I think that despite what they say in MCPS, they're reluctant to elevate beyond a certain level. DD is at "J" but practically refuses to read her guided reading books because they are so basic (like the board books we read her 3 y/o brother). She reads them with the teacher, but her assignment to spend 15 minutes reading them each night - she'd re-read each book 5 times in 15 minutes. So, while teacher says she knows DD is advanced on reading, they're only willing to go so far, I think. Will ask about it at parent conferences in a few weeks.

The only writing worksheets that come home are the ones with "Honesty" at the top. They primarily focus on grammar. These are self-graded.

There are also science sheets where you write about the animal - she receives P's and ES's on those.

I don't know what the data binder would have in it.

I just know she doesn't like the reading bloc - she says it is boring.

I met with my 1st grader's teacher yesterday and discussed reading and writing (MCPS). She said the reading levels go up to 16 in numbers, during which time the emphasis is on reading only -- recognizing words, sounding words out, and very basic comprehension (what happened at the beginning of the story? what happened at the end of the story?). After level 16, they switch to letter levels, with J being the first letter level. At that time, the assessment and progress depends on both reading and writing. They are expected to be able to write about what they read.
The 'goal' level of achievement by the end of 1st grade is level 16. No talk of caps.

I think the reading in 1st grade is concentrated on the comprehension. Is your child bringing worksheets / data binders home so you know how well she's doing?

I am the PP you quoted and the teacher circles the question or write add'l questions on the worksheets that my son has turned in. It's a great feedback for the parents as well. Now, when he's reading a book I'll ask him casually (usually as we're getting ready for dinner or bed) to retell me the story, ask how the main character is feeling, etc.

Anonymous wrote:

Anonymous wrote:A lot of times kids can read at a very high level, but they don't comprehend what they are reading. That could be why kids are reading books at a perceived lower level than their perceived capabilities.

I agree. My son (books at I level), still needs extra help w/ comprehension...for example: he knows what the problem of the story is, but needs to think why this is a problem, which is what the teacher is looking for.

I'm the OP, and that's a great point. My child is actually a great writer - at least at home - but I don't know if she demonstrates it in a school environment. I know her teacher sees it in her writing journal, however.

But maybe she'll get deeper into the comprehension piece. Since the text is so easy for her to read, I just want to feel she is getting something out of the reading group.