I really enjoyed working with my Transitional English students this year concerning reading and writing practices. I hope to be able to do it again next year. My seniors are taking Transitional English because they did not meet either the English or the Reading benchmark on the Junior ACT. This usually means that they don’t like to read or write for pleasure and that usually creates a barrier. My ARI grants have been the beginning of breaking down the barriers so that students can see the pleasure in reading and writing. If we can make these students READERS, we can make them lifelong learners.