I’m confused about what’s going on in my sons 4th grade whole language class. I know there is a big difference in reading level’s among students in the average 4th grade class. My guess is the range is anywhere from about a 2nd grade level to highschool level. The kids were placed in groups. The books, decoding wise, ranged from about a high RL2 to RL6 whichwould make sense. But, now they’ve switched and the kids that read the challenging books have been given the real easy books and the kids who were reading the easy books are now assigned the RL6 books. For weeks the whole class read Indian in the Cupboard silently but did no associated activities which would determine how well they were actually reading it. Some of the books that have been assigned this year were already assigned in 3rd grade. I’m frustrated. My son has already read all the books that all the reading groups are currently reading so he’s just plain out of luck. He’s just read four of the “Indian in the Cupboard” books independently while the original book was assigned. He’s just been evaluated- again- as a “developing”reader who needs picture support and is just starting to develop word attack strategies. He has never used picture clues. When he was younger I always covered the pictures until after he read the material, and now there are too few pictures to play that game anyway. If the teacher really believes he is just starting to develop word attack skills why would that teacher assign him a book full of 10$ words? I’m frustrated. I don’t expect him to be attentive with the new book which he’s already read which is going to “prove” he can’t. I have a 10min conference scheduled. Help.
Re: book levels
When my son was evaluated by the sped teacher in the beginning of this year she assessed him at way below his actual level. She did this 2 minute eval of having him read words in isolation. He read tried for tired and that was that. Well geez he has visual issues so of course he read tried for tired. I even do that sometimes when the words are out of context.
I asked for a more comprehensive eval that ended up not being needed because I moved him to a regular class where the teacher doesn’t look through a narrow lense. She sees him as a good reader. Also, when my son is given low books to read he reads poorly because he becomes bored and tunes out.
I would ask for an objective thorough eval of his reading.
Also, ask if he can bring a book from home that is interesting to him and that is at his reading level.
Re: book levels
Good ideas. Unfortunately, as Victoria knows, (I;ve come to this board many times before in the continuing saga of my sons reading) I’ve had run in’s with the reading specialist before and believe she doctored test results to comply with a former teachers assessment. I am fortunate that he has been exposed in class to some books he really liked like the “indian in the cupboard” series, which was at a good level for him. I just wish the teacher would evaluate him on those books instead of books he’s already read or, last time it was a book about child abuse and death of elderly caregiver (my son’s grandma passed away from cancer last year). Who knows what emotions that dredged up. Honestly, I’m beginning to feel like I stepped into the twilight zone. On the bright side I can’t argue with the teachers taste in books..its just like mine. What are the odds? My daughter read 75 books a year all through elementary, mostly Newbery’s and ALA’s and was never assigned a previously read book.”Could this teacher be my long lost twin? Seriously though, I guess I need to look more carefully at how the eval was done and hope for the best on standardized testing. But…we’ve still got half the year to go and I wish I could improve the situation now.
Linda F wrote:
>
> When my son was evaluated by the sped teacher in the
> beginning of this year she assessed him at way below his
> actual level. She did this 2 minute eval of having him read
> words in isolation. He read tried for tired and that was
> that. Well geez he has visual issues so of course he read
> tried for tired. I even do that sometimes when the words are
> out of context.
>
> I asked for a more comprehensive eval that ended up not being
> needed because I moved him to a regular class where the
> teacher doesn’t look through a narrow lense. She sees him as
> a good reader. Also, when my son is given low books to read
> he reads poorly because he becomes bored and tunes out.
> I would ask for an objective thorough eval of his reading.
>
> Also, ask if he can bring a book from home that is
> interesting to him and that is at his reading level.
OK, we agree that what is going on in the class is pointless. How is the school evaluating him as a “developing” reader? Is there any way you can coach him so he can magically pass whatever they are using as an excuse for evaluation?