Reception reading

[Faz2015]

Hi just need some advise... My dd 5 yr I'm reception was moved to green band on the reading scheme few weeks back... When she brought book home she was reading through it fluently with full understanding. This morning, I told the TA that she is reading fluently, and they sent of the rainbow magic book ( chapter book) to read. Is this the norm? My dd can read it but not sure about comprehension.
Please advise

Thanks

That's quite a leap from green books to Rainbow Fairy Magic books. They're several bands higher. Are you sure that the teacher or TA gave it to your dd, or could she have picked it herself by mistake. I often find that children in my class have picked the wrong level book, because they go to the right box or basket, but then don't bother to check the sticker on their book (children often put books back in the wrong place).

Thanks for the reply... My dd said tge teacher gave it to her as a holiday read... She said it was chosen for her.. Maybe I can clarify Tom... Thanks

Maybe she is an exceptionally good reader? A few children learn much faster than others.
How is she coping with the book? And does she like it?

Spoke to the teacher and she said that she was ready to read this kind of book. It will challenge her aswell with understanding the complex sentence structure, and remembering the events as it's quite long. Dd is enjoying it so far... so not sure if she has to go through all the reading tree bands...

Thanks xx

My ds jumped through all the reading bands in reception, reading long chapter books by summer term.
We had a quite a challenge because we read things like "Witches" by Roald Dahl or "Secret Seven" by Enid Blyton. We worked very slowly, read 1 chapter a day and concentrated mostly on comprehension.

There is good reading comp. website your Dd might enjoy.

www.readtheory.org/

Thank you so much x

As a primary TA for twenty years, I used this method:

When reading harder books with a child, get him to point to words as he goes along. If he knows the word, or can sound it out, he can say it. If he doesn't know the word, he can hover his finger over it, and YOU say the word for him. Don't stop to analyse or discuss the word at this stage, but try and keep the 'flow' of reading going. Review difficulties at the end, if you wish to.

This way, he has the satisfaction of reading more difficult books, without the fear of getting 'stuck' on words.

Thank you so much... I'll try this method X