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!
— Laurie LaRue - First Grade Teacher at Edgewood School - Bristol, CT
We are so thrilled with the positive impact this program has had on our students, families, and staff
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.
— Kenny Moles of West Virginia
My school actually adopted a hamster and even used it as “pet therapy” for many of the behaviorally challenged children in our school.
1. Classroom Pets – Some of your classrooms may already have a classroom pet. Some/many/most will want one after reading The World According to Humphrey. The key, though, is to use Humphrey’s example and see what lessons can be learned in each classroom via the classroom pet. Teachers might think carefully about how they distribute or rotate the responsibility of caring for the classroom pet. Obviously students will want to learn more about the habits and care of the classroom pet. But beyond that teachers may even be able to find sly ways to use the classroom pet like Humphrey. Disciplinary situations or negotiations between students may take on a different tinge if a teacher can ask a question like, “What would Humphrey (or substitute class pet) say or think about this situation?” (e.g. what somebody said or did or wants)
2. Humphrey’s lessons – As always, RTT does not emphasize talking too didactically about the lessons Humphrey “teaches” the students and adults at Longfellow School. (If students talk about them on their own, let ‘em rip.) But it may be possible to get students to extrapolate and apply the logic of Humphrey’s lessons. One could ask them to think of somebody they know – in the classroom or school or at home – who could use a Humphrey lesson. Then ask them to come up w/ suggestions. How would Humphrey help them? Students could write about their suggested lessons, too, imagining how they might play out.
5. Humphrey’s Academics – RTT doesn’t recommend turning the OSOB selection into actual school work very often. But on the off chance that Humphrey’s attitude toward learning is inspirational, it might be possible to challenge students to meet Humphrey’s standards. I’d start with the states and their capitals – and then go from there…