United Readers Impact Stories

April 2025

 

  1. My kindergartener, Dominic, has made impressive progress in his Heggerty lessons, especially with segmenting words into phonemes. At the beginning of the year, he struggled to break words into individual sounds, but with consistent practice, he’s become more confident and accurate. Now, he clearly isolates and segments phonemes, often leading the group with his strong listening skills and quick responses. His growth is evident not only in Heggerty but also in his reading and writing, reflecting hard work and increasing phonemic awareness. (Kristi E., United Readers Mentor, Gomes ES)
  2. At the start of the program in September, Max scored 29 out of 60 on Assessment 1. Since I began working with him in February, he has made significant progress. He comes to our intervention prepared and eager to learn, and his efforts are clearly paying off! On Assessment 2, he scored 40 out of 60. Max’s ability to manipulate sounds and words has grown remarkably. I look forward to seeing his progress with Assessment 3. (Kaitlin N., United Readers Mentor, Stead ES)
  3. This week, I am excited to share my experience of testing three of my advanced students who have shown extraordinary growth and dedication throughout the academic year. When they first joined my class, their knowledge base was quite limited, and they struggled with foundational concepts. However, it’s truly remarkable to see how far they have come in a relatively short period. They have demonstrated not only a stronger grasp of the material but also an ability to engage in more complex discussions and problem-solving tasks. I am thrilled to report that they are now ready to transition into a higher intervention class, which will better match their advanced skill levels. Currently, we are collaborating closely with the teachers and administration to ensure a smooth placement process, and as of now, we are awaiting the identification of the specific class that will best suit their needs. With the end of the academic year approaching, I am particularly looking forward to comparing their recent test scores with those from the previous assessment. This comparison will provide valuable insights into their progress and help us understand the effectiveness of our instructional strategies. I am eager to celebrate their achievements and encourage them to continue reaching for even greater heights in their learning journey. (Annaie L., United Readers Mentor, Sun Valley ES)
  4. All students are making progress in both literacy and math. Their enthusiasm for attending contributes to productive, engaging sessions across all classes. Not one student complains or refuses to engage with the curriculum which speaks to the program’s effectiveness. Nearly all students have shown measurable gains. Kindergarteners improved by an average of 32 points between the first and second assessments. First graders, including three undergoing Assessment #2, improved by an average of 8 points. These are exceptional outcomes and a strong return on the time, effort, and investment in the program. (Jeanne T., United Readers Mentor, Winnemucca ES)
  5. This week, a fourth-grade teacher welcomed us back from spring break, expressing appreciation for our work and enthusiasm about our return next year. She praised the support we're providing to K–2 students in preparation for third grade. Her grandson, who was in one of my groups, has now tested out. Her daughter, also a staff member, mentioned we’re welcome to continue working with him, noting the progress he's made and the value of continued support. The week before, I spoke with the school psychologist. He appreciated having access to our student data, which helps inform his planning. He also expressed strong support for our work and hopes the partnership continues for years to come. (Veronica D., United Readers Mentor, Cottonwood ES)
  6. This week, I was thrilled to see how much progress many students have made, especially one second grader, Solomon. When he first joined, he scored 14 on the assessment. Mid-year, his score rose to 36, and he finished with a 42. We've worked closely in one-on-one sessions, and his teacher has also noticed his growth. We're both proud of his hard work and the significant improvement he’s shown over the year. (Amanda C., United Readers Mentor, CC Meneley ES)
  7. This year, I learned that being a United Readers mentor is about more than teaching Heggerty and math. Many of our students lack consistency and supportive adults in their lives. Having even one stable, caring relationship can greatly boost a child’s confidence, resilience, and ability to learn. In addition to literacy and math, our students are developing behavior skills that help them navigate change and adversity. They count on us and genuinely look forward to learning and growing. The hardest part of this job will be saying goodbye at the end of the year. I’ve grown deeply attached to these little ones. They’ll always hold a special place in my heart. (Annette M., United Readers Mentor, Silver Lake ES)
  8. One of my kindergarten students started the year with serious challenges, scoring just 12/60 on Assessment #1, with no alphabetic knowledge and no skill area above 3/8. By Assessment #2, he made a remarkable leap to 37/60, moving from mid-beginning to mid-developing. He now recognizes most letters and their sounds (still working on "y"), has mastered blending, and shows strong growth across all areas, especially higher-level skills. His teacher, initially concerned he might not catch up, recently shared that she’s now seeing tremendous progress as well. She told me she once feared he would need to be held back, but thanks to the one-on-one support from United Readers, he’s meeting all his benchmarks and is on track for success in 1st grade. (Jeanne T., United Readers Mentor, Winnemucca ES)
  9. This week, I want to highlight the progress of my 3rd-grade student, Tara. When we first began working together, she scored 26/60 on her pre-assessment. We focused on Heggerty skills, especially phoneme substitution and alphabetic knowledge—areas where she initially struggled. I even learned some key Spanish phrases to better support her. By Assessment #2, Tara jumped 31 points, scoring 57/60. She now consistently scores 10/10 on quick checks and clearly understands all the Heggerty skills. I expect she’ll score a perfect 60/60 on Assessment #3. Because the current lessons are becoming too easy for her, I plan to speak with her teacher about moving her into a more challenging intervention group. I’m excited to see how she continues to grow. (Vanessa K., United Readers Mentor, Sun Valley ES)
  10. I continue to see the powerful impact of having a learning mentor on both students and the school. My students have grown academically and personally—their behavior has improved, their letter and sound recognition have strengthened, and their reading fluency and confidence have flourished. They’re often amazed by their own progress. (Vicki M., United Readers Mentor, Lincoln Park ES)

 

March 2025

 

  1. When I first started working with Mario in my Math intervention group, he had a hard time with basic addition and got frustrated when he didn’t get the right answer. He would avoid joining in and seemed less confident in math. Over the past few weeks, we’ve worked on his addition skills using fun games and lots of praise. Slowly, Mario has started answering problems with more confidence. Mario’s teacher said he is now more confident in math and isn’t as worried about getting things wrong. Seeing his growth has been so rewarding, I’m excited to see how Mario keeps growing! (Alexis S., United Readers Mentor, Silver Lake ES)
  2. This week, a teacher approached me to express her gratitude for my sessions. She shared her excitement about her student, Rowan, who successfully aced her sight words test! The teacher mentioned that some of the Heggerty methods have helped Rowan figure out how to pronounce each sound, leading to amazing progress. (Lesley D., United Readers Mentor, Lahontan ES)
  3. This week, an intervention specialist, who works with many of the same students as I do, excitedly shared the progress he has seen. He exclaimed that one student, who spoke no English at the beginning of the year, has made tremendous strides. Benny can now recognize all phonemic sounds, blend and substitute them, and identify them at the beginning, middle, and end of words. He speaks in full sentences in English and understands almost everything he is asked to do. Another student we both worked with has already tested out of the program. The specialist was thrilled to see such great progress in our students. (Tracy A., United Readers Mentor, Maxwell ES)
  4. When I first tested Rory, she scored low in alphabetic knowledge (3/6) and substituting (3/8). Over the past few weeks, she has significantly improved, nearly aceing substituting lessons and becoming proficient in alphabetic knowledge. Her attention span has also improved, and she now comes to class ready to learn. I look forward to completing her mid-assessment after Spring Break. (Kaitlin N., United Readers Mentor, Stead ES)
  5. At the start of the year, Marta struggled with letter sounds despite knowing most of the alphabet. Yesterday, she successfully identified the beginning, middle, and ending sounds of words using picture cards. She even sounded out and spelled words like "grass," "crib," and "dress" on her own. She was so proud of herself for getting them all correct. (Tracy A., United Readers Mentor, Maxwell ES)
  6. This week, I want to highlight my second grader, Andres. He started Heggerty after winter break and has made impressive progress, which his teacher has also noticed. I’ve worked with Andres for three months, and his improvement has been rapid. When I pretested him on January 7th, he scored 38/60. After just one month, his mid-assessment score rose to 48/60. In March, he aced his phoneme substitution quick check with a perfect 10/10—an area where he previously struggled. During our sessions, I focused on substitution and blending skills. Since his teacher mentioned he’s a strong reader but struggles with blending sounds, I tailor our lessons accordingly. One challenge has been keeping him engaged, as he gets bored with routine lessons. To address this, I use Letter Crayons, which helps him build words, identify sounds, and manipulate letters interactively. This approach has made learning more engaging and effective. (Vanessa K., United Readers Mentor, Sun Valley ES)
  7. Many of my students have shown significant growth in their assessment scores! When I first started, Martin was the only student above first grade who scored in the "beginning" category for phonemic awareness. For the past few months, we’ve worked one-on-one to improve his blending, segmenting, isolating, vocabulary, and letter/word recognition. To reinforce learning, we play Hangman after sessions, which he loves. His letter and vowel recognition have improved significantly, and he’s now in the mid-developing category! While his segmenting skills still need work, I’m confident he’ll master them by the end of the year. His progress has been incredible! (Luna V., United Readers Mentor, Fremont ES)

 

February 2025

 

  1. Nikhil came to the US from a third-world country and is living with a foster family. This is his first year in school, and at first, it was really hard to communicate with him. He had trouble staying focused, and it was a challenge to connect with him. Now, whenever he sees me, he runs up to me and gives me a big hug! It really warms my heart. While at times he still struggles, he’s come a long way. I love that we've been able to create a space where he feels comfortable and safe enough to express himself. Watching his growth has been one of the highlights of my week! I'm sure it can feel scary being thrown into our school system so I'm glad to see him happy and feeling more comfortable. (Alexis S., United Readers Mentor, Silver Lake ES)
  2. One of my kindergarteners started the year with very low scores. In higher-level skills like adding, segmenting, and substituting, she scored 3/8, 2/8, and 2/8, struggling to hear and manipulate sounds. However, she quickly began mastering each skill with gusto! By her mid-year assessment, she had made remarkable progress—scoring 7/8 in adding, 4/8 in segmenting, and a perfect 8/8 in substituting, the most challenging skill. Now, just one point away from proficiency, her teacher recommended transitioning her back to whole-group instruction. She is an excellent example of how much students can grow with the one-on-one instruction United Readers is able to provide. (Jeanne T., United Readers Mentor, Winnemucca ES)
  3. I use a technique for teaching vowels with a fist and five fingers. I teach it to all my students, regardless of age. Three of my kindergarteners come from the same class, taught by Ms. Anderson*, who is very supportive. At lunch today, she shared an incredible story—Ari, one of my students, stood in front of the class and taught her classmates the vowel technique we’d been practicing. Ms. Anderson said it was adorable, and the entire class loved it. Now, they’re all reciting the vowels! She even captured it on video and told me Ari was thrilled with the positive response. Inspired, Ms. Anderson now plans to use this method with all her students. I was deeply moved and cried. Ari is naturally shy, and weeks ago, Ms. Mills told me she specifically chose these three students because they were quiet and reserved. Now, she sees them gaining confidence and speaking up more in class. She was so proud of Ari, and Ari was proud of herself. Thanks to United Readers, we’re making a real difference for Ari and so many others. I can just imagine the impact we’re having across the program. The possibilities are endless! *Pseudonym (originally Ms. Mills) (Rajean B., United Readers Mentor, Loder ES)
  4. This week, I completed Assessment #2 with a student I’ve worked with since last year, and he scored a 53/60—a 20-point jump from the beginning of the year! It’s an incredible improvement, especially considering he started last year barely knowing anything. Anthony has faced many challenges. He’s often absent, and when he is in school, he’s either emotional or too tired to focus. Finding effective ways to help him learn and retain skills has been difficult. One-on-one instruction has been key, allowing me to give him the individualized support he needs. Engaging him with topics he enjoys, like Marvel characters, and incorporating games have helped keep him focused. He has a great sense of humor, which I’ve used to make learning fun. One of our most effective strategies was having him pretend to be the teacher during Heggerty lessons. Without realizing it, he was practicing reading and rhyming—skills he’s now mastered. When asked for a word that rhymes with “book,” he’d eagerly respond with “snook,” “wook,” or even made-up words like “goobledegobledeeook” just to make me laugh. Anthony has made me laugh and moved me to tears more than once. Working with him has been one of my best experiences as a United Reader Mentor. I am incredibly proud of his progress and feel confident that he now has a strong foundation to continue reading and succeeding. (Tracy A., United Readers Mentor, Maxwell ES)
  5. Elijah, a first-grade student, was absent for most of the first semester. According to his teacher, a death in his family deeply affected him. When I began working with him in January, alongside three lively and talkative girls, Elijah was withdrawn—he rarely spoke, often zipped his coat over his face, and rested his head on the table. I didn’t push him to participate, believing he would engage when he was ready. Since I also work with his brother, Micah, I used that connection to start conversations. Gradually, Elijah opened up, no longer hiding his face or withdrawing. When I discovered his love for Stitch, I brought in Stitch stickers and sticky men as small incentives. At first, Elijah resisted coming to interventions. Now, he joins willingly—even when he’s not scheduled, and I have to walk him back to class. He talks freely, answers questions, and fully participates in our group’s activities. In fact, he is likely ahead of the other three children in literacy and math. The girls’ warmth and energy have played a huge role in his progress, treating him like a brother and helping draw him out of his shell. I suspect Elijah may no longer need interventions next year. (Annette M., United Readers Mentor, Silver Lake ES)
  6. Last week, while discussing the new schedule with teachers, I received some feedback. A few first-grade teachers have noticed improved focus and a greater eagerness to learn among their students. One student, Adam, tested out of the program with a "meeting" score, but his teacher requested that we continue working with him. She has observed that his emotional stability improves with extra small-group attention. Additionally, he is a valuable participant in lessons, as he is highly motivated to find the correct answers. (Gabriel P., United Readers Mentor, Sutro ES)

 

 

January 2025

 

  1. This week my second grader Michael came up to me and said, “thank you for being an amazing teacher and helping me read.” It melted my heart. He can read but at a lower level than his peers and usually needs help. Today, he read a book to me without needing my help. Seeing the smile on his face and the improvement that he made just warms my heart. I love this program because you make a positive impact on these our students’ lives, and the community as well! (DonRica D., United Readers Mentor, Cottonwood ES)
  2. We have a number of students who have drastically improved their test scores, and we are also getting great results from our Math Mid-Assessment. We are currently testing the students who are excelling in the program and who have the most improvement in their MAP scores. We have one student, Connor, who participates in our 4th grade math sessions. His teacher showed me that his MAP scores improved by 46 points, and he received “meeting” scores for the Math Mid-Assessment. Another student, Vanessa, is in our 3rd grade math sessions. Her teacher mentioned she has improved her math participation during class and has noticed a substantial difference in her confidence. It has been really rewarding seeing the students improve their learning and gain confidence in their studies! (Gabriel P., United Readers Mentor, Sutro ES)
  3. This week I had the opportunity to complete Assessment #2 with Marcus. Although he was my lowest-scoring student so far, I made sure to encourage him and hype him up throughout the lesson. It was rewarding to see him gain confidence, and I’m proud of how my co-mentors and I have worked together to make the experience positive for him. (Alexis S., United Readers Mentor, Silver Lake ES)
  4. This week is about a second grader named Joy. For Assessment #1, she scored 38/60 which is Early Developing. For Assessment #2, she scored 50/60 which is Late Developing. She has improved so much, especially due to our one-on-one sessions and I can’t wait for Assessment #3 to see her score. (Donica D., United Readers Mentor, Cottonwood ES)
  5. When I pre-tested Amaya in September, she scored 30% on addition 1-10 and 15% on subtraction 1-10 so we started working on these skills. Before winter break, I retested her, and her addition score was 50% and her subtraction score was 47%! (DonRica D., United Readers Mentor, E.C. Best ES)
  6. One of the highlights of my year has been working with my Kindergarten student, Mara. On her initial Heggerty Pre-Test, she scored 21 out of 60. I am eager to see her progress on the upcoming Mid-Test. In her first Quick Check Assessments, she achieved 5 out of 10 in Isolating Initial Sounds. Unfortunately, she scored 0 out of 10 in Isolating Final Sounds, an area we have been diligently working on since. Impressively, she scored 4 out of 10 in Isolating Medial Sounds, despite the initial draft of that assessment being particularly challenging. In her most recent Quick Check Blending Syllables assessment, she achieved an impressive 8 out of 10. During our last Heggerty Curriculum session, Mara unexpectedly shared her disappointment that Kamala Harris did not win the Presidential election. When I asked her if she aspired to be the first woman President, she confidently replied, "Yes." I assured her that I would vote for her, to which she responded, "Thank you, Mr. Eric!" (Eric S., United Readers Mentor, Sun Valley ES)
  7. Alyssa scored 13/60 on Assessment #1. On the Isolating Phonemes section, she scored 0/8. Since returning from winter break, she has taken off! She has improved in all areas, but the one skill that really amazes me is her ability to isolate the medial sound. This is an area that I notice kindergarteners struggle with longer than others. I cannot remember the last time she made a mistake. She correctly identifies the vowel every time. She has also made huge gains in substituting phonemes, one of the most advanced skills. She also scored 0/8 on the Substituting Phonemes section of Assessment #1. I’m looking forward to seeing what she scores on Assessment #2. Additionally, Alyssa has taken a leadership role and is eager to help the other students should they struggle with any skill. It is very rewarding to see such big improvements. (Jeanne T., United Readers Mentor, Winnemucca ES)
  8. Getting to meet with students this week has been great! We have been creating group names, group norms (rules/expectations), and choosing rewards to earn for positive behavior. I am a big believer in creating a strong foundation with students based on rapport, respect, and humor. I believe all students have the ability to be great students and humans; they just need structure, boundaries, and kindness along the way. It can be disheartening to hear students referred to as "bad" students, or "bad" kids. It’s rewarding to be able to give students a positive experience in school but also help students who may struggle socially and behaviorally find success in my groups. I believe in my students, and I am so excited to see their academic success develop as well as their social and emotional wellbeing. (Kim C., United Readers Mentor, Silver Lake ES)
  9. This week I’m writing about Juan who continues to impress me. He scored quite low on Assessment #1 due to knowing very little English. Over the last couple weeks, he completely understands my instructions in English and is always eager to participate. I am very excited to see his results when we complete Assessment #2! (Miles C., United Readers Mentor, Stead ES)
  10. Email to United Readers Mentor DonRica D.: Whatever you are doing to teach these second graders to read is working! I am very proud of their success because of your great teaching! Students in my class who are reading with you scored an average of about 20 growth points on their MAP reading test! You should be as proud of yourself as I am! (Tracy Soules, EC Best Elementary Teacher, Churchill County School District)
  11. On Monday, January 20, 2025, United Readers observed the Dr. Martin Luther King Jr. designated service day with a strong commitment to community service and collaboration. The day began with us dividing into smaller groups, each tasked with different activities aimed at fostering teamwork and community spirit. Our group embarked on the creative challenge of crafting an acrostic poem, which allowed us to not only practice our creative writing skills but also to internalize and reflect on the essential values of community service. This exercise proved to be both enriching and enjoyable. In the latter part of the day, we gathered at the office to contribute to a meaningful project – assembling reading supplies for local schools. This hands-on work provided a tangible way to give back to our community. The day was also filled with deep, meaningful conversations, which allowed us to better understand and connect with our fellow mentors on a personal level. This experience was incredibly valuable as it strengthened our bonds and reinforced our shared commitment to making a positive difference in the communities we serve. (Eric S., United Readers Mentor, Sun Valley ES)
  12. This week’s story is about Jordan who we have noticed has made great progress. Since September, Jordan has been working through several challenges and has grown so much. Jordan’s Assessment #1 score was 14/60. We just completed Assessment #2 and his score was 44/60! I spoke with his teacher, and she said she has seen growth in the classroom, as well. Something that stood out during Assessment #2 was when he realized he knew something, he got excited and had a big smile on his face. I could feel his confidence as we progressed through the assessment. I look forward to seeing how he grows from this point on! (Mandy C., United Readers Mentor, C.C. Meneley ES)
  13. This week, a teacher of a previous United Readers student mentioned to me that they improved their MAP test score and stated, “This is all because of you guys [mentors].” (Veronica D., United Readers Mentor, Cottonwood ES)
  14. I have two 3rd-grade boys in the afternoon who were working on their “r” controlled vowels. They just weren’t quite able to hold their attention to the lesson. We got out the magnetic letters and I began making words with the “r” controlled vowels like “fort” and then changing the ending sound to “fork.” Then they initiated making their own words. One of the boys started to make his name Cash, “c - a” but then added an “r” and a “t.” Then he did the same thing by taking away the ending sound “t” and he added a “p.” He was excited that he made a word on his own. He didn’t know what a carp was, so we looked it up. I could hear the excitement in his voice the more words he made. The other student was doing the same thing but spelled “bark” and changed it to “barn.” This was a fun hands-on activity and engaging. The students were actively playing with ending sounds and forming new words which was right on point with their weekly Heggerty lesson. Improvising is a key part of what we do too. We have to “read the room” and make accommodations as needed. Often, these are things teachers don’t have the luxury of doing with a full classroom. (Tracy A., United Readers Mentor, Maxwell ES)
  15. This story focuses on Alex, a second grader, though it applies to several others. Alex is an intelligent boy and the youngest in his family. He often disrupts class and struggles to stay engaged. With the addition of a new mentor, our team was able to reduce group sizes for literacy. Since a few of my second graders tested out of literacy, I now have a two-student group at 9:00 A.M. One student is Alex, and the other is Jake, both known for disrupting class. After a few days working with them, I realized the dynamic wasn't ideal, possibly because they were too similar. I spoke with their teachers, and now I mentor Alex on Mondays and Wednesdays, while mentoring Jake on Tuesdays and Thursdays. On Fridays, I work with both of them, using half of the session for games. I initially thought they would dislike one-on-one intervention, but they love it. In a group setting, Alex often interrupts, making it hard to get through the curriculum. But in a one-on-one setting, he responds to questions, and we complete the lesson in minutes. His progress has been remarkable—when I first tested him, he couldn't identify all the letter sounds. Now, he has mastered blends, can read words, and form sentences. He thrives during our one-on-one time. Jake, who has a reputation for misbehaving and bullying, is a pleasure to work with one-on-one. He also appreciates the focused attention. They try hard for me because they know I believe in them. I suspect they’ve been labeled as "bad kids" so often that they began to believe it. I give them constant positive reinforcement, and that truly motivates them. It’s unfortunate that public schools often don’t have a 10-to-1 student-teacher ratio. The teachers at Silver Lake do an incredible job, but their classrooms are overcrowded. The United Way mentoring program is essential at Silver Lake. Without it, many students like Alex and Jake may never have the chance to reach their full potential. (Annette M., United Readers Mentor, Silver Lake ES)

 

December 2024

 

  1. I just wanted you to know that my teachers are very complimentary of the United Readers program and the progress they are seeing in the students! I have shared this appreciation from my teachers with them but also wanted you to know. Students' growth is evident, and they are making such a difference! (Virginia Richardson, Principal, Cottonwood Elementary School)
  2. Riley, a second grader, pre-tested and scored 39/60. His lowest score, 2, was Substitution. In his post-test, Riley scored 55/60 and with a 7 in Substitution. When I first started working with Riley, he seemed bored and had some negative behaviors during our group. After working with Riley for a few months, his teacher told me that he has improved so much, and he has now tested out. (Donica D., United Readers Mentor, Cottonwood ES)
  3. Finley is my 3rd grade student with whom I work one-on-one in Literacy. Recently, Finley scored 6 out of 10 on the Isolating Final Sound section of the Quick Check Assessment. However, I observed that he continued to struggle with this skill in the Heggerty Curriculum. To address this, we repeatedly practiced the fist-up hand gestures. Initially, Finley managed to correctly identify 2 out of 5 sounds. After running through the drill several more times, his accuracy improved to 3 out of 5. Isolating Final Sounds is a particularly challenging exercise for many students, and progress in this area tends to be slow and incremental. Despite this, I am optimistic that with continued practice, I can help Finley improve his scores. I am eagerly looking forward to the Mid-Testing period to see if our efforts have yielded any noticeable progress. (Eric S., United Readers Mentor, Sun Valley ES)
  4. A teacher recently approached me and told me that since working with two of her students who have difficulty with schoolwork have grown about 2 grade levels on their iReady tests. (Jai’zanae Ward, United Readers Mentor, Lincoln Park ES)
    1. For Christian reference, used this story in NV Energy 2024 final report.
    2. For Christian reference, added an asterisk to my use of this story after running by Stephanie first: “*iReady tests are computer-based tests used in Lincoln Park Elementary School to monitor student reading and mathematic abilities.”
  5. I am so happy to report that my student Enzo has significantly improved in Literacy. The pre-assessment shows he scored a zero in all areas of isolation. On the isolation Quick Check Assessments, he scored a 7/10 in Isolating Beginning sounds, a 5/10 in Isolating Final Sounds, and 6/10 in Isolating Medial Sounds. Not only is he improving in literacy, but he is also appearing more confident in sessions too. (Antoinette T., United Readers Mentor, Sun Valley ES)
  6. At the beginning of the program, I knew I would be working with students who only spoke Spanish. A few months in, I realized I needed extra support, so I asked one of my mentors to help me explain things in Spanish or I would continue speaking only English to them. I decided to use a translation app on my phone to help me with Spanish phrases I could use with my Spanish-speaking students, and it has been a game-changer! I’ve been working on memorizing the phrases, so I don’t have to rely on my phone when I’m with them. One of the best parts about learning Spanish alongside my students is that they help me pronounce certain words, which allows us to build a stronger bond—something I truly value. I often ask them to teach me new Spanish words while I teach them English. With the help of the translation app, I’ve been able to ask questions like, “What is the first sound you hear in the word?” and “What are the vowels?” I can also explain concepts like digraphs and their purpose. On days when we play alphabet games, I make it more fun by having my students recite the alphabet in English while I say it in Spanish. This way, they teach me while I teach them—it’s a wonderful learning experience for both of us. (Vanessa K., United Readers Mentor, Sun Valley ES)
  7. At the beginning of our sessions, Chase faced challenges with CVC words and blending sounds. After a few weeks of focused practice, his progress has been remarkable. Previously, he would stutter and become easily frustrated when blending CVC words. Now, he confidently exclaims, "I can't believe I know all these words!" This shows his considerable growth and determination. (Lesley D., United Readers Mentor, Lahontan ES)
  8. This week's story is about our MTSS meeting, where we collaborated with teachers and staff to discuss the progress of our students in the program. Overall, I felt that the meeting went well, and it was heartening to hear that the teachers believe we are making a difference in the students' learning. Knowing that our efforts are helping the kids means a lot to us. It's encouraging to see the progress each child has made after just three months. Some students came in not knowing any letters or sounds, and now they can identify most of the alphabet and the correct sounds associated with each letter. It feels wonderful to be here for them and to play a role in their desire to learn and come to school every day. I'm truly grateful to be a part of this positive change. I did have a few students express their sadness about not being at school for winter break. I reminded them that when we return, I will still be here, ready to help them learn. (Annaie L., United Readers Mentor, Sun Valley ES)
  9. A teacher shared with me that one of my students, Maria, is making so much progress. She said at the beginning of the year Maria wrote nothing in English. She showed me a piece of Maria’s classwork and it was an entire page written in English! While not perfect, it was entire page with her attempting to communicate in English and not Spanish. I am so proud of Maria! When she first started coming to United Readers, she barely spoke English at all. Now she’s having small conversations with me in group and in class she’s writing in English. (Hannah M., United Readers Mentor, Loder ES)
  10. When a new group of girls came to session one of the girls walked up to me and said, "you look just like me!" Seeing her eyes light up as she stared at me in admiration almost made me choke up in tears, all I could do is say, "yes I do, we are like twins." Once the session was over the girl gave me a hug goodbye and went back to class. Later, her teacher passed us and said to me "Jenny was so excited to see you. She ran into my classroom saying, "I met a girl that looks like me!".” This interaction truly reminded me how important it is to have representation and the impact it makes, and I hope her admiration for me turns into inspiration. (Nydia R., United Readers Mentor, Lahontan ES)

November 2024

 

  1. I am noticing that many students are nearly at the point of illustrating alphabet recognition with confidence. Puzzles and flash cards help a lot to increase the knowledge and speed of recall. A few teachers have commented on the participation in their classrooms having increased with confidence. One teacher commented in the hallway, "Keep doing what you are doing because I am noticing a difference in Ilse’s confidence in my class." (Veronica D., United Readers Mentor, Cottonwood ES)
  2. My weekly story focuses on my student, Beatrice, who is new to the country. Initially, I found it challenging due to the language barrier and trying to understand her accent. However, this week, I am incredibly proud of her progress. We worked with flashcards and letterboard games. She was able to identify the letters, recognize the sounds they make, and distinguish between upper and lowercase letters. It's inspiring to see her growth she can identify almost all of her letters, knows the corresponding sounds, and is beginning to understand letter blends. This progress is simply amazing! When I went to drop her off in her class after our session, her teacher thanked me for all my hard work working with her and being patient. She said she could see the growth in Beatrice, as well, and saw that she could pronounce most of her words and has gotten better at reading. It’s great to see that she’s making progress. (Annaie L., United Readers Mentor, Sun Valley ES)
  3. This week, I compared Enzo’s first two Quick Check assessments to his Assessment #1 scores.  For the Isolating Initial Sounds Quick Check, he scored a 7 and for the Insolating Final Sounds Quick Check, he scored a 5. Comparing this to his Assessment #1 score, he received a 0 in the Isolation category. I am so proud of how far he has come. (Antoinette T., United Readers Mentor, Sun Valley ES)
  4. My kindergarten groups have made so much progress already. It truly amazes me to see how much they have learned in this short amount of time. When they took Assessment #1, most of the kindergarten students did not know all their ABCs and sounds. Now, every kindergarten student in my group knows their letters and sounds. Even some of my lowest testing students are retaining so much from being in the United Readers program. (Kristi E., United Readers Mentor, Gomes ES)
  5. At the beginning of our program, I pretested Aaron, a first grader, and he scored a 2 in alphabet knowledge. Over the last three months of working with him, he has made significant progress. Aaron now recognizes more letters of the alphabet, can distinguish between lowercase and uppercase letters, and has developed a better understanding of vowels. He has also shown great improvement in isolating initial and final sounds. When I ask him about final sounds, he confidently responds, “ending sounds,” and when I ask about initial sounds, he says, “beginning sounds.” Aaron has made remarkable progress in this program, and I’m excited to see his results for Assessment #2. (Vanessa K., United Readers Mentor, Sun Valley ES)

 

October 2024

 

  1. I have really been trying to gain repertoire with my student Enzo. When we first began, he was very withdrawn and shy. He did not want to say much and usually just shrugged when asked a question or he simply would look away. This week we did 3 sessions, and he smiled when he was brought each time. During the session, he was focused, vocal, and mimicked my hand gestures throughout instruction. (Antoinette T., United Readers Mentor, Sun Valley ES)
  2. I am truly excited about the opportunity to make a lasting difference in the lives of children through teaching. There's something incredibly rewarding about helping young minds discover their potential, guiding them as they explore new concepts, and watching their confidence grow. (Angelina D., United Readers Mentor, E.C. Best ES)
  3. This week I met a student who had been having trouble with their English skills and didn't understand rhyming. So, when we worked together, I taught her about the rhyming rules and how to figure out if a word rhymes or not and before we even finished our time together, she was giving me her own rhyming words. (Jai’zanae W., United Readers Mentor, Sun Valley ES)
  4. I had a student named Jesus in the 4th grade. In the beginning of our lessons, he only knew a few of his alphabet and he would also get the lower case “b” and lower case “d” mixed up. Now that we're a month into our lessons Jorge knows more alphabets and can differentiate lower case “b” and lowercase “d”. He’s also showing great improvement towards phonemic awareness and pronouncing the letter clearer. (Vanessa K., United Readers Mentor, Sun Valley ES)
  5. My impact has the potential to be bigger than just another “teacher” for the kids. We have the potential to increase self-esteem and self-worth, to provide connection with healthy, safe adults, and to lay groundwork for not only love of literacy and math but also learning in general. My students are always thrilled to see me and sad to hear when I may not be there. Even though we are following a set curriculum, we are teaching so much more than just literacy and math facts; we are teaching that they matter. By being here and showing up consistently, we are proving to them that they matter. That’s a cause I can stand behind and I’m so grateful for the opportunity to be a part of this program. (Hannah M., United Readers Mentor, Loder ES)

 

September 2024

 

  1. Charlie was one of my students from the previous year who struggled with Heggerty and his behavior. Although he was still weak in Letter Recognition, Rhyming, and Isolation, on Assessment 1 he showed some progress. He scored 6 out of 8 on Blending and 8 out of 8 on Adding. With those new strengths identified, we can focus more on the weak areas. (Eric S., United Readers Mentor, Sun Valley ES)
  2. I pre-tested Manny who I had last year. As we began the pre-test, he was so eager to answer every question. I could see the happiness on his face when he knew right away what the answers were. As the questions got a bit harder, I could see he was still answering the questions with the same eagerness. I began getting excited too because he consistently knew every answer. This was a child that really struggled last year, even at the end of the year. During pre-testing, he was so confident and excited. He ended up testing out! (Tracy A., United Readers Mentor, Alice Maxwell ES).
  3. So many of my former students were excited to see me back this year, with a few returning this year to the program. Upon assessing them, I did notice that Elena had improved since her post-assessment before summer break. (Mandy C., United Readers Mentor, C.C. Meneley ES)