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Morning Programs

First and second grade students

  1. Our morning programs take place at approximately 8:15 – 11:30 (depending on the tutoring site).  Morning programs are offered Monday-Friday at North and Forrestal Elementary Schools in North Chicago and Tuesday-Thursday at Beulah Park Elementary School in Zion.

    During this time, volunteers tutor three students, one-to-one for thirty-five minutes each.

  2. During the thirty-five minute tutoring sessions, each child  reads four leveled books, writes a sentence, and does some discrete word or letter work.

    The child takes a book home each night to read to a parent, and the tutor writes a brief, daily note to the parent. 

  3. The cornerstone of our program is helping to accelerate children’s literacy learning early – before they have a chance to fail.

    Reading Power’s one-to-one first and second grade tutoring intervention is modeled in part after Project Prevent, a program developed by National-Louis University, and incorporates facets of Reading Recovery, an internationally renowned early intervention literacy program created by educational researcher Marie Clay.

Afternoon Programs

Kindergarten students

Our afternoon programs take place Tuesday – Thursday from approximately 11:30 – 2:30 at North and Forrestal Elementary Schools in North Chicago. During this time, volunteers work with four kindergarten students, one-to-one for twenty minutes each.

  1. The kindergarten curriculum consists of alternating reading and writing lesson plans. The tutor reads picture books to the kindergarten students while fostering story-listening skills through dialogue with the children. Students begin learning how to write their first and last names and transition into sentence writing as their skills develop. 

  2. Our kindergarten curriculum was developed by Dr. Hender for the North Chicago elementary schools and adapted for use by volunteer tutors.

"For the eleventh year, I find myself escorting a very small, often toothless, sometimes shy, student down the school hallway and into the Reading Power classroom. And for the eleventh year I ask myself again, is this an efficient way for me to spend my volunteer hours? 

As a retired social worker, I have a fairly low tolerance for programs or services that I think condescend to the folks they set out to help. We at Reading Power are here to enable our students, not make them dependent upon us. We want to give them the tools to help them become effective readers, and then we hope they will take those tools and build a lifetime of successes - in and out of the classroom. Is that too ambitious?"

–Regina Lind, tutor and donor