That level D looks maybe similar to a little harder that the accelerated reader books. The one I saw for him had lots of words like looked, chair, and said. I can't figure out these levels at all, TBO, because I'm still of the mind they should be learning how to read with phonics.
Displaced, my children's school taught phonics, but they also emphasized learning (memorizing) sight words so that children would not be tripped up by high-frequency but phonics-rules-breaker words when reading. You might want to see where your ds is at on the Dolch lists of site words as a reference point.
I'm not certain if she mentioned retention because it was a likely possibility or a distant one and she didn't want us to be surprised at the end of the year.
Since it was mentioned, I'd ask her specifically what she *did* mean. If it is a possibility, you need to know the details of why, what are the criteria, etc. I would also, after talking to her about this, seriously request a team meeting to discuss the reading issues. Please note - I don't think that anything you've mentioned about your ds' reading level is cause for concern at this point in kindergarten *at all*, but it sounds like your ds' school is really pushing the students in reading. So even though it's most likely just developmental for your ds, since the *school* is insisting there's an issue, call a team meeting. If they insist, at the meeting, that your ds is underachieving or struggling in reading, formally request an evaluation for an LD in reading. If he's struggling so much that the school feels he needs to repeat K, they need to also evaluate and look at whether or not he needs individualized instruction.
polarbear
Thank you for the advice. Any thoughts on who would likely be on his "team"? I've only had conferences with the teacher. The educational psychologist was private.
The ed. psych. said his testing did not qualify him for a LD per current criteria, but she also stated testing may need to be repeated if he is still struggling in a year. He is receiving individual attention in class since he started. He has small group with teacher, a "special" computer program a few times per week, and the person helping another child with writing also helps DS with his writing.
The conference where she mentioned retention basically was her saying there was a *chance* he would pass K, then there was discussion of his possibly needing retention, her stating she brings that up in a conference no matter the risk so that parents "are not surprised" if it occurs. She also mentioned that if he catches up by the end of the year, she might still recommend voluntary retention because 1st grade is so writing intensive.
Well, the most recent conference with teacher has revealed that DS is "at level" but his grade is still not satisfactory. His reading has improved but he is not "confident" as a reader yet. She says he will pass K but only because she knows how involved we are in his education. She did not know the results of gifted testing during that conference, and no longer recommends retention.
So, Yeah? Or Boo? I don't know how to feel about this, especially since all DS says about school he usually dislikes (except lunch and recess) because of all the work.
