AIBU to ask why my Year 1 child reads so much at school?

[tnorfotkcab]

DD is 6, in Year 1 and a free reader since Jan. She is, somehow, reading 1 or 2 books a day at school (for example Dog Man or Worst Witch type of books). She read an entire Dog Man in less than one day - she had library visit around 9:30/945 - and had finished it by 3:15pm. I know they're not as long as they look, and she is a fast reader, and I'd estimate would take her around 30-45 minutes to read it.

She assures me she isn't doing this reading during her break and lunchtimes - but in classroom time. I am not entirely sure how she has so much time she can read these books...

I have no issue if she's reading at the end of the day - eg when they're all on the carpet in front of numberblocks or whatever whilst the kids get sent in 12 different directions.

She claims she is reading after doing work sheets and stuff hmmmmm, but also said she was reading during student Show&Tell. I told her she was not allowed to do that anymore and she must listen to their presentations

I know this is definitely a "nice to have problem" - but shoudl i email in and ask how it's possible she has so much "spare time" that she is able to spend 45-60 minutes a day reading?

My comment was in relation to the OP talking about the children who are still doing more basic phonics. I'm saying they are only 6 and it doesn't necessarily mean anything. Children develop at different times at different rates, that's all I'm saying. Some will come into their own later.

Some if my kids (unfortunately) went to a so-called 'pre-prep' school where much hoo-haa was made about reading ability etc etc at age 6 because they were sitting entrance exams (the 7+) for schools like St Paul's Juniors etc etc. My kids are 22, 20 and 18 now and I can see that the ones in reception and Year 1/2 who were reading early, or who had the best handwriting, or got 10/10 in spellings every week (or any of the other 'measurables' at that age), were not the ones who necessarily went on to get the best GCSEs, A -levels or into the top unis. For instance, my DS who was an ok reader but could hardly write until he was 8 (dyspraxic tendencies and couldn't hold a pen) got all 9s at GCSE, A stars at A level (in social science subjects) and ended up at Oxbridge where he got a starred First. To this day, he has never read a book, fiction or otherwise. Another DS is dyslexic and was basically written off by teachers. But something clicked for him at 12/14 and now he's at Imperial. DD who was a very avid reader from a very early age (and still is) got a mix of 9,8,7 at GCSE, which is great but not quite as high as her brothers. But she is the only one of my kids who genuinely loves reading!

I find it is often the girls with asd who do this in secondary. If i am not watching they are reading their book. Having not finished their work. Hyperlexia maybe.

There was a very brief period at Primary when a teacher who genuinely detested me would punish me for completing my work quickly (and getting everything right) by criticising my handwriting and threatening me with more handwriting punishment at every opportunity.

I had hypermobility and whilst I was great with tapestry, Art, crafts and was perfectly capable of putting Lego bricks together, my fingers were too bendy (what with also still being nothing like adult hands - and this is only a 5-6 year old we're talking about here) to be able to write without pain until I was about 11.

The only way to avoid the punishment was to keep quiet and never admit to knowing the answer or having finished early. Fortunately, it was only a year with her until I got a teacher who didn't hate me.

Don't fall into giving the 'I don't care that it's all correct and at a higher level than others, you're still not good enough' message that is what comes across loud and clear to bright children when they've done really well, but all you say is that they have to accept their punishment and do it again.

It's quite normal for a variety of needs in the class. It is however surprising that the school are grouping children in maths and English time based on ability as this is something Ofsted frown upon I believe.
The only time our school group is for phonics, where reception, year 1,2 and 3 mix depending on level. Your daughter is very advanced to be a free reader. We only have 1 child in year 1 at that point, with 3 others close to this (last phonics group).

All children where I work have the same opportunities. There is always a challenge task in maths, however not everyone will achieve it and aren't made to do so. If this is completed then we might say read a book if there isn't another task (sometimes there will be further practice sheets recapping general maths from before e.g complete a number square, write your number bonds to 20).
You would need to talk to the school about how soon she is finishing and whether as others suggest she could take more care of things like handwriting - our school will ask a child to do the work again if we think they have rushed and know they can do better. Maybe your DD thinks the important part is doing the work rather than whether it is legible so slowing down would mean it takes longer so less time to read (however she might be upset that she is not seen as quick, we have some children that we have to try and explain to that there isn't a rush to complete work, doing extra sheets or reading isn't the main focus, it's about what they do on the task that session).

She is lucky they let her read. In Y1 mine got to play outside when finished (so half the day…!). Now in Y4 she seems to be sat next to people she can help when she has done her own work, meaning she is never with her friends and loved with the most fidgety children in the class. Which she finds quite upsetting because she actually doesn’t like lots of random movement and noise in her space but masks at school and gets upset at home….. on the whole being allowed to read would be amazing