• 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

Sample Talking Points

Sample Talking Points

The "talking points" are scripted questions that a principal, librarian, teacher, or parent might use to stimulate discussion from the book. They cover a wide variety of topics and are offered for inspiration. They may be adapted or supplemented in any way users see fit.

There are 27 "talking points" drawn from 5 different categories. Here are some samples:

1) Sam’s journal entries

a) Sam Beaver keeps a journal, in which he records the things in nature he has seen or that interest him. At the end of each entry, he always asks himself a question to think about when he goes to sleep. Tonight, when you go to sleep, why don’t you write about something you’ve seen during the day that caught your interest. And try to think of a question to think about, too — just like Sam.

2) wildlife anecdotes

b) If you had gone to sit by the lake to watch the cygnets being born, what would you have brought with you to help you stay patient and quiet?

3) ethics questions

d) Louis’s father is awfully, uh, talkative. What vocabulary words do you know — or can you discover — to describe Louis’s father? Do you know anyone who likes to talk like that, or that much? Is Louis’s father lovable? Annoying? Or just proud?

g) Do you think Louis’s father gives him good advice about how to handle his trumpet-less-ness at the end of Chapter 5?

5) creative inspirations

b) E.B. White provides the musical notation for Louis’s special composition, "Oh, Ever In the Greening Spring." See if someone at school is willing to try to play it.

d) Keep a vocabulary log based on all the vocabulary words Louis’s father uses. This can be done individually, or as a class. Obviously the definitions should be recorded, too.

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