DD7 (2nd grader) is in a 2nd/3rd split G&T class this year and so far she is happier than she has been in the past 2 years.
I volunteered a few times for reading in the class and the teacher had me work with her reading group in the hall. Dd is in a group with 2 other boys, neither boy reads well. They are 2nd graders and I would say their reading is probably not at grade level. They were assigned to read the first 2 chapters of a Cam Jansen book and then write any descriptions they find for the main character. We went through what they wrote, dd actually added more to the discussion that wasn't known to the boys because she had read ahead. The next time I helped, the teacher wanted me to take turns having them read out loud (in the hallway). Both boys are slow and laborious with their reading. I couldn't figure out why dd was grouped with them. I know her reading isn't perfect and she tends to make a lot of mistakes when she reads orally because she goes too fast.
Since this time I haven't been back in to volunteer. Late last week dd tells me that she is reading Frog and Toad in her reading group. (put shocked face here) This is a book she read in kindergarten. She was above grade level in first grade so I can't understand why she is in a reading group where she is reading a book with a DRA level of 16/18. So I emailed the teacher, told her that Frog and Toad is a book she read two years ago, told her what books she currently reads (3rd and 4th grade level books) and the number of hours she spends reading each night. I kindly asked if dd had her reading assessed and, if so, perhaps she had an off day for the assessment and could she be re-assessed.
She replied that dd actually tested at a late 3rd grade/early 4th grade level but that she's "mostly assessing her ability to provide a written summary". She also says that with dd's group, "they are working on "shorter" books, like Cam Jansen/Frog and Toad, that will provide them with a better potential to write a summary" and "books that are more straight-forward can allow for the instruction that I need for her at the moment".
I know that writing is a true weakness for her, has been since kindergarten. When it comes to homework she will avoid the writing assignments and do more math homework to avoid the writing. I do make it easier for her at times by having her dictate to me what she wants to write, I write it, then she copies it down into her notebook.
Should she really be held back in reading because of her writing? I learned from another mom, with a child in an older grade in the G&T class, that they combine the reading and writing instruction together like this. There is no separate writing block or reading block.
Have any of you ever come across this problem? How should I approach this.... let it be... or request that dd be moved up and accommodate her writing? I really can't understand how putting a child 1-2 years behind in reading due to poor writing output is a good idea.
ETA dd's test results from last year in case anybody has any insight as to if any of her subtest scores correlate with writing struggles.
http://giftedissues.davidsongifted.org/BB/ubbthreads.php/topics/135930/1.htmlETAx2 we are doing the Handwriting Without Tears printing book at home.
