Anonymous wrote:

Anonymous wrote:More anecdata : last year our center-bound kid and centerbound friends were all at U/V at end of 3rd. They all
Made Z by 3rd q in 4th grade center

I was told by 4th grade HGC teacher to ignore report card reading level, which would always be z, because center kids' reading levels are beyond this elementary classification.

Yes, our HGC teacher was much more focused on Map-R and corresponding Lexile range.

Anonymous wrote:

Anonymous wrote:V, per end of the year report card

With an instructional reading level of V, I would expect a MAP-R score around 230+. To the parents who have end-of-year 3rd graders marked as instructional at level V, do the spring MAP-R scores support this data?

Yes, I think it was around 230 (based on report from DC, but I haven't seen that from school).

Got our report card today and my DD is a Y and in 3rd grade. It's so hard finding her challenging books that aren't dealing with adult themes!

Anonymous wrote:

Anonymous wrote:V, per end of the year report card

With an instructional reading level of V, I would expect a MAP-R score around 230+. To the parents who have end-of-year 3rd graders marked as instructional at level V, do the spring MAP-R scores support this data?

My kid ended the year at V.

MAP was 225 in the winter. Did not get/ask for scores for the spring test.

Anonymous wrote:More anecdata : last year our center-bound kid and centerbound friends were all at U/V at end of 3rd. They all
Made Z by 3rd q in 4th grade center

I was told by 4th grade HGC teacher to ignore report card reading level, which would always be z, because center kids' reading levels are beyond this elementary classification.

Anonymous wrote:

Anonymous wrote:V, per end of the year report card

With an instructional reading level of V, I would expect a MAP-R score around 230+. To the parents who have end-of-year 3rd graders marked as instructional at level V, do the spring MAP-R scores support this data?

DC ended up at W with a MAP-R of 232 for the spring score.

My 3rd grader was doing so well, she received an offer already into a magnet program. It's rare, we are told, and we are really excited. She will keep working all summer.

Anonymous wrote:V, per end of the year report card

With an instructional reading level of V, I would expect a MAP-R score around 230+. To the parents who have end-of-year 3rd graders marked as instructional at level V, do the spring MAP-R scores support this data?

I have twins. Twin A had a higher score on Map-R at the beginning of third grade by 8 points, but has had a lower instructional reading level all year than Twin B. Twin B (in a different class) had the higher score at the end of the year. Their scores at year end were only 3 points apart; assesssed at the same grade level, both very advanced. Twin B finished the year at an instructional level two quarters (half a school year!) ahead of Twin A. One of their teachers shared with me that all students in the same classroom who read above the third grade level standard are placed in the same reading group. That means that the abilities of the group as a whole determines the instructional level. This is why you can have two third graders who both read at an eighth grade level, but one's instructional level is R and the other's is T. Instructional level is not customized for each individual student; it's the instructional level for your child's reading group.

Anonymous wrote:Ever think that its ok not to be 2 grade levels ahead in third grade, pushing your kid to read Moby Dick over the summer? My DD is a great reader and I'm ok with her just at N.

If you need to tell yourself that all the kids who are ahead of your daughter are there because their parents push them, then whatever. But, if you are actually taking a position, in a public forum, that being below grade level is somehow much better than being above, you need to really think about why you are so completely ridiculous.