Anonymous wrote:I would say you are lucky they go that high - a lot of the kindergarten classes at the local schools cap the students at level 6/D.

Anonymous wrote:op, there are a few schools, mostly in the wealthier parts of moco, that have started using the writing component starting at a level lower than 16. my guess is you are at one of those schools. it sounds bad, i know, but it's not a bad thing.

Anonymous wrote:
12. Not 16! But I looked at the samples for reading levels, and she's totally past 16. So either she had a bad day for the assessment, or she hasn't had one in a while, or my understanding of the levels is totally off. But i can see why she's frustrated. I just don't want her to be upset about it. I think that it's likely she'll move up if there's another assessment soon. If not, the reading group time just isn't that much time and we'll make up for it at home. Meanwhile, getting the kid to write is like asking her to brush her teeth with glass... always something.
Anyway, these are lucky problems. Healthy, happy kid.

Anonymous wrote:Is she in the highest reading group for her class? That's one way of figuring out if there's a cap.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The books they read at school are not meant to be an exciting story but texts short enough to read together and write about. The writing is the part they are working on. I would try to explain that versus talking to the teacher. She's got a long way to go, it will be years of this. My son has always been in the highest reading group (K through 3rd grade) and the books he has read have always been way beneath the level he reads at home. I told him that's because he was working on his writing.

Thanks, that's helpful. I don't think that the "reading group" part is also the writing part, though, is it? To hear her describe it, the reading group doesn't involve a writing component. But then they have "writer's workshop" where they pick out a book and read it and write about it. For that, she gets to pick a book she wants to read, so that's fine. It would be good to actually know this stuff. I suspect it differs from school to school. But even if they do read short texts, i get the sense from her that it's all really basic words. Is that how it's supposed to be?
But I think i'm going to wait a bit, see what the reading level says on the report card and if it jives with what I see at home. Also, give it a couple weeks to shake out.

So what was the reading level on her report card, OP?

12. Not 16! But I looked at the samples for reading levels, and she's totally past 16. So either she had a bad day for the assessment, or she hasn't had one in a while, or my understanding of the levels is totally off. But i can see why she's frustrated. I just don't want her to be upset about it. I think that it's likely she'll move up if there's another assessment soon. If not, the reading group time just isn't that much time and we'll make up for it at home. Meanwhile, getting the kid to write is like asking her to brush her teeth with glass... always something.
Anyway, these are lucky problems. Healthy, happy kid.

You do understand that to test a child's reading level it is far more than asking general comprehension questions like you have done, don't you?

Anonymous wrote:
12. Not 16! But I looked at the samples for reading levels, and she's totally past 16. So either she had a bad day for the assessment, or she hasn't had one in a while, or my understanding of the levels is totally off. But i can see why she's frustrated. I just don't want her to be upset about it. I think that it's likely she'll move up if there's another assessment soon. If not, the reading group time just isn't that much time and we'll make up for it at home. Meanwhile, getting the kid to write is like asking her to brush her teeth with glass... always something.
Anyway, these are lucky problems. Healthy, happy kid.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The books they read at school are not meant to be an exciting story but texts short enough to read together and write about. The writing is the part they are working on. I would try to explain that versus talking to the teacher. She's got a long way to go, it will be years of this. My son has always been in the highest reading group (K through 3rd grade) and the books he has read have always been way beneath the level he reads at home. I told him that's because he was working on his writing.

Thanks, that's helpful. I don't think that the "reading group" part is also the writing part, though, is it? To hear her describe it, the reading group doesn't involve a writing component. But then they have "writer's workshop" where they pick out a book and read it and write about it. For that, she gets to pick a book she wants to read, so that's fine. It would be good to actually know this stuff. I suspect it differs from school to school. But even if they do read short texts, i get the sense from her that it's all really basic words. Is that how it's supposed to be?
But I think i'm going to wait a bit, see what the reading level says on the report card and if it jives with what I see at home. Also, give it a couple weeks to shake out.

So what was the reading level on her report card, OP?

12. Not 16! But I looked at the samples for reading levels, and she's totally past 16. So either she had a bad day for the assessment, or she hasn't had one in a while, or my understanding of the levels is totally off. But i can see why she's frustrated. I just don't want her to be upset about it. I think that it's likely she'll move up if there's another assessment soon. If not, the reading group time just isn't that much time and we'll make up for it at home. Meanwhile, getting the kid to write is like asking her to brush her teeth with glass... always something.
Anyway, these are lucky problems. Healthy, happy kid.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The books they read at school are not meant to be an exciting story but texts short enough to read together and write about. The writing is the part they are working on. I would try to explain that versus talking to the teacher. She's got a long way to go, it will be years of this. My son has always been in the highest reading group (K through 3rd grade) and the books he has read have always been way beneath the level he reads at home. I told him that's because he was working on his writing.

Thanks, that's helpful. I don't think that the "reading group" part is also the writing part, though, is it? To hear her describe it, the reading group doesn't involve a writing component. But then they have "writer's workshop" where they pick out a book and read it and write about it. For that, she gets to pick a book she wants to read, so that's fine. It would be good to actually know this stuff. I suspect it differs from school to school. But even if they do read short texts, i get the sense from her that it's all really basic words. Is that how it's supposed to be?
But I think i'm going to wait a bit, see what the reading level says on the report card and if it jives with what I see at home. Also, give it a couple weeks to shake out.

So what was the reading level on her report card, OP?

Anonymous wrote:

Anonymous wrote:The books they read at school are not meant to be an exciting story but texts short enough to read together and write about. The writing is the part they are working on. I would try to explain that versus talking to the teacher. She's got a long way to go, it will be years of this. My son has always been in the highest reading group (K through 3rd grade) and the books he has read have always been way beneath the level he reads at home. I told him that's because he was working on his writing.

Thanks, that's helpful. I don't think that the "reading group" part is also the writing part, though, is it? To hear her describe it, the reading group doesn't involve a writing component. But then they have "writer's workshop" where they pick out a book and read it and write about it. For that, she gets to pick a book she wants to read, so that's fine. It would be good to actually know this stuff. I suspect it differs from school to school. But even if they do read short texts, i get the sense from her that it's all really basic words. Is that how it's supposed to be?
But I think i'm going to wait a bit, see what the reading level says on the report card and if it jives with what I see at home. Also, give it a couple weeks to shake out.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Some schools cap reading levels. She might be at the top level offered.

It's not so much that they "cap" levels, it's that beyond a certain level, there is a writing component required to advance to the next level. If your child hasn't mastered the writing, he or she has not mastered the level.

No, at our school the cap the level. They won't test kindergartners past level J.

OP here. I wonder if that's true for ours also. Our school is a little laid back (which I generally like). Pp do you mind saying which school?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Some schools cap reading levels. She might be at the top level offered.

It's not so much that they "cap" levels, it's that beyond a certain level, there is a writing component required to advance to the next level. If your child hasn't mastered the writing, he or she has not mastered the level.

No, at our school the cap the level. They won't test kindergartners past level J.