Escondido Education Foundation Grant Evaluation
The Primacy of Self Discovery
Lana Brady-Lori Cisterna
We can’t begin to express our gratitude for the opportunity to bring this project to our school. The project exceeded all expectations we had at the outset. Our sixth-grade students began by analyzing literacy data sets. They thoroughly examined global, national, state, and local literacy rates and discovered that even though our school was improving in reading scores, literacy rates were among the lowest in California. After extensive discussion and research into our feelings about this and the possible causes, our sixth graders decided they would “Use What They Know to Help Others Grow.” This is how the “Literacy Superheroes” were born.
We brainstormed a list of academic skills we had learned at Conway Academy and considered ways we could use those skills to promote literacy in our school and community. This is when the magic happened. I introduced them to San Diego’s “One Book” selection for this year, “Nigel and the Moon” by Antwan Eady. We explored the mission behind “One Book,” and I helped the students organize and lead a school-wide campaign to get “One School” in “One Community” talking about “One Book.” The students divided themselves into different grade-level groups based on their interests. They analyzed and practiced storytelling techniques from experts and explored best practices for incorporating vocabulary and questioning techniques into their reading lessons. The students collaborated to create props, decide on roles and responsibilities, and brought the book “Nigel and the Moon” to every classroom on our campus. With each reading, I could sense the students’ joy and see their feelings of empowerment. They truly were the superheroes of the campus.
But that’s not all. With each classroom reading, a Literacy Superhero left behind a challenge. The challenge was for each student in the classroom to take the book home, share it with their families, and write their own letter to the moon about their families’ hopes and dreams. Since the books were on sale when I went to purchase them, I was able to spend the remaining funds on the “Dream Big” props that went along with the book. Each day, a new student would take the book home, either in English or Spanish, and bring it back the next day with the letter, placing it inside the “Dream Big” pillow. The letters were collected each day by one of the Literacy Superheroes and placed in our large library display that a parent volunteer graciously made for us.
The launch of this project was carefully planned to take place right after spring break. This is typically a stressful time for our sixth-grade students because it is testing season and time for them to think about leaving a school that has become like a second home to them. The idea was to keep them learning, engaged, thinking critically, and reviewing previously taught skills in a way that fostered their unique talents. There were no behavior issues or testing anxiety, and the sixth graders made excellent progress on their iReady assessments in both Reading and Math.
As if that were not enough, it gets better. As part of an Expeditionary Learning School, the first Friday in May is what we call “Better World Day.” When we were deciding on our school-wide theme this year, the teachers unanimously decided to continue the theme of literacy. We developed a plan that combined the theme of “Nigel and the Moon” and literacy. Our sixth graders would once again lead the learning for our younger students. We designed eight literacy stations that all grade levels rotated through, and the day ended with a family literacy picnic and a closing Crew circle. It was truly an inspiring day, one that I will never forget. This project was such an inspiration; I am sure the experience is one that our community will remember and look forward to each year.
