• 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

Suggested Activities

Since the whole school is reading The Trumpet of the Swan, many teachers will want to find different ways of celebrating and exploring the book in-class. Here are some suggested activities that you may select, ignore, or use as inspiration. Naturally teachers will have to assess which activities seem appropriate for their respective grade levels.

There are 7 different suggestion categories. Here are two samples:

5) Sam’s poem
A lot of mileage cam be garnered from Sam’s poem (Ch. 19: pp. 220-221). Students could memorize and recite it. Students could look up and illustrate all the different animals in it (including the kinkajou and the wallaroo). Students could write their own, similar poems. Students could compare it to other, similar poems. (Dr. Seuss has one that’s similar — and yet very different.) Students could even look up (or teachers could read) the work of other poets on animals (e.g. Ogden Nash).

6) a Map
Have a student — or the class — make a map of Louis’ travels and adventures. Include all the important spots in Canada, Montana, and the northeast. They can even plot his routes: e.g. draw in the RR lines from Boston to N.Y., and then to Philly. For extra credit, students can look up and plot the three pit stops Louis makes on the way back from Philadelphia at the end of Ch. 19 (p. 224). To do so, students will have to find out where the Red Rocks Lakes are (in Montana) and look up spots like the Yemassee River. Could be a nice opportunity to develop map skills.

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