• 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

Suggested Activities

1. Math – Use The Lemonade War to do some math. The book makes math problems real – and hopefully exciting. Take actual problems from the book and use them. Repeat them. Explore them. Practice them. This will obviously have to be tailored by grade. But The Lemonade War should make many problems – from simple addition and subtraction, to more complicated affairs involving calculating profits, multiplying, and even using ratios – more meaningful and relevant. Think of The Lemonade War as making “word problems” come alive. If students care about Jessie and Evan’s lemonade stands – then perhaps you can get them to dive into some related math questions.

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5. Siblings – I would imagine that nearly all students will relate to or identify w/ the love/hate relationship btwn Jessie and Evan. Let them. Invite them to tell stories or find some ways to communicate or share their experiences w/ their siblings. You could start as simple as that: What I Hate about My Brother and What I Love About My Brother. And you’re off from there – off to the races. A lot could emerge simply here – if you can keep it reined in, focused and constructive.

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