It's possible she's in a group with kids with a "similar" reading level but that some of them may be a little behind her. I really don't think it hurts to ask the teacher how the groups are determined and how she picks the right instructional level.

Another possibility is that the school may also have it's own philosophies on reading levels for K. Some schools won't teach K'ers past a certain level because they want to work on written responses and comprehension while others will allow them to advance more quickly. It could be that your school likes to work with children at a lower reading level as a policy. That isn't necessarily a bad thing and they do have good reasons for this, but it is something you probably want an explanation about.

At the correct instructional level, the child should be able to read with about 95% accuracy. I think D level books don't have that many words so if she doesn't know 1-2 that sounds about right. For chapter books I know they usually like to teach books where the child can read everything BUT 1-2 words per page. Anything above that is usually considered "frustration" level.

Good luck and please come back and share with everyone if you've learned anything.

Anonymous wrote:
The 1st book she had was really below her - I think it was a B. The 2nd book came home was a D book. It was still easy for her (only 1-2 words she didn't know) but at least they skipped C. Nothing has come home in the last 10 days. I seriously have no idea how the reading levels work. None. It was not talked about at K orientation or any written materials I received. I am not the type of parent who wants my child at a level and needs to push to be to the top, but I just want to have a vague idea what is going on.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
PP is your daughter a good reader? Our DS is a pretty advanced reader so that may explain why he doesn't really get to meet much with his group. The big problem is that there's nothing else for kids at this level to do during that time since the literacy centers are really meant for non-readers/early readers. When I have volunteered I have seen our DS and other advanced readers doing things like trying to make card towers with the sight words flash cards or doodling. Luckily the teacher hasn't called them out on this but I think it would be helpful for everyone if she would give them other activities even if it's busy work like coloring or drawing a cover for a bo

I volunteered quite a bit when DD was in K, and now this year in 1st grade. This has been what I noticed also in Literacy Centers and in Math Centers. Both her K teacher and 1st grade teacher have been good teachers, but while she's working with the small group, about 70% of the other kids are doing random activities. At certain stations, there are worksheets or games - the kids who are 'advanced' get through them super quickly, and the kids who need extra help seem to flounder unless I can come over and help them. Also, one of the stations involves the Prometheum (sp?) board, and often times the kids who are not in that group, just watch what's going on with the Board. It's the lure of the screen!

UGH - the Promethean board. Don't get me started!! I watch my DC's teacher use it for calendar and it takes 3x as long because there is always a mess-up, run back to computer to fix, the movement gets crooked. The kid touches something else. What happened to laminated poster board and velcro. Add the date, the pattern, pick the weather - stick them on - repeat with the class. Takes 2 minutes. Calendar done. Let's move on.

I have also seen many kids jumping so high they almost hit the top and the teacher explains that they can't do that because the light bulb alone costs $75

That is so funny!! I said the same thing to DH. Things that should take 2 minutes, end up taking 10. It's crazy. DD's K teacher even commented on how even she found it frustrating sometimes!

Anonymous wrote:

Anonymous wrote:
PP is your daughter a good reader? Our DS is a pretty advanced reader so that may explain why he doesn't really get to meet much with his group. The big problem is that there's nothing else for kids at this level to do during that time since the literacy centers are really meant for non-readers/early readers. When I have volunteered I have seen our DS and other advanced readers doing things like trying to make card towers with the sight words flash cards or doodling. Luckily the teacher hasn't called them out on this but I think it would be helpful for everyone if she would give them other activities even if it's busy work like coloring or drawing a cover for a bo

I volunteered quite a bit when DD was in K, and now this year in 1st grade. This has been what I noticed also in Literacy Centers and in Math Centers. Both her K teacher and 1st grade teacher have been good teachers, but while she's working with the small group, about 70% of the other kids are doing random activities. At certain stations, there are worksheets or games - the kids who are 'advanced' get through them super quickly, and the kids who need extra help seem to flounder unless I can come over and help them. Also, one of the stations involves the Prometheum (sp?) board, and often times the kids who are not in that group, just watch what's going on with the Board. It's the lure of the screen!

UGH - the Promethean board. Don't get me started!! I watch my DC's teacher use it for calendar and it takes 3x as long because there is always a mess-up, run back to computer to fix, the movement gets crooked. The kid touches something else. What happened to laminated poster board and velcro. Add the date, the pattern, pick the weather - stick them on - repeat with the class. Takes 2 minutes. Calendar done. Let's move on.

I have also seen many kids jumping so high they almost hit the top and the teacher explains that they can't do that because the light bulb alone costs $75