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Adams Elementary’s 'book of the month' program expands districtwide as literacy, inclusion initiative
Summary
Adams Elementary teachers described a 'book of the month' program that provides diverse classroom books and teacher resources; the board heard the model has expanded to all elementary schools with support from curriculum staff and grant/COVID-era funds.
Adams Elementary teachers and administrators presented the board Jan. 9 with the school’s ‘‘book of the month’’ initiative and said the model is being shared across the district to boost literacy, increase diverse representation in classroom reading and strengthen school–community connections.
Tim Boyer, Adams principal, introduced teachers Shannon Carlson and Haigand Chilakian, who described how a monthly, schoolwide choice of a picture book gives teachers a ready-made slide deck of background, teaching prompts and classroom activities. Staff said the program supplies a copy of the chosen book to each classroom and includes display ideas and end-of-month activities that tie to a yearlong theme.
Why it matters: Teachers said national research shows most traditional classroom read-alouds historically featured white protagonists, and the Adams program aims to give students both “mirrors and windows” — books that reflect students’ experiences and books that introduce them to other perspectives. The board was told teachers surveyed at year’s end preferred keeping the cadence at monthly rather than quarterly.
Funding and scale: Curriculum staff worked with the Adams team to fund the initial purchases; staff said grant and pandemic-related (COVID-era) federal funding helped cover book purchases. Adams staff said the model is now being used in all district elementary schools and that shared resources are available for building-level rollout.
Board response: Trustees and administrators praised the student-centered approach. Board members suggested partnerships with the public library and local organizations to broaden access to titles and reinforce the program’s community connections.
Ending: Adams staff asked the board to note the program’s expansion and the curriculum office’s role in distribution and training; staff said they will continue to look for sustainable funding and community partnerships so the program can continue annually.
