A MN first? I think my DS is being given books that are too difficult for him...

[ChimneyBest]

DS is 6 (nearly 7, obviously!) and in Yr 2. He brought home yesterday a Lime level reading book, which we are ploughing through. He is reading a few pages at a time, and had good comprehension, can use expression when he chooses etc. However, he still rushes punctuation, and still guesses unfamiliar words - often plausible guesses - but does not use phonics to work things out, just guesses based on the initial letter, which means at this level, he is getting quite a few words completely wrong. He has always been stronger at whole word recognition, so can read things like 'unfortunately' or diplodocus' because he has learnt them, but give him a word like 'unruly' or a name like 'Carl', that he hasn't come across before, and he will just guess.

He was reading gold level before, I think, which he seemed ok on (although obviously still a degree of guessing. He does not read by himself, ever, nor can he read in his head yet.

So, WWYD? Ask school to change back to a lower level (tricky because DS is very sensitive and emotional and may not react well), or carry on when it is possibly denting his confidence because I am having to correct him every couple of sentences...

Just as an aside, for some reason, he has been targetted as getting a level 3 in reading for the end of year 2. No idea why, his is pretty average in his class. My cynical mind is saying that his teacher is just getting him to meet his target (on paper, at least).

so I guess that means he has skipped a bookband? stage 9 -11 ?

If it was me (and it isn't my DD is 5 in reception) I'd ask what happened to white... maybe suggest trying that one as you could play it to DS that they'd made a mistake,

on the other hand I have found that the first book or two on a new band DD finds a little more difficult until she gets used to the new length or whatever

am sure someone else with more knowledge / experience will be along soon

Hello there,
I can see my DD1 (now in Y6) in some of the points your mention. She would guessed words (usually incorrect guesses, just the first letter was the same), couldn't read in her head and I don't think she enjoyed reading that much. When she was in Y3, and getting very stressed with reading, I talked to her, and said that I would talk to the teacher and go down one level, as she was struggling. I tried to explain in a very calm manner. She was "ok". The teacher was a little bit shock when I asked, but agree to do it as well.
Now in Y6 she has sit level 6 SATS for reading. Very proud of her!! She had level 2a in Y2.
In my opinion I would speak with the teacher, and explain the troubles that you have with him reading and to give him books a level down. But before speak to your son about it, in a very calm way trying, explaining that some times you have to go a step backwards to be able to go foward. Some time all they need is a slower pace.
I hope that helps.
Good luck!

If he can read 95% correctly it's ok. Less than 90% too difficult.

No advice, but I can absolutely recognise my DS (age 6, Y1) in your description. So it may be an MN first, but there are people out there in a similar position. Awaiting advice from those who know - we have given up on 'school' reading for now as it was just stressing him out, and focusing on things he wants to read. I feel like we are storing up problems...

This is just what DS does when the book is too hard. The more beyond him it is the more guessing. It's almost like he gets intimidated by words he doesn't know and just guesses, often wildly just using the first letter/some other idea. We've only had this with books we've tried at home that have turned out to be too hard. School ones are easy at the moment.

So, yes, there must be an argument for going back down a level- if he goes onto white rather than back to gold then perhaps you can package it to him positively without upset? Also, when he guesses, do you make him go back and go slowly, trying to use the phonics- this works quite well with DS as long as there aren't too many difficult words.

Have you tried other books at home that aren't scheme books- if you find something he enjoys and maybe read a bit each that might encourage him?

I was going to say the same as Tgger particularly as the summer holidays are approaching. As him if he would like too go down a level, if not then wait for the library summer reading challenge, and try to get some slightly easier books - you can order them in advance online if your library doesn't have many.

If you think that he is still struggling with the phonics then it might be worth asking the school to check on his phonic knowledge. I think indigobell usually recomends dancing bears or something like that for catch up phonics, and you could do that with him over the summer, plus some online games etc, where it is less apparent what level it is aimed at. I'm sure she wouldn't mind if you pm her if she doesn't see the thread.

I am having similar issues with dd2, although lower down. She however does have the phonics knowledge at that stage, but finds the length of book too long. Sometimes poems work better as they get the challenge but in small bursts and a sense of completeness. I do remember too the level before chapter books was hard work, as they get very long with fewer breaks, at least with a chapter book they can read a chapter and then have a break.

Sorry should be 'ask him if he would like to go down a level'. Why does my phone love vowels and hate consonents so much?

To stop his guessing, you need to cover the word and uncover one sound at a time.

So Carl you would first uncover the c then the ar then the l. Then he must blend the sounds together.

Between gold and lime, I wouldn't have thought it would make too much difference for this type of issue. Whatever words you encounter you need to employ the same strategy.

I would ask to go down if your ds is upset with the books. My ds is reading at a similar level and will get very frustrated if he encounters too many words he needs help with.

I recognise my DS in this ... he was pushed up the reading bands too quickly imo and although he could read the words he found the stories hard work and started guessing at words partly because he found it such a chore.

In his case he moved school (enforced move as he was at a standalone infants) and they put him on easier books which he read very easily and most important made reading enjoyable again.

I can see the potential worry in moving your DS "down" though - do the books vary much within the level (he might find other books which are easier) or alternatively can you make reading "easier" for him by just getting him to read short burst interspersed with you reading?

I moved my son down a book band this term. He's only year 1 but he was struggling with Ruth Miskin, then tried Oxford and finally went down a band. I'm not sure how much they can have listened to him read at school - he really struggled with the new books on say every 4th word. Going down a level has been great, given him back his confidence and not made reading a really stressful unhappy time of the day for both of us!

He luckily isn't all that aware of what book band he is on and I'm not even sure he's aware he went down a level. I would talk to the teacher, find out why on new book band and maybe try a level down.

Why don't you just read the tricky bits for him? He'll soon gain in confidence and be able to manage, surely.

I just asked if my son could go down a level as he was struggling and getting demotivated. No idea why this was happening... as in fact the level beneath is far too easy for him. However, it's working - his confidence has gone right up as a result of being able to read the easy books fluently and we are now reading far more of the easy books each week - as opposed to struggling through one harder one. I've suggested to the teacher we bring him back up a level in a few weeks.

DS said the other day that the first book the teacher gives out on a new band is always the hardest. What he meant was it is harder than others in the same band. I wondered if this is because she listens to them on that first one and it's to see if they are ready to go up?

Accepting your point about guessing, I wouldn't ask for a change on the basis of the first book given unless you think there has been a level missed in error. I would just let him read only a few pages at one time to minimise frustration for both of you. There's only a couple of weeks 'til the holidays.

Is he at an Infant or Primary school? Because speaking as a junior school teacher our feeder school is notorious for sending children up at a higher level than we feel the children are so they get more level threes and look better.

Like a previous poster said as long as he is reading 9 words out of 10 correctly he's on the right level.

Thanks all, lots of advice there!
DS is at an Infants, soon to transfer to Juniors. I have no idea why he was targetted to get a Level 3 in reading - maybe it is just to keep the Infant stats up?

I think I will see how he fares with the next book and take it from there. Strangely, I hadn't thought about uncovering the tricky words a bit at a time to encourage him to use his phonics, so I will try that.
He is ok about carrying on with reading, just gets frustrated that he is making mistakes. He is very clear he wants to be on Lime level though - all his friends got there quite some time ago, and he was resolute he would get there by the end of term, so moving him down would be huge. No idea why he skipped White level though - I saw no leap in his progress...

Thanks for all replies. And I don't think there was one stealth boast - on a reading thread - amazing!