What do I do about reading books my daughter can't possibly read?

[Patchworksack]

Mr third child has just started Reception. The school have changed how they teach phonics AGAIN (3rd child through school, 3rd method= Read, Write, Inc) and I have dutifully attended the meeting to explain the method and gone out and bought the parent pack to support her at home. She is just starting to read CVC words and has been sent her first few books with words home. They are sending home ORT books which she can't possibly read with the method they are teaching - every page contains at least one word which has sounds she has not been taught, including split digraphs, y making an 'I' sound, ing endings etc. Given that these are books with 3-5 words to a page it's a significant amount of it she can't decode. I recognise they have budget constraints and maybe don't have enough RWI books for every child, is it too much to ask for books she can read with the method she is being taught, given that I'm expected to make her read it every night for a week? It is very definitely for her to read, they have another library book which is a story for the adult to read to the child.

Thank you x

Floppy, floppy is probably the book that makes most of a mockery of the decodable vs look and say ‘boring’ arguement. Well, that and ‘look’.

It’s not like children are spending long on these books either. By this stage in the year I would have thought that most schools would have covered all the single letter PGC, ss, ll, ff, zz, ck and the consonant digraphs. That with a handful of tricky words would give a fair range of words that children would be able to read without help.

On the decodeable side, how do children learn 'the' nowadays? Many years since I've been in reception and I think we used to learn by doing actions for t, h and e.

"Mad" as angry is one of my pet hates in early readers. (Dr Seuss gets a partial pass as being American). But it does not mean cross in my vocabulary

Interesting stuff, that article is selling those books so obviously going to say that method is superior. I absolutely love to read, I just hope whichever method any school uses that it promotes the joy of books.

The article isn't selling anything it's from an initiative at the Centre for Independent Studies (a think tank if you like )

Rafals - is Floppy, Floppy the one where the text is basically just “oh Floppy” “no Floppy” all the way through?

We had that a few weeks ago 😴😴😴
Dull, dull, dull.

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These are lilac Level ORT decode and develop series books ...guessing required!

That looks like the one, Norestformrz.

Fortunately DS2’s brought home a more exciting, and challenging, reading book this weekend. I’ve (hopefully) attached a photo of one of the pages.

And crazily enough, this weekends reading book seems to be in the same book band as Floppy, Floppy given that DS2 hasn’t been moved up a book band yet.

Norestformrz

Those lilac ones have a lot more words than the pink banded Floppy Floppy book! Bonkers.

That’s the one, HopeGarden.

What is the one you’ve posted a picture of? Looks decodable (ish), which might explain why it has more words, but is banded at the same level.

Here’s the cover of the reading book Rafals. A non-fiction book about different building materials used for homes in different climates.

And yes, mostly decodable. DS2 needed some help with the 2 syllable words but managed fine otherwise.
And he found it much interesting than that silly Floppy book.