Book several bands below reading level for table work?

[aegeansky]

Those of you who can't stand threads about reading levels, turn away. DS got 3 for reading in his end of ks1 report, and has just started in year 3.

I know the teacher is probably getting to know the children for herself, but I'm wondering why, if she has access to the levels, she has given his table a book that is several bands below what he can read for himself?

He was confidently reading books at about NC level 4 last term, and continued reading over the summer. The book the children have been given for their literacy work is about 5 bands below this. The top table has been given a book of the correct level for its ability (NC5) from what I can see.

I know some of you will say relax, it's early days, but what alarms me is the internal inconsistency - correct level for top table, not so obvious why below actual recent attainment for his table?

sorry, locally.

themildmanneredjanitor,

Yes, he has an excellent active vocabulary and a huge passive vocabulary. He is unlikely to find a word that he does not know in a story book at level 3. His factual vocabulary is even stronger.

Syntax is much more of a challenge for him in poorly written material at level 3 than in well-written material nudging towards level 4. (And come on, please, who hasn't seen inexplicably/unnecessarily challenging syntax in books written specifically for children?)

themildmanneredjanitor,

And yes, he reads with expression and appropriate pauses.

How do you know what the 'top table' has been given? How do you get so much information about what 'level' books the children are reading? I find this truly scary.....

The children have only been back at school a few days - give the teacher a break...

I think you need to chillax lady - it is one book and not going to be of any consequence long term.

If it happens repeatedly then talk to the Teacher and ask why, it seems so simple and you are tying yourself in knots.

What is an example of a banded book at level 5?

Just curious. most schools would have children as free readers way before that stage.

Yes, I'm curious too, and even more curious about what a level 6 banded book would be.

Rolla,

Because I get feedback from my child. I don't even ask for it. This is his focus first, and then mine, not the other way round.

Singersgirl,

Right, some more info volunteered by DC today.
The whole class does literacy work around the same book, at the various tables. The exact challenges set vary according to the tables.

It's only for the silent reading/guided reading (DC used both terms but seemed to imply that the lower tables get help) that the colour coded books are assigned to the tables.

With this in mind, I'm not really so bothered, except that the level assigned to this one table is, as I said in my OP, way below DS's proven attainment. But really, so what? He read it quickly and got another one straight away.

And as others obviously believe this is making a hoo-ha about nothing, let's leave it right there. I trust the teacher and I'm sure these early days are just a time for working out what's going on and getting to know each child individually in the best way.

tartyhighheels, wish I could relax. I spent a whole year (1) relaxing, and wish I hadn't. Year 2 was brilliant, but I'm still nervous.

But level 5 or 6 books will be long novels like Alice in Wonderland (just as an example), won't they? So the top table will be taking a long time to work through their books.

This might be a bit off at a tangent but my son had a high level 3 for reading in KS2 Sats but is still on the one up from bottom table for literacy this year round. He doesn't like writing so I guess thats why (tho he managed a 2B). But he is the only one in the whole class to have gone through all book bands and pick library books instead (Harry Potter, Beast Quest, Asterix current favourites) and all the others on his table are on Gold level for reading. Is it that reading isn't included in 'literacy' work or am I just being dumb? He gets very depressed about tables and he would love to go to top table for something! Can anyone explain how it all works??

houseofboys, with you - you meant KS1 sats?

Yes, KS1 - he's just started yr 3. His first comment when he came home was about the tables he was on, I really wish it wasn't so obvious to them. But I don't get the literacy ranking, though obviously appreciate his writing lags behind his reading quite a bit.

houseofboys, sounds like you might be right, there. If he had a 3 in end of key stage assessment, that must be the only reason why he is not on a higher table.

It is amazing just how much attention children can give to these supposedly invisible rankings. For my DS it's made worse partly because all his friends bar 1 are on the top literacy table.

yes, likewise. My DS has kind of given up about getting up there as well which is most worrying.

I'm still desperate to know what a level 5 or 6 book is - and who decides.

Pixie, yes, they are NC levels.

They are not all banded. Have a look at my chart in an earlier posting. At about level three, they're mostly chapter books with a sticker on the front telling you the corresponding NC level with a colour code.

As I said, other schools simply put a sticker on the front with an NC level.

How is your ds so conversant with all these 'NC' level books??
I'm with Pixie on this - I really can't understand what a 'Level 5' book would look like! (Well, apart from any regular teenage fiction book, that is. Can't say I've seen the level description on many of those though.)

How can a child be so aware of 'tables' and levels in Y3? How can a teacher have these set tables? Mighty weird IMO....

Furthermore, children reading at Levels 5 and 6 are reading Shakespeare in KS3