year one book band

[prettyFLower23]

Hi
My DD is currently on ORT level 9.
What happens in year 2 once children finish the books?
Level 9 looks like expected for year 2, should I ask what additional support she'll be given for progression in year 2?

NB this is not a gloat thread, asking for feedback

Well at least op got answer for original question. Most school cope with children at her dd's level or higher. So no reason to think her dd's school can't.

I hate the idea that the school are telling you she is in the top 5% Essentially this is telling you confidential information about other children in the class which is not on.

Equally I don't agree that level 9 in Y1 is anything unusual, at least 50-75% of our average year 1 classes would be above that level by this time of the year.

You sound quite smug about your dd and your dd's school, it's quite unpleasant Tbh.

my goodness., level 9 on ORT in the first year of primary school? What am I doing wrong? We thought DD was going well and she's on level 5-6 and we have no idea where she sits in the class. Thoroughly depressed.

It's not the first year in England. We have reception first so its the end of the second year.

But OP, you said yourself they're making her read all the books on all the levels. Of course she doesn't progress through levels at the same speed as kids who're allowed to skip levels or just read a couple of books. With a Read All the Books policy, levels for a strong student just tell you how many books the school own and how fast they're prepared to dole them out.

ok so this is when they've been working on reading for 2 years. So worrying these threads. Thanks! Is there any sort of comparable metric for maths?

Not really for maths. And for reading it only tells you what level books the teacher is giving the child. It doesn't tell you much about the child's ability or intelligence ad you can see from this thread different schools do things differently.

I think sometimes as parents it can be tempting to want to rank or grade our kids and be reassured they're doing well. Levels is the only tangible result we have so it's easy and really unhelpful to get hung up on them!

catkind, it doesn't really matter what op's dd's school does. She was worried about her dd's progress in yr2, since she is top 5% and level 9. Obviously lots of pp said most school can cope with it fine.

DownstairsMixUp orange is level 6 in the book banding system (level 15 is a Reading Recovery measure)

DownstairsMixUp, my ds's school use colour and level. Level9 = gold,
level 11 = lime, etc.
I used just levels because the Op only referred to levels.

Yes OP my DD was free reading at this stage - & neither myself or my DH are barristers or "top professionals" .

And just because the children have to read every book in the band - it doesn't make the school "thorough" (or wise).

Definitely not.

Completely agree with Esk btw.

Why are some on this thread presuming that children from professional backgrounds should be more "able"

In my view they are not more able, they are just better performers. Yes, good support will equate with good performance at school. It doens't make the children more naturally able or intelligent.

You can spot the naturally able children a mile off and background doesn't make a blind bit of difference. There's only so far you can push a child who is naturally average.

No, Vickster99 , it was OP who claimed her dd has a able cohort because of parental background.

Irvine, that was a response to OP's later post worrying that her DD wasn't doing so well after all because various of had said level 9 wasn't that amazing.
Nomud, quite the opposite of wise I'd say.
Vickster, statistically speaking people in professional jobs are likely to have above average intelligence, and people with above average intelligence are more likely to have intelligent kids. Which part of that would you disagree with?

DDs primary school use the Accelerated Reader program as does the Secondary school I work at once children finish the book bands. They read the book, answer online comprehension questions and then are given a level of books that they can choose.

Irrespective of what age/level etc. the OP's child is, I think it is a really interesting question! Do children stop being 'taught' to read once they are off scheme books? Are they just left to select their reading material, without being taught important things like comprehension? Do they still read and discuss books in groups, or do they all do their own thing? Do they still differentiate reading level?

I'm actually REALLY interested because my DD is going to be off scheme books (her school go up to the top of ORT, so she will be past level 15), and I'm really curious to know how the school then approaches reading/comprehension, and in particular how the stretch children. I guess it is the same question as to how children would be stretch to achieving the old level 6.

It is pretty much the same question, just at a different level because DD's school has more levels to work through. I don't feel like I'm hijacking because it is the same question - but I'd be happy to start another friend if anyone thinks I am. I'm just really interested to know!

Thanks!

We don't have book bands but neither do we have free readers. Books are selected by the staff to develop and reinforce concepts taught in class even in year 6.

OP, you asked what's exceptional. WhattodoSue's dd is perfect example of exceptional, she is already finishing KS2 levels in YR1.