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"My student J.R. is in the 3rd grade. At the beginning of the school year he was a non-reader. We used Cracking The Code daily for about 3 weeks.
His teacher noticed an immediate change in not only his behavior, but he was starting to sound out words. I began teaching him sight words in conjunction with the program and he started reading! I have recommended that Cracking The Code be in our Tier II interventions.
- Chantrece Mitchell,
Special Education Chairperson
"The Cracking The Code program is an instant self-esteem booster for students. The students realize almost immediately they can do the workbook pages. Students who would not normally raise their hands to answer questions were able to do so with confidence."
- Debbie Campbell, Title 1- Second Grade
"I was very nervous when we began "Cracking The Code". I was worried about how to teach it so the children would understand.
Once we began, I discovered how easy every lesson was to follow.
The students loved it also. "Cracking The Code" built their confidence so much. It was exciting to watch them grasp each concept, want to answer questions and want to go to the board.
One of my students, Serenity, made significant gains on her test scores. What a reward it was to look at her face and see that she finally understood. "
- Jeni Prestridge, paraprofessional
"Matt and Amber were participants in the Cracking The Code program. When they first started the program they were both struggling readers with very low self-esteem. Through the program their self-esteem and confidence soared. Their test scores were reflective of this as they both scored proficient. Which is well above last year's scores. "
- Vickie Keenom, Title 1 - Third Grade
"My students had no idea they would be coming out of their shells to view the world of reading in a different light. Cracking The Code has twelve patterns that are to be followed and there are no exceptions to the rule. This allows the students to focus on the patterns. Sarah and Wesley began to mark words with confidence. They were no longer ashamed to raise their hands to be called upon. This program provided stability and motivation. Each day they came into the room knowing what was expected and left knowing that reading can be fun. Cracking The Code has given Sarah and Wesley encouragement to read.
This year, Sarah was recognized for achieving a score of proficient on the third grade benchmark. She was awarded with a medal for her hard work. I am very proud of her. Wesley has moved to a different school. although I miss him, I feel confident that Cracking The Code has prepared him with the skills to overcome the challenges that fourth grade has to offer. I feel that these students will gain many achievements throughout life , because Cracking The Code has given them the ability to read with confidence. "
- Linda Baugher, Title 1 Teacher
"Matt was in my third grade class last school year. I tested Matt's reading level the first week of school and he was reading at a first grade reading level. I tested his fluency and he was reading 16 words a minute. He qualified for Title One services and left the classroom for thirty minutes every day for extra help. During this time Ms. keenom worked on comprehension and fluency. He also worked extra weekly doing Success Maker, a program in our literacy lab. I worked daily with him on word attack skills and his confidence. Ms. keenom started working on a new program with him about mid - year called Cracking The Code. I saw immediate results and told Ms. Keenom. Matt was really responding to this program and I noticed a big change in him. The biggest change in Matt was his self - esteem. He felt success and it showed in all subjects. He started improving and actually trying on all his assignments. We really started preparing for the benchmark test and I also observed Matt was giving 100% and trying on the entire practice test. Matt finished third grade reading on grade level and improved his fluency tremendously! It wasn't until summer that I received my classes' benchmark scores and was so proud of Matt's accomplishments. He received advanced in math and proficient in reading. I couldn't wait to call Ms. Keenom and i wanted to call Matt and his parents but then I wanted him to be surprised at the awards ceremony. I credit the Cracking The Code program for much of Matt's success and firmly believe the program is a benefit to all students who struggle with reading skills and confidence."
- Mrs. Gibson, Third Grade teacher
"My son was struggling in school yet testing very high in intellect. We found his processing skills very low in reading and spelling. He started with the program (Cracking The Code) and within three months was doing notably better in school. Since completion of the program his grades have risen to all A's and B's in all subjects and Mickey's confidence has gone through the roof. This program is very effective. My child's school years will be much more enjoyable and struggle free. Thank you!!!!"
- Susi (a parent in Maine)
"Our sons get excited about reading the Alphabetland books. The format and characters are similar, and thus familiar, across the books. They look forward to each new book, enjoy the stories, and are learning about the different sound patterns without feeling “taught to.” When our kindergarten son was having a difficult time remembering the phonics “rules” he’d been taught in school, we used the beginning patterns of Cracking The Code, and he caught on quite readily. The simplicity, repetition, and repeated success, made him want to sit down and work on the workbook more than anything else he brought home from school. Using the wording in the Cracking The Code program helped me to be consistent in my instruction and assistance to my child."
-Shannon (a parent in Tucson, AZ)
"Crystal is now 9 years old. From the time that she started school she has had a difficult time with reading and comprehension. Starting in first grade she went into a reading recovery program. Progress was slowly and painfully being made ...I would encourage Crystal to read at home and her response was “I can’t read, I hate to read and I am not going to try!” I continued to read to Crystal and I would ask her questions about what I read when we had finished a chapter or book. She was quite good at recounting the story and usually had many of the details accurate.
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In January 2008 we started to work with Rick’s resources (Cracking The Code). Crystal went to school a full day and worked anywhere from ½ to and hour four evenings a week. Most of the time she looked forward to doing “Cracking the Code” work and seeing the success that she was able to achieve.
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About 6 to 8 weeks into the program Crystal’s self esteem started going up and her attitude toward reading started to change. I started to hear things that I had never heard from Crystal before. I would be sitting on the couch and hear her reading in her bedroom. At first she was reading books that the two of us had read together many times and then I started hearing her read things that we had read only a few times or not at all. She usually read out loud as she was using her doll students and her dog as an audience. She would finish a book and then ask her “students” questions similar to the ones that I would have asked her. I would then hear “That is right, Joe. Sally did take her dog to the park for a walk.” This was telling me that not only was she reading, but that she was comprehending what she was reading.
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Crystal has always said that she wants to be a teacher or a hairdresser when she grows up. I kind of think that the hairdresser was an option for her to keep in mind in the event that her reading skills never improved. She likes both and either was be a wonderful occupation, but her passion at this point in her life is to be a teacher. I asked Crystal this morning what she wants to be when she grows up and her answer was a definite “A teacher – I thought you knew that.”
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I often hear Crystal ask “Can we go to the library? I have read all of the books I got the other day.” I welcome and am very pleased to hear those words as I thought I might never hear them from her.
Thank you, Rick McAtee and “Cracking the Code” for taking the pain and struggle out of reading!"
- Madolyn Macomber (mother of Crystal)
Alphabetland
Alphabetand The Beginning
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Written by a kindergarten teacher, Alphabetland: The Beginning is a children's picture book that blends a lesson about the nature of consonants and vowels with a kid-friendly story about the letters of the alphabet building a town. Color illustrations depict the letters with anthropomorphic characteristics, as they go about their daily life; but the letters A, E, I, O, and U grow tired of the same daily routine and want to be different. The rest of the letters like staying the same. At last the wise letter Z devises a compromise: A, E, I, O, and U will have "long" and "short" forms, and will be called vowels because they Very Often Will Exchange Letter Sounds. The rest of the letters will be called consonants because they constantly are the same sound. The cheery story and whimsical pictures will capture the attention of young children who are just beginning to learn phonics.
-Small Press Bookwatch ,March 2006
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Michelle, Age 5, loved the book. |
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Alphabetand The Story Of R
Alphabetland: The Story Of R is the second book in the Alphabetland series of picture books, designed to help young children learn to read by presenting basic English phonetic pronunciation guidelines in the form of a whimsical story, populated with friendly anthropomorphic letters. In "The Story of R", poor letter R tends to shake terribly whenever he hears the vowels speak! Together, the inhabitants of Alphabetland devise a solution to R's problem - from now on, the vowels that are together with R will make special sounds. And so, Alphabetland: The Story Of R explains why the "a" in "car" is not short, and the "e" in "there" is not long, and other cases in which the vowels next to the letter R follow their own distinct pattern. A wonderful and educational storybook especially for young people learning how to sound out new words. Also highly recommended is the first book in the series, Alphabetland: The Beginning. - Children's Bookwatch, May 2006
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Margaux, age 4, is also an Alphabetland fan |
Alphabetand The Story Of O
The latest in the Alphabetland series, which is designed to help young readers understand and remember the patterns and phonetics of letters found in words, Alphabetland: The Story of O is a charming, colorful picture book that explains why "oo" does not have a long sound. In Alphabetland: The Story of O, the "oo" twins are fractious, unlike many other alphabet twins such as "ee" and "bb". The "oo" twins each look exactly alike, but want to be different, and their arguments almost get them expelled from Alphabetland. Wise old "Z" figures out the solution: "Since the oo twins are vowels and we already know vowels like to make different sounds, why don't we let the oo twins make different sounds? If o number 1 is in the lead, the oo twins will say 'oo' like in 'good.' If o number 2 is in the lead it will say 'oo' like in tool. When you meet the twins you will have to listen to what they say to know who is in the lead." Like all of the "Alphabet" series, Alphabetland: The Story of O is enthusiastically recommended for novice readers and especially for elementary school library and public library collections.
The Midwest Book Review
February 2007
Reviewer's Choice
Alphabetand The Story Of Y
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The latest in the educational "Alphabetland" series designed to teach young people about phonics through storytelling that anthropomorphizes the letters of the English alphabet, Alphabetland: The Story of Y tells how the curious consonant "Y" came to be at the center of a destructive conflict between the consonants and the vowels. Both the consonants and the vowels want Y to join them, but neither side thinks to ask Y what she wants! At last the wise old letter Z puts a stop to the fighting, and the letters of the alphabet hear out Y's wish: to be a consonant that sometimes makes special sounds like the vowels. Z decrees, "If Y only wants to be different some of the time, she could borrow one of the vowel sounds we already have. This will work only if the vowels agree to lend one of their sounds. It can not be a new sound." Together, the letters of the alphabet accept this compromise - mostly (there will always be some who say that Y is a vowel because it can make an i or e sound), and work together rebuilding Alphabetland. The simple, engaging color pictures bring to life this delightful allegorical tale in a superb series for reading aloud to young people. Highly recommended, especially for public library collections of children's books.
Children's Bookwatch
April 2008
Parents, Kids and Educators talk about Alphabetland the Series
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"I find them (The Alphabetland books) to be a useful teaching tool especially with our youngest students who are just learning
about their ABC's" - Marybeth, Library/Media Specialist, Katahdin School, ME
"I 
the books you wrote. I read Alphabetland the Beginning. It's funny when all the vowels dress funky." - Stephanie, Age 9
"Thank you for yet another creative work from Alphabetland.. When we were reading a poem and came to the word "good", several students spoke up, thrilled to have found the "oo" twins. That certainly is a testament to the children gaining from having the opportunity to meet these engaging alphabet characters" " I read and reread them (The alphabetland Books) daily to them... My children are finding and copying words that have er, ur, ar, and ir in them and refer back to the "r" book."
- Mala, kindegarten teacher, Sanford, ME
"I remember learning sight words as a child. The vowels and blends were trouble for me. I guess that's why I love your books!"
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- Darla, Boone County, KY AT Team
"Had a six year old (now seven) and four year old (now five). I got the Alphabetland book at the local bookstore...The book was a BIG hit with the six year old, but the interesting part came later that evening. The six year old was taking a bath, so the four year old helped herself to the book, she was walking around the house reading the book to herself. Yes she made up most of the story her own way, but she knew her alphabet, so every time a letter or group of letters was in the story she knew what she was reading. She loves to read since that day and knowing the letter and group of letters worked out better than any other book with colors or stories that you read from memory. Keep up the good work and yes I have picked up the second book.
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- Clint Linscott, East Millinocket, ME
"On December 6, 2007, Granite Street School was the site of an exciting workshop led by Rick McAtee for all our fourth and fifth grade students. The gym was filled with students working at tables engrossed in writing activities. Not only were students learning new strategies, but so were teachers.
With almost one hundred people participating, Rick was able to keep interest peaked, learning in high gear and everyone engaged. He shared wonderful strategies to improve writing skills of students but also on how to involve students in their learning. Never have I seen such great skill at keeping students focused, following directions and highly motivated in writing!
With rave reviews from all involved, our only question is when will Rick come back? He is an exciting presenter but beyond that he placed writing and learning at the forefront in our building. Teachers and students were energized to improve writing skills. We were lucky to have him as a guest in our building and would welcome him back any time!"
- Linda, Principal
" A great workshop! I have lots of new ideas to try in the classroom." - Marg, Dorchester, New Brunswick, Canada.
"Thanks! This is my second time here and again I found it effective and beneficial. You communicate with clarity and make the
tasks 'reachable' " - Faye, teacher
"The teachers were excited about the strategies they saw you use and were complementary of the ideas they gained from your visit. You're welcome to come back anytime." - Sheri, Principal
" A great workshop! I have lots of new ideas to try in the classroom." - katherine, classroom teacher
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Last updated Thursday, May 14, 2009 8:53