Kindergarten Readiness

[Anonymous]

What would you consider to be the most critical things for being ready for kindergarten? Both academics and socially/emotionally?

[Anonymous]

Being able to follow more than one step directions, being able to toilet/wipe by themselves and wash their hands, being able to sit and pay attention during circle time, being able to somewhat regulate emotions when upset/during transitions.

Academics? Just be able to recognize letters and Numbers, be on the road to writing his or her name, and the rest his gravy.

[Anonymous]

Anonymous wrote:Being able to follow more than one step directions, being able to toilet/wipe by themselves and wash their hands, being able to sit and pay attention during circle time, being able to somewhat regulate emotions when upset/during transitions.

Academics? Just be able to recognize letters and Numbers, be on the road to writing his or her name, and the rest his gravy.

+1 plus being able to transition from activity to activity.

[Anonymous]

My kindergartener was expected to know her letters (upper and lowercase), letter sounds, and numbers (1-10).

[Anonymous]

Anonymous wrote:My kindergartener was expected to know her letters (upper and lowercase), letter sounds, and numbers (1-10).

Eh. They should have a good idea about letters, but they don't need to know them perfectly. So yes, exposure to letters, and being able to write (or attempt to write) their name is nice too. They get lots of practice with that though, so will learn quickly!

[Anonymous]

The social emotional stuff is so much more important. It’s easy to teach a calm kid his letters but if a reader is screaming because his favorite center is over, the whole class gets derailed.

[Anonymous]

Anonymous wrote:The social emotional stuff is so much more important. It’s easy to teach a calm kid his letters but if a reader is screaming because his favorite center is over, the whole class gets derailed.

Absolutely agree with this. My kid learned SO much in the first three months of school, but the teachers commented that she was able to learn because she's good at focusing and practicing without getting frustrated.

[Anonymous]

Anonymous wrote:The social emotional stuff is so much more important. It’s easy to teach a calm kid his letters but if a reader is screaming because his favorite center is over, the whole class gets derailed.

This issue we experienced is that they didn't teach letters or letter sounds in kindergarten. In writing workshop, unit 1, starting on the first day of kindergarten, was for the kids to write a personal narrative. In reading workshop, the kids were expected to sit and read independently to themselves unless it was their turn with the teacher. In both cases, the kids were expected come in knowing their letters and be starting to sound out words. In my experience, a kid who is lost and can't complete the tasks is more likely to act out.

I'm not saying emotional stuff isn't very important, but letters and letter sounds are also helpful for readiness.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The social emotional stuff is so much more important. It’s easy to teach a calm kid his letters but if a reader is screaming because his favorite center is over, the whole class gets derailed.

This issue we experienced is that they didn't teach letters or letter sounds in kindergarten. In writing workshop, unit 1, starting on the first day of kindergarten, was for the kids to write a personal narrative. In reading workshop, the kids were expected to sit and read independently to themselves unless it was their turn with the teacher. In both cases, the kids were expected come in knowing their letters and be starting to sound out words. In my experience, a kid who is lost and can't complete the tasks is more likely to act out.

I'm not saying emotional stuff isn't very important, but letters and letter sounds are also helpful for readiness.

For us, at least, the "personal narrative" could be entirely pictures. I had a kid who came in writing, with admittedly horrible spelling, complete sentences. She ended kindergarten academically exactly where she started. I had a kid who came in recognizing most but not all letters and she's actually learned something in kindergarten. This kid had a near-cut-off birthday, and it's clear the kindergarten curriculum where we are caters to kids more like her than like my oldest.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The social emotional stuff is so much more important. It’s easy to teach a calm kid his letters but if a reader is screaming because his favorite center is over, the whole class gets derailed.

This issue we experienced is that they didn't teach letters or letter sounds in kindergarten. In writing workshop, unit 1, starting on the first day of kindergarten, was for the kids to write a personal narrative. In reading workshop, the kids were expected to sit and read independently to themselves unless it was their turn with the teacher. In both cases, the kids were expected come in knowing their letters and be starting to sound out words. In my experience, a kid who is lost and can't complete the tasks is more likely to act out.

I'm not saying emotional stuff isn't very important, but letters and letter sounds are also helpful for readiness.

For us, at least, the "personal narrative" could be entirely pictures. I had a kid who came in writing, with admittedly horrible spelling, complete sentences. She ended kindergarten academically exactly where she started. I had a kid who came in recognizing most but not all letters and she's actually learned something in kindergarten. This kid had a near-cut-off birthday, and it's clear the kindergarten curriculum where we are caters to kids more like her than like my oldest.

NP here. You mean your kid who was one of the youngest was at the appropriate age for K? Are you in MCPS? I ask bc I have a son who will be 5 in August and we’re debating whether to send him to K this fall. He knows his numbers and letters and can write his name and other words with help. He’s starting to get sight words. He’s also very empathetic and pretty good at following directions.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The social emotional stuff is so much more important. It’s easy to teach a calm kid his letters but if a reader is screaming because his favorite center is over, the whole class gets derailed.

This issue we experienced is that they didn't teach letters or letter sounds in kindergarten. In writing workshop, unit 1, starting on the first day of kindergarten, was for the kids to write a personal narrative. In reading workshop, the kids were expected to sit and read independently to themselves unless it was their turn with the teacher. In both cases, the kids were expected come in knowing their letters and be starting to sound out words. In my experience, a kid who is lost and can't complete the tasks is more likely to act out.

I'm not saying emotional stuff isn't very important, but letters and letter sounds are also helpful for readiness.

For us, at least, the "personal narrative" could be entirely pictures. I had a kid who came in writing, with admittedly horrible spelling, complete sentences. She ended kindergarten academically exactly where she started. I had a kid who came in recognizing most but not all letters and she's actually learned something in kindergarten. This kid had a near-cut-off birthday, and it's clear the kindergarten curriculum where we are caters to kids more like her than like my oldest.

NP here. You mean your kid who was one of the youngest was at the appropriate age for K? Are you in MCPS? I ask bc I have a son who will be 5 in August and we’re debating whether to send him to K this fall. He knows his numbers and letters and can write his name and other words with help. He’s starting to get sight words. He’s also very empathetic and pretty good at following directions.

Not MCPS, but yes. My DC could read a little but didn't enjoy it and has been fine. Now in a good reading group and doing OK in math, though I'd like to see a little more consistency. At home we've been reading aloud every day and she's starting to devour books. We'll see how it continues, but I don't regret our decision to send on time with a close-to-the-cut-off birthday.

[Anonymous]

For academics, your state probably has some published standards that wi at least give you a baseline.

[Anonymous]

Anonymous wrote:Being able to follow more than one step directions, being able to toilet/wipe by themselves and wash their hands, being able to sit and pay attention during circle time, being able to somewhat regulate emotions when upset/during transitions.

Academics? Just be able to recognize letters and Numbers, be on the road to writing his or her name, and the rest his gravy.

This, and don't bite anyone.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The social emotional stuff is so much more important. It’s easy to teach a calm kid his letters but if a reader is screaming because his favorite center is over, the whole class gets derailed.

This issue we experienced is that they didn't teach letters or letter sounds in kindergarten. In writing workshop, unit 1, starting on the first day of kindergarten, was for the kids to write a personal narrative. In reading workshop, the kids were expected to sit and read independently to themselves unless it was their turn with the teacher. In both cases, the kids were expected come in knowing their letters and be starting to sound out words. In my experience, a kid who is lost and can't complete the tasks is more likely to act out.

I'm not saying emotional stuff isn't very important, but letters and letter sounds are also helpful for readiness.

For us, at least, the "personal narrative" could be entirely pictures. I had a kid who came in writing, with admittedly horrible spelling, complete sentences. She ended kindergarten academically exactly where she started. I had a kid who came in recognizing most but not all letters and she's actually learned something in kindergarten. This kid had a near-cut-off birthday, and it's clear the kindergarten curriculum where we are caters to kids more like her than like my oldest.

NP here. You mean your kid who was one of the youngest was at the appropriate age for K? Are you in MCPS? I ask bc I have a son who will be 5 in August and we’re debating whether to send him to K this fall. He knows his numbers and letters and can write his name and other words with help. He’s starting to get sight words. He’s also very empathetic and pretty good at following directions.

NP. Our son turned five end of july and went on time to MCPS and has been more than fine. Learning a lot and very happy.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The social emotional stuff is so much more important. It’s easy to teach a calm kid his letters but if a reader is screaming because his favorite center is over, the whole class gets derailed.

This issue we experienced is that they didn't teach letters or letter sounds in kindergarten. In writing workshop, unit 1, starting on the first day of kindergarten, was for the kids to write a personal narrative. In reading workshop, the kids were expected to sit and read independently to themselves unless it was their turn with the teacher. In both cases, the kids were expected come in knowing their letters and be starting to sound out words. In my experience, a kid who is lost and can't complete the tasks is more likely to act out.

I'm not saying emotional stuff isn't very important, but letters and letter sounds are also helpful for readiness.

+1. Our DCPS starts pullouts for Kers who don't know letters/numbers on day 1. Obviously, that means the kids will be taught & learn them if they don't know them, but there is a definite expectation that they already do and the curriculum starts from there.