dd 'bored' with reading scheme books.(62 Posts)
She is yr 1; on orange level and has been for a term. She seems to have worked through all the
yawn magic key ones and most of the other story books, latest offerings was a book on leeches and meals. She says there are no other interesting books there which she hasn't read and she doesn't want to read them but she has to take two home each week. When she is bored reading then she just sucks her thumb and rolls around, then says she feels sick etc etc... Over the holidays, as she has no reading books she has chosen to read some rainbow fairy books I know it is the same story 80 times but at least she is engaged she reads a few pages, then I read back to her for however long she read to me. We have the same agreement for school books and works well for us.
How can I approach this when we return to school. I understand if the teacher doesn't want to put her up a level, but they aren't about to come and listen to her read and I don't want to battle with her every night to read books she has no interest in. I don't think it will be a problem when she goes up a level as there will be new books, but she won't go up until she reads more. <we have seemingly inexhaustable supply - 80/90 rainbow fairy books as that was all dd1 would read/listen to for about a year before discovering Dahl/Walliams, etc we won't run out of them in a hurry>
Then your imagination doesn't reflect reality
Does that mean that the correct way to teach children is to bore them to death with repetition? If so, then I'm grateful for my imagination.
But hopefully the school will have a variety of books for each level and not just ORT...
If my child was going to be on the same ORT level for months and months I would agree. Luckily DD's school seems to have recently invested in some new books and is getting a few different schemes which make it more interesting. She hasn't refused to read one yet...
I think for dd she had just plateaued for a while, I reckon that she had read about 28 books on orange level, and bearing in mind that other books from their supply were in other children's book bags. I found with dd1 that sometimes she stayed on one level for a while then whizzed through the next few, I think dd2 will do the same, she is reading turquoise better than the orange so far. I don't mind them staying on the same level if they need to be there, but she wants to read interesting books, fortunately she finds magic key books fun!
won't tell her that they disappear further up the scheme otherwise she might stagnate again!
There are definitely plateaus, having different sorts of books certainly helps. Other than that you might wonder why they are staying at that level. Lack of some phonics sounds/ maturity re understanding/stamina needed for a longer book. In some ways DS has "plateaued" but in other ways he has progressed. Some of his books are easier to read per se than 3 to 6th months ago but his reading is fluent now and his higher order skills are improving. I don't even think about the "level" of the book now which I find liberating. I'm guessing they are all around lime but some may be easier and some harder.
The correct way to teach children is to provide work that challenges without being beyond their capability and consolidating learning at each step.
As simpson says children using one reading scheme rather than providing a breadth of material isn't the most effective approach.
bunnies you are not the only one trust me. Have also been battling these dam books for a year . Her teacher is lovely and has really moved her on and has stopped giving her books including biff and chip at least but sounds like your dd does exactly what mine does. Gets moved up, gets excited for the first few
provided b&c aren't in them then gets fed up once again at the repetition and starts with the whining and fidgeting and sometimes even tears.
It's so hard isn't it I hope your dd enjoys the next level more!
She actually enjoys biff + chip, I think the Leeches was the final straw for her, but there had been a number of other different types of books which had come home before, but magic key ones are her favourite. I don't think she was bored because she was underchallenged, however her comprehension is always really good and she reads her reading books because she wants to find out what has happened, if she thinks a story is boring, she looses the will to bother decoding. It's not just a fiction/non fiction thing as she always takes non-fiction out of the library, and loves facts
about Egypt and mummification just not about leeches! She is reading much more around her now, so I think it is becoming automatic.
You could try the Oxford owl website which has loads of free ebooks online...
Also I would keep trying different books from the library that she might like...
I forget what level is she on again??? (ORT wise)...
My DD is getting into the Happy Families books (Mr creep the Crook etc) she is also all consumingly obsessed with Biff et al but has now transferred that to Topsy and Tim so it might be worth giving those a go...She also likes Frog and Toad and Mercy Watson the Pig stories (these are basic chapter books but each chapter is only 4 pages long so she reads a chapter a night)....
Also forgot to mention the "start reading books" that my local library have which are book banded (colour coded) to fit with current NC levels ie red, yellow,green, blue etc etc....
I think they go up to level 9 (although I cannot be sure as DD did not read any beyond stage 6) but she did seem to like them....
They are supremely uninteresting, aren't they?
Find her some books she's interesting in, read them together and she'll enjoy reading more. Meanwhile, do no more than 5 mins on the boring stuff each day, and follow it up with 10 mins of the good stuff.
I'm hoping that she is over the hill now, she will have loads of turquoise (level 7), and then not too long until she can read dd1's rainbow fairy library. Can't stand rainbow fairies either, but the girls like them, and if it get's them reading I'm not going to complain. Just got to go through this one more time with ds!
Message withdrawn at poster's request.
DS is in this situation! He has been stuck on the same level since just before summer. I have approached school and we were told he needed to work on his comprehension. So we did. I am still being told he doesn't comprehend what he's reading, which would be fine if it weren't bollocks. He reads his book, we talk about what happened and can tell you a week later what the book was about, pretty much cover to cover without opening the bloody thing! At home he reads harry potter, roald Dahl, national geographic FFS! We have somewhere in the region of 600+ books, about half of those are childrens so we don't need to hit the library too much. He is just so bored at school! ARGH!
Comprehension schmomprehension to be honest. It's one of those how long is a piece of string? questions. If I thought some teacher was giving me the comprehension run-around I'd just tell her that we've come to the end of that route and either we up the level a bit more or we're going to ignore school books from now on.
Here's a breakdown of comprehension tasks throughout school
Thanks learnandsay, we're in one of the adjoining boroughs to that on the PDF.
Oscar, that's what happened to dd in Y1 of her first school. i knew it was bollocks, she was readingmuch more advanced stuff and comprehension wasn't a problem at home. Her teacher insisted that dd didn't understand, and I suggested it might be because she'd read those books in nursery several times and was bored with them. Apparently this was not good enough, or not true pr something.
I let dd choose whatever she wanted to read. Then I would read her schoolbook quickly to her, and lie in the reading record. Very naughty I suppose, but dd was getting turned off reading and I wasn't going to let that happen just for the sake of some bloody tick boxes at school.
We moved 150 miles away. DD was tested on reading in her new school and put straight onto free reading. Never looked back.
Great to know, I think we need a chat with DS teacher. He's in Y2 and at his October parents evening we were told he will make 3C for his reading this academic year. I am wondering if they have decided that is "his level" and aren't keen to progress him past it.
I have friends who teach in this area, but not at that school, and that is the practice at their schools. This is not heresay, but fact, they are even trained on it!
We r stuck in a vicious circle of books bore her so she can't be bothered and there fore has no interest in talking about story/predicting and all the other stuff they require before allowing them to move on. She there fore gets even more fed up, stops wanting to read anything even her books at home. Yet reading her books at home is the only way obviously of getting her doing what they need her to do.
How do you train teachers to be obstinate in not allowing children to progress beyond their predicted expectations?
Caffinedrip, if school books made my daughter cry and stop reading then I'd throw them out of the window.
It's much better than it was but we r still leaving bits of some and sometimes entire books. I just lie in reading diary. Thankfully we aren't getting the terrible trio books which did leave her in tears. Teacher says she happily reads them in school
I had the same problem with my Y3 DD and ended up just signing off the books they were given at school with a curt "finished on [date]" ( not asking her read them unless she wanted too) - and then writing a gushing sentence about how DD has also been reading X at home , loving it, can't put it down, read 4 chapters beautifully to Grandad" etc etc and eventually they got the message. As the second DD in the family, we have a seemingly inexhaustible supply of interesting books at home, unlike the school reading shelf, where pickings are pretty thin.
At the beginning of last term I tried diverting my comments in the reading diary onto books from home because the school books were far too basic. But the teacher told me not to.
Why did the teacher tell you not to do that learnandsay? Surely it's about the breadth of reading a child is doing and the progress they make at home too?!
I'm going slowly mad as dd has been on the same book band since Sept and we had finished all the books in that box by last half term. I have been either buying books for her or getting them out of the library since then!
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