As I finished with the child who had been assigned to read with me and stood to leave, another boy looked to his teacher and implored, “I want to read.” She looked at me apologetically and asked if I had time. Of course I did.

Nathan is a precocious kid, not afraid to ask questions about the story and eager to learn. This led to an interesting conversation about how black widow spiders got their name. The book was advanced for kindergarten, but his reading was quite good, with only an occasional pause for me to sound out a word. (English is weird.)  Then he aced the comprehension test.

But I don’t think that was Nathan’s only goal. For whatever reason, he needed some one-to-one time with an adult. It touched me and meant as much to me as to him.

Nathan speaks Spanish as his first language. I spend a little time in his dual-language school each week, as much to share the love of reading as to show there are people in our community who care about him and his family. That even privileged white people like me can care.

Later that day, I made a sweet discovery. On my doorstep was a beautiful flowering potted plant and an envelope of sweet letters from those kindergartners. The letters were folded flower bouquets, colored by the children. I read each one, with messages like “Thank you for reading with me.” One even said, “You make me smile.” What treasures!

I’ve reread those letters more than once, picturing the child behind each signature. I’m reminded of the stories they’ve shared with me. Not the ones in the books. The stories of a daddy sent to Guatemala, a mother who died last summer, siblings who take care of them. I think of the girl who made “hand hearts” and gave me a hug. I look forward to my next visit, to saying “muchas gracias,” and to reading together.

And as the school year draws to a close, I know these sweet children will be moving on to 1st grade and a new group of little ones will sit at these tiny desks.

I can hardly wait to go back to kindergarten.