of "her" letter and there's bloody hell on at her sibling daring to have dibs on sharing her surname as well!
She was very very bright at preschool though and they did a lot to channel that energy and keep her stimulated in a low-key way. I'm an ex-teacher so people assume I've pushed her but I haven't. I think that moment that they realise they can sound out a word and blend it together does just click into place and you really can't force it though.
School haven't sent anything home in terms of guidance. I'd informally asked about what handwriting style they taught and phonics they followed just so I could be consistent at home but it's early days and they're still working on them finding their way to and from the loos yet!!!
It'll all balance out in the end though - I'm fairly sure of that. DD1 was late as hell to walk and hit physical milestones and you can't tell the difference now - same as you won't be able to tell the difference by the end of the year between who went in reading and who didn't.
Yes. No need to get worked up about levels in reception.
There were so much difference in ability in reception and ks1, but by the time they are yr3, pretty much everyone was at expected level or above.
Keep reading with dcs and most of them have nothing to worry about.
So far we've had a book to read with him and today flash cards of 3 sounds- s, l, t.
No reading books here. In fact shes been in trouble for being naughty already.
I think they may have done letter sounds at nursery but no reading. (And they never noticed or commented on her being able to read).
She is june born and has been blending phonetically regular words for about 6m.
I dont think we will get books for a while at this school though. I guess it may depend on whether may of the kids know their letter sounds.
Dd was at the school nursery and her teacher taught ds, so has known dd from babyhood. Only half the kids have started so far (three a day I think now), so she's been given books to take home and have fun with. First book was boring and key-words (apparently she picked it), but now she has X-phonics and enjoyed showing off with words with 'satp' - she knows a few combos of letters but mostly just very basic blending. Though previous 5 days she's not wanted to do anything so I've just read stuff to her.
Ds was similar and teacher had him reading anything by Easter. Once all the children are there they will do more structured stuff and have sessions with parents to explain how to help their children read - very popular (anything with free coffee and biscuits on a rainy morning is!)
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