ChatterBank2 mins ago
Calling primary school teachers re Oxford Reading tree
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Please can someone explain to a baffled mum how a child progresses through oxford reading tree. The web site has been unhelpful.
My son is on Robins level 7 which on first appearance looks exactly the same level as owls level 7 which he was reading over a year ago. How are they different? and should he have progressed more than that in a year? These books appear to be way below his reading matter at home (where he reads such as the famous five) .
My son is on Robins level 7 which on first appearance looks exactly the same level as owls level 7 which he was reading over a year ago. How are they different? and should he have progressed more than that in a year? These books appear to be way below his reading matter at home (where he reads such as the famous five) .
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Having heard children read in school for a number of years I hope I can help. I couldn't honestly tell you about the levels (sorry, I've been hearing year 6 children for 4 years who are beyond the Oxford reading tree). However, when children are learning to read they do not progress like a diagonal line on a graph, they go up in steps and then along a straight line on the same level for a while and then take another step up. I know that when I heard younger children at school it was only when the teacher was satisfied that they were truly capable on the stage they were on that they were moved up. Also when children read books at home they do not always understand all that they are reading. I have had children bring in their own books from home to read to me and believe me sometimes it is way beyond them - they do not know half the words and really do not understand what is going on in the story. If your son can read to you a couple of pages of The Famous Five (I used to love those books by the way), without struggling on too many words and then can explain to you what is going on in the story then I would have a word with his teacher to see if he can be moved up a stage or two.
(2-part post):
Level 7 is 'targetted' at around the spring term of Year 2. It aims to take pupils' reading ages on from approximately 6.5 to 7 years.
The Oxford Reading Tree assumes that all pupils will encounter all (or certainly most) of the the materials which form the 'trunk' of the tree. The Owls materials (which include playscripts as well as conventional books) form part of this trunk.
There are also additional materials which don't form part of the 'trunk' but 'branch off sideways'. These materials are provided to help consolidate or extend learning. The Robins series (which contains books ranging from Level 6 to Level 10) provides some of these branches. (The books are described by the publishers as 'extension stories for competent readers'). So, as you've spotted, Robins Level 7 books are at the same standard as Owls Level 7. (They simply provide extra practice).
Level 7 is 'targetted' at around the spring term of Year 2. It aims to take pupils' reading ages on from approximately 6.5 to 7 years.
The Oxford Reading Tree assumes that all pupils will encounter all (or certainly most) of the the materials which form the 'trunk' of the tree. The Owls materials (which include playscripts as well as conventional books) form part of this trunk.
There are also additional materials which don't form part of the 'trunk' but 'branch off sideways'. These materials are provided to help consolidate or extend learning. The Robins series (which contains books ranging from Level 6 to Level 10) provides some of these branches. (The books are described by the publishers as 'extension stories for competent readers'). So, as you've spotted, Robins Level 7 books are at the same standard as Owls Level 7. (They simply provide extra practice).
While you might want to query your son's progress with his teacher, you shouldn't necessarily assume that he's not being sufficiently challenged with his reading. Published schemes for teaching any subject (whether it be reading, mathematics or anything else) only provide a framework for the teacher to work with. Sometimes children require 'confidence boosting' materials. Some children will get a boost to their confidence by being allowed, for a short time, to work with materials which are slighly below their normal level of attainment. (By doing this, the child meets with repeated success and can overcome any short-term worries). Other children will get a boost to their confidence by being given the challenge of trying out materials which are above their normal attainment levels. A good teacher never works 'slavishly' to a published scheme. The best results can only be obtained if the teacher takes into account every child's individual needs.
The chart showing how the Oxford Reading Tree is organised is here:
http://www.oup.co.uk/pdf/oxed/primary/ORTParen tGde_0603.pdf
Note that that tree does not show the series titles (such as 'Owls' or 'Magpies') for the fiction materials on the 'trunk'. To see those, together with the associated reading ages (and the suggested school terms for each stage), go here:
http://www.oup.co.uk/pdf/oxed/primary/ORTreadi ngAges.pdf
Chris
The chart showing how the Oxford Reading Tree is organised is here:
http://www.oup.co.uk/pdf/oxed/primary/ORTParen tGde_0603.pdf
Note that that tree does not show the series titles (such as 'Owls' or 'Magpies') for the fiction materials on the 'trunk'. To see those, together with the associated reading ages (and the suggested school terms for each stage), go here:
http://www.oup.co.uk/pdf/oxed/primary/ORTreadi ngAges.pdf
Chris
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