Anonymous wrote:It happens. I'm guessing you're in mcps? My child was reading and understanding chapter books in K, which is not uncommon in this area. The books they sent home she could read at age 3. Their argument is that the kids can better answer questions about the story if it's a simple story. I think it's stifling, but there's not much you can do besides give your child appropriate reading materials at home.

Anonymous wrote:I think that OP thinks the teacher does not think her child is as smart as OP thinks she is.

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That's not the problem. The problem is that you said you don't need to any formal assessments to know your daughter's level.

I don't. I know how fluently she reads. I know which words are difficult for her and she sight words she has memorized. I know which sounds she's getting right and which she's struggling with. I know what she comprehends and what she does not.

You don't need to constantly test children to know where they are. If you pay attention to them, you know exactly where they are.

So I don't approve of excessive testing in our schools. It's a crutch, and instead of serving as means to an end it takes over as a main focus.

Different PP. The thing is, most of us are able to handle this issue ourselves rather than going on and on about it. I already gave you what I have done in this instance. I started out saying that I thought it was too late in the season if you need to go back and find my post. Just ask the teacher if my DC can try a harder book. You seemed to ignore that advice since you never responded to it and have gone on and on and on about all that you know about your child but not what you can do for your child. This is any easy thing to fix. It doesn't take a weekly forum topic on this subject just about every week here and pages and pages of responses and retorts.

+1

OP... get your daughter some books that are at the level you feel she should be reading at. It seems to me you are more intent on telling us how useless the teacher is than you are about making sure your darling daughter is challenged in reading.

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That's not the problem. The problem is that you said you don't need to any formal assessments to know your daughter's level.

I don't. I know how fluently she reads. I know which words are difficult for her and she sight words she has memorized. I know which sounds she's getting right and which she's struggling with. I know what she comprehends and what she does not.

You don't need to constantly test children to know where they are. If you pay attention to them, you know exactly where they are.

So I don't approve of excessive testing in our schools. It's a crutch, and instead of serving as means to an end it takes over as a main focus.

Different PP. The thing is, most of us are able to handle this issue ourselves rather than going on and on about it. I already gave you what I have done in this instance. I started out saying that I thought it was too late in the season if you need to go back and find my post. Just ask the teacher if my DC can try a harder book. You seemed to ignore that advice since you never responded to it and have gone on and on and on about all that you know about your child but not what you can do for your child. This is any easy thing to fix. It doesn't take a weekly forum topic on this subject just about every week here and pages and pages of responses and retorts.

Anonymous wrote:

Anonymous wrote:

That's not the problem. The problem is that you said you don't need to any formal assessments to know your daughter's level.

I don't. I know how fluently she reads. I know which words are difficult for her and she sight words she has memorized. I know which sounds she's getting right and which she's struggling with. I know what she comprehends and what she does not.

You don't need to constantly test children to know where they are. If you pay attention to them, you know exactly where they are.

So I don't approve of excessive testing in our schools. It's a crutch, and instead of serving as means to an end it takes over as a main focus.

Anonymous wrote:

Anonymous wrote:

That's not the problem. The problem is that you said you don't need to any formal assessments to know your daughter's level.

I don't. I know how fluently she reads. I know which words are difficult for her and she sight words she has memorized. I know which sounds she's getting right and which she's struggling with. I know what she comprehends and what she does not.

You don't need to constantly test children to know where they are. If you pay attention to them, you know exactly where they are.

So I don't approve of excessive testing in our schools. It's a crutch, and instead of serving as means to an end it takes over as a main focus.

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That's not the problem. The problem is that you said you don't need to any formal assessments to know your daughter's level.

Anonymous wrote:Author's intent? Read some Roland Barthes, people. What the author intended doesn't matter.

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Anonymous wrote:We had the same problem with our DD in K. She went in there reading chapter books aimed for 9-12 year olds and was beyond anything they had in the classroom. She used to sit and read stories to the other children, during "choice time" which they loved but always struck me as weird.

Our K teacher tried to get harder books from the library for her, but it was actually the librarian who was resistant and trotted out the "no chapter books for K" rule. So ultimately there was zero challenge for our child in K. She enjoyed it but it was effectively a wasted year.

I feel for the K teachers who have such a huge range to deal with but ultimately their target seems to be teaching to the middle and bringing the slower readers up to that. The advanced readers are left to their own devices.

Even the advanced readers have a peer group. You can see from the posts to this one question alone confirm that.

P.s. Wasted year? You do know kindergarten is about a lot more than reading, right?

Er yup, thanks for pointin' that one out. Idiot.

Looks like you missed learning some things yourself in kindergarten, like how to treat others...

I learned quite recently that if you patronize people, there is a chance they will take offence. what you wrote was completely patronizing

Retread your post. I stand by what I said, both times. I wasn't patronizing, but pointing out that I'm sure your kid learned lots of things in K rather than it being, as you summed it up, a "wasted year."

Well you're wrong because after 3 weeks of 1st grade she was moved up to 2nd. She wasted a year in K on so many levels its not even funny. And you couldn't possibly know that because you don't know us.

Lie

God's honest truth.

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Anonymous wrote:We had the same problem with our DD in K. She went in there reading chapter books aimed for 9-12 year olds and was beyond anything they had in the classroom. She used to sit and read stories to the other children, during "choice time" which they loved but always struck me as weird.

Our K teacher tried to get harder books from the library for her, but it was actually the librarian who was resistant and trotted out the "no chapter books for K" rule. So ultimately there was zero challenge for our child in K. She enjoyed it but it was effectively a wasted year.

I feel for the K teachers who have such a huge range to deal with but ultimately their target seems to be teaching to the middle and bringing the slower readers up to that. The advanced readers are left to their own devices.

Even the advanced readers have a peer group. You can see from the posts to this one question alone confirm that.

P.s. Wasted year? You do know kindergarten is about a lot more than reading, right?

Er yup, thanks for pointin' that one out. Idiot.

Looks like you missed learning some things yourself in kindergarten, like how to treat others...

I learned quite recently that if you patronize people, there is a chance they will take offence. what you wrote was completely patronizing

Retread your post. I stand by what I said, both times. I wasn't patronizing, but pointing out that I'm sure your kid learned lots of things in K rather than it being, as you summed it up, a "wasted year."

Well you're wrong because after 3 weeks of 1st grade she was moved up to 2nd. She wasted a year in K on so many levels its not even funny. And you couldn't possibly know that because you don't know us.

Lie

Anonymous wrote:

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Anonymous wrote:We had the same problem with our DD in K. She went in there reading chapter books aimed for 9-12 year olds and was beyond anything they had in the classroom. She used to sit and read stories to the other children, during "choice time" which they loved but always struck me as weird.

Our K teacher tried to get harder books from the library for her, but it was actually the librarian who was resistant and trotted out the "no chapter books for K" rule. So ultimately there was zero challenge for our child in K. She enjoyed it but it was effectively a wasted year.

I feel for the K teachers who have such a huge range to deal with but ultimately their target seems to be teaching to the middle and bringing the slower readers up to that. The advanced readers are left to their own devices.

Even the advanced readers have a peer group. You can see from the posts to this one question alone confirm that.

P.s. Wasted year? You do know kindergarten is about a lot more than reading, right?

Er yup, thanks for pointin' that one out. Idiot.

Looks like you missed learning some things yourself in kindergarten, like how to treat others...

I learned quite recently that if you patronize people, there is a chance they will take offence. what you wrote was completely patronizing

Retread your post. I stand by what I said, both times. I wasn't patronizing, but pointing out that I'm sure your kid learned lots of things in K rather than it being, as you summed it up, a "wasted year."

Well you're wrong because after 3 weeks of 1st grade she was moved up to 2nd. She wasted a year in K on so many levels its not even funny. And you couldn't possibly know that because you don't know us.

Anonymous wrote:

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My kid doesn't say "uh" when he reads. I also didn't belittle the process or importance of it. You clearly do.

Importance of what process? All I do is read to my kid and have DD read to me. And then we talk about what we read. It seems to work because she's progressing nicely.

I'm not giving her weekly formal reading assessments.

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My kid doesn't say "uh" when he reads. I also didn't belittle the process or importance of it. You clearly do.

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Anonymous wrote:We had the same problem with our DD in K. She went in there reading chapter books aimed for 9-12 year olds and was beyond anything they had in the classroom. She used to sit and read stories to the other children, during "choice time" which they loved but always struck me as weird.

Our K teacher tried to get harder books from the library for her, but it was actually the librarian who was resistant and trotted out the "no chapter books for K" rule. So ultimately there was zero challenge for our child in K. She enjoyed it but it was effectively a wasted year.

I feel for the K teachers who have such a huge range to deal with but ultimately their target seems to be teaching to the middle and bringing the slower readers up to that. The advanced readers are left to their own devices.

Even the advanced readers have a peer group. You can see from the posts to this one question alone confirm that.

P.s. Wasted year? You do know kindergarten is about a lot more than reading, right?

Er yup, thanks for pointin' that one out. Idiot.

Looks like you missed learning some things yourself in kindergarten, like how to treat others...

I learned quite recently that if you patronize people, there is a chance they will take offence. what you wrote was completely patronizing

Retread your post. I stand by what I said, both times. I wasn't patronizing, but pointing out that I'm sure your kid learned lots of things in K rather than it being, as you summed it up, a "wasted year."