Each session is a 50 minute group lesson with puppets, singing, games, a story and discussion (appropriate for each age group). At any time you can book your one time only, 50 minute slot on Saturdays, 1:1 READING ABILITY ASSESSMENT as a separate class.  Sessions thereafter, will continue for 50 minutes, as small groups, once a week, learning reading strategies, stories, singing and poetry using puppets Mabel & Grog the Ravens, show & tell, speaking & listening, games, spelling tests, video clips, reviews, journals, essay and story writing, lectures, discussions, debates and public speaking (appropriate for each age group).
The optional Reading Ability Assessment (booked separately), is not only to determine the reading age but also, the category of reader; as there are 5 categories in reading:
DEPENDENT (reader relies on an experienced reader for total help; like stories being read)
EMERGENT (reader still relies on experienced reader,  starts to hold book upright and turn pages of books 'pretending' to read and starts to 'scribble')
INDEPENDENT (reader has sight word recognition, knows alphabet sounds, starts to read books with repeated words, forms coherent sentences)
FLUENT (reader reads with confidence, but still needs help with unfamiliar words, uses syllables, cluster consonant digraphs, starts to use dictionary and write own stories)
EXPERIENCED (reader can read fluently without help, knows how to work out unfamiliar words using many strategies including phonic knowledge and linguistic tools, uses dictionary & thesaurus, enjoys writing own stories, articles, is a good speaker and is speed reading).
Our interest in reading starts for some as young as 3 years old, as DEPENDENT readers; especially if parents are always reading. At this stage we would give our 3-year-old aspirant, lots of puzzles, painting, drawing & colouring, letter art, shopping lists, etc; because the world is surrounded by colour and shapes (the left brain sees the word as a shape and the right brain sees a picture to explain the word/sentence). Let us not forget that reading and writing/composition go hand in hand; so, if you have a child that struggles with composition, they are 9 times out of 10 struggling with reading. Between the ages of 14-15 years old onwards, we should be EXPERIENCED readers; once there isn't a cognitive deficit.
During the forthcoming weeks, time will be spent on sight words, understanding syllables, word families, vowel blends, consonant cluster digraphs and general strategies and games. For older students: compound words, silent letters, prefixes, suffixes, etymology, mnemonics and linguistic tools. The last few weeks will focus on book making (younger students) and group journal/short story on feelings (older students).
At the end of 20 weeks, there should be significant improvement; for any reason why there isn't, Nana-Bee will identify why, with suggestions on how to move forward.