Last year dd was in 1st grade and started to have issues with "not liking" school. Her teacher complained at both the fall and spring conferences that dd rushes through her work. And dd admitted that she would rush through so she could "do what she wanted" which at that time was "independent reading and the Rubik cube puzzle". To be honest, that didn't sound too terrible to me. But I'd like her to have a more positive experience in 2nd grade.
I think her challenges stemmed from a combination of 1) a first-year teacher (she relied on a lot of worksheets), 2) a rough transition to more formal "seated" work compared with kindy, and 3) a somewhat inaccurate initial assessment of her abilities. I know the first 3-4 weeks of school were spent on assessments. At our fall conference, her teacher told us that dd's reading level was high but her comprehension lagged behind. For this reason, she was assigned to a middle-level reading group and stayed there all year. I didn't argue and she certainly did make steady progress in reading ability throughout the year. But she would also seek out the books that the upper reading groups were reading (from the library) and read them on her own.
I'd like to understand more about these fall assessments. What does a test of comprehension entail?? I know they were performed individually. dd hates to give a wrong answer and is nervous when put "on the spot". She can be slow to warm up to her teachers. I can easily imagine her saying "I don't know" instead of trying to answer oral questions about a reading passage. Is that how these assessments are conducted? She's been reading much more advanced books all summer (in the last 2 weeks, off the top of my head, she's read Harry Potter #1, Danny Champion of the World, Ramona Forever, and Stuart Little) and we do discuss them. I feel certain she's comprehending the material-- even if she sometimes doesn't know how to pronounce all the words.