Another reading one.. (Y1)

(15 Posts)
wtftodo Mon 30-Sep-19 21:58:30

DC is in Y1. Has been reading fluently for months. Exceeding in reading at end of reception report. Reception teacher put DC on yellow/stage 3 a year ago. Had been comfortably reading stage 5/green band school books since before Easter - ie maybe didn’t recognise a word or two per book, perfect detailed comprehension, good expression etc. Was reading harder stuff at home since Christmas. Since last spring has been reading early reader chapter books at home under the covers every night, reading Winnie the witch, horrid Henry, etc etc. Every day in summer holidays.

New teacher has put DC on green band, rereading books DC read last March... I’ve written in the reading record re each book, we’ve read this months ago, please can DC try something new, DC frustrated by rereading these books, is DC reading ok at school etc. And noting that DC is reading well and with good comprehension. (Last year’s reading record shows DC was reading the same books perfectly then.) Comments from teacher in response are that DC is reading very well with good expression and understanding but mispronounced a name”.

In reality, DC is now refusing to read the bloody school books at all which is fine by me up to a point, as happy to let them carry on reading under covers etc with me checking sometimes that they’ve understood. But DC also complains the teacher said DC can’t try a trickier book, said those books are for X and Y and Z children, etc, why does DC have to read the boring books, DC HATES READING etc (though thankfully is still reading their own books to themself).
DC is pretty frustrated and can see they’re being held back - and honestly they’re probably utterly bored. My response is very supportive of school and beeezy - you have to read this one, but then we can read the FUN stuff, etc.

Anyway I have a rare opportunity tomorrow to mention something to the teacher.. at drop off or email.. any advice for me? Is there any point? Am I being ridiculous to worry that this is a sign DC won’t be stretched / will disengage? Is this pointless or worth flagging (teacher is in NQT year so I don’t want to unfairly assume they are wrong)..

OP’s posts: |
mynameisMrG Mon 30-Sep-19 22:07:38

Absolutely mention it and say DC is becoming disengaged with reading as he is reading books he has already read. If the teacher is still unsure ask for two books to go home, a harder one and one on the level they believe DC needs to work on. That might be a compromise. Or ask specifically what is it that is holding DC back in their reading that means they are reading the same books they read six months ago and is it something I can support at home with etc

EmilyStar Tue 01-Oct-19 00:13:38

Yes, mention it. Especially the bit about how he’s getting so bored and frustrated that he’s getting disengaged with reading.

When I’ve spoken to teachers about this sort of thing before I’ve usually asked what is it DC needs to work on at home to be moved up to the next reading level.

Although, about the re-reading, depending on how many reading books the school has, is it possible that the teacher may not realise that he’s re-reading the exact same books he had last year?

CripsSandwiches Tue 01-Oct-19 10:20:24

I would mention it. The good news is most of the reading practise happens at home anyway so as long as you have access to a library you can read what you like at home at ignore books that have already been read perfectly.

LetItGoToRuin Tue 01-Oct-19 11:50:15

His reading may be coming on well, but how is he with phonics? You mentioned a couple of things:

“maybe didn’t recognise a word or two”
“mispronounced a name”

Does he decode if he doesn’t recognize a word, or does he guess? Did the name that he mispronounced contain any unusual spelling, that he wouldn’t have come across before?

If he’s not using his phonics to read unfamiliar words, this might be the reason the teacher is holding him back. I’d carry on as you are, but watch carefully when he’s reading out loud to you, and if he skips or adds words, or guesses longer/trickier words rather than decoding left to right, remind him that he needs to read very accurately and use decoding strategies for new words.

I may be barking up the wrong tree – if in doubt, I agree with the others that a chat with the teacher would be a good idea.

wtftodo Tue 01-Oct-19 12:39:28

Thanks all, v helpful. Letitgotoruin, I mean DC might mispronounce a word she’s never heard before - but still phonetically, if that makes sense? Trying to think of an example... the name DC mispronounced for the teacher it sounds like she was rushing as it was a name DC can decode (and indeed did, months ago). This was the only mistake DC made in the whole book for the teacher. With me DC sometimes misreads “the” as “she” which I always gently point out but really that’s it for guessing.

I’m talking to teacher today, hopefully they’ll explain their thinking anyway..

OP’s posts: |
Doublegloucester Tue 01-Oct-19 16:09:55

We're having similar trouble so interested to see how you get on...


Awkward1 Tue 01-Oct-19 19:11:35

Confusing she and the is an odd one. Is that sight reading it? Or reading too fast so not looking at every letter.

Otherwise we had very similar experience but with a older teacher, went back a band starting yr 1. When should have gone up about 7.
I put it down to tactics so they can make progress.
As you said it was annoying as i saw other kids reading chapter books.

Ciwirocks Tue 01-Oct-19 20:51:47

Does your dc know the meaning of all the words she is reading? Only my ds is a strong reader and can say all the words but would often just skim past words he didn’t know the meaning of and still follow the gist of the story. Since moving into juniors he has been moved back a level so we have used this as an opportunity to make sure he knows the meaning of all the words and talk about that so he is still benefiting from reading the books. He reads the school book once and then reads his own stuff in between

wtftodo Wed 02-Oct-19 13:45:04

Yes DC understands what they're reading. Usually asks if they don't understand a word, and I check too. When they read something much too hard it's really obvious. I think re she/the it's reading quickly and it's a mistake that's been going on for a while so maybe I need to make a game to help DC sight read it more accurately.

I've spoken to the teacher now who was really helpful and said they have noticed DC is ready to move up levels but they haven't individually assessed the children yet or assigned them to phonics groups so they are all still on the same band. I thought assessment happened in week 2 as per the school calendar but it's reassuring the teacher is going to be sorting soon. Also the teacher said DC is getting frustrated in class when they do group reading, and racing ahead, so I'm going to encourage DC to be more patient and try to be mindful that they're all learning at their own pace etc.

Thanks everyone for advice. I'm glad I spoke to teacher and now feel more confident about raising it in late november at parents evening if still an issue.

OP’s posts: |
Hatchimalla Wed 02-Oct-19 16:44:32

Similar to our problem. Dd was reading green books at school by end of reception but way more advanced at home. Started yr1 still on green (level 5) but reading level 9/10 with ease. I put a note in her reading record to say she'd already read the green books and is reading much trickier stuff at they put her up to level 6. She doesn't get excited about the books from school anymore, which is a pity.

Redspider1 Wed 02-Oct-19 18:17:31

I’m a HLTA in Year 1. I am responsible for assessing reading levels and carrying our reading and comprehension screening tests. The only reason I can think of is that your child has not faired well in a reading assessment. I had several children this year who can to me from Reception on a higher level. When I reassessed in September, they we’re nowhere near that level. It wouldn’t be fair on the children to keep them on a level that they are not understanding properly. I have heard Year 6 children read complex sentences perfectly but be unable to answer questions on what they have just read, both literal and inferred comprehension. Have a word with the teacher.

Ciwirocks Wed 02-Oct-19 19:07:39

redspider I completely agree. I just wish schools would explain that a bit better. My ds reads anything and everything but has been moved back to stage 10 in year 3. When I sat and properly quizzed him he did understand what he was reading but a good few of the words he didn’t know the meaning of ‘expedition’ for example. He could read it fine though and could make a guess at what it meant from the rest of the text. It is still benefiting him to go back because it is widening his vocabulary and I still let him read his chapter books independently at home for fun.

wtftodo Wed 02-Oct-19 21:29:20

Redspider, thank you for your insight. I don’t think it does apply in our case as the teacher has already confirmed DC is reading at a higher level and with strong comprehension but they just haven’t put them up / formally assessed yet. I don’t know how long is usual at the start of each year until the children have been individually assessed. It sounds like something will change soon, anyhow.

OP’s posts: |
Redspider1 Sun 06-Oct-19 18:52:05

I think that within a month, most assessments have taken place. Carry on reading more difficult books at home as the school book is only a measure for the school. Sounds like your child has plenty of support. Lucky

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