Sorry, more reading program questions (BJU)

[Amber in AUS]

So yesterday I was all fired up that we were getting a reading program had decided on BJU grade 2, checked the samples etc and then it occurred to me.

 

Should this program be at an easy reading level or at an instructional level? :confused: What I mean by that is, my DD is only 4, she will be 5 in July, she is comfortably reading Aussie Nibbles (Australian beginner chapter books) she will read them in 1 or 2 sittings, approx 60 - 70 pages. She probably averages 1 to 2 errors per page, miss pronunciation which we correct as she goes along because she is reading aloud. They are prob on a grade 3/4 level. I would call this her instructional level because she comprehends the story but she couldn't be left to read it independently because of the errors.

 

So for a reading program should she be able to easily read the text? or should it be at her instructional level? I'd like to continue to increase the difficulty of what she is reading because she is loving the challenge but I am careful not to overstep and have her frustrated.

 

The sticking point for me is the workbook. She is 4, soon to be 5, she writes at that level and she doesn't like workbooks. Oral comprehension questions I don't think she would have any trouble at all with so long as she understood what she read but with the workbook her writing ability will hold her back.

 

So, do I go with grade 2 which is where her writing ability is, but will provide an easy read.

 

OR

 

do I go with grade 3 or 4 (have not had her read samples to determine) which will provide more of a reading challenge but would have to shelve the workbook because it would just be too much for her.

 

Incase she loathes the workbook regardless of grade how much of the program would we miss by not using the workbook?

[sixpence1978]

I ordered the 3rd grade reading for my DS when he was entering 2nd grade. He reads on about the 5th grade level. Two stories into the 3rd grade reading, I realized that we needed to take it back to grade level...not because of reading difficulty, but because the comprehension and applied thinking skills were way too advanced for him. I decided that easier reading for those skills would be better. He still reads outside books that challenge his reading level more.

 

There is some writing with the workbook...sometimes we skip it, but it is there. If you skip the workbook altogether, you could still follow the comprehension questions in the TM. The little extras like alliteration, onomatopeia, cause and effect, etc... are what the worksheets cover.

 

If I may though, at the age of 4, I would encourage just letting her pick some books to read and then use some of the comprehension ideas at bookadventure.com. Much cheaper, and not so much overkill at such a young age.

 

The Magic Treehouse, Ramona, and Janette Oke's Animal Friends series are all well liked here.

[Ellie]

Personally, I wouldn't bother with a reading program. She already knows how to read; I'd just go to the library as often as possible (or otherwise provide books for her) and let her read away.

[G5052]

One of mine was like that, and I didn't begin a formal reading program until she was in 2nd grade on paper (i.e. 7 y.o.) and able to write down her own answers. Sometimes if you put them into curriculum before reading is really fluent, they get discouraged, particularly if it involves answering questions beyond their maturity or writing. The important thing in the early grades is to read and read and read, IMHO.

 

As lovely as it is to have an early reader, there's no correlation between early reading and future academic achievement according to all the research I've read. I had one early and one late, and if you compare their grade-by-grade standardized test scores, they're almost identical now that the younger one is reaching the logic stage.

Edited April 13, 2009 by GVA

[Amber in AUS]

I take on board what you are saying, thankyou. I am just feeling really lost. I have trouble keeping up with her and want to provide some decent reading materials with more comprehension than just narrating back. She really enjoys language and the mechanics of it, something i still don't get. I just want to feed her passion in this area and really have no idea how to do that.

 

If we just go down the library path, which i could be happy with (just need to get my head around it) how will she learn the the little extras like alliteration, onomatopeia, cause and effect, etc? When does that come in? Is that formal english or grammar study later?

[Guest aquiverfull]

We did BJU 2 reading when my dd was in the 2nd grade. It's been a few years, but if I am remembering correctly BJU expects the child to read silently. Afterwards, you will ask comprehension questions from the TM. Some of those questions have the child read a few lines of the story out loud to you, doing so with the emotion being expressed, ex. excitement, sadness, etc. I had her read most of the stories out loud to me, because she still made mistakes. Towards the end of the year, I had her read some of them silently. My dd learned to read with BJU in K. Don't know if that helps you any, I just wanted to share our experiences.

[G5052]

I used to take a wheeled cart to the library for my two. Now they read an 1" or thicker novel every other week or so for fun, so sometimes I don't even take a bag. And it's OK if they read the same book over and over. It's imprinting language in their brains.

 

Take a deep breath and slow down. Literary terms can wait until the late grammar stage (3rd or 4th grade) when they have some life experience and more analytical capability. I've also found that being ahead/gifted in one area doesn't mean that every part of their brain is ready for them to be pushed ahead in another. Such things are usually uneven. Both of mine (logic stage) read recreationally at an adult level, but for their schoolwork do better with materials slightly above grade level. They don't have the brain development and maturity to do college yet :D.

 

IMHO, the PK-2 years are about forming good habits and attitudes and the 3 R's. Starting around 3rd grade you need to get serious about the academics and keep an appropriate amount of pressure on them that increases each year.

[Amber in AUS]

No pressure here, just feeding the passion. Just feeling like I am lacking direction and really unsure if just letting her read is enough. GVA thankyou for clearing that up for me. Honestly I am not pushy, not wanting to push her ahead but at the same time don't want to leave her hanging when she wants more.

 

I am new to HSing (new this last year), she is the oldest, can you tell, it is all that insecurity that makes you worry about making the right decision, choosing the right thing. I know she has extraordinary reading a comprehension abilities for her age I guess I just need to take a deep breath and go with it. It just makes me so darn nervous not having something to follow!

 

We take 4 book bags to the library for our 30 book haul each fortnight. We will be up to 40 books soon as the littlest gets her library card. We certainly make good use of that service! The wheeled cart is a great idea, might have to see if i can pick one up cheap, those bags weigh a ton.