Would you mention to the R teacher that your child could already read?

[Iamnotminterested]

And I know that what constitutes reading and 'reading' differs enormously, but DC has a good grasp of phonics, can sound out and read four and five letter words and understands the use of capital letter, full stops, exclamation marks and question marks. Her school starts everyone on the same book level - would you say anything or wait for them to say something?

Machadaynu,

'One of those parents' is MUCH more a matter of manner than it is of content! There is absolutely nothing wrong - in fact I would go so far as to say there is everything right - in being interested in your child's education and being an advocate for them.

However, there is every difference in the world between a parent who takes an appropriate opportunity - e.g. in an initial 'getting to know you' meeting, or via a short factual note in a reading diary - to say quietly 'DS is really interested in books and is starting to read simple words / chapter books / whatever', and who follows up with an intelligent interest in progress nincluding recording daily reading in their diary, and a parent who collars the teacher loudly in the playground at the beginning of the day, with all the children waiting in line to go into class, to say 'I MUST have a word with you NOW, it's ridiculous that you've given little Johnny a book from pink level, he can read BRILLIANTLY, I demand that you move him to the top of the scheme AT ONCE'.

Only the latter will make you 'one of those parents'!

teacher, really! Mothers actually talk like that?
I also expect teachers (specially primary school) to have loads of emotional intelligence and social skills to be more perceptive to parents needs.

Um.... yes. Parents really do talk like that. Sometimes with expletives, which I have removed....

I also can't quite interpret your last sentence. Yes, I would expect teachers to be perceptive of parents' needs - but I would primarily expect them to be perceptive of, and prioritise, the needs of the children in their care. If the needs of children - for example of a line of 4 year olds feeling a little wobbly on their 4th day of school and needing to get inside to the known environment of their classroom quickly - occasionally clash with the needs of a parent to discuss reading levels, I would expect the children to come first and for the teacher to make a separate appointment with the parent except in an emergency...

DD got some extension work in nursery to do at home (phonics I think...)

Anyway someone who I thought was a good friend (whose DD is in my DD's class) asked me very pointedly what I was holding so I was a bit vague and mentioned work for DD to do at home. This mother went up to the teacher and said her DD was being discriminated against because she did not have the same extension work and demanded it from the teacher!!!

All this was said very loudly so all the other parents heard too I have to add....

I've always taken the approach that what ds does in school and what he does at home can be completely separate. Reading at school is not just scout reading, but about learning to pay attention in class, contributing to group activities, and just learning to be at school.

Fwiw, ds was actually a very slow reader initially and it didn't click till year 1. Now going into year 4 he's reading the order of the Phoenix - with the odd chapter at bedtime from us - and we're just making sure there's lots of books around for him to dip into rather than actively monitoring his reading.

His writing on the other hands is a very slow nightmare... I'm hoping that there'll be another click at some point, and occasionally pestering him onto writing shopping lists etc for me for practise...

Scout = about, ffs

dont mention it you will be seen as a controlling mother .if they dont smile much at school they will just think hes an unhappy child because he has a pushy narcissistic mum.leave it for 4 weeks till class is settled and children are familar with daily routine.x
teachers dont like a parent telling them what to do eg my child can read means........................put them on a high reading level .........why else would a parent mention it?
teachers also dont like lazy mums as their child doesnt know how to hold a book
its excellent when a child is familar and independant without parent interfering running to the teacher and this makes a happy child.

I would be concerned if the teacher doesn't realise pretty quickly that your child can read.

Well I mentioned it and v glad I did. DS now in yr 1 but started yr R reading ORT level 4/5. The class didn't get reading books for several weeks and started on ones with no words. He got fairly appropriate books from the start and was moved up to a yr 1 group for guided reading sessions when the class were practising phonics. It's a partnership between home and school - with 30 kids to assess why on earth would the teacher not appreciate a quiet pointer if some of them can already read? I tend to use the reading diary to comment on how he copes with the level now, he reads easier books at school than at home but they are assessing all sorts of comprehension and language skills, not just if he can read the words. Approach it with respect for the teacher's expertise and not in front of the other parents so there is no question of showing off and I'm sure you'll be labelled nothing worse than keen.

I would be very surprised and alarmed if the teacher doesn't recognise very quickly that a child can read just be general observation and interaction.
"and was moved up to a yr 1 group for guided reading sessions when the class were practicing phonics."
I would be very unhappy if that was my child

I don't teach reception, but I know that our reception teacher, just from observation of general class activities with her new class, has identified which children can read their names, which have recognised letters in the general environment, which have picked up a book and turned through the pages in the right way, and the couple of children who can read words and short sentences. OK, she may not know the exact level of those final children yet, but she knows they can read, and it will only be a couple of days befoire she kows exactly how well and what their next steps are. You'd be surprised what a skilled Reception Class teacher can find out from observing an apparently 'playing' class of children!

My Dd's teacher clearly thought we were one of those parents when we told her DD could read when she started reception, so we shut up about it. Until the second term when they asked if we could send her in with books more appropriate to her level as she'd gone through all the reception ones and they were a bit short in Yr1.

DS started school this Thurs and can read fluently - whatever you give him. I haven't mentioned this to the teachers and I'll be interested to see how long it takes for them to pick up on it. If we reach half term and he's still on Jolly Phonics, I'll raise it then.

That sounds really sensible Schmasch.

My two are 10 and 13 and reading ability is in the dim and distant past. I can't remember what either of them could do when they started in Reception.

I would expect all children to still be "doing phonics" in Y6 (especially the early readers) never mind after half a term in reception.

mrz are you referring to using phonics in Y6 as opposed to still learning the sounds etc?

No I'm referring to actively learning phonics in Y6 wigglywoowoo ... do you know all 180ish ways to write the 44 sounds found in English and which to use in the million or so words in the OED when writing? The focus on phonics moves towards spelling which is why it is very shortsighted to think a "good reader" doesn't need to join in the lesson.

DS (fluent pre-school reader)'s reception teacher just differentiated the activities within the daily phonics lesson to cater for him by focusing on using phonics to encode (spell) rather than decode (read).

Both my children are able readers - DS pre-school, DD early in reception - but both had explicit daily phonics lessons up to the end of year 2, and phonics-based spelling teaching in the juniors.

My very able early reader was "excused" phonics because he was such a "good reader" and struggled with writing as a result.

Ok that makes sense. Hopefuly that school have it all in hand and he very capable with his phonics.

Oh, actually the DSs do get a 'reading age' and a 'spelling age', so I guess that's a bit like reading levels.

Mrz, your comments make a lot of sense.

I strongly agree with posters saying phonics lessons are important regardless of reading ability, as they become the building blocks of spelling.

Unless a child can encode (spell) as well as decode they need to cover phonics in order to move towards spelling.

I am in agreement that phonics teaching should continue for able readers and expect my son will join in the same whole class activities as the others. This will give useful reinforcement and repetition of skills which can't hurt and helpful for spelling. Although I actually believe that spelling also comes from reading a lot. I never had a spelling lesson or test in my entire school career but also my spelling was always good. I believe this came from being an avid reader and if you read a lot you know when a word looks wrong.
I for one am still unclear from all the above posts whether to tell or not tell as there is such a difference of views. I think overall I am inclined to let DS1 settle in and show for himself what he can do. I hope the teacher doesn't think I've been trying to test her in some way by not telling her (certainly not the intention.) The first parents evening will be an opportunity to discuss.

You know what is making me feel uncomfortable about this subject (op)? It seems to me a little like when you are in school and you get bullied for being clever/know things.
I agree that one should not go about being a show off for other parents benefit but if an opportunity arises that lets me have a quick word with the teacher, I see nothing wrong. Specially when the teachers come to your home for the initial visit to get to know your child.