How many books at each stage?(6 Posts)
We are in Wales and DD is in Y2. She's a bright little thing, one of the more able in her (small) class and school have no concerns about her. Most of my friends with DC of a similar age are in England and I notice that there they seem to be moving between ORT book levels much faster. It doesn't bother me as such - apart from one girl who transferred from a school in England and had already whizzed through the stages, she's not behind. She's on stage 6 and her younger cousin across the border is on 11.
I've just had a quick count up of the number of books she read at stage 5 and there were 36! I'm wondering if the approach in Wales is to labour it until stages are really consolidated and if in England they're moving on as soon as they show competentce at each stage.
Before I ask at school I wanted to find out roughly how many books per stage other children are reading. I'm happy for DD to really consolidate her skills but at the same time I don't want her getting bored.
I think it totally depend on each school.
From reading MN posts, some school make children read all the bools, some make children go through all the levels. Some stop at LV11 in KS1, some go all the way to LV16.
My ds's school let children skip levels. It doesn't matter how many they read, they let them read level appropriate for each children.
Ask the school if she find current level too easy and boring.
Indeed, it seems every school has different policies regarding when a child is moved up; and also, has different numbers of books per level.
At DS' school, they were moved up when they were reading a level confidently in reception, also tied in with their phonics knowledge, to an extent. But in Y1 they were made to read every book in a level before moving. At DS' school they have 45-55 books in each level (up to gold/level 9 - I think they have fewer KS1 books beyond that). So although they got 4-5 books per week, it would take them a whole term to get through a level (what with books starting in week 2 or 3, no books in last week of term, odd days with no books changed, etc) - that is, if they read a book per day. No matter how well they were reading those books.
I'd talk to school without any preconceptions of how things are done elsewhere. I'd be hopeful for a positive outcome to that talk, but yet I'd be prepared to be fobbed off and told patently untrue reasons for why they do things the way they do (e.g. I was told they need to read each and every book in a level because if they don't, there will be gaps in their learning).
And once you know how school handles things, you can suggest changes of course, but my experience is that schools don't like parents suggesting changes in what they see as their expertise. Probably you'll just need to live with it and work around it - so if you feel your child needs different books than what she is being given by school, then provide those books for her (library, reading chest).
But as long as she is happy and making progress, there is absolutely no point in comparing her book levels to other children's book levels, and, if it were possible, even less point in comparing book levels between schools.
DD's school don't have a set book scheme - they have a huge variety of books and one of the reading specialists assigns them a band.
Children pick their own book and we report back if it's too hard or too easy and the teacher will advise with the next one if needed. If you want to skip levels then that is fine, but they will push if a child is only picking very easy books.
Does mean that there are no playground discussions around 'what band is your child on' as none of us have a clue.
My DD is currently being assessed for dyslexia by the school (picked up by them) and I believe they are in the process of buying a new system for dyslexic students so it will be interesting to see what happens with those.
DD struggles with reading but I think she would be a lot more demoralised if she was being made to read all the books at a set level. She does occasionally bring home a book that is way beyond her capabilities and then I will read it with her, but at least she doesn't feel that she's only allowed 'baby books' compared with some of her friends and she is still enjoying the story and the idea of books.
Definitely depends on the school, their policy and the books they have in stock. DS1 read loads of treetop books as that's what his school had. The school I work in has more books available before purple band and hardly anyhing after that. We don't make children read every book in each book band.
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