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

Assembly Ideas

The following pair of Assemblies worked well for the first school to try My Side of the Mountain and are thus recommended for future schools.

A girl in the woods – In this Assembly, an unseen narrator reads a brief, spare, somewhat mysterious script, that essentially asks the question posed by My Side of the Mountain – can a modern young boy or girl live on their own in the woods or mountains? While the unseen narrator poses questions, a previously selected student (boy or girl, but they have to re-hearse) acts out the curious, questing answers to the questions posed by the narrator. (e.g. “Will she be able to catch fish?” Student mimes modifying a hook and reel and angles for fish.) The purpose of the Assembly is to get students in the audience to identify with the protagonist of My Side of the Mountain and ask themselves – could I do that?

A script is provided for this assembly. But it is recommended that the ‘narrator’ and the student chosen spend some time before the Assembly re-hearsing. There should be broad pauses between each of the narrator’s questions – and the student needs to practice going about his/her questing business patiently and without hurry.