From Learning How to Hold a Book to Being Very Close to Reading and Writing Independently

In every school, there are children who begin their learning journey with uncertain steps and teachers who accompany them, day after day, as they progress. These encounters give rise to stories worth telling.

The story of student P.F. was shared with us by primary school teacher Rodica Pătulea, from Lucieni Secondary School, Dâmbovița County. During the 2025–2026 school year, she worked with the 16 children in her preparatory grade class, using the literacy resources provided through the Glittery Schools programme. Below, we share her experience of the progress made by one of the children in her class.

For P.F., the beginning of preparatory grade was difficult. She had attended kindergarten only occasionally, and during the initial emerging literacy assessment she scored just 2 points.

She could not write her own name and had not yet developed the basic skills needed to work with a book. She did not know how to hold a book correctly, could not follow the lines of a text and did not make the connection between spoken and written words. She did not recognise the letters of the alphabet, could not identify sounds within words and could not divide words into syllables.

She also experienced difficulties with fine motor skills. Using scissors and other classroom tools was challenging, and the coordination required for simple activities was still developing. In her interactions with the other children, she was withdrawn and needed more time and support to adapt to the rhythm of the class.

Throughout the year, literacy activities, the resources provided through the Glittery Schools programme, regular school attendance and the support of her teacher helped her gradually catch up.

At the end-of-year reassessment, she scored 142 points out of a possible 150, compared with only 2 points at the beginning of the school year.

According to her teacher, books adapted to the children’s learning level played an important role in developing their print awareness and increasing their interest in reading.

The activities used in class included Elkonin boxes, the question wheel, active story listening, choral reading and a word bank. These methods contributed to the development of vocabulary, reading comprehension and early reading skills.

The progress made by this student—from 2 points at the beginning of the year to 142 points at the end—shows how important it is for every child to have access to literacy activities suited to their level, together with consistent support from their teacher. Most importantly, it shows that a difficult start can be overcome during the course of a school year.

“We went through all the books in the literacy package. There wasn’t one particular favourite, because every book became equally enjoyable for the children. Each character left an impression on them, and the children had something to learn from every one of them.”

Through the books used in the project, the students gained both important values and useful knowledge about the world around them.

From the first book, they learned to trust their own abilities, to persevere and not to give up when they encounter difficulties. Another story helped them learn more about nature, including the beneficial role of ladybirds and how they contribute to keeping gardens healthy. Through another book, they noticed that numbers are present everywhere in everyday life and developed a better understanding of their importance in daily activities.

Learning Continues During the Summer Holiday

For primary school teacher Rodica Pătulea, the end of preparatory grade does not mean the beginning of a long break from learning, but rather the continuation of her work with the children.

Between August 24 and 28, she will organise a Glittery Summer School for the 16 children in her class, with activities designed to help them consolidate their reading and writing skills before starting Grade 1.

The decision was based on what she observed throughout the year. The joy with which the children looked forward to every story, their interest in the characters from the books they read and the enthusiasm with which they took part in literacy activities confirmed that reading had become a natural part of classroom life.

Just as important was the support of the parents, who took part in reading activities organised at the school and supported the organisation of the Summer School.

The final assessment results showed that most of the students completed preparatory grade with a very strong foundation for starting Grade 1.

At the same time, the assessment also highlighted the needs of several children who still require more time and practice. Some do not yet recognise all uppercase and lowercase letters or identify written words, while three students continue to experience difficulties in identifying the initial and final sounds in words.

The Summer School will respond directly to these needs.

For one week, the children will have the opportunity to continue their literacy activities in a familiar environment, alongside their classmates and teacher. For some, these days will provide an opportunity to consolidate skills they have already developed. For others, they will offer a valuable chance to catch up before the beginning of Grade 1.