Gifted Issues Discussion homepage Forums General Discussion Leveled reading systems

I just thought I would mention that my DD's gifted magnet has never used AR. I don't know the reason for this, but it is not a part of the curriculum at all. They do do reading responses--short answers, with the topics and questions varying, but it has to be general, since they read whatever they want. They also have no requirement for the level of what they read. This is outside of in-class reading, which is actually NOT differentiated--they all read the same novels, which are not that far above grade level but seem to be chosen carefully for complex themes.

Our school uses a similar approach to ultramarina's; the kids read whatever they want (at home or for free reading) and have individual work related to that, and then there are in-class books, sometimes whole-class, sometimes small group, where they have discussion groups and projects. I find the whole leveled-reading thing quite strange, to be honest. I remember several conferences where the teacher mentioned the measured level, then said something to the effect of "of course, she is probably really at about xx, but they don't let us test that high..." And we would all smile and move on. For kids like ours, I think the levels are pretty meaningless, and thankfully our teachers seemed to agree. There was no attempt by anyone to control or limit what our kids read, and the whole library was open to every kid, every book.

Indeed. I still do get into a twist about putting those false scores into writing that matters, like an IEP report. Because I like actual data that mean something. This is a minority position.

Oh yeah...I wouldn't let that stand. Data does mean something.

Here is what I see our media specialist doing (I volunteer 3 hours a day there so I see a lot). At the beginning of the year they test and the kids know their level range. One book they select must be in that range. The second book can be higher especially if they have a parent or sibling who will read aloud to them or if the second book is a non fiction on a topic they are very interested in.

Then as the year goes on she suggests that they stretch and look at books the next level up and see if it is a book they are interested in read a random page and see if it would be a "good for you" book. Then they test again and get new levels. And it starts over.

She does tell kindergarden children who barely can read that they can't have certain books unless they check with the teacher (sitting right there) so the teacher says yes her sister is going to read that with her or no let me help you find a good for you book that is like this one.

Some of it is that there are only so many copies of each book. For example, diary of a wimpy kid books (5th grade reading level)...very few of the 1st graders can read that high (in our school)... It is saved for the 3-5th graders who can actually read it. Someone like my son would be allowed to check it out earlier than that but a first grader reading on a first grade level would not be allowed to have it for two weeks. More of a supply and demand problem. We have 1000 kids and one copy of each wimpy book in English and one in Spanish.

My children have to do 100 book challenge at school, and have their DRA levels tested quarterly. For 100 book challenge - they are assigned books at a certain color level, and must read books from that level in class for 15-30 minutes and as homework for 15 minutes each day. They bring 4-6 books home from school to read each day. The color levels roughly correspond to certain DRA levels, but as far as I can tell, no child is allowed to move more than one grade level ahead.

I usually ask them to read at least one of the books from school for the home reading, but sometimes let them read other books, such as their library books, instead. I do try to ask the comprehension questions and have them read to me occasionally for practice. I do make them choose fiction books most of the time, as the assessments are all done using fiction.

The 100 book challenge philosophy has to do with practicing reading that is easy for the child, but my children usually find the books at their level to be so easy they are incredibly boring.

Interestingly, our school also uses Raz-Kids, which is an online system that allows reading and listening to books along with comprehension questions. They can choose books from the assigned level, or choose any book at their level or above. Both of my twins regularly choose books in raz-kids that are well above the DRA level assessed by the school and do well on the quizzes. I am somewhat looking forward to the next parent/teacher conference because this should be an interesting point of discussion.

They are allowed to check any book out of the library.

I always thought it was kind of odd... my kids' school uses the AR program, but they don't really do anything with it? They encourage the kids to take AR tests, and sometimes give them a grade (participation) for taking a certain number, but that's it. Last year (3rd grade) my son ended the year with a grade 6.6 average. And I never heard anything from anyone about it. This year the school year is halfway over and they are just now talking about it. *shrug* It's probably wrong of me, but I think my son's reading level is somewhere around high school level, and so I don't really worry about it anymore. I've accepted that he's not going to learn anything in that arena until H.S. I focus on his writing, which has always been much closer to grade level.

I hate RAZ, so much so that I have negotiated our kids out of participation. The quality of the books is so poor! I want them to spend time reading something worth while...

This is exactly how my son's school does it. It's that "in class for 15-30 minutes of free reading of 100 book challenge books" at "their just right level" with which we are having such problems. My DS almost always finds the books at his level to be so easy that they are incredibly boring. I send in whatever chapter book he is reading at home and that is what he gets punished for - reading the book that he brings in from home during the 100 book challenge free reading time.

I totally agree.

Incidentally, ever since we have pretty much completely opted out of the 100 book challenge program, as I can not remember the last time my son read an actually 100 book challenge book at independant reading time at school or at home, his reading achievement level is really going up quickly and nicely. In my opinion his rising achievement level is the best evidence that the 100 book challenge program is not necessary. When he is forced to do the program his reading levels drop or stagnate .. the more we move away form the 200 book challenge books the better his reading gets.