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<blockquote data-quote="tiredmommy" data-source="post: 541829" data-attributes="member: 1722"><p>Malika~ My Duckie was in much the same boat as your J. Her birthday is in January. She did a two year pre-k starting at 3.5 years and started kindergarten at 5.5 years. She, however, was among the <em>oldest</em> starting kindergarten since her birthday fell after the cut-off. I do believe that your J is in a fairly precarious position as a boy and being the youngest as boys often aren't as ready maturity-wise to settle down in a classroom setting and this is further worsened by him being the youngest student. Have you considered holding him back this year or next? It may help him catch up at a pace more comfortable for him. </p><p></p><p>Duckie started kindergarten recognising only 18 of 26 letters, iffy on some of the shapes and barely able to print her first name (remember, this is after two years at pre-k). Her kindergarten teacher was not concerned because Duckie was able to sit and remember to raise her hand and stay in line when necessary so she felt that Duckie would pick up on the academics (remember, she's the oldest child in her class). I ***think*** that J may possibly be a little too busy or distracted right now and requires a little time and maturity to settle down for the business of reading and writing.</p><p></p><p>Here are some of the things we did to encourage Duckie to use and recognize her letters and numbers:</p><p></p><p>We read, spelled and counted everything we could, then had Duckie repeat it. She wanted three cookies? Fine, but she had to repeat "c-o-o-k-i-e" and count out "1-2-3" as they were dished out.</p><p></p><p>She had a fine motor delay so we used thick crayons or washable (thick) markers when possible because it was easier for her to grip. We also made it fun to "write": we'd use our fingers to etch out letters in the bubbles of her bath, spray them out with aerosol whipped cream or shaving cream and etch them using sticks in sand, mud and dirt. Sidewalk chalk was our friend. </p><p></p><p>We sang and memorized The Alphabet Song and kept a print out of the alphabet in upper and lower case letters handy. We used these to sing to a letter she wasn't sure of when she came across it in text. </p><p></p><p>We praised her greatly when she got it right and encouraged her mightily when she did not. Our motto became "If other kids can do it, so can Duckie."</p><p></p><p>We read stories to her every night and attended story times at the library regularly. We let her catch us reading often to stress its importance and keep her interested.</p><p></p><p>It worked. <img src="data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7" class="smilie smilie--sprite smilie--sprite1" alt=":)" title="Smile :)" loading="lazy" data-shortname=":)" /></p><p></p><p>She actually read The Night Before Christmas by Clement C. Moore at a library story time in late December of her kindergarten year. Six months of hitting the problem hard not only caught her up but pushed her pretty far ahead. While I wouldn't necessarily expect these results from every child, I do think it would definitely help lessen the gap he's fallen into this year.</p></blockquote><p></p>
[QUOTE="tiredmommy, post: 541829, member: 1722"] Malika~ My Duckie was in much the same boat as your J. Her birthday is in January. She did a two year pre-k starting at 3.5 years and started kindergarten at 5.5 years. She, however, was among the [I]oldest[/I] starting kindergarten since her birthday fell after the cut-off. I do believe that your J is in a fairly precarious position as a boy and being the youngest as boys often aren't as ready maturity-wise to settle down in a classroom setting and this is further worsened by him being the youngest student. Have you considered holding him back this year or next? It may help him catch up at a pace more comfortable for him. Duckie started kindergarten recognising only 18 of 26 letters, iffy on some of the shapes and barely able to print her first name (remember, this is after two years at pre-k). Her kindergarten teacher was not concerned because Duckie was able to sit and remember to raise her hand and stay in line when necessary so she felt that Duckie would pick up on the academics (remember, she's the oldest child in her class). I ***think*** that J may possibly be a little too busy or distracted right now and requires a little time and maturity to settle down for the business of reading and writing. Here are some of the things we did to encourage Duckie to use and recognize her letters and numbers: We read, spelled and counted everything we could, then had Duckie repeat it. She wanted three cookies? Fine, but she had to repeat "c-o-o-k-i-e" and count out "1-2-3" as they were dished out. She had a fine motor delay so we used thick crayons or washable (thick) markers when possible because it was easier for her to grip. We also made it fun to "write": we'd use our fingers to etch out letters in the bubbles of her bath, spray them out with aerosol whipped cream or shaving cream and etch them using sticks in sand, mud and dirt. Sidewalk chalk was our friend. We sang and memorized The Alphabet Song and kept a print out of the alphabet in upper and lower case letters handy. We used these to sing to a letter she wasn't sure of when she came across it in text. We praised her greatly when she got it right and encouraged her mightily when she did not. Our motto became "If other kids can do it, so can Duckie." We read stories to her every night and attended story times at the library regularly. We let her catch us reading often to stress its importance and keep her interested. It worked. :) She actually read The Night Before Christmas by Clement C. Moore at a library story time in late December of her kindergarten year. Six months of hitting the problem hard not only caught her up but pushed her pretty far ahead. While I wouldn't necessarily expect these results from every child, I do think it would definitely help lessen the gap he's fallen into this year. [/QUOTE]
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