Which 'Read at home' level is your Reception child on at this point?

(116 Posts)
WiganKebab Thu 07-Feb-13 22:05:22

Mine is on 1+, but I wondered if there was a benchmark of roughly where she should be around now?

noisytoys Fri 08-Feb-13 12:19:23

DD is on lime level (level 11) bust she finds the school books quite boring so she reads one lime book a week and takes in books from home too. The teacher is ok with that because she prefers DD to enjoy what she is reading rather than sticking just to banded books

givemeaclue Fri 08-Feb-13 12:50:30

Wow at level 11 in reception

N0tinmylife Fri 08-Feb-13 13:07:38

My DS brings home a mixture of 1+ and 2 books, he seems to find them fairly easy, and enjoys reading them, which I think is the most important thing at this stage!

projectsrus Fri 08-Feb-13 13:28:03

None, our DS2 reception class hasn't started sending books home yet.

learnandsay Fri 08-Feb-13 13:31:51

Well, that's certainly one way of avoiding being accused of sending home the wrong books.

lockets Fri 08-Feb-13 13:42:00

Message withdrawn at poster's request.

simpson Fri 08-Feb-13 14:10:40

Gabsid -My DC school start jolly phonics in nursery.

DD is now on gold/white level (she gets a mixture of both). She taught herself to read before nursery (a cat sat on a mat type level) and has progressed since then.

She is very bog standard with numeracy as it doesn't float her boat really.

mrz Fri 08-Feb-13 16:50:15

gabsid I've taught children who were complete non readers when they started school (don't know any sounds at all) and have moved to gold/white by this stage in the reception year. Definitely not pushy parents either or homes full of books.

WiganKebab Fri 08-Feb-13 17:00:36

I guess 'White' and 'lime' are part of a different set of books?

simpson Fri 08-Feb-13 17:04:18

White is stage 10 and lime is stage 11 ORT.

DD has been put onto lime today.

mrz Fri 08-Feb-13 17:05:25

No white and lime are just later stages Wigan

maizieD Fri 08-Feb-13 18:20:33

I don't see how you can use the ORT Read at Home books for a phonics taught child. They don't agree with any order of introduction of 'sounds' and the early ones are full of graphemes which the child can't possibly have encountered. If they do contain graphemes the children have been taught they are probably only in one or two words in the entire story, so don't offer any useful practice in attaining automaticity in decoding them. They are written specifically for memorising words as 'wholes'.

This is not meant to be judgemental of the OP; it's just an observation...

WiganKebab Fri 08-Feb-13 18:29:45

Glad you said that Maize, I was finding in confusing. The are very fee words that can be blended. Lots are tricky words. DD can blend til the cows come home and seems completely bored with the 1+ books, so perhaps knows all those words too.

So lime in reception is pretty good ay?

mrz Fri 08-Feb-13 18:36:39

I hadn't realised you meant ORT books shock

givemeaclue Fri 08-Feb-13 18:38:30

Lime 1(1) in reception is way above norm. They Are aiming for yellow (3) by end of year

mrz Fri 08-Feb-13 18:44:44

Only if they are limiting a child's progress givemeaclue ..hmm

givemeaclue Fri 08-Feb-13 18:45:03

Lime (11) that should have said

givemeaclue Fri 08-Feb-13 19:37:17

How is it limiting to say that they want every child to be a minimum of level 3 by end of year? Many are already past that, they don't seem limited by it

mrz Fri 08-Feb-13 19:39:30

If your aim is yellow it's a pretty low target

plainjayne123 Fri 08-Feb-13 22:21:32

''gabsid I've taught children who were complete non readers when they started school (don't know any sounds at all) and have moved to gold/white by this stage in the reception year''
Is this for real??? I don't know any children who read when starting reception, I am extremely academic, as are a lot of my friends, I dong know what planet these reading children are from, and it shouldn't be described as normal. My dd is top of her class in reading and writing but she didn't read until reception and she or I never knew what level she was on at school. ORT I thought was something that had been scrapped years ago. Isn't phonics the thing now.

Flo42 Fri 08-Feb-13 23:34:30

I think there's a reason why the teachers don't highlight which level children are at as, after reading all these posts it could quite easily make some Mums feel panicked that their little ones are not doing enough.

The best advice I can give is that as long as your child DS/D is happy and progressing at THEIR rate then it really doesn't matter.

Ultimately they'll all be fluent readers by the end of Y2 or thereabouts.

I worried about my DS too in YR but he's plodded along and is doing v well Y1-at his level.

As long as they're happy and they like going into school then I wouldn't worry beyond that. Would have added a smiley but I'm a technophobe and new to the site. Xxxx

TheNoodlesIncident Fri 08-Feb-13 23:39:04

plainjayne my ds started reading when he was two, although he preferred to play around and only looked at books occasionally. He had a reading diary in F1 (nursery) and now is reading Ginn level 5 in reception (I don't know how that compares to ORT/coloured bands).

He was four in August, so one of the youngest in his class.

It isn't that unusual.

"I dong know what planet these reading children are from, and it shouldn't be described as normal." How tactful. You sound a peach. I'm sure some of the previous posters' dc are actually normal. My ds has autism, so you would possibly class him as "not normal". angry

PoppyWearer Fri 08-Feb-13 23:43:08

Has anyone yet made the point that in Norway the children don't start school/reading until 6/7yo <points at Norway above UK in literacy tables>.

Peace and love wink

DC1 is 1+.

learnandsay Fri 08-Feb-13 23:48:43

Yah, we get the Norway/Scandinavian thing all the time. But if their languages are more regular than ours is the point is meh.

learnandsay Sat 09-Feb-13 00:05:36

Is this for real??? I don't know any children who read when starting reception

The problem isn't that children can't read in nursery. The problem occurs when a teacher is so surprised by a reading Reception child that she treats it like a foreign object rather than a child and a person.

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