Y1 reading - totally confused

[Babyboomtastic]

I've got a child about to end Y1. I'm totally confused as to how they are approaching reading.

They are apparently following the twinkl phonics regime (which I somewhat understand) but I don't understand how that works with reading levels. My understanding is that they are giving books that drap with the graphemes they are learning, but that books are also banded. So far, that makes sense. Whether a book is very easy or more challenging, it just needs to contain particular sounds.

However, they have clearly re-banded a lot of their books to fit this new scheme. So my child has bren coming book with a green banded book (more on that below), but sometimes the green band is over the original, which is sometimes pink or red. Some of these books are painfully easy.

'true greens' are also far too easy, which makes sense because my understanding is that green is a bit below where you'd expect a child at the end of y1 to be. She's actually a decent reader for her age. I'm not going to give her shakespeare any time soon, but she's happily reading early chapter books, and things like children's encyclopaedias. Her natural learning style for reading is sight based, not phonics.

I have mentioned to the teacher numerous times (in person and in her reading record) that the books are too easy. They give her a more challenging book that she reads fine, and then its back to early reception level stuff. Its a waste of both of our time. She's developing a love for reading, but rolls her eyes at the school material.

I suspect its because she struggles with her handwriting and spelling a lot, but I wish they'd support that more, than holding her reading back.

I strongly suspect she's dyslexic.

I'm hoping things will make more sense in y2, but I'm lost for what to do now.

My approach to book band issues is simply to whizz through the reading folder books for the sake of it (and if they're asked about it), then get on with proper reading with books from our own shelves and library. Once they're on chapter books it didn't seem worth the hassle of antagonising the teacher to see things my way or trying to work out their logic, and it's easy enough to supply your own resources.

Thanks.

They want them to read 5 times a week and record it in her reading diary. We go through their books once out of duty, but I might try not and see if they pick up on it.

It makes me wonder whether they are just giving everyone the same books (I know some parents are concerned the books are far too hard which makes me think this).

They do have a habit of cutting corners a bit (I get it, 40 kids is a lot, but still...). Things like, termly reports come back with tick boxes identical for everyone, and bearing no resemblance to to a child strengths/weaknesses (ie if they have verbally told you your child is excelling at maths and behind in english, both get the 'average' box ticked).

Write in the reading record 5x per week, recording everything she reads eg. Children's encyclopedia. Chances are no-one will notice. And you'll be acknowledging her reading with her.

Although you say that she is a ‘sight reader’ in reality this isn’t a thing. Every competent reader uses phonics to decode words (otherwise how would you be able to work out what a new word says?). Some children just work out the code by themselves.
Her reliance on memorising words rather than decoding is why she is struggling with spelling. The school may have her on easier books because when they assess her reading single words without context she is unable to decode the more complicated words as she relies on her memory and context to work out what a word says.
It would be interesting to know how she did on the Phonics screen.
It is important to get it sorted earlier as early ‘sight readers’ tend to struggle hugely in Key stage 2.

There aren't really 'book bands' anymore as every phonics scheme does things differently, and every school has a different scheme. So there's no 'all children in Year 1 should be on blue' or whatever anymore.

In many schemes children will be split into reading groups based on which phonics they are learning, and each group will read the book matching their group. Children don't necessarily race through the levels individually any more.

That's interesting.

I'm assuming she's a sight reader because she she's reading the complicated words quite well - though better than side easier ones. Tbh, I'm very much of the opinion that phonics is a useful way of learning, but it's not the only way. I didn't do phonics and was a good reader from very young.

I think I'll just carry on reading with her in the school holidays and see what the beginning of year 2 brings. If it's still odd and they are giving her books that are far too easy, then I'll book a chat with the teacher.

Whatever scheme they are following, it clearly is a bit bonkers when it covers to levels!

After me pretty much insisting, they have finally put her up to orange level. They have written on them the original banding - they range from red/oxford level 2, where is one simple sentence per page, to gold/Oxford level 9, which is obviously a lot trickier. Perhaps there is some logic in it, but it seems bizarre.

Same - DS is on orange band, but he has been on it since October and the school won’t move him up because “he doesn’t read with fluency or expression yet”.

But he doesn’t read anything with “fluency or expression”! He reads gold band books at home, and understand what is happening in the story, but everything is read in a monotone, even red band books.

I clearly remember children in secondary school who read aloud in a monotone aged 14, so clearly some children are just shit at reading out loud. I don’t disagree that reading with expression should be encouraged, but not at the expense of reading books you are actually interested in.

I am now wondering if our children are at the same school! DS has come home with a re-banded lilac book (so, no words at all, just pictures) and a book containing the phrases “merci beaucoup” and “je suis désolée” (it was not a French book, the rest was in English. And their school does Spanish not French as MFL). Both apparently orange band 🤷‍♀️

This might help your understanding @Babyboomtastic . This is the guidance schools are following. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1168960/The_Reading_Framework_July_2023.pdf

Does this explain why is a good idea to erratically swing between vastly different level books?

I'm going to have a read, but at 150+ pages, if there's a specific section which explains their methodology, then I'd be grateful if you could please direct me to it.

When I saw wildly swinging, before is what I mean. Both of these are books she's had within the last couple of weeks.

Its honestly like they randomly grab them in the dark or something.

Just ignore the books. They were always too easy - and really dull- so my daughter hated them. She read chapter books and brought them to school as her reading books. No/one can make you read the books I’d stop worrying!

If 'sight' reader naturally this can lead to difficulty with spelling and also as words get harder as they can't decode. Also what us her comprehension like? When sge has new words how does she learn them? Try using the phonics system as this will support spelling abd writing abd is pro ably why she's o lower kevel books as she's not recognising the grapheme/ diagrams in rhe words she's reading.

Those books aren't "easy Year 1". The one with more text is a good Year 1 reader. The one with less text appears not to be a "phonics" reader, but more a "reading for pleasure" text.

You are over-thinking this. Your child is reading well. They can read anything that interests them. If school books don't interest them, don't read them. Read something else.

Very similar here with my y1 DD, which I posted about a few weeks ago. Essentially, her teacher said they have books to match the sounds they are learning. We don't even bother with them now, and just read our books from the library. DD is also reading early chapter books, so I'm just getting out those which match her level.

She also only reads to someone (and its not even the TA or teacher, it's a parent helper) about once every half term.

You say you think she might be dyslexic. I assume you have your reasons for suspecting that. (FWIW being able to read the complicated words but stumbling on many of the little words as you describe was one of the many alarm bells with my DS too, and yes he's dyslexic).

Especially if you suspect dyslexia I would approach it in this order of priorities

• First and most important, maintaining her love of books and stories and positive feelings towards reading. Read to her, listen to audiobooks, let her find and enjoy books at her interest level.
• A dyslexia friendly multisensory approach to phonics eg Nessy
• Carefully levelled phonics readers that actually try to be engaging stories and don't make you want to poke your eyes out but allow them to read text that's not too hard/frustrating. Project X Code is fab for this.

I will confess that we just stopped reading the school books in year 1. I bought DS the Project X Code books and we alternated reading them, with me reading DS's choice of chapter books to him. Reading stopped being such a dispiriting battleground. I filled in his reading diary with what he was actually reading. None of the teachers said a thing about not reading the school books, just one comment about how great the Project Code books are, and lots about how much his reading was improving. He's been working at greater depth in reading since year 2 and writing since year 3 (spelling is another story but that's the hardest thing) and is a massive bookworm. He was formally diagnosed as dyslexic at the end of year 2.

Re dyslexia, she's always been high risk of it in my mind as the entire side of her dads family are dyslexic.

She's doing great with reading now. The small words issue is more that I find it odd. In the sentence 'arachnids exhibit predatory behaviour when attacked' she's most likely to stumble over 'when' 🤷‍♀️.

Her writing is far behind her reading, and she often gets letters and numbers the wrong way round, struggles with the order of letters/numbers etc, but is overall very bright.

This is what I mean about handwriting (she's end of Y1).

I think I'll just keep trying to nurture her love for reading, and won't worry too much about school books etc. I'm probably over thinking it.

@Babyboomtastic yup that's all just like my DS at that age. His dad's dyslexic too.
Stumbling over the little words is absolutely classic, there's more shape and context clues to help with the long ones, but the little blighters like "when" and "the" bite you on the bum.
DS was/is very bright and verbally articulate too.
Trust your instincts. It's not overthinking to be concerned, and the earlier they get the right help the better. You know your DD best, go with your gut on what you're doing at home. Dyslexic children who are able to compensate well enough to muddle through, at least in lower primary years and don't fall massively behind on reading, often fly under the radar at school and you'll be reassured it's all fine and she just needs to keep trying / work a bit harder / pay more attention to detail etc. We were told by the assessors we contacted that the sort of things you're spotting plus the strong family history are enough to warrant assessment. Having that done before he started year 3 (privately, unfortunately) was the best money I've spent because he understands himself better now, how he learns best and why some things are frustratingly hard, which halted the slide in self esteem.