What does it mean to be on a reading level?

[AnonBCofHate]

I've always assumed it was when they could read the book without any problems. Perhaps a few stubbles the first read through but could do it by themselves. But I had a conversation with another mother today who told me they were on a level when they still needed help with or can't read 1 or 2 words per page. Is that right?

Well obviously if the book isn't challenging in any way they should be on the next level up?

I think its approx 95% accuracy for home books; a bit lower for books read with teacher at school. I think - a little while since Ive actually done any of it and read the info.

HTKB wouldn't the challenging book be the level they are working towards though?

What that mother meant by 'can't read 1 or 2 words per page' might be what you call 'a few stubbles'. Parents perceptions can vary.

I gather from previous posts on this subject (mostly on the Primary Education forum) that being able to read 95% of the content is a hang-up from the old 'look and say' books.

If it's a phonics book, the book should match the child's current phonics knowledge, and therefore the child should be able to decode all of the words in the book. The objective is therefore to practise the decoding, and improve fluency in reading, and comprehension.

If the other child can't read 1-2 words per page, they're either on the wrong level or the school is not sending home books appropriate to their phonics level.

What age/year are the children?

From what I also have read on primary board, what Gin says is correct, I believe.

Makes sense - I don't do reading assessments any more so, as said, a bit out of the loop. So, at current phonics level but I guess, depending on level, still sounding out at times but should be able to decode.

That's about it Hula. I think the NC description is some thing along the lines of children being given books to read which closely matches the level of their phonics knowledge. So essentially tricky words that they've already been introduced to and everything else they should be able to decode with their current knowledge. Sounding out is fine and how many words they need to sound out is largely dependent on the child.

Makes sense if you think about it. Not being able to read 5% of the book you're reading might be OK if you've got an adult listening to you to correct or supply the words you can't read. Once you're reading to yourself it's a bit of a problem.

So the 95% books are the ones they are working towards then?

You're "on" whatever level gets sent home. Teachers vary as to what they send home.

One of mine got sent home books she read with ease and then read her own books, so was on an "easy" level for her.

Other child they've gone for sending something challenging so she needs to sound out 2-3 words a page and theirs the odd word I just read for her. So the level she's on has some challenge.

No, if your school is following NC correctly, they wouldn't be sending 95% decodable books home.
Sounding out is fine, but non decodable words for the child means books are wrong level, I believe.
But I don't think many school follow NC correctly from what I read on MN.

No teachers involved

Well being "on" a level is usually school terminology for the books that are being sent home with that child. So if my child is "on" stage 7 it's what's being sent home for that child to read. Often children may actually be reading easier or harder books at home but the level they're on is the book banded reading book they're reading.

This isn't usually in our case one that's read with complete ease but one that may involve sounding a few unknown words out. Or longer books or more complex sentences.

Different schools place children "I'm different reading levels in different ways.

If not in school then it doesn't really matter surely?

But yes its different to say how music grades work. Eldest child is say "working on grade 2 music towards mastery of grade 2." But in describing her you'd say she's got grade 1 not she's "on grade 2."

You're "on" whatever book band you're regularly reading. Rather than working towards completing it.

Hope that makes sense!!

One of the teacher on MN made the good example quoting solving maths.
If the child only knows how to calculate area of rectangle or square, they don't suddenly put question to solve area of circle without teaching formula to challenge the child.

This thread's a little strange, well not really, but to me. Of all the postings it's only G1raffes that I understand completely. Oh well..

Most schools use reading levels beyond the time when all words become decodable, so the matches decoding knowledge part of the curriculum is only relevant in the early parts or learning to read. If schools continue to use levels, then it won't be about decoding.