First, we’re having a GREAT time with the One School-One Book program…. Getting “thank you” notes from parents already about how it’s “forcing” some family reading time that they seemed to have lost over the years.
— Paul Marinko - Principal at St. Paul's Lutheran School - Fort Wayne, IN
Since last spring, our entire school has excitedly embraced the One School, One Book Program. We will soon begin our spring selection: A Cricket in Times Square -- the third book we've adopted since the spring of 2010!

We are so thrilled with the positive impact this program has had on our students, families, and staff
— Laurie LaRue - First Grade Teacher at Edgewood School - Bristol, CT
I think the OSOB program is brilliant. My seven year-old attends Orleans Elementary in Massachusetts and they (we) are reading Masterpiece. Since the grades levels range from one to five at this school, finding a book to suit all is difficult. My daughter can follow the big picture somewhat but we have to reinforce what we’ve read because it’s a lot to take in for her.
— Glenn Krzeminski - Parent of student at Orleans Elementary - Orleans, MA
The One District, One Book program promoted by Read To Them...is a powerful way to systemically address and promote a culture of literacy throughout the entire school system.

My school actually adopted a hamster and even used it as “pet therapy” for many of the behaviorally challenged children in our school.
— Kenny Moles of West Virginia

Bentonville, Arkansas

One District, One Book‘s Pioneer

In Bentonville, Arkansas, Apple Glen Elementary School completed the OSOB program in 2009. It was such a resounding success that the school’s principal, Lisa St. John, approached Bentonville’s superintendent with the idea of having all nine elementary schools in the district participate simultaneously in the program. After receiving approval she spearheaded this groundbreaking undertaking of One District, One Book (ODOB). The district-wide approach, implemented this February ‘09 using the book, The Trumpet of the Swan, by E.B. White, has several remarkable advantages. All of the school principals worked collaboratively to implement the program in the best way possible. Organizations throughout the community joined in to promote and support participation. The local library scheduled book-related activities in conjunction with the program. The spontaneous “book buzz” interactions in Bentonville became a roar and were heard in places ranging from cub scout meetings to Wal-Marts. These incidental talks occurring in the community at a grass roots level set up the foundation for a district wide ‘cultural literacy shift’ pulling in other organizations such as the public library. A third novel district-wide in Bentonville schools is already being planned.

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