OP, is your child also speaking a language other than English at home?

Anonymous wrote:His score went up 11 points from fall to winter, and you're complaining it didn't go up enough?

Unfortunately some people expect their kid be the BEST at everything

His score went up 11 points from fall to winter, and you're complaining it didn't go up enough?

Anonymous wrote:My STEM-oriented DS hates reading, still write fragmented paragraphs as a HS sophomore, but he always scores 99% on MAP-R (only barely hitting the 99% line), so I thought 99% must be a really easy line to meet.

My literacy-oriented DD loves reading and writing, can always tell a story vividly and logically clear, only scores at ~ 95% for MAP-R. She said she tried her best so that's when I realized not everyone can achieve 99% easily.

If you can't figure out approximately how many people reach the 99%ile line in MAP-R, you're not going reach 99%ile in MAP-M

My STEM-oriented DS hates reading, still write fragmented paragraphs as a HS sophomore, but he always scores 99% on MAP-R (only barely hitting the 99% line), so I thought 99% must be a really easy line to meet.

My literacy-oriented DD loves reading and writing, can always tell a story vividly and logically clear, only scores at ~ 95% for MAP-R. She said she tried her best so that's when I realized not everyone can achieve 99% easily.

He went up 11 points. That is really good! And that is a great score. Have him keep on reading, it is wonderful that he is enjoying it, that should be the goal.
You can do the MCPS online program BOOST to work on vocab (only if you want, not a necessity).

When he goes to take the spring MAP M remind him to take his time and tell him he can always finish up another day if he can't get it done in the allotted time.

OP this is moot. It's not a competition and your kid is not failing.

Just keep moving forward and focus on what the books are telling him, not what his scores are.

Basic parenting 101.

Because he needs to target more rigorous reading comprehension skills and more difficult vocabulary words, OP. *What* he's reading is more important that *how much* he's reading. He would benefit from text analysis on short fragments on what he reads, as well as more casual discussions on character motivations, etc.

But this should be done in an organic, low-stress way. No worries. Just introduce discussion gradually, and pay attention to what he's reading exactly.

Anonymous wrote:212 is a high score. Can't have everyone in the 90+%ile.

Reading doesn't tell you much. Two people can read the same book and have vastly different levels of understanding. Talking and writing about (or inspired by) what they read is a better signal of literacy.

You can't push someone into superstardom. They have to have the internal motivataion for the subject.

https://sites.google.com/view/nweapercentilecalculator

+1
My kid hates to read but MAP-R 95%. Just have your kid keep reading what they like and stand-down.

212 is a high score. Can't have everyone in the 90+%ile.

Reading doesn't tell you much. Two people can read the same book and have vastly different levels of understanding. Talking and writing about (or inspired by) what they read is a better signal of literacy.

You can't push someone into superstardom. They have to have the internal motivataion for the subject.

https://sites.google.com/view/nweapercentilecalculator

So based on scores from Fall to Winter he is making progress. From 201 to 212. And that’s not a bad score. The kid is a 3rd grader. Let him read and stop making it a proxy to MAP-R scores. If you want to have discussion with your kid after they read books because you are truly interested in discussing with him, great. Otherwise, leave it alone and don’t ruin reading for your kid.

You can ask the teacher if he performs in class and in testing on grade level and on track to be proficient for that grade level by year end. If teacher says yes, move on. Don’t create problems where they don’t exist.

Pp again. We go to weekend language school. And for the reading portion of HW there, you bet there is a questionnaire if 3-5 questions about the text. They did this from grade 1.

Relax in general. It's one thing to read and another to read critically. Talk to him about what he reads. Ask what happened, what that means. What he thinks will happen next. What his favorite minor character or plot point it and why. In 3rd and more in 4th they read to get information AND read to make inferences that are not spelled out in the text. It's hard and needs to be taught and practiced.

Relax and try not to get DC stressed out. 212 and 215 are basically the same

DC reads a lot, from comic books to chapter books at grade 3. His MAP R score is 212 at winter test, and he tells me his classmates are like 215 or 230. Well, how comes his score is not improving as much as I hope so. His last score was 201 in the fall 2024. Am I supposed to test him like questionnaire after reading?