Kindergarten Reading Progress: Questions to Ask the Teacher

Kindergarten reading progress questions are most useful when they describe a task, not a label. Bring examples of what your child reads, what is difficult and which support you tried. You do not need to wait for certainty before raising a concern with the teacher.

Ask which skills are being observed

Reading involves more than reciting a familiar book. Ask about sound awareness, letter-sound knowledge, word reading, language and understanding as relevant to current instruction. Request plain-language explanations of assessments and classroom observations.

Avoid comparing your child with named classmates or relying only on a general level label.

Make the conversation actionable

What is the current instructional focus?
What does my child do independently and with support?
Which examples show the difficulty most clearly?
What support is being provided?
What should we do at home?
When will we review the plan?

Ask how the school decides whether further assessment or additional help is needed. Do not use a home reading game as a substitute for appropriate evaluation.

Leave with a clear next step

Write down the agreed support and contact person. Share relevant observations from home without turning every reading session into a test. If concerns continue, follow up promptly through the school's process and with relevant professionals.

Should I wait until the end of the year?

No need to delay a concern. Ask for a conversation and an explanation of the next steps now.

What if the teacher and I notice different things?

Compare the text, setting and help available. Different observations can help identify what support is useful.

Explore the Children’s Land kindergarten program and find a Chicagoland location to ask how the current offering fits your child. Confirm program details and discuss useful connections between classroom learning and home.

Kindergarten Reading Progress: Questions to Ask the Teacher