moved wrote:
mystery wrote:
:lol: I bought mine more than one reading scheme as the collection they were forced to use at school was so poor. Despite recording everything we did in the school record my daughter still felt forced to choose something desperate and random from school to read. They had baskets of jumbled garbage at school which were vaguely sorted into those different colour book bands. Reading would go so well in the holidays and stall during term time so in the end I wrote a letter asking them never again to ask her to choose a book at school as it was proving counter productive.
Funny, 20 years ago, I used Oxford Reading Tree (it was new) and baskets of banded books that I'd bought myself. I had 36 year 1 children and by the end of the year about a third were reading Flat Stanley style books or harder and all bar one were reading well. Even the one could read to a limited extent. They did all read aloud every day but in groups of six.
Important point, when I was teaching most schools could only afford one reading scheme and changing it was a major investment. I taught in a number of schools and not until my 5th year did I finally get to teach at a school with those baskets of different type books. It was a joy, there was only one DC who couldn't read and with such a range of schemes to chose from he was making progress. The school was in a wealthy area and the PTA had bought all the books.
Guest55 is right though in saying it is the implementation that is the issue. The basket system is designed to enable DC to have flexibility to chose a book they will enjoy whilst the teacher directs them to the appropriate level. On returning to teaching many years later one school had the books in each basket ordered numerically and the DC diligently ploughing their way through each and everyone.