DTD1 is possibly being pushed too far forward in reading, DTD2 is definately being held back. What are the potential problems this could cause?

[SlightlyMadShrek]

Basically, as the title says. DTD2 has been moved down a set, but is clearly a better reader than DTD1.

DTD1 may be finding reading a bit too challenging ATM (top set)

DTD2 is definately not finding it chaalenging enough despite that she has been moved down to 2nd set. She is a significantly better reader than DTD1.

I plan to talk to teacher today, are there any problems that being in these positions can cause. I am already seeing DTD2 becoming demoralised by the fact DTD1 is a fee reader and she is having to repeat books that didn't challenge her fluently in Oct let alone now.

Is there anything I could be missing in the teachers assessment?
DTD2 is better at the following aspects of reading, have I missing something? What else is there to reading?

1. General flow of reading
2. reading words out of context
3. decoding words based on sounds
4. backing up if she has decoded it wrong and worked out what it should have been based on context
5. using illustrations to help decode
6. comprehension
7. reading silently (DTD1 cannot do this at all)

The only thing she doesn't do as well as DTD is think (sensibly) about what may be coming next in story. She has ideas, but they are all a bit far fetched, but thats DTD2's attitude to life TBH.

Anything I should raise before I leave at 2:50?

I think you've put it very clearly here. The dangers are of dtd2 becoming demotivated and of dtd1 starting to hate reading because it's always a bit too hard.

Can you ask for dtd2 to be reassessed? Perhaps get her to read something to the teacher when you go in this afternoon or say what sort of thing she manages to read at home.

When you listen to dtd2 read and she has to predict the end of the story, why not do it with her a few times. Start with wild exaggerations as she seems to enjoy that, and then ask her to imagine something a bit more normal - eg, 'would that really happen? I know it would be fun if it did, but this... or that.... is more likely...' So she can see the difference, iyswim.

Is it possible teacher has mixed up the two children?

Hi SlightlyMadShrek

How did it go?

We're having the same problem (DD being held back), but teacher refuses to budge on her position, but won't explain how she arrived at it (useful!), ignores all communications from me and ignores DD's protestations. Have a meeting coming up, so would be grateful for any tips. Must admit that DD isn't the only one who is demoralised by the situation!

Really well actually - teacher was expectin me [wave to Mrs H ].

The story goes:
teacher decided to seperate DTDs to allow them both to develop (and the other set of DTs in the class), so arbitrarily moved DTD2, it was not based on ability.
Teacher was of the understanding that Group 1 & 2 were paralell, but they had actually got out of sync by group 1 reading an extra time or 2 in the Christmas play chaos
Teacher was shocked when she listened to group Monday to realise how 'far behind' group 1 they were. (I should have asked why teacher wasn't a bit more informed of where the class aare at with reading?) Apparently they will be finished the reading scheme in 2 weeks, and on free reading like group 1.
We discussed the options, teacher was happy to swap them based on some 'physcological' concerns I had (one of DTD2's few strengths over DTD1 is reading, and that is important to her - and I don't want to destroy that). HOwever we discussed that and came to the conclusion that DTD1 may suffer by being put down in such a harsh way (it was more subtle after Christmas as some other groups were shuffled), as well as peers, DTDs & teacher being disrupted. DTD1 would still be reading same books in 2 weeks so there would be no real advantage to move DTD1 down.
All in all we are going to stay as we are, it is only 2 weeks and in those 2 weeks I shall not be making DTD2 repeat the ORT books. We will concentrate on the books she has chosen from school library.

I shall be monitoring the situation, see how we go. I feel better for understanding why and exactly where we are and why.

I am not really sure what I can say to help Critter. This situation was quite different in a lot of senses. I have the ability to compare my DTD to each other ad make my own judgements on ability. I guess you have no 'becnhmark' so it is going to be difficult to defend your position if they wn't budge.

One of hte problems is that they read in groups. Group size is restricted by the number of copies of each book and the group progress is limited by the slowest member of the group. What I did last year was accept there was nothing I could do about reading scheme progress (they were top set so had nowhere to move up to). Instead I requested that they choose more challenging 'library & classroom' books which they bring home alongside there ORT books.

Really well actually - teacher was expectin me [wave to Mrs H ].

The story goes:
teacher decided to seperate DTDs to allow them both to develop (and the other set of DTs in the class), so arbitrarily moved DTD2, it was not based on ability.
Teacher was of the understanding that Group 1 & 2 were paralell, but they had actually got out of sync by group 1 reading an extra time or 2 in the Christmas play chaos
Teacher was shocked when she listened to group Monday to realise how 'far behind' group 1 they were. (I should have asked why teacher wasn't a bit more informed of where the class aare at with reading?) Apparently they will be finished the reading scheme in 2 weeks, and on free reading like group 1.
We discussed the options, teacher was happy to swap them based on some 'physcological' concerns I had (one of DTD2's few strengths over DTD1 is reading, and that is important to her - and I don't want to destroy that). HOwever we discussed that and came to the conclusion that DTD1 may suffer by being put down in such a harsh way (it was more subtle after Christmas as some other groups were shuffled), as well as peers, DTDs & teacher being disrupted. DTD1 would still be reading same books in 2 weeks so there would be no real advantage to move DTD1 down.
All in all we are going to stay as we are, it is only 2 weeks and in those 2 weeks I shall not be making DTD2 repeat the ORT books. We will concentrate on the books she has chosen from school library.

I shall be monitoring the situation, see how we go. I feel better for understanding why and exactly where we are and why.

I am not really sure what I can say to help Critter. This situation was quite different in a lot of senses. I have the ability to compare my DTD to each other ad make my own judgements on ability. I guess you have no 'becnhmark' so it is going to be difficult to defend your position if they wn't budge.

One of hte problems is that they read in groups. Group size is restricted by the number of copies of each book and the group progress is limited by the slowest member of the group. What I did last year was accept there was nothing I could do about reading scheme progress (they were top set so had nowhere to move up to). Instead I requested that they choose more challenging 'library & classroom' books which they bring home alongside there ORT books.