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(10 Posts)
princessglitter Sun 26-Jun-11 21:50:23

Just wondering - my reception aged dd has always been a good reader and is currently reading purple book band ( which I know is good - this is not a stealth boast!) Her teacher expressed some concerns about her comrehension and put her on green band reading books for guided reading. She then was given a gold (one level above purple and ORT 9) book for guided reading and her teacher wrote in her book that she had spent lots of time shrugging her shoulders when asked questions about the book.

I felt this comment was a bit harsh and wondered why she had been put up four bands if her comprehension is such a problem. The book she brought home was all about concepts such as force and gravity - which surely any 5 year old would struggle with. Incidentally, she seems to have good comprehension at home, but says that the classroom is too noisy.

Obviously I will mention to her teacher - but am I worrying about nothing?

Elibean Sun 26-Jun-11 21:59:35

Ok, I'm confused now. She is on purple (for home). she was put on green for guided reading (presumably so the teacher could check her comprehension, rather than her reading), then she was jumped to gold - and now her comprehension of gold reading books is in question. Is that right?

I think, overall, I would simply tell the teacher I was confused as to why she went from purple to green to gold...and ask what they think about her comprehension, and how you can help?

Its quite possible that the noise at school doesn't help, but its also possible that some of the content of the gold level book isn't quite right for reception children - reading age doesn't correlate to vocab or emotional maturity, and it wouldn't be right to rush her on over the last two just to keep up with her reading, iyswim. Are they picking books she is comfortable with, content-wise? Force and gravity sound a bit heavy/tedious for a 5 yr old - I think dd was much happier with stories at that age!

princessglitter Sun 26-Jun-11 22:05:34

I'm confused too.. dd is happier with stories, she isn't too keen on some of the non fiction. Her reading is ahead of her comprehension, but I'd always thought that was natural, given that she is a good reader, but otherwise a normal 5 year old, who likes princesses and isn't that interested in magnets/force etc

Elibean Sun 26-Jun-11 22:12:13

I would just mention that to them then - sounds to me like their muddle smile

And don't worry about it, just keep giving dd the kind of books that she likes!

swanker Sun 26-Jun-11 22:20:11

We have a similar situation whereby reception aged DD can read far beyond her comprehension- but they haven't messed around with her reading level- there are all sorts of extension books within the same level, so she has been working through these to improve comprehension (mainly caused by her ignorance about the wider world, as to be fair a 5yo doesn't have much life experience smile)

This is using ORT though- don't know what scheme your school use. At home she reads My Naughty Little Sister, Moomins, Astrid Lindgren's Lotta books, Donaldson/Scheffler books and fairy tale type books etc- she has plenty of opportunity to raise bits she doesn't understand, and she loves reading.

RoadArt Sun 26-Jun-11 22:35:29

Just let her continue to read a variety of books and continue to talk to her about what the story was about, how do the characters feel, what do think might happen next, what do certain words mean etc.

Some teachers are torn between keeping parents happy by given children harder books, or keeping to their structure of not moving kids up if they dont understand what they are reading.

In your case the teacher has identified comprehension as an area she struggles with. Dont take it personally, it is not a criticism, she is still very young.

Do allow her to read "easy" books at home as well so that you can help with her comprehension skills as well. Non fiction books are a goodway to see how much a child has understood what they have read.

If the teacher gave her gold to try then this will be to show that she isnt ready for the higher level books and has given you the reason why.

Maybe you have mentioned that DC is reading harder books at home? The teacher can only mark and assess what she physically sees/hears in school and cannot grade a child based on a parents assessment.

DorisIsAPinkDragon Sun 26-Jun-11 22:47:41

DD1 Yr1 and is a reasonably good reader for her age but also seemed to struggle with comprehension (particularly last year), more so with the science type books as she too loves stories.

we approached it by trying to encourage her to ask, praised her when she did and reviewed understanding on each page as part of the process. we praised her more if she'd asked us before we got to the end of the page iyswim.

RoadArt Sun 26-Jun-11 22:53:29

You may also find the teacher next year might review her levels differently. If they are not as high for whatever reason, dont panic or worry. A lot of teachers use the books in different ways.

In our school the Y1 class didnt have access to any books beyond orange and Y2 didnt have access to books beyond gold. So no child was ever given harder books! If this did happen in your school you would be extremely annoyed, so dont let the reading schemes worry you.

princessglitter Sun 26-Jun-11 23:00:33

Thanks everyone - will just try to go with the flow. Maybe she was just trying her with the gold book. I haven't asked for her to be put on to harder books and am happy for her to go at the school's pace.

RoadArt Sun 26-Jun-11 23:09:17

Hi Princessglitter

Reading is a huge issue and it is usually the only marker we can identify at home as to how well our children are doing in school. Soit is something we do all worry about.

I was always anxious about the lack of books my DCs got, after year 1 none of them have ever had reading books sent home, so this gave them the idea that they didnt need to read - because teacher didnt think it was important - so this caused different headaches because they stopped reading - despite my best efforts. The teacher never seemed to listen to them in class either (except for assessments.)

They have all continued on the same percentile line increase throughout school, so lack of reading fortunately didnt disrupt their abilities. It has taken a few years for them to get back into reading again

I think by encouraging your child to read at home, and never make too much of a fuss about the school books (if they are too easy) - obviously she must read them, review them, discuss etc., she will prosper and develop herself very well.

As your child goes through school you realise that the reading level actually doesnt matter, enjoyment of reading and the ability to glean information and talk about what they have read is much more important

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