Since it's so early in the school year, they're likely assessing where she's at reading-wise. Once Will showed his teacher he was reading higher than level A on a consistent basis, the teacher moved him up to the next group. Within maybe 6 weeks, he was bringing home level G and H books each week.
As time went by, M's kindergarten teacher sent home multiple books and a sheet asking parent to asses if it was too hard, too easy or just right. Maybe that will happen in the near future? Worth asking.
Post by konstantine on Sept 1, 2015 16:20:48 GMT -5
You've been on this teacher's case since day one when she didn't send a personalized email home to tell about the day. I think a conference would do you good at this point, especially with the behavior issues/inconsistent consequences experienced last week.
Post by karmasabiotch on Sept 1, 2015 16:21:26 GMT -5
Usually it takes a teacher longer to screen the entire class and assign reading levels. I bet by mid Oct. you will see a change in books. First the concentrate on the kids that can't read at all then they move on from there.
Post by konstantine on Sept 1, 2015 16:22:36 GMT -5
Definitely supplement at home. She probably hasn't had time to test each student on reading ability and comprehension yet. I didn't finish doing it with my kids until the 3rd week of school because it requires me pulling them individually into the hallway.
Give her more challenging books at home and keep in mind that the vast majority of kids in her class can't read more than a couple of sight words or very short one-syllable words at this point in the year.
Post by balletofangels on Sept 1, 2015 16:26:04 GMT -5
When I taught K take-home books were always at the child's instructional level. It is good to supplement at home, but I do think you need to touch base with the teacher about differentiation. Sometimes with kids who were reading we had them work with Reading interns (Grad students).
Not going to lie though, kids who come to K reading are hard to differentiate for especially because there is often only one and you don't want them to work alone.
yes, it's unreasonable to ask for harder books. imagine if all parents wanted to tailor each lesson plan slightly to accomodate their child?
she can read the books as assigned and you can supplement with more challenge at home.
The line about her book "being on her reading level" per the letter I received is the only reason I even thought to say something. So apparently they DO accommodate to each child, but you're right. Probably not yet.
You've been on this teacher's case since day one when she didn't send a personalized email home to tell about the day. I think a conference would do you good at this point, especially with the behavior issues/inconsistent consequences experienced last week.
When I taught K take-home books were always at the child's instructional level. It is good to supplement at home, but I do think you need to touch base with the teacher about differentiation. Sometimes with kids who were reading we had them work with Reading interns (Grad students).
Not going to lie though, kids who come to K reading are hard to differentiate for especially because there is often only one and you don't want them to work alone.
Oh this was super helpful. In her Pre-K, about 8 of the 16 kids could read, but they had a lot of practice and a very small class size.
Then of course, we work with her at home. Reading, word searches, etc.
I'll give it a couple of weeks. I bet they will be more age appropriate then.
You've been on this teacher's case since day one when she didn't send a personalized email home to tell about the day. I think a conference would do you good at this point, especially with the behavior issues/inconsistent consequences experienced last week.
That wasn't me crazy cakes!
She is still inconsistent though. But at this point there's nothing I can do about that (she's been teaching 10 years), and it's up to her and M to figure out what works for them.
Yes. First, it's week 4 so you're still in foundations. Things will build upon these foundations.
Second, rote memorization isn't reading. What your girl (who I KNOW is bright, this is not a slight) might be doing to be able to read hop on pop is memorizing and what the teacher is doing might be instructing her on how to read-read, put words together by sounds and figure out meaning by context (I'm saying might here, M might be read-reading and the teacher might be underestimating her).
Third, you can supplement at home.
Fourth, you can follow up with the teacher for an explanation of any of the above and learn more before going straight to harder books.
L is redoing tons of stuff she already knew from PreK and it's frustrating. But she's doing so much more otherwise (social learning, independence, etc) that I'm biding my time and supplementing. And gritting my teeth when my friend goes on and on about how her kid's $45k/year private school is SOOOOOOOOO challenging and utter perfection. Ha.
Yes. First, it's week 4 so you're still in foundations. Things will build upon these foundations.
Second, rote memorization isn't reading. What your girl (who I KNOW is bright, this is not a slight) might be doing to be able to read hop on pop is memorizing and what the teacher is doing might be instructing her on how to read-read, put words together by sounds and figure out meaning by context (I'm saying might here, M might be read-reading and the teacher might be underestimating her).
Third, you can supplement at home.
Fourth, you can follow up with the teacher for an explanation of any of the above and learn more before going straight to harder books.
L is redoing tons of stuff she already knew from PreK and it's frustrating. But she's doing so much more otherwise (social learning, independence, etc) that I'm biding my time and supplementing. And gritting my teeth when my friend goes on and on about how her kid's $45k/year private school is SOOOOOOOOO challenging and utter perfection. Ha.
1) Did you read the whole thread?
2) She sounds words out. I know memorization (how she just blurted out alligator, and when she's actually reading).
Yes. First, it's week 4 so you're still in foundations. Things will build upon these foundations.
Second, rote memorization isn't reading. What your girl (who I KNOW is bright, this is not a slight) might be doing to be able to read hop on pop is memorizing and what the teacher is doing might be instructing her on how to read-read, put words together by sounds and figure out meaning by context (I'm saying might here, M might be read-reading and the teacher might be underestimating her).
Third, you can supplement at home.
Fourth, you can follow up with the teacher for an explanation of any of the above and learn more before going straight to harder books.
L is redoing tons of stuff she already knew from PreK and it's frustrating. But she's doing so much more otherwise (social learning, independence, etc) that I'm biding my time and supplementing. And gritting my teeth when my friend goes on and on about how her kid's $45k/year private school is SOOOOOOOOO challenging and utter perfection. Ha.
1) Did you read the whole thread?
2) She sounds words out. I know memorization (how she just blurted out alligator, and when she's actually reading).
I would also work on comprehension with the easier books. When I have a kindergarten reader, I often send home readers that are easier for them to read, but I also ask the parents to ask comprehension questions during and after the story. I don't know your child, but a lot of my students who come in reading end up just reading the words, but don't actually understand or remember what they read. Asking about problem/solution, beginning/middle/end, characters/setting, etc will develop their comprehension skills. This is something you can do to supplement the easier text.
ETA: It will be difficult to find a bunch of questions in a short reader, but every little bit helps them to develop those comprehension skills!
I would also work on comprehension with the easier books. When I have a kindergarten reader, I often send home readers that are easier for them to read, but I also ask the parents to ask comprehension questions during and after the story. I don't know your child, but a lot of my students who come in reading end up just reading the words, but don't actually understand or remember what they read. Asking about problem/solution, beginning/middle/end, characters/setting, etc will develop their comprehension skills. This is something you can do to supplement the easier text.
Yes, we had this issue with Will in K as well. He could read advanced books, but he was just reading, not comprehending. So when you're reading at home with her, make sure you're asking comprehension questions.
We had orientation for DD's kinder class last night and one of the questions was about reading. We were told that they(the teachers) will assess each individual student's level of reading. Right now, my kid is reading those "I can read level 1" books at home. We pick a book out before bed and many times she needs help with the bigger words.
For the first week I would be ok with a book that reads "I am spot." but by the next few weeks, I would expect the books to get a little more challenging. Maybe just wait it out.
I would also work on comprehension with the easier books. When I have a kindergarten reader, I often send home readers that are easier for them to read, but I also ask the parents to ask comprehension questions during and after the story. I don't know your child, but a lot of my students who come in reading end up just reading the words, but don't actually understand or remember what they read. Asking about problem/solution, beginning/middle/end, characters/setting, etc will develop their comprehension skills. This is something you can do to supplement the easier text.
ETA: It will be difficult to find a bunch of questions in a short reader, but every little bit helps them to develop those comprehension skills!
She's good at commenting what she's read or laughing or whatever as she reads, but this is a great suggestion to remember when she doesn't do that herself.
Usually it takes a teacher longer to screen the entire class and assign reading levels. I bet by mid Oct. you will see a change in books. First the concentrate on the kids that can't read at all then they move on from there.
Supplement at home.
Ditto this.
My my duaghter was already reading prior to K, and I had the same concerns, but then I was explained that they're teaching more than just being able to say the words on a page. Sometimes the books are to bridge certain sounds that will be coming up, and sometimes the books seem easier because even thought the kids can read the words, they are not so good at repeating back the story with vivid detail. At our school, they focus just as strongly on comprehension. There are a lot of good ways to challenge a early reader even on the simplest book if you ask more comprehension questions.