Primary reading progress?(16 Posts)
At a meeting with my DD teacher to review poor reading progress this yr (compared to her EYFS yr) I queried why my DD had been on the same book band for months and months despite demonstrating she could read higher levels and understand them (we have verbal comprehension Q&A sessions after her book). Teacher and I agreed my DD can 'mechanically' read higher levels and we also agreed she understands the texts. I have been querying this situation for literally months so now am v fed up with her being held back. Why hasn't she been moved on I asked.
The answer was because in WRITTEN comprehensions she often jumbles her sentences, doesn't answer in a full sentence or the teacher thought she sometimes didn't understand written comprehension questions. So she is holding back her READING until her WRITTEN skills improve, as like I say we agreed her understanding is fine when verbally quizzed.
I am astounded, to me these are separate skill sets. Her reading should be developed as this increases her vocab and stamina. Her writing focus needs to be worked on as a separate issue. The teacher insisted her reading would not be allowed to be developed at a higher level until her comprehension writing improved. Is this a thing since the new curriculum??? I can't find anything on the schools own website linking the two, infact there is zero mention of the comprehension levels in relation to reading levels.
I feel the wonderful start she made in EYFS (exceeding age related expectations) has been totally undone this year. But is her teacher correct, is there genuine actual guidance that reading levels need to correlate to a certain comprehension level before progressing?
Any knowledge appreciated!
Assume she is in yr1, so next year, she will take Sats.
Comprehension questions need to be answered in written format. I think what the teacher is trying to do makes sense to me.
Meanwhile, your dd can always read other books from home or library to expand her vocabulary and reading stamina.
irivine Obviously I'm not disagreeing her written comprehension skills need development but why would there be any justification to hold reading back because of that?
To me is like saying, we'll keep a child on adding & subtracting up to 10 even though they can do it (rather than letting them move on to numbers up to 20) just because they are struggling to grasp o'clock / half past in time! They're not dependent... are they?
She does read at home but she's TAUGHT reading at school which is completely different IMO.
Where was she at end of yr R and where is she now?
Where do you think she should be?
It seems like the levels orange and above are mostly just longer. With maybe slightly harder words.
I agree they shouldnt hold back reading for writing. Expecially as my dd is on orange in yr R but can hardly write (summer birthday). She would be completely bored if the 2 had to match as i imagine she would be on pink/red.
I would just practice writing the answers to tge Q you ask at the end of each book.
Certainly dd school dont give homework except reading so everything else would be behind
Talk to the new teacher in September?
Different teachers take different approaches. It doesn't sound like you can convince this teacher to change her mind, but next teacher may be different.
"*^ doesn't answer in a full sentence or*^ _^*the teacher thought she sometimes didn't understand written comprehension questions*^_^*"*^__
This would be a concern for me more so than being unable to write the answer at this stage. If she doesn't understand a written question her comprehension is questionable.
How frustrating. My ds is just finishing yr 1 and is on stage 11 (lime). His writing is TERRIBLE and I think well behind where it should be. I think reading has been a motivator for him as he enjoys it, and think it would have been detrimental to hold him back with it. I would keep reading over the hols and your dd can show her new teacher hiw good she is in sept!
What's her level/book band?
Like Naty says, above orange, children are expected to decode most of the the words using phonics knowledge anyway, so the difference is mostly the length of the book.
My ds stayed on the same level for 2+ years in KS1, since there was a cap on reading levels in KS1 in his school.
I don't think it hindered him from progressing.
A lot of children start to "get" reading in yr2. So there are a lot of movements in levels in YR2. I am sure the new teacher would assess your dd's level at the start of the year, or you could suggest it if not.
I just think there's only few weeks left in this school year, so maybe you can forget about this and relax a bit, and enjoy reading with her over the summer?
Tbh, reading levels are the things of the past/ doesn't even be mentioned between parents in KS2.
Just keep on reading to your DD and letting her read her choice of book at home and don't communicate your irritation about the school's methods to her. It really will all be ok. I speak as a retired teacher, mother of three avid readers and grandmother to two who love reading and two who hate reading but who will listen to audio books. DGS age 9 has just finished reading the first book he's ever read (apart from school reading books), even though he has a reading and comprehension level of a 13 year old.
Thank goodness for Diary of a Wimpy Kid!
Currently on orange book band. Personally I think she's 2 bands above this on her reading based on ORT books I've had from the library. But school has asked me to stop supplementing her reading with ORT banded books from the scheme so they (school) have complete freedom to decide what does reads off their lists and told me to offer non ORT books instead. Bit cheeky IMO as they only change her banded book 3 / 7 days. She often reads additional non banded books too which are her choice from our collection or that she's chosen from library.
I have no concerns over the teachers comments regarding her written comprehension. We all agree there's no issue with her understanding, tbh she just seems a bit cant-be-bothered about proving she knows the answers! I don't necessarily agree with the teachers comments that she doesn't understand Q's, she has a comprehension h/w every wk which she reads & then reads / answers the Q's verbally before writing. She's just a lazy writer when it comes to forced writing, but give her a blank piece of paper & she can write reems of text about fantasy stories.
It just seems so wrong the way they are doing this & claiming it's school policy! I've never seen it written down anywhere.
I recommend you these comprehension sites. Both American, so the grade levels are, grade 1 = year 2. Great for vocab and extensive knowledge/info.
readtheory.org/ Multiple choice question with short passages. It automatically gives you the right level of passage.
digital.readworks.org/ Some multiple choice and written questions. Great resource, but you need to mark written question yourself. You can choose the topic, grade level, and lexile level. I particularly recommend Article-a Day activity for writing and comprehension.
Thanks for the pointers
To return to my main query, is there a known connection between reading level & written comprehension skills to justify holding reading back?
I can't find one but my searches aren't necessarily exhaustive.
I think it may be better to start new thread under different, more specific title, like "known connection between reading level & written comprehension skills" ?
Reading progress is done so much on primary board, it doesn't seems to attract enough response especially from teachers.( always same question, same response), I only recognise one teacher(mrz) on this thread.
But you never know, this may bump the thread and hopefully get more response!
Also reading to children and talking with them really helps with comprehension. I have never heard of a child staying on one level for so long unless there were identified SEN. I think I would worry less about reading scheme books and just read lots for pleasure from the library and hope teacher next year takes a different approach. Good luck.
The head of literacy for ks1 is supposed to be assessing her this wk (and it's a verbal comprehension assessment in the school's official reading level assessment, which to me contradicts DD being held on current book band for ~5 months due to needing to develop written comprehension...). We do read outside of the school home reading books (her to me & me to her) so hopefully she can claw back to where she should be next yr with the new teacher in time for SATS.
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