| The first thing to do is to make an appointment | | | | "dialogic reading" at home. That's a reading |
| for a long and honest talk with the teacher. Ask | | | | strategy that good teachers and many parents |
| the teacher to tell you -- in detail -- what she or | | | | already use: reading to the child, and gently |
| he perceives as your son's strengths and | | | | coaching the child into thinking and talking about |
| weaknesses. If there have been assessments, | | | | characters, plot, setting, author, illustrations, and |
| ask to see the results. Then talk again, in detail, | | | | so forth -- all important pre-reading steps. |
| about a plan that you and the teacher can follow | | | | See how your son progresses as you and his |
| to help turn the weaknesses into strengths. | | | | teacher use these "catch-up" strategies. |
| Consider, for instance, his social skills. That's an | | | | If, a bit later in the year, there's still a question |
| area in which many boys lag behind girls, and it | | | | about whether he's ready for first grade, ask the |
| can keep them from being ready for first grade. | | | | teacher to use "Light's Retention Scale." You and |
| If your son isn't doing well at skills like taking | | | | the teacher complete a simple set of questions, |
| turns, sharing, and cooperating, you can work on | | | | and the scale provides an objective analysis of |
| the skills at home, inviting other children to play, | | | | whether retention would be helpful or harmful for |
| observing your son's interactions with the other | | | | your child. |
| kids, and gently coaching him before and after the | | | | And please remember this: The goal is to help |
| playtimes. | | | | your son have a successful first-grade |
| If your son isn't doing well with academic skills, | | | | experience, because that's the foundation of his |
| work with the teacher to determine how you | | | | academic career. That's more important than |
| might support what's being emphasized in school. | | | | staying with current friends. Finally, a word to |
| Don't use "skill-and-drill" worksheets. Kids your | | | | parents whose children aren't yet in kindergarten: |
| son's age need meaningful, hands-on learning | | | | Quality preschool programs provide a firm |
| experiences both in school and at home. | | | | foundation of academic and social skills to help |
| Talk with the teacher about how you can use | | | | ensure that kids are ready for school. |