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Early Kindergarden
Kindergarten readiness when a child is not reading yet deserves a broader conversation than a yes-or-no test. Ask the receiving school what it expects and how instruction is provided. Families should not have to infer entry requirements from another child's abilities.
Bring examples of enjoying books, communicating ideas, exploring letters, participating in routines and asking for help. Also name areas where support is needed. These observations create a fuller picture than whether a child can read a particular book independently.
Avoid coaching a child to demonstrate a skill solely for a brief conversation.
Clarify any formal screening or placement process directly with the school. An online readiness checklist does not replace that information or professional assessment.
Share books, talk about ideas and use writing for real purposes. Ask the teacher how to support current instruction rather than purchasing an intensive program based on anxiety.
If there are developmental, hearing or language concerns, discuss them with the appropriate professional promptly.
That decision needs individual discussion with the receiving school and relevant professionals. One skill alone does not provide enough information.
Ask for specific examples of participation, communication and learning, plus any support that would help the next classroom understand your child.
Explore the Children’s Land early kindergarten program for an overview of this stage. To discuss current placement and your child’s needs, find a Chicagoland location and speak with the relevant team.
Related reading: Getting Ready for School: How Early Kindergarten Prepares Kids for the Future.