Reading scheme

[orangeandlemon123]

Question about the reading scheme - at what stage does your school let the children become "free readers"?

I've heard some take them up to 20 and others only up to 9. Curious to find out what experiences people have and why, if you know the reason.

My DD's school I think goes up to 15 or 20. She's in Year 2 at the moment and is on stage 10, and the teacher won't let them go above this level for this term even if they are more capable. She's an avid reader and reads her own books at home but is quite fed up of doing the school readers.

Reading for pleasure is the most important thing for reading. (Ed psych at autism training) keep reading for pleasure. Keep asking questions about the text.

Some of the older books are
not suitable theme wise for younger children.

At home read lots of picture books designed to be read by parents. The language in them is wide and varied. We did a lot of consolidation and broadening at this level.

We were quite lucky. We have to go to level 9 or 10 (can't remember) and then you're officially a "free reader" and get to pick a book from the library. My eldest was a good reader but not exceptional (he isn't the best in the class) and was a free reader in Y1. Youngest is similar and on track to do the same. I think the library books are colour coded and the kids are directed away from books which are too grown up or just too difficult for them to read.

By levels, are you referring to ORT levels (eg Lime is level 11)? Different schools use different schemes.

DD’s school seems to follow ORT bands/colours to Lime, and then has their own colour bands that seem to cover a broader range than ORT. The children don’t have to read every book in every band, and can skip bands. It has been known for children to skip the last couple of bands and go straight to free reader in about Y2, but I believe most children get to free reader status in Y4-5.

I don’t particularly like DD’s school’s approach as it’s a bit random and varies between teachers (single form entry, so not between classes in same year group). They also have KS2 books split between classrooms so the more advanced readers are required to enter different classrooms to choose books, which can be daunting for some.

DD benefitted from the random approach as the school have been supportive of us providing most of her books since Y2. Less work for them, I presume! The only downside is that they show very little interest in her reading, which is a bit discouraging at times.

I agree with PPs that you have to make sure the content is appropriate for the more advanced readers. DD’s school didn’t do this, so I soon learned to check the books first!

If your DD is reading the level 10 books easily, can’t she read the school readers quickly and then get on to her own stuff? Make sure you/she notes what she reads in the reading record, along with any observations about comprehension, new vocabulary etc.