
Our school uses a reading system called “baskets.” For those of you unfamiliar with this method, each grade school classroom has a series of books grouped together in terms of reading level. Children take home books in their designated baskets to read each evening as homework.
Longtime readers of this blog might recall my eldest, Lily, who is now 7, had an exceptionally keen interest in reading at a very early age. No, I don’t think she’s a genius and I’m pretty sure she’s nowhere near gifted, but there is one thing of which I am absolutely sure: she really loved to read.
Or so I thought.
Let me give you a little more background on my kid. She was writing three-letter words on her drawings when she was 3 years old (Mom, Dad, cat, dog, etc.). By the time she was 4 she could read – not perfectly, but she could finish BOB books without much effort. (If you have a young child who likes to read, I highly recommend this series. Both my kids loved them.) By kindergarten I thought Lily would blossom and impress the teacher with her skill. She didn’t. She did well, but she didn’t seem to want to pick up War and Peace anytime soon. By first grade there were a few other students whose reading level made hers appear mediocre at best. I never said anything about her level because one of the moms I know, whose child had the same first grade teacher as Lily, said to me, “Mrs. R [the teacher] moves kids up to a new basket level incredibly slowly.”
Slowly, okay. But this slowly?
“I don’t get it,” I finally asked her second grade teacher at the beginning of the year. “This is a child was both reading and comprehending at an early age. Why is she in such a low level basket?”
“She’s not,” the teacher said to me. “She reads at the second grade level, which is just right for her age.”
“Yes, I realize that,” I said. “But that’s my point. She has been reading – a lot – for almost four years. She finishes all the books on her summer reading list. Shouldn’t she be more advanced?”
The teacher explained the reasons behind Lily’s basket placement. Apparently when the reading specialists assess the children they do not allow for even one mistake. If a child skips a word, adds a letter to a word (making the word 'dog' into ‘dogs’ for example) or doesn’t understand a paragraph, the child is kept at the same level.
“Do the kids know that when you test them?” I asked.
She paused for a moment and said, “No.”
I thought about this for a while. At home the kids are asked to read out loud for at least 15 minutes. I noticed Lily would get lazy and skip a word or add a letter to a word.
Before I continue, there is something you need to know about Lily before you shake your heads and say, “Oh, so that’s why she wasn’t ahead.” Because you’d be wrong if you said that. Lily is a strong-willed child. She likes to test me in a very different way from Aimee. When she read to me and skipped words or added letters, I would get annoyed and I would say, “If you don’t want to read properly, I won’t listen.” She would then pitch a fit, and I would get up and say, “Let me know when you’re ready to read properly.”
Here’s something else you need to know: Lily loves a challenge. As soon as I got up she would promise to read properly and would do so. Until the next night. I did everything I could to not make her reading into a battle. I simply said, “Reading is an important part of your schoolwork. If you don’t want to take it seriously, I won’t waste my time. We can just mark it down that you didn’t do your work and you can explain that to Mrs. S.”
If there is one thing Lily hates to do it’s disappoint her teacher. So Lily began to read – every night – perfectly. Each book sounded far too easy for her. I remembered the teacher sent home a note saying books should be effortless, but this effortless? I didn’t think so.
So finally I said something to Lily that I knew would have an impact on my competitive child. I found out that her good friend, who is not an exceptional reader, had just been moved into Lily’s basket. “Lily, you have been reading for almost four years and she has been reading for two,” I said to her. “There is no way you two should be in the same basket.”
Lily just sat quietly and didn’t answer. I could see she was trying to figure out what I had meant. While she was thinking, I told her what the teacher had said to me about making just one mistake during the assessment. “When they test you, you must read clearly and thoughtfully. Take your time and do not skip ahead.”
She must have thought long and hard about what I said (miracles do happen!) because she was assessed yesterday and has jumped seven basket levels. Um, excuse me? Seven baskets?
Does that make any sense to you at all?
I’m both delighted and annoyed. I finally feel she is being given books to read that are appropriate for her skill level. But why was she kept in such a low basket for so long?
This whole experience has been a good lesson for me. I realize I need to go with my gut about my children’s education. I also need to speak up more when I think my child is not getting the attention she needs. When she was assessed at the beginning of the year I should have spoken to the teacher about it more. I should have explained my feelings. But I didn't. I won't make that mistake again.
Photo by sanja gjenero, courtesy of stock.xchng