Which colour book bands equate to a level 2C/2B/2A & 3C?

[NorhamGardens]

Interested which colour bookbands equate to the 2C/2B/2A/3C in the Y2 classroom?

I think it varies from school to school?

Also interested whether your school report NC levels in progress reports? Thanks.

Hi NG. AFAIK, and mrz will probably be along later to correct me , lime level books (Book band 11 of the NC) are a level 3 - remember in yr2 SATs that only a "3" would be reported to you, not a sub-level aswell. My older DD got a 2a for reading several years ago and I vaguely remember her being on white books around May time, so that would follow. Presumably then gold books = a 2b?

Looking back at your recent posts you seem to be getting in a bit of a tizz about things, and that is not a criticism, honestly; What is it? Can I, or anyone else, help?

I was never aware that books equated to NC reading levels. We certainly didnt match the two together. Books were given to children based on their ability to read, decode, summarise, discuss, understand etc., but they were never assigned to a specific target level.

They certainly followed the standard book colours. I also experienced through friends with kids in schools in different areas, that reading schemes and levels were not the same. Some schools let kids jump through levels quickly, some schools kept all the kids at a lower level than their ability, and it was not possible to compare one child's ability against another.

There is too much hype on the internet forums about what level the children are at. It really doesnt matter, all kids have different strengths and they should all be nurtured.

Forgot to say, yes my DCs school does report NC levels, but only in end-of-year reports.

But do they advertise that the reading levels are linked to NC Levels.

We have never got an NC Level for reading, just a reading age, but we do get NC Levels for Writing, which included everything else related to literacy.

Sorry meant to say the reading levels of the books - is it general knowledge that they relate to an NC Level.

Just out of interest, what would a bright child generally score by end of year 1? I am in Scotland so do not have any of these scoring/assessments that you guys have. I am sometimes curious though to know where my DD would be. Is 2c higher than 2a or vice versa? My DD is currently P2,is doing really well I think but by no means exceptional. She has just gone onto chapter books at school(not novel style, still full of pictures and with 3 chapters per book), I think they are white books in terms of banding.

My DD got a 2a/3c at the end of year one, and she is bright. And yes 2a is higher than a 2c.

1c, 1b, 1a, 2c, 2b, 2a, 3c, 3b..etc

You are lucky scotch that you dont have all the level and target crap. I was blissfully ignorant with DC1, but with DC2 am much more aware of what it all means, also DH is a head now so he too is talking about levels/targets/assessments/AArggh!! all day too!!

Yes, definately, we have just gone onto the new curriculum for excellence also so there is really no assessments/tests for the kids at primary level. So I am really blissfully unaware! The kids are all still grouped by ability though and have there own PDP's and have ongoing self and teacher assessment, goals etc.

Thanks for that lovecheese, if white books are a 2a she is maybe running along at that level just now for reading/literacy. No idea about Maths though, not her strongest subject!

Like many on here I've noticed ability at home doesn't necessarily match the school's perception and like others here keen that the NC level is in line with current ability. Someone mentioned here that KS1 levels can be shown as an indication of grammar school potential or a child not having the ability for grammar school entry.

Someone asked how the NC levels went they are: W W+ 1C 1B 1A 2C 2B 2A 3C 3B 3A - but no expert!

We get told the level termly and get given a target, which is usually the next sub level up. It is enough to make an anxious mum a bit more anxious, if you know what I mean!

Bizarrely, I've much older kids but was very much in the dark back then and things were very different. We also didn't get the NC levels reported!

Norham - the amount of importance and stress you are placing on exactly whether or not your child is a 2b or a 2a is probably counter productive to your goal of getting her into grammar schools.

Grammar schools are decided by an 11+ exam - which she will sit when she is 11. Whether she gets a 2a or a 2b in Y2 Term 2 will not matter one jot.

However her picking up on your stress may end up mattering a lot....

If you are so worried about getting into a grammar school the sensible thing would be to support her at home now, and get her a tutor when she is in year 5 if you think she needs it.

Stressing now will not help her. You cannot predict from her current grades what she will be like at the begining of Y6 when she has to sit the 11+

It's about what I know DC can do and what school says they can & difference between the two. Also set next year so keen for right set. Also have heard that they do look at KS1 scores are looked at in case of appeal situation on here and in real life. Sorry to sound like a paranoid loon :) Our sets and groups don't tend to move much like some others experience.

When you say the "Right set" NG, do you mean where you think DC should be, or where the school will put her?

Where their potential/ability means they should be.

Yes, but you don't want your DD to get into a school on appeal. You want her to get in by doing well in the 11+. So put your efforts into that instead.

The diff between what the sets are taught may well not be very much at all. For example the bottom set may be taught to do 2 digit addition, while the top set is taught 4 digit addition. But they are both taught the same thing, and both have an equal chance of doing well at applying that knowledge in a SAT or 11+ exam.

Honestly, it does sound like you are worrying excessively, and like that is going to adversely affect your DD.

I can't imagine that sets are absolutely static. And that her future is set in stone at Y2.

I don't think sets in my school are very dynamic - but DS was still moved up to top set when he did well on an exam.

Currently the work is v differentiated depending on the table groupings which haven't really changed since reception. Top table gets extension work etc. It would be difficult for a child from the bottom third of the class to reach the top set without extra, probably external, help. But I do take your point.

It also does not at all sound like your DD is in the bottom third. You are only 1 term into Y2 and she is already a level 2. That is not bad at all.

ability at home does not necesarily mean ability at school for a number of reasons....

it could be that at home the child is more relaxed and less worried about making a mistake

Also the teachers are looking for more than just reading the words...and not just answering simple questions either.

I taught nursery and reception mainly and things have moved on so much in 8 years or so since I taught, dd is aalready moving out of my comfort zone for teaching reading so although I should supposedly know all about reading (ha ha) I was surprised at how much more to reading ability levels there is than just decoding.

panzee provided a fab link about reading skills in a thread called "reading skills and book bands" Unfortunaately, I am too daft to know what to do to link to it. Sorry. it is really useful to give you ideas about the things you should talk about when reading.

blackeyed susan - here's the thread you mentioned. Panzee's link is about halfway down