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Kinder Screening: Peabody Picture Test & Bracken Basic Concept Scale - Page 2

post #21 of 25
Thread Starter 

Thanks, Christa!  That is really helpful information!  All you ladies are really helping me to focus my thoughts on this matter and see what I might need to pursue further and what I need to just let be for now.  It's really a relief to feel like I'm on the right track.  So thank you.

 

As for what school she'll attend later on, that's a tough one.  We have moved 4 times in the last 9 years b/c of my dh (grad school, post doc, faculty position #1, and now faculty position #2).  Dh is settled in his job, loves it, and wants to stay indefinitely.  I am not in love with our location, but know that we will likely be here for the next 5 years.  So I'm looking at staying at this elementary school at least through 4th and likely 5th.  An possible move would occur, then, at the middle school level where everything changes anyway.  Your point about reading quantity is a good one and I guess there is little way to predict right now what kind of a reader she'll be.  Even the most gifted reader might not enjoy the quantity or content of the reading required in school.   But something to keep in mind, nonetheless. 

post #22 of 25
Quote:
Originally Posted by KCMichigan View Post

My DDs school had 4-5 kiddos reading Magic Tree House in  their 1st grade class by mid-year or even one or two when the year started. When school started only my DDs were checking out the never-ending Rainbow Magic Fairy series from the school library, but by Mid-year a few other kids were too (mostly girls- a few boys were reading Geronimo Stilton)-- and it was nice since all the girls could all talk about the 9 billion books in the series....

 

Yet, when talking to another teacher friend of mine. She had no students at that level in her 1st grade class-those books were not even on her radar. She said once a few years she gets a kid at Magic Tree House, but not very often at all.

 

****

 You also have to look at the age range.....1st grade in our area is 5.75- 7.25 yr olds at the start of school. That is a wide wide developmental range....But there is a big academic difference from a standardized age-normed test from a  5.75 yr old reading Magic Tree house and a 7.25 yr old reading the same book. Same grade- but 18 month developmental difference, which at that age is huge.

Now you're scaring me! DS is That Kid reading MTH before starting first grade, at 5.75...

I am still hoping he will find some peers at his school, and even though I feel guilty sometimes for choosing schools partly according to demographics, what choice do we have, trying to find the best envrionment for our kids? Though I have to say that it is mostly that the school sounded so much more flexible than the public school we were zoned for.

OP, I still tink your DD's teacher sounds great so far and that there are good options for challenging her at her level, including a possible grade skip, moving on rather painlessly with the first graders into second year at the end of this year.

Keeping our fingers crossed for you!

post #23 of 25
Quote:
Originally Posted by Tigerle View Post

Now you're scaring me! DS is That Kid reading MTH before starting first grade, at 5.75...

With the exception of my eldest, who was reading Harry Potter at 4, I don't think of my kids as having been that far off the scale in terms of reading, and yet the three younger ones were all quite capable with MTH and a bit beyond that level by the end of KG (age 5.5 - 5.75). I would stay hopeful. There are likely to be others at that level. And if not immediately, some will probably make the leap during the first term.

Miranda
post #24 of 25
Quote:
Originally Posted by moominmamma View Post

 quite capable with MTH and a bit beyond that level by(age 5.5 - 5.75).
 
 
I would stay hopeful. There are likely to be others at that level. And if not immediately, some will probably make the leap during the first term.
 

 

 

Tigerle,

 

My kiddos were 5.75 going into 1st last year that had read/were reading MTH. MTH also goes from 1.3 or so reading level up to 3.0 as the series goes on.

 

No big deal for our school- there were a few others there too (though they were older for the most part). I was not happy nor unhappy at how the school handled reading. It was not my 'ideal' situation and they never did max out reading levels to see exactly where they were at-- but they did have books/kids/small groups that read chapter books together and discussed them (including Magic School Bus chapter books- 3.0 reading level and absolutely just right interest level). Several kids were at that level.

 

 

 

 

 

1st grade will start with kiddos in chapter books to letters-only readers. 

 

FWIW I have seen some well regarded schools make a mess of working with advanced students and some schools that are 'At-risk' do a fabulous job of meeting learners needs at all levels.

 

When it comes down to meeting academic needs-- it tends to be the school culture, the individual teachers, and the willingness of the school to meet individual needs. These traits can be found ( or not found) in schools everywhere. 

post #25 of 25
Quote:
Originally Posted by moominmamma View Post


With the exception of my eldest, who was reading Harry Potter at 4, I don't think of my kids as having been that far off the scale in terms of reading, and yet the three younger ones were all quite capable with MTH and a bit beyond that level by the end of KG (age 5.5 - 5.75). I would stay hopeful. There are likely to be others at that level. And if not immediately, some will probably make the leap during the first term.
Miranda

I have the highest respect for your judgement, like so many others who commented on your thread on grade-skipping your DD2, but are you sure you are adequately aware of just how far off your kids are any scale?orngtongue.gifbiggrinbounce.gifupsidedown.gif

 

But i am staying hopeful. Mostly on account of how committed the principal and teachers seemed to be to differentiation and flexibility at this school (unlike the principal at the neighbourhood school, who mostly complained about how much of a hassle it was when kids needed anything different or wanted to learn more).

 

It is so interesting, isn't it, finally sending your kid off into an environment where for the first time they will now actually be compared and assessed on their academic achievement and potential and it all stops being just guesswork, anticipation and apprehension? DS really did not have this at all before, not even in his K pullout program in preschool, which was super playbased and non-academic.

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