Cree has shown me how important it is to reach children where they are. Cree is in second grade now and he continues to read with the average of his class. His classroom teacher was thrilled with his progress. Cree was reading with the average of his class, but better than that Cree had the confidence and motivation he needed to be a successful reader. He discontinued on a level 14 at Christmas and on level 18 at the end of the year. Cree continued to grow and learn as a reader and writer. I began to see a shift in Cree and how he viewed reading. This seemed to set the tone for our lessons. At home that night he and his dad had added a page by putting a picture of Cree with a deer they had hunted and Cree wrote a sentence about the picture with the help of his dad. He and his dad had read the book Going Hunting that we made in one of our roaming lessons. One day he came in very excited and couldn’t wait to share. I sent these books home for Cree to read. We began making books and writing about hunting. In talking and reading with Cree I learned that he was very knowledgeable and interested in hunting. This made me more determined to motivate Cree and get him interested in reading. I learned from his k-5 teachers that they wanted to have him tested in kindergarten and that he had very little support at home. He was the lowest child on the 1st grade ranking. I salute the Reading Recovery teachers, and say “Thank you for a job well done and keep up the great work.”Ĭree Waters was a first round Reading Recovery student. Being a teacher myself, I know how difficult this can be. We need to recognize Reading Recovery teachers - my child’s life and my family’s life was changed by this one, wonderful teacher. She is an excellent teacher - the epitome of the word teacher. She is always willing to help with any situation. Garrett is the kindest, most sincere person I know. I can without a doubt say that Reading Recovery changed our lives.
When he began actually reading, we could not stop him. His self-esteem was raised immediately when he could recognize and write his name. Garrett did it, but I am so very thankful she did. He brought books home from her classroom to read, he brought books that he made home to read, and he looked for things to read in our house. He was excited about books for the first time in his life. I know her sessions with him were intense, but he seemed to be improving daily and did love her and her class. She picked him up immediately for her program, and began working with him. Thank goodness for the Reading Recovery program and a wonderful person, Teresa Garrett. My other son never had any problems with letters, sounds, or words. I had tried to teach him from the time he was born. I knew that, but it was quite hard to understand.
During the first grade testing process he was identified as a non-reader. He could not recognize his name and could most certainly not write anything.
However, my youngest son (diagnosed with ADHD) was unable to read when he reached first grade. Both my boys were exposed to literature and read to numerous times each day.
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