ds is a pretty good reader and by the end of yr 2 was on the extended readers of eg. Big cat phonics et: topaz, ruby etc
He's just started in yr 3 and brought his first reading book home today. I don't usually pay much attention to book bands but i had a look today because the book seems very easy. It is ORT stage 8, which is 4/5 stages backwards from what he was reading (well) at the end of last year?
Why would the teacher do this? Is it to ease them back into it gently? Or is it so she can make her own assessment rather than use the one given to her by the infants teachers?
My ds has stopped going through the school book band/ number system for reading and can freely choose out of a couple of boxes. Some times it will be a simple chapter book he chooses/ more often non fiction. The non fiction is ORT stuff and his books can range from about stage 8 to 12 depending on what book takes his fancy. Once through the school initial reading program books, seem to become more of a 'pick and mix'. Maybe it's that?
I had an issue with son's book, several levels too high. He told me he was asked, by helper, are you a good reader? He said yes and was given a book far too hard. Are you sure it was given by the teacher?
At a guess, DS has got out of the swing of reading in school, and won't have really shown his paces properly. Give it a couple of weeks, and he'll be demonstrably back at his previous level. If he's not rapidly back at his old level, try a note in his reading record (or whatever he has).
Medetrina, he has been reading a fair bit over the school holidays, I don't think his reading has "gone down" in any way.
Don't want to come across as too pushy, Cocktail. Well, not yet anyway. I will if I have to! teacher doesn't look very approachable so don't want to mention it till it becomes an issue. Will put brief note in his comments book i think but leave face to face chat for later.
I'll come back to this thread when i see what his next book is! Thanks for the advice.
Is it that the teacher wants them to look at comprehension rather than decoding? I often have to put children 'back' bands if they don't understand what they are reading (I am not saying that he doesn't but that is one explanation). Is it that teacher wants to discuss it fully in guided reading and use it as a springboard??