I want to set up a reading reward scheme in Yr 2 - any ideas ?

[Iwanttoseethesea]

Hi, I'm at TA in a year 2 class and I'm looking to set up a good reading reward scheme for the kids when they read at home. We tried one last year where the kids had stickers on a chart for how many times they read at home , then the child with the most got a dip in the teachers box of treats ( pencils, rubbers etc) .

The only problem was the same boy won every week and always got the treat so the scheme kind of withered away.

I'm looking for a fun way to reward reading at home - help!

TIA

Understanding is quite clear.

As in with times tables, they need to know that 3 x 4 = three, four times. And not just repeat them by rote.
They should then know that 4 x 3 is the reverse.
And I would expect my children to then realise that if 3 x 4 = 12, then 12 / 3 = 4 and 12 / 4 = 3.

Reading is the same, I get so many parents tell me that I need to move their children up levels because they can 'read them', when all they are doing is decoding and not understanding what they are reading.

There are examples of this throughout the curriculum.

There is a world of difference between knowing something and being able to use that knowledge to solve a problem. If my children can't use the knowledge to solve the problems I set then they haven't mastered it and need further work on it

Reading is the same, I get so many parents tell me that I need to move their children up levels because they can 'read them', when all they are doing is decoding and not understanding what they are reading.

Then those parents know.more about the current curriculum than you do.

Yawn

We have been here before.

I think if you are engaged as a parents, you would know the difference between they understand the concept, or just rota learned the fact without understanding.
As for my ds, he figured out 2^9 in his head, or calculated 49 x 49 by doing 50 x 50 - 50- 49 in his head in yr1. Does he understand the concept properly to you?

It may be clear to you bob, but I think some teachers aren't great at spotting the difference between past that stage and doesn't understand.
For example does not want to participate in tedious exercise with manipulatives does not necessarily mean does not understand, for a child who's a long way past the manipulatives stage.

Bit like assuming they don't understand phonics when they no longer sound out aloud. We had that one from preschool with DD, am hoping school are more on the ball...

seems you would Irvine, but that's not always the case

A lot of my parents would struggle to do 50 x 50, let alone the kids :p

in your scenario it appears he does understand it. but I couldn't say for sure without working with him

disclaimer
a child doing As for my ds, he figured out 2^9 in his head, or calculated 49 x 49 by doing 50 x 50 - 50- 49 in his head in yr1 wouldn't be on the yr 1 curriculum :p

Yawn

We have been here before.

What - with arrogant teachers who can't read, ride rough shod over parents and think the statutory curriculum is optional? Certainly have.

catkind it would be a pretty poor teacher that cant tell the difference

Feenie I cant tell if you are a disillusioned teacher, an arrogant parent or just a bit of a twat tbh

I am an outstanding teacher who consistently sets high targets and then achieves them. Because I do things right.

I don't need to listen to a keyboard warrior who just makes snidy comments without backing up what they are saying.

I always take the time to explain my thoughts and why, I would expect the same common courtesy

Because I do things right.

Habitually holding children back because their decoding is accurate but their understanding isn't is not 'doing things right' - It's directly contravening the statutory curriculum.

That's terrible catkind. It only shows the teacher didn't take the time to get to know your DS properly to be able to get to the real reason of why he didn't want to participate using the manipulatives.
Is he having better luck with his teacher in Year 3?

Feenie' pointing out that the statutory curriculum says reading books should be consistent with the child's phonic knowledge and skills (decoding)

but not at the expense of understanding and the child

link please

Surely you've read the English curriculum?

Looking at it now

don't see any bit that says rushing children through levels is a good thing

No one suggested that.

You said Reading is the same, I get so many parents tell me that I need to move their children up levels because they can 'read them', when all they are doing is decoding and not understanding what they are reading.

The curriculum demands that children are given reading books that are consistent with their developing phonic knowledge. You simply cannot hold them back because of a lack of comprehension. Comprehension must be taught through the programme of study, using lots of other books. Even if children are reading behind their year group, the curricukum stats you must teach them comprehension that is consistent with their peers through other stories and poems.

My ds always had way ahead decoding skill and patchy comprehension skill. Reception teacher never hold him back. He loved to look up the dictionary, and got wide range of vocabulary, thanks to reading challenging books.
We worked on comprehension skills separately. It didn't affect his love of reading at all. He is still a good reader in YR4, and loves reading for pleasure.

Hi, this isn't a board I normally read but this popped up on active and I guess there are posters here who may be able to answer my question.

My ds 11 (y6) has been free reading since y4. He started a new school this term and it is very different to his old school, there are 40 pupils in the school compared to his old school of 300+. He does his homework every week and hands it in and reads EVERY Night without fail for at least 45 mins.

The problem is this, 3 weeks ago ds came home and said he had lost golden time as I hadn't signed his reading record book. The next week I signed his book and wrote ' ds has read every day this week, as he always does'.
The next week he came home and said he had lost golden time again as I had not written in his book how many pages he had read each day.

Yesterday (thursday) he left his book at school and this morning before school he said ' the teacher already told me yesterday I won't have my golden time today as you never write a comment'.

Anyway, he brought his book home tonight and there is a comment from the teacher which says ' your ds needs to read at home every night to an adult and then get a signature to enable him to have golden time'.

For a bit of background my ds is above average in most subjects and he is very clever with general knowledge, his 'thing' is learning about facts, his love of books is about facts, he googles and you tubes facts.

To me it feels like his teacher is moving him backwards not forwards. Regardless of 'his' acedemical acheviements, I also have 2 older dc, one with dyslexia and the other with sen and both at the age of 11 did not need guided reading. If I suddenly after nearly 3 years of free reading asked my ds to start reading to me out loud he would think I had lost the Plot!
We talk about books and reading all, the time but none of our family At our ages would ever expect each out her to read out loud what they are reading.

Can anyone help with why the teacher is doing this? I really do not get it.

The teacher is an idiot.

There's a lot of it about, unfortunately.

Yes, that sound totally wrong. Punishing children for wrong reasons. It will just makes reading a "chore".

Agree with Feenie. That sounds very harsh. No reason why the teacher should be doing that when he is in Year 6!

Did the teacher send instructions to you regarding how the reading diary was supposed to be done? The teacher seems to be very particular about it.

Yes, the teacher is clearly an idiot, and you need to complain to the school, I doubt very much that their behaviour policy allows for the punishment of a child for the actions of the parent, and if it does that needs correcting, it is not acceptable.

feenie no-one is suggesting holding children back. my point (seemingly badly worded in reflection) was about rushing children through when they aren't ready

nofuchs
Cant help you sorry, im just 4-7 but didn't want to ignore you

You explicitly said that you repeatedly hold children back if they could decode but not comprehend at that level.

Could not have been clearer.

I hope you put your backtracking into practice - now you've actually bothered to read the curriculum. And you probably owe those parents (you know, the ones you say you're always trying to engage?) an apology. They're right to request a change in reading books - you're wrong to refuse them on the basis you stated.