Those of you with kids in reception

[LoopaDaLoopa]

How are they getting on in terms of reading and writing etc?

We are not in uk and DD should be in reception but is not reading at all and barely writing. Was considered v bright before we moved away but now, see that friends' kids are far more advanced.

Ds is 5, knows his letter sounds and any combos that have been on Alphablocks, and since school started has embraced blending and reading including some 'silly' words. He can and will draw his name and can be persuaded to write a word but won't write in general, let alone the joined-up letters he's supposed to practise.
He's mostly cooperative at school though and enjoying it, and advanced with numbers apparently, so I figure writing will.come in time - glad it's half-term as he is finding 30 in his class and 3 classes and having to go Mon-Fri very tiring, though the mile and a half walk is fine - other kids are struggling with the walk but loving the loads of new friends.

Apparently there's a game where you sound the word out and it gets treasure in a chest and if it's a nonsense word the pirate falls in the water and it's SO FUNNY!!! Which sounds good. :)

There is no evidence that children who are forced to learn to read and write at a younger age do better than those who are allowed the natural development of those subjects. Many countries who are successful, wait for formal education until they are 6-7.

"I believe the scheme they use is Reading Recovery (haven't got round to looking it up yet so not a clue how it works)."

Reading Recovery is a mixed methods approach originating in New Zealand
www.massey.ac.nz/massey/fms/Massey%20News/2013/8/docs/Report-National-Literacy-Strategy-2013.pdf

Court Reading Recovery isn't usually a reading scheme schools use generally but rather a short term intervention to support children who need a bit of help with their reading.

My ds is a young four, he can form some letters, he knows nearly all of his sounds and can decode 3 letter words
His "reading" I think is stronger than his "writing"

Jaynebxl the Reading Recovery reading scheme is called PM published by Nelson Thornes and is widely used by UK primary schools

Flick CVC really means consonant sound, vowel sound, consonant sound rather than single consonant, single vowel, single consonant. So the first ac could be a single letter or it could be something like ch or sh or thr. The vowel sound again could be a single letter or could even be as complex as eigh or just two letters like ay. Hope that helps.

Flicktheswitch I said prune is a ccvc word two consonants followed by a vowel followed by a consonant .

Not quite, mrz, but some of the Nt books are used in the reading recovery intervention.

Dd is 4 and is slowly learning the phonic sounds. She is much better at writing her name but her pen control isn't great.
She is getting a new sound every day and she has to say a word to herself before she says the sound, eg she looks at a t, says tomato quietly then says t. She struggles with the few words she has learned.
She is enjoying school though and she has great strengths in other areas.

PM Benchmark are matched to RR levels Jaynebxl and are used as a whole school scheme in many settings (not as an intervention)

Yes mrz they are matched to RR levels and are used in many schools but that still doesn't make RR a reading scheme in itself. RR uses books from various schemes and is itself an intervention.

So you have never come across schools that use RR as their only form of reading instruction Jaynebxl ... unfortunately I have

Twotearsinabucket - that seems a shame your DD has to say tomato before t. this is where I do wonder about the logic of some of the teaching schemes. They overcomplicate it IMO. so instead of learning t she has had to learn, oh that indicates tomato so what sound does tomato start with, t.

periwinkle I meant that she can only remember the letter if she says a word first that she has learnt it with. It's her way of remembering, not their way of teaching. Sorry, that was confusing!

I have a 4.8m old.

She reads really well, can read lots of long words without sounding out. Know all high FW and lots of tricky words. Easily reads words like trousers, camping without sounding out.

Her school use chip and kipper ORT which makes me weep and have her on level one ( pink)
We use songbirds, reading corner, usbourne at home.

Her teacher is yet to hear her read!!

Her writing is lovely, small, fits on children's excercise books well, still needs to work on spacing between words and letter formation is not following the rules iykwim but is very good.

She's not an average child though, well I wouldn't say so.

the spellings for the sounds in tune are t u-e n

I don't know if you're still reading this OP, but my DD sounds the same as yours. Her teacher considers her to be doing very well and isn't the least concerned that she's not reading yet. They are concentrating on really cementing the phones sounds and learning some sight words before they send home books with words.

It's just a different approach. I'm happy with it, DD seems to really understand what she's doing and spends a lot of our free time discussing words, letter sounds etc that she sees/hears.

*phonics

My dd is in reception, she will be 5 at Christmas. She was eager to start reading and so we played around with sounds from age 3 or so. She goes to a childminder who used to be a primary school teacher who spent lots of time with her because as soon as the babies were down for naps dd used to beg her to do reading and sounds work. So dd can read pretty well and could read before she started school.Her writing is understandable to anyone who can work out phonics! Eg she wrote her Christmas list and asked for things like theltip pens (felt tip).

Ds1 on the other hand started school unable to read a word or write anything other than he name and that he did very, very badly. He had shown interest but not a great amount and it just didn't click with him until into the school year.

It really doesn't matter. We begin formal learning in the UK pretty early. An early aptitude for reading or writing isn't an indicator of how bright a child is.

Don't worry op. My ds2 4 and a bit just beginning to blend eg cat, dog.
Counting coming on quickly since starting Reception too.
At parent consultation was told no issues at all and all will click in time.
I am just pleased he is settling happily and in first half term has learnt to write his name [hugely]..
School has been the catalyst for this progress.