Kids will tell you when they are over their heads either verbally if they are comfortable with it or by their behavior. Just like they will say when stuff is too easy and boring and they want more of a challenge. But there was no harm in his group trying. They were exposed to it. They may try it later and like it. They know a bit about more than the first three chapters because my son enthusiastically would talk about the book.
While I'm glad to hear that this group of kids was able to tell the teachers when the reading was over their heads. This is not a blanket statement that works for all kids. My older DD would not tell us when she didn't understand things or books were over her head. It was very frustrating and difficult to work with. Kids have different personalities. Some kids can be very good at hiding LD's for example.
Maybe not a blanket statement but 5th graders, low SES, many ESOL, bright, but not profoundly gifted kids, with no LD's... given a 10th grade classic literature book are going to say...this sucks, is boring and is too hard (if in fact it does suck for them, is too hard and therefore they aren't getting any enjoyment). Especially if the learning climate is a safe environment for them to feel like they can share their thoughts and feelings without shame or repercussions.
Like a second grader who has a parent who wants him to read Narnia (or listen to Narnia) before he is ready. Or a third grader who is reading War and Peace in Russian because Johnny is reading it and parents want him to keep up with Johnny.
They might not say anything but change behavior, in fact my son just kept rolling over and going to sleep each night during Narnia...I gave up after I correctly listened to his change in behavior. A behavior he never willingly did when there was a story to listen to.
