Yep, I agree Mia but it seems usually there is just reading level.
Well, sure ... TBH, I have no idea what "reading level" my ds is. It depends on how they're defining it! I'll be interested to see his MAP results for the spring.
Anyway, "reading level" is such a nebulous term. I just wanted to point out that language arts as a school subject is often quite different than "reading level," which is often based on the frequency and length of the words in the text. Going on that, ds probably has quite a high "reading level," but no way is he ready to be participating in a 7th grade English classroom.
(ETA: Sorry, I mean "reading level" as defined for things like Lexile. I have no experience with STAR testing or what they're looking for. I think "readiness for learning" level can be ver off with the kind of classroom assessments that often done as quick-and-dirty screeners.)
I'm happy though that my Kers teacher has him writing main character, plot, conflict, resolution for his reading group books which is easier with a book that is at his comfort level rather than his challenge level. My 3rd grader didn't get any of that until 2nd grade, and he was reading higher than my Ker currently is.
Completely agreed! I don't have a problem with my ds using easier books for critical thinking skills. He's enjoying higher-level books on the side, and learning the skills needed to dissect a book while reading "easier" books.
That seems logical to me; he doesn't need to work on the mechanics of reading while he's at school -- he does that quite well on his own! He needs to work on the thinking behind the reading. No need to make the learning material overly challenging, as long as he's stretching on the side; I'd rather have him focus on the assignment rather than on the actual act of reading. Frees up more brain space.
(That said, ds *is* subject accelerated. I'd be having at least a small fit if he were reading "first grade" level books and being expected to think critically for those.)
