Anonymous wrote:

Anonymous wrote:My DS8 is an advanced reader- we did discover that his comprehension was not on par with his mechanical ability. He has great story recall and excellent fluency which put him about two years above grade level.

Depending on your daughter's age, you might want to start books that require more inference/abstract understanding- for instance, books that are character-driven. Ask questions about the character- how they started, how they changed, challenges, relationships, etc. Making these connections is the gateway to higher understanding and analysis.

Many kids (even "good" readers) don't push on to more complex narrative and themes, and can tend to plateau once the books become more complex and reliant on higher reasoning. It's the "Harry Potter" dilemma that was discussed a few months back. There's a lot of depth to the series- it can be enjoyed superficially, but more appreciated if a reader truly understand the characters and story arc.

Hope this was helpful.

Not OP but this was helpful to me! My 4yo is reading simple chapter books by himself and this makes me think I should be reading them too to ask the right questions. Thanks!

Anonymous wrote:Grade levels standards are low, a lexile three grade levels above is probably average in most high SES areas. Just keep encouraging her to read appropriate level books at home.

Barf.

Anonymous wrote:

Anonymous wrote:My DS8 is an advanced reader- we did discover that his comprehension was not on par with his mechanical ability. He has great story recall and excellent fluency which put him about two years above grade level.

Depending on your daughter's age, you might want to start books that require more inference/abstract understanding- for instance, books that are character-driven. Ask questions about the character- how they started, how they changed, challenges, relationships, etc. Making these connections is the gateway to higher understanding and analysis.

Many kids (even "good" readers) don't push on to more complex narrative and themes, and can tend to plateau once the books become more complex and reliant on higher reasoning. It's the "Harry Potter" dilemma that was discussed a few months back. There's a lot of depth to the series- it can be enjoyed superficially, but more appreciated if a reader truly understand the characters and story arc.

Hope this was helpful.

Not OP but this was helpful to me! My 4yo is reading simple chapter books by himself and this makes me think I should be reading them too to ask the right questions. Thanks!

Anonymous wrote:My DS8 is an advanced reader- we did discover that his comprehension was not on par with his mechanical ability. He has great story recall and excellent fluency which put him about two years above grade level.

Depending on your daughter's age, you might want to start books that require more inference/abstract understanding- for instance, books that are character-driven. Ask questions about the character- how they started, how they changed, challenges, relationships, etc. Making these connections is the gateway to higher understanding and analysis.

Many kids (even "good" readers) don't push on to more complex narrative and themes, and can tend to plateau once the books become more complex and reliant on higher reasoning. It's the "Harry Potter" dilemma that was discussed a few months back. There's a lot of depth to the series- it can be enjoyed superficially, but more appreciated if a reader truly understand the characters and story arc.

Hope this was helpful.

Anonymous wrote:

Nonsense. There's absolutely NOTHING in Common Core that says you can't go above and beyond the standard. Common Core is a MINIMUM standard. It's the FLOOR. School districts and educators are still perfectly free to set whatever CEILING they like.

As long as these standards are tied to testing and evaluation of teachers (and they are, whether you like it or not), they will limit the education of kids. Teachers will necessarily concentrate on those borderline kids.

Also, encourage your child to read a variety of genres, including non-fiction, to keep building their vocabulary and background knowledge. Some students' reading levels will stagnate if they read too much of one genre, or even too many books by the same author (think the entire Harry Potter series, or the entire Rick Riordan series).


Remember what "encourage" means. Please don't try to control--unless it is inappropriate reading.

Also, encourage your child to read a variety of genres, including non-fiction, to keep building their vocabulary and background knowledge. Some students' reading levels will stagnate if they read too much of one genre, or even too many books by the same author (think the entire Harry Potter series, or the entire Rick Riordan series).

Grade levels standards are low, a lexile three grade levels above is probably average in most high SES areas. Just keep encouraging her to read appropriate level books at home.

Nonsense. There's absolutely NOTHING in Common Core that says you can't go above and beyond the standard. Common Core is a MINIMUM standard. It's the FLOOR. School districts and educators are still perfectly free to set whatever CEILING they like.

Anonymous wrote:

Anonymous wrote:Totally normal and expected OP. My 4th grader tested at 12th grade for reading. DC was not the only one in the class to do so. Younger child also tested a few grade above expected level. They differentiate instruction. ELA is station based -- small groups rotate through work areas to focus on different skills, each at their now level. Both also have pull out enrichment for ELA. Don't sweat it.

Another parent of a late elementary child. He tested at level Z by the end of grade 3/beginning of grade 4. He's in MCPS HGC program. I think that his entire class (or most of it) also tested at level Z at beginning of grade 4. HGC works a couple grades up on writing, comprehension and having deeper level discussions. Until HGC, teachers complained about bored behavior during read-aloud time. Better teachers would just let him go read on his own. We've always supplied him with whatever he wants to read. Good teachers will work with higher level readers on more advanced vocabulary and writing skills. The key is to have a group; otherwise public school teachers don't have the resources to supply the instruction -- at least that's what I've seen in MCPS.

Disagree with those who say that the kids all level out over time, at least not by the end of elementary grades.

Anonymous wrote:

How can it be considered an "appropriate" education when it's clearly not appropriate to the student's academic level and clearly is not meeting the student's needs?

Thank Common core. When I taught, I thought it was my role to take each child where he is and take him as far as I could.

Anonymous wrote:Totally normal and expected OP. My 4th grader tested at 12th grade for reading. DC was not the only one in the class to do so. Younger child also tested a few grade above expected level. They differentiate instruction. ELA is station based -- small groups rotate through work areas to focus on different skills, each at their now level. Both also have pull out enrichment for ELA. Don't sweat it.