Searching for technology that integrates… 

With so many tools and multi-tab teaching at an all-time-high, Lauren was searching the Clever database of learning tools that had an easy integration with Clever (their school’s Learning Management System.) That’s when she discovered Read to Lead!

Motivating students with the Million Words Read Challenge…

Lauren introduced the Million Words Read Challenge to her two classes and started keeping track of student progress on the whiteboard in her classroom. After the first day of playing, students would want to play all the time – during homeroom, as an early finisher activity, for homework…. any way they could get more Read to Lead time. “The most surprising thing about implementing Read to Lead was that I didn’t feel like I was making them do it – they genuinely wanted to read, write, and understand,” Lauren said.  

Driving real-world connections and conversations… 

Lauren started using the Bullying Prevention Month lesson bundle on the Read to Lead platform that had lessons, learning games, and discussion questions around bullying prevention. “The content was relevant and meaningful – we have a lot of kid drama at our school and it was nice to also weave in those SEL skills,” Lauren shared. 

“One of the most unexpected things about the learning games was the real-world conversations that would spark in my class as students played. It really got them thinking critically and reflecting on their decisions.” 

Celebrating success together…

Lauren’s class read 1 million words together over the course of the school year and joined the Read to Lead Millionaires Club. They received student prize packs in the mail along with a gift card to host a class celebration hosted by Read to Lead’s generous donors. Thank you Lauren for your commitment to help your students build their reading comprehension and confidence, we’re inspired by your classes!

The post Building Reading Comprehension in 4th & 5th Grade appeared first on Read to Lead.

The challenge was different this year…

“Every class and every year is completely different. I knew this class was going to need something to really bring them together and keep them on track,” Gina explained. One day while scrolling Facebook she came across Read to Lead’s  Million Words Read Challenge in a Teacher Facebook Group where teachers were sharing what techniques they use to help build literacy skills with reluctant readers. Gina felt the idea of a “reading challenge” would be something worth trying. 

Implementation was easy… 

Gina created a free account, got up and running easily, and introduced the concept of the challenge to her class. After the first few learning games were played, students got hooked! “They were asking me to play every day so I threw out all my old worksheets for morning work and said, get on your Read to Lead!” 

Reading engagement and classroom culture changed for the better… 

Not only were students on task and engaged in the assignments, but they were talking with each other about why they made certain decisions. They were helping each other and having deep conversations without being prompted, they were truly engaged in the stories.

Not only were they reading and reflecting building comprehension skills, but they were also learning about different careers, how to think critically, make tough decisions, analyze information, and other life skills. The students were interested in the newest Series on the platform, Community Pharmacy, which intertwines real-life events and applications.

While they started off playing during morning work period, students wanted to reach 1 Million Words together and so Gina started building in additional time blocks for the students to play.

“The class across the hall heard about the Million Words Read Challenge because my students were so excited about it, and so we started racing each other!”

The challenge helped build Gina’s classroom culture and unite the students to reach a common goal together. “ They were inspired by the challenge and they challenged classmates to participate who were not ‘pulling their weight’, as my students put it!” 

As a former Accountant in her previous life before teaching, Gina believes the fundamentals to learning are math and reading — that everything starts there. Her accounting background also makes her extra excited for the next Read to Lead Series that is being built this summer which will be set in the career world of Finance!

Thank you Gina for your commitment to helping your students build their reading and leading skills, we’re inspired by your class!

The post Keeping Students Engaged in Reading appeared first on Read to Lead.

Making up for lost time … 

Jan Franz is a 4th Grade Teacher at Hallinan Elementary School in Oregon. Students entered her class this year at varying reading levels. “My incoming class this year was really struggling with reading comprehension. I was super frustrated. I knew I needed to find something that would both re-energize students about reading and also give them the practice they need. So one Sunday afternoon I went searching on Google and I found Read to Lead, ” Jan shared.  

Reaching each student where they are with Read to Lead 

With students at such highly varied reading levels, it was helpful to Jan that Read to Lead’s learning games are leveled and respond to the student’s performance, becoming more challenging as they show strength in an area, while giving more practice for those who are not progressing as quickly. “Everyone can go at their own pace and don’t have to feel on the spot if they don’t know an answer,” Jan explained. “My high achievers were challenged and could keep progressing, and my struggling students got the skills practice time they needed.” 

Using reporting to drive instruction…

“Our class has Chromebooks, and sometimes students will go off-page or toggle between screens. They have gotten very good at that! But Read to Lead tells you who has logged in, how far they are progressing, what questions they got right, wrong, etc., so it is very easy to see in real-time who is on task and who I should go check up on,” Jan said with a laugh. With Read to Lead’s reports, Jan can see different learning areas, how students are performing as a whole, and  each individual student’s performance too! The new Reports even recommend what games to assign next based on where students need the most skills practice. 

Jan shared that while she started with reading comprehension as her core objective, exploring different career worlds sparked students’ interests more than she would have expected. “I always tell my students, if you can read, then you can teach yourself anything,” Jan said. Making connections between literacy and career worlds was an unexpected outcome of the learning games.  “The After the Storm game led into our social studies lessons on Hurricane Katrina, and the students made that connection on their own! Students got better at math word problems because their comprehension skills had strengthened – it’s all very much related to each other. “ 

Jan shared, “We have a lot of technology tools and choices in our school, but students BEG me to play Read to Lead. And it works, it gets them engaged in reading and wanting to read – and that was really needed this year.” Jan’s class is looking forward to celebrating reaching one million words read together this spring. Thank you Jan for your commitment to helping your students build their reading and leading skills, we’re inspired by your class!

The post The Road to Building Students’ Literacy Skills Post Pandemic  appeared first on Read to Lead.

 Although Carl didn’t become an elementary school teacher, leadership and education would become central to his professional life. As a college student at Morgan State University, he majored in business and was recruited to work for the Federal Reserve Bank of New York. He worked for 44 years at the New York Fed, retiring in 2013 as the Executive Vice President and Head of Financial Services Group, and Member of the Executive Committee. Many of Carl’s most cherished memories involved him coaching and mentoring young people who worked at the Bank and on Wall Street, while also sharing back his experiences and knowledge with students at academic institutions that had led him to his career.

 One morning at a private meeting at work, Carl was introduced to Lewis Bernard by Gerry Corrigan who was (then) President of the New York Fed. Carl was very impressed with Lewis’ unique vision for helping students connect academics to career through technology and thereby become more engaged and find purpose in what they were learning. Though the Fed couldn’t donate funds to Lewis’ nascent organization, Gerry arranged for several professionals at the Fed, including Carl, to provide their knowledge and expertise, their skills and influence to Read to Lead (known as Classroom, Inc. at the time) — an invaluable contribution that Carl continues to provide today as a founding Board Member.

Looking back on the evolution of Read to Lead, Carl says it’s remarkable how the organization has kept up with the dynamics in the education technology industry, transitioning from a simulation software to a digital learning platform. Today, he’s excited to work alongside his fellow Board Members and the talented Read to Lead team to empower middle school students to believe in themselves as leaders and seek a path to leadership through reading.

Carl offers strong words of encouragement to Read to Lead middle schoolers everywhere:

“I’m just like you. I didn’t let my conditions define who I was or limit what I could become. I worked hard in class, did my homework, and learned as much as I could. Somewhere down the road, I was told that very good job opportunities would become available, and when they did I needed to be educated and prepared to take advantage of them. It’s all summed up in one of my favorite quotes: chance favors the prepared mind.  Each of us must be prepared for the next level of opportunities that await us! Aim high, work hard, put in the time, and trust that it will all work out.”

When Carl reflects on what makes a true leader, his parents immediately come to mind, with their strong work ethic, their high expectations of him, and their strong commitment to giving back to the community. He also sees integrity, empathy, and vision as important character traits of a leader – in his words, “Don’t be afraid to take the road less traveled.” 

At Read to Lead, we’ve been deeply fortunate to have Carl, who embodies all these traits, as one of the longest-standing members of our community.  We look forward to continuing our work together to help students build the literacy, life, and career skills to live their dreams.

The post Board Member Spotlight: Carl Turnipseed appeared first on Read to Lead.

Emily was first introduced to Classroom, Inc. by her late father, John Wilson, who was an enthusiastic founding supporter of the organization. She distinctly remembers visiting a school in New York City’s Chelsea neighborhood with her father and being excited to see Parkside Hotel, one of the first learning programs, in action. Back then, middle school students were just beginning to “be the boss” in a software simulation in which students acted as a hotel manager. 

As Classroom, Inc. transitions to become Read to Lead, Emily continues to feel deeply connected to the organization’s mission to help middle school students develop their literacy and leadership skills. She has been especially inspired to see Read to Lead evolve into an impactful, digital learning platform and expand its reach among teachers and students across the country.

“I see Read to Lead as being a way to create more quality educational opportunities for kids who don’t have a lot of opportunities,” she shared. “And as a way for teachers who are overtaxed with huge classrooms to have support and resources.”

As a former middle school teacher and a mother of three, Emily understands middle school to be a time when students can feel more vulnerable and sensitive. She believes Read to Lead is a great tool to help students build confidence in themselves and in their abilities. She also appreciates that Read to Lead provides content that middle schoolers find relatable and interesting, inspiring them to cultivate a joy of reading. 

Through their dedicated support of Read to Lead, Emily and her family have helped to bring a proven learning model to over 1 million students and thousands of teachers. It is because of supporters like the Wilson Family that teachers nationwide have free access to Read to Lead and the tools they need to inspire their students to take charge of their learning and become confident readers and leaders.

The post Donor Spotlight: Emily Wilson Burns appeared first on Read to Lead.

The challenge wasn’t easy… 

Lindsey Barlow, 5th Grade Reading & Social Studies teacher from Polk County Public Schools in Florida, like most teachers, found herself struggling with students who were skimming through reading course material without closely reading and comprehending. With the Florida State Assessment quickly approaching (FSA), Lindsey needed a program that would spark students’ interest, boost outcomes quickly, and encourage students to read closely.

Then she found Read to Lead… 

She came across Read to Lead on Facebook and thought the learning games and supplemental curricula could help because students wouldn’t be able to skim – they would have to actually read closely, think critically, and make complex decisions throughout the game. Lindsey started implementing Read to Lead into her Intervention and Reading blocks for about 30 minutes each day. When time allowed, she would also use the discussion prompts, debate questions, and wrap-around content provided on the platform to deepen the learning. 

Students’ interest in reading climbed the charts.

 “Students were reading so closely that after playing a game, they would ask each other what decisions they made and why – really rationalizing their choices,” Linsey shared. The students were so motivated by Read to Lead’s Million Words Read Challenge – that they would actually move ahead of the games that Lindsey would assign and would play on their own time. 

“The most surprising element of the game was that the real-world application (being in a virtual work-place setting) really helped with their vocabulary development. Even for my gifted students.”

The essay writing, highlighting, and having to summarize their learning, also helped keep students engaged throughout the game and prepare for the Florida State Assessment.

“For me, being able to see students’ progress in real-time was essential. It was also helpful that you could click on the skill and it would take you to the Standard the students were working on and how it aligns.”

Lindsey had two classes both read over 1 million words together over the course of the school year and joined the Read to Lead Millionaires Club. They will receive student prize packs in the mail along with a gift card to host a class celebration hosted by Read to Lead’s generous donors. Thank you Lindsey for your commitment to help your students build their reading comprehension and confidence, we’re inspired by your classes!

The post Teacher Spotlight: Lindsey Barlow appeared first on Read to Lead.

Six years later, these students are now high schoolers who took time to look back and reflect on their Read to Lead experiences, including how they feel about reading and writing and what they hope to accomplish in the future. Of the seven students surveyed, all of them remember Read to Lead positively, noting that the learning games made their summer learning experiences more fun. 

The transformative impact of Read to Lead

One of the students from the first Read to Lead cohort in Tarrant is NaCoriya, who is currently a tenth grader. When she was in middle school, Read to Lead helped her realize that reading and writing could be fun and would be useful for any career she chose. She now believes reading is a fundamental skill that expands vocabulary and thought processes, improves her school performance, and opens doors to career possibilities. 

While playing the role of the boss in Read to Lead, NaCoriya also saw the value of being a leader. Inside the virtual workplace scenario, she began to weigh her thoughts and decisions and to consider other people’s input before making a big decision. Additionally, she felt encouraged to discover leadership qualities within herself. 

NaCoriya shares, “At first, I didn’t think I was made out to be a leader because I was shy and quiet, but after playing the game, it helped to bring me out of that!” 

She clearly remembers playing Community in Crisis, a game where she played the director of a community center that was responding to the effects of a hurricane in a fictional Port Douglas community. Because of the learning game, she found herself researching information about Hurricane Katrina and the devastation that hurricanes can cause in a community. She also recalls her favorite episode, in which she coordinated a team of volunteers to reunite a little boy with his mother, after he wandered off in the aftermath of the storm. 

Through her Read to Lead learning experience, NaCoriya has gained both literacy skills and a greater sense of agency. She enjoys writing to express her ideas and opinions on different topics. She also sees the importance of a leadership mindset and feels inspired to help her community and those around her. 

Thriving as the leaders of tomorrow

As NaCoriya continues her high school journey, she feels confident about the future ahead of her. She hopes to improve her GPA, get into a good college and law school, and become a lawyer. If she doesn’t end up practicing law, her plan is to pursue nursing as an alternative path. 

When asked if she would recommend Read to Lead to others, NaCoriya said, “Yes, especially to entering 5th graders because they enjoy their own things and don’t always want to sit down and read. This is in game form, and kids enjoy that. They will get to make decisions and choices, and will have fun – just like we did!” 

Since 2015, more than 1,500 students in Tarrant City Schools and in Greater Birmingham have benefited from Read to Lead digital learning games and lessons. Our partnerships in Greater Birmingham are made possible by the generous support of the Max and Lorayne Cooper Foundation, who this spring made a leadership grant of $500,000 to continue to expand our impact in the community over the next three years. 

The post Student Spotlight: NaCoriya appeared first on Read to Lead.

For Mary, Read to Lead’s mission deeply resonates with her experiences and brings her back to her childhood in New Jersey. She was the first female in her family to go to college, and she thought her only career choices were to become a nurse or teacher.

“I could have benefited greatly from a program like Read to Lead,” she said. “I am happy to see the young people are being introduced to a plethora of opportunities in Read to Lead. It’s important for them to know the career choices are endless and the sky’s the limit!” 

When asked what skills and traits are essential to leadership, Pat and Mary shared that in their experience, listening skills, the ability to foster community and collaboration, and adaptability are three of the most important. Through their generous, long-time support of Read to Lead, they have played a critical role in empowering students with opportunities to develop those leadership qualities. 

Pat and Mary were inspired by our founder Lewis Bernard’s vision and compassion from the very early days – when making students “the boss” was just an idea. As they look ahead, they are excited to see Read to Lead continue scaling its impact across the nation, and are also thrilled to support the development of new career worlds and learning experiences for students to explore. 

Their hope is that middle school students “come away from Read to Lead with an increased confidence, vision, and an understanding of what might be possible for them in the future.” Indeed, with their incredible generosity and commitment to Read to Lead, students can have access to windows of opportunities where they see what is possible in their future.

The post Donor Spotlight: Pat and Mary Duff appeared first on Read to Lead.

The 5th grade team at New Bedford Public Schools in Massachusetts was looking for a new way to engage their students in reading. Then they found the Million Words Read Challenge! 

Upping the engagement factor for 5th graders isn’t easy… 

Like many elementary teachers, the New Bedford 5th grade team was tasked with motivating their 5th graders to hone their reading and comprehension skills. After trying Freckle, Lexia, and various other reading activities they were still challenged with sparking students interests and motivation. 

Then they found Read to Lead.

The Teaching and Learning Specialist at the school saw the Million Words Read Challenge on Facebook and immediately started brainstorming with the teachers how they could use this challenge to fuel reading engagement with their 5th graders. Amanda Flanagan, 5th grade teacher said, “We felt the fact that it was a challenge, coupled with the game-based scenarios, that this could really work. We also liked that the games help fuel whole-child and social emotional skills development.” 

After just a few days, student engagement reached an all-time high…

After a few days of using Read to Lead, students in Amanda’s class were hooked.  “My 5th graders love Read to Lead so much, that they were asking to play the games during indoor recess.” Not only did their motivation to read improve, but the students started to become curious about various career paths. “Most of my students want to become a YouTube Influencer, and it is because that is all they are exposed to– when using Read to Lead, they were asking questions about what it means to be a Medical Director– questions they wouldn’t have even known to ask if they weren’t playing Read to Lead.” 

Read to Lead also allowed Amanda to differentiate instruction as needed. Some students used the Text to Speech feature, while others didn’t need it. Text to Speech enables a “read aloud” option that students can use when needed. When active, inside the game, students can opt to have the text read to them. “This is helpful because all my students are at different levels,” Amanda said. 

“My favorite moment in using Read to Lead is when a student came in on a Monday after the weekend and said “Mrs. Flanagan, I moved us from 25th to 24th on the leaderboard when I finished the last game! They were playing over the weekend because they wanted to reach Millionaire Status!” 

While the school year is coming to a close, Amanda’s class is looking forward to celebrating reaching one million words read together. Thank you Amanda for sharing your story with us – we are so inspired by your students! 

The post Teacher Spotlight: Amanda Flanagan appeared first on Read to Lead.

Jennifer Stevens, 6th Grade English Language Arts and Social Studies Teacher at Central Middle School in Cape Girardeau, MO has always been on the lookout for new classroom tools that can boost student engagement and interest in learning. One day, while reading an article on We Are Teachers, she came across Read to Lead, since then – reading has never looked the same in her class. 

The challenge was sparking students’ interest …

Like many teachers, Jennifer was looking for ways to get students interested in reading in both her Home Room Class as well as her English Language Arts Class. Jennifer shared, “I am always on the lookout for new resources and tech tools to give students different pathways to learning.” 

Then she found Read to Lead.

After some initial research, Jennifer decided to create a free Read to Lead account and give it a whirl! “I gave very little directions to my students. When it comes to technology, I just let them dive right in. They learn by doing – it was very easy to get started.” One day after school Jennifer created a class on Read to Lead, uploaded her roster, and assigned students their first game. The next day they were ready to go. 

Read to Lead was a natural extension to her existing curriculum.

Once the students started using Read to Lead, it quickly became a part of her supplemental instruction.

 “The most surprising thing about Read to Lead is that the kids actually liked it – they were reading and were engaged. That’s hard to do with 6th graders!” 

In her students’ words:

“I like that you get to make real-world decisions in the game. You’re reading passages, communicating with the characters, and making decisions like you would in a real day.” 

“Read to Lead has improved my reading. I used to get 60’s and 75’s on my Achieve3,000 quizzes, but now my scores keep getting higher and higher. The more I play Read to Lead, the better I’m doing.” 

One of Jennifer’s classes read over 1 million words together over the course of the school year and has joined the Read to Lead Millionaires Club. They have received their student prize packs in the mail along with a gift card to host a class celebration hosted by Read to Lead’s generous donors. Thank you Jennifer for your commitment to help your students build their reading and leading skills, we’re inspired by your class!

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