• 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

1. Read the First Chapter – This is your default, fail-safe idea. You know you can always captivate and intrigue the children – to hook them – by reading the first chapter. Sometimes you can have a guest reader (a visiting dignitary to promote your program) – other times the principal or librarian or lead teacher. But this simple notion always works. In the case of The Lemonade War, the first chapter lends itself well to hooking children because most children will empathize w/ both Jessie and Evan’s feelings – right from the first chapter.


4. Jessie’s Asperger’s – A completely different take would be to take on Jessie’s difficulty in picking up emotional cues from other people. This could be done simply, demonstrating different emotional states w/ students as actors or just w/ pictures or art – letting the audience identify the emotions. Or you could do a full blown skit w/ an actress playing Jessie in various scenarios in which she doesn’t “get it” – perhaps closing w/ one in which she learns a valuable lesson in picking up emotional cues. Such an assembly would build curiosity and welcome kids in in a way totally different than the more obvious focus on lemonade or math.

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