Guided Reading- group levels(19 Posts)
doodle They would put him back due to his comprehension skills. Guided reading is about assessing that the children can do all the reading AFs at a level not just to plain old read it. So therefore he may be able to easily read the text but can he infer meaning, locate key points, relate it to texts he's read in the past etc. hope that helps explain a little
You might be better to start a new thread where people can see your question rather than the old title from the OP.
I would chat to the teacher to find out why...
My ds has been reading at green level all through reception. Now, in year one they have moved him to pink! Don't get it. His comprehension does lag behind his decoding slightly but not enough to put him back by so many levels. Anyone know why a teacher would do this?
Hmmmm, yes but there's not much story to enjoy at ORT 5/6, and certainly not if most of the group have enough on their hands to read it . Hopefully the Y2 groups are generally a bit further on......
Since my dd's been in year 2, they've been in mixed ability guided reading groups. I don't know what the logic is behind this. But I know she's also in an ability based literacy group. So maybe the guided reading is more about enjoying a story and comprehension. And he may well be in a separate phonics/literacy group.
Thanks for your advice everyone.
His comprehension doesn't seem to be lagging behind his decoding (except in non-fiction books about science etc- I struggle with those TBH anyway! . He reads with the literacy coordinator and she only writes positive stuff about his comprehension and the discussions they have, so I don't think he is just being kept with the group because he doesn't get what he's reading.
So, I am going to wait until after his guided reading session (should be Tuesday), get some feedback from DS and then speak to class teacher. Fingers crossed!
LandS - I totally agree. DD now wants to do all her reading this way (talking about the books before we start it etc) which is no bad thing....
Also I do think it depends on the book they are reading (not necessarily the level,but the type of book iyswim) as DD had jolly phonics books before and they had zero comprehension possibilities in them IMO.
I'd have a chat with the teacher. DS was in a similar position at start of this term. Teacher then partnered him up with the one other child in the class who is at same level as him (about same as your son I think). Am sure there is something they can do/suggest as there is a big difference between those levels.
Presumably discussing a book, what it might be about, reading the blurb, (and some blurbs have very specific instructions/questions) is a prelude to comprehension. Presumably the longer you've been doing comprehension the better you get at it.
My dd is Yr 1 and does guided reading with a group of Yr 2 pupils. I was worried that she won't be on the same level of comprehension but I guess they must have a way of dealing with that issue in the group. She's not on lime level though so I think your ds must be way above what the others are doing. I think they could, and should be stretching him more - he shouldn't be getting frustrated like that. I think you should talk to the teacher...
Does guided reading really matter if they are reading and comprehending well in one to one and independant reading?
When dd1 was in year 1 (several years' back) the policy was for only guided reading in year 1. So she read Harry Potter (down to number 6 which came out that year I think) at home and did guided reading level ORT 5/6 (roughly).
I was very disappointed when I pointed out the discrepancy in ability, hoping the teacher would say they were all finding it easy and would move on quickly, but was told that it was right level for the others.
However what they did was they took the story and looked at it at various levels, and she went from complaining about how slow the others read, to being quite enthusiastic about it because they took a "boring book" and made what they did with it "really fun".
I think in the end it did help her because she was able to analyse text very closely, whereas before she was reading for the story only.
It amuses me slightly that ds is now in year 1 and is reading ORT level 10, but it nothing like as good as reader as dd1.
Thanks. Sounds like a good idea.
LandS - DD has just started having guided reading in reception.
From what she tells me (as she insists on doing the same thing at home!!) they look at the front page and picture, read the title of the book and then the blurb. Then they have to tell each other (DD only does it with one other child) what they think the book will be about.
Then they take turns reading and answer questions as they go through the book and at the end have to retell the story in their own words...
woodlysmum, if you're happy with the answer that your son should not be doing guided reading with children who aren't at a similar reading level, and should join a class where children are at a similar level for that activity, do you mind if we talk more broadly about guided reading in general? (I know nothing about it and am interested.)
I use texts slightly harder than their indep reading too for GR.
If I had such a gap between a child and the next lowest reading band group(as you are describing) I would make provision for that child to join Y2 for his guided reading and be slotted into the correct group there. Or, as we are a 2 form entry school i would pair him up with a similar child in the parallel class. He is simply marking time otherwise. Reading ad comprehending at lime green level would be quite unusual and therefore require flexible provision.
I don't think he should be part of that group. Either, he goes up to year 2 and joins them, or else he continues to do individual reading.
Children in a guided reading group are meant to all be at the same level, and the text should be mildly easier than they would read independently (according to certain councils, although I normally choose a harder text because I like to push them with it.)
He isn't benefiting from listening to other children sound out letters. Unless his comprehension is poorer than his decoding, it seems like a bit of a waste of his time.
DS1 (6.2) is in Year 1. He has been reading since he was 3 and is the most able reader in his class (of 30- single form entry) by quite a bit. Up until now they have just been doing individual reading with the TA or parent volunteers and DS goes once a week (when the school remembers) to read with the literacy coordinator. However, they have just started guided reading in their ability groups.
I asked DS what they have been reading and it has been picture books like 'Pumpkin Soup' and 'Meet Wild Boars' which he has read before but enjoys, but he said it was "really annoying because the girls (the rest of the group are girls) kept sounding out the word like 'r-ea-ding' and it was spoiling the story". DS1 is given lime books and from what I gather the rest of the group are on ORT 6/7. I understand (and like) what guided reading is about (comprehension, discussion) but can it be effective when currently there is such a big disparity in reading levels. Is this normal? DS has in the past couple of weeks begun to become less conscientious in class and I don't want him to get more frustrated.
Is this just a normal occurance and we should just accept it and I discuss it with DS or is it something that warrants a quiet word with the teacher? I don't like making a fuss
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