Finding Your Passion in College

By Grace Larsen, Guest Blogger

Image of a person standing in the middle of a library aisle, looking at a book that they are holding open.

College can be daunting for many students as there is a lot of pressure to be “career ready.” Words Alive previously explored what exactly that term means, and it entails having the tools to obtain a job after graduation as well as being prepared to pursue apprenticeships and on-the-job training. Of course, all that is easier said than done. In order to be career ready, one must have a clear picture of the future they want to begin with. 

Therein lies the problem: for many of us, knowing what we want to do before stepping into college is far from easy. In fact, according to figures by the National Center for Education Statistics, about 80% of college students change majors at least once. Another study found that students who started out in mathematics and natural sciences are more likely than others to make a switch. Each student has their own personal reasons for changing majors, but a common denominator is that they realized a little too late that their interests lie elsewhere.

All in all, switching majors has its pros and cons. One advantage is that you’ll be more satisfied knowing that you pushed through with exploring the path you really want. Changing majors also widens your knowledge of other areas of study because of the fact that you’ve taken classes in more than one department. However, the biggest con is that your college expenses can very easily rack up. Another is that you won’t be able to graduate on time, and will be spending more time in school instead of embarking on your career. 

This is why guidance counselors and teachers grill high school students about “finding their passion” so early in life: so that they can pursue their chosen fields and stick with them until graduation. Unfortunately, aiming to discover one's passion is actually the wrong mindset. To better understand why, let's take a look at a study by psychologists from Stanford University and Yale University, which points to two different theories. The “fixed theory of interests” is the idea that core interests are there from birth and are just waiting to be discovered. Meanwhile, the “growth theory” posits that interests are something that a person cultivates over time. 

These psychologists explain that students with the first mindset may waste their time skipping opportunities and foregoing lessons that aren’t aligned with their previously stated passions. Also, if a person is told that their interests are ingrained, they may easily give up on learning certain topics because of the belief that these don’t align with their predetermined interests.

Therefore, high school students shouldn’t start college applications thinking about finding their passions, but rather, to develop them. With the second mindset centered on growth, one can increase their knowledge in areas outside of pre-existing interests. In contrast to those with a fixed mindset, they would then form connections among new areas and the interests they already have. 

For a start, Maryville University provides some key pieces of advice on how to choose a degree program or area of study. They emphasize the importance of knowing a particular field’s median salary, projected growth, and the percentage of bachelor’s degrees awarded annually. Information like this can help you check whether you see yourself in a particular field years from now. You can then proceed to researching school options as well as other things like costs and location.

Again, it's important not to feel overly pressured to know for certain what you love and will continue to love in the future. It’s healthier to believe that passion is something that you create. This helps you tackle your chosen field with a more determined approach, and shapes how you will learn along the way. College may expose you to a number of challenges and obstacles, but a growth mindset can keep you focused on building your passion.

Learn more about our work with college students through the Words Alive Westreich Scholarship program here!

Life Lessons Learned From Popular Children's Books

By Jennifer Van Pelt

An image from The Lorax by Dr. Seuss. The Lorax is standing on a tree stump and text on the images says, “‘Mister!’ he said with a sawdusty sneeze, ‘I am the Lorax. I speak for the trees.’”

If you think back on some of your favorite books as a child, or the books you read to your own family members and loved ones, there’s likely some stories or motifs that stick out in your memory. Examples of popular themes in children’s books include not getting to bed on time and all of the chaos it can create, what eating too much food can cause, or why being nice to siblings can bring positive experiences. These subtle themes introduce new ideas to children as well as humanize lessons for them.

Some books take these lessons even further by relating them to some of the “Golden Rules” or basic social skills that children should learn when they are young. Aesop’s Fables is perhaps one of the most famous for popularizing these ideas for children, but it’s a common practice among popular contemporary children’s literature. Take a look at some of the examples below that you may have not realized subtly suggest a larger life lesson to children.

“The Rainbow Fish” by Marcus Pfister follows the story of a beautiful rainbow fish who keeps his beautiful scales to himself instead of sharing them with the other fish, leaving him with no friends. By the end of the book, the fish learns that giving the other fish some of his scales made him friends, thus embodying the “sharing is caring” motto we often teach children.

“Corduroy” by Don Freeman depicts the story of a teddy bear who goes on a hunt for his missing button that he believes he needs for any child to love him enough to buy him. After an adventure-filled and fruitless excursion for another button, a little girl buys him and loves him for his flaws. This book touches on the lesson that no one is perfect and everyone has flaws; it’s just about learning to love yourself as you are.

No children’s book list would be complete without a book from Dr. Seuss. “The Lorax”, perhaps one of his more popular and pertinent books, is a cautionary tale about treating the Earth with respect. It follows a child and his discovery to how his previously breathtaking town came to become such a desolate and destructed area. This book not only teaches children about the importance of sustainability and moderation, there’s also an overarching theme about the importance of learning from the past.

Words Alive knows that there are countless more benefits to reading aloud to children. In addition to introducing life lessons to them, reading aloud can also support their overall knowledge of books in general, cadence of reading a book, and vocabulary. If you would like to support our journey in ensuring more children are able to participate in the experience of reading aloud, you can visit our Read Aloud Program homepage here to learn more.

Words Alive Welcomes William, Administrative & Database Coordinator

William Carleton is a San Diego native who grew up with a love of books and reading. This interest lead him to graduate from the University of San Diego in 2015 with a Bachelors Degree in English. Looking to start a career which helped others, William became involved with several local nonprofits after graduation, including Words Alive. After interning with Words Alive, William is excited to join the team as the Administrative and Database Coordinator.

We hope you get to meet him soon, if you have not yet!  Now, let's hear from William directly!

Tell us what intrigued you about Words Alive?

I was fortunate growing up that my school and family made an effort to teach me to love reading. I have always loved reading, and ended up majoring in English at USD. Without growing up in an environment that supported literacy and learning, I would not have had many of the opportunities that I have had in life to succeed. Words Alive's mission of helping to share a love of learning with children and families to help them succeed in life is something that I am very excited to support.

How has Words Alive changed the story of your life?

When I graduated from college, I decided that I wanted to make a career out of helping people through work with nonprofits. Unfortunately, I didn't have much experience. I was really lucky to be able to volunteer for Words Alive and learn more about what working in a nonprofit setting is like. Working with Words Alive also helped me become more aware of literacy issues in San Diego, and made me realize just how important literacy education is.

What are you most excited about in your new position?

I'm excited to learn more about general office work, as well as continue helping the development staff and others as needed.

What is your relationship with reading?

I have always loved reading for fun, visiting the library to check out books regularly growing up. I still read a lot of books for fun, usually suspense or fantasy fiction. Reading has also played a big role in my education, helping me pick up information from class readings to succeed in school. My love of reading also influenced me in choosing my college major.

What are you currently reading?

It by Stephen King

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Currently, there are no employment opportunities at Words Alive, but we are ALWAYS recruiting wonderful volunteers to work in the classrooms with our students and families. Check out how to get involved as a Words Alive volunteer!

WAWS Spotlight: Alicia Osuna

An image of Alicia and her mentor Kerrie standing in front of a sign for Every Brilliant Thing, a play that they went to see together.

We’d like to introduce you to another one of our incredible scholars! Alicia is in her second year at San Diego City College studying biology. In addition to being a star student she is a star athlete and a member of the San Diego City College Lady Knights basketball team.

The Words Alive Westreich Scholarship Program awards scholarships to participants in the Words Alive Adolescent Book Group to support them in their pursuit of higher education at the college or vocational level. Unlike other scholarship programs, which typically fund only tuition, books and educational supplies, each recipient is eligible to receive funds to cover the cost of rent, food, childcare, clothing, travel and other living expenses. Additionally, the program matches each recipient with a mentor. Student and mentor meet regularly throughout the school year, and the mentors provide guidance, direction, and often, a shoulder to lean on.

Let’s hear more from Alicia!

Name: Alicia Osuna

Age: 20

College: San Diego City College

Area of Study: Biology

High School: Monarch School

Mentor: Kerrie Libby

How did you first get involved with Words Alive?

I first involved with Words Alive when I was in high school at Monarch. I was in the Adolescent Book Group.

How has your experience with Words Alive affected you?

It's been great. I love the support I get from my mentor. I enjoy the activities they have for us.

What have you accomplished this year that you are most proud of?

I got good grades in college. I made it through my first year of college and am now working on my second.

Tell us about your favorite college memory.

In my English class, I had to write a paper on this book I was reading and it was honestly the best book book. Another one of my favorite memories was being apart of my basketball team, they are so great.

WAWS Evaluation Finding #6: Becoming Aware of Peer Relationships

An image of our scholarship students and mentors at a volunteer day at Kitchens for Good.

To continually provide meaningful and evaluation-driven programming, Words Alive commenced on a seven-month Dialogues in Action (DIA) project to analyze the impact of our Words Alive Westreich Scholarship (WAWS) program using a blended qualitative and quantitative evaluation model. Through this process, we had an opportunity to view our program through the lens of the scholarship recipients, past and present, and their mentors to determine opportunities to enhance our program delivery.

Throughout this process, we identified eight findings and then brainstormed ways we could update and improve the program based on these findings. Here is the sixth finding!

Better Together: Becoming Aware of Peer Relationships

The WAWS program also provides opportunities for scholars to participate in group activities in order to make deeper connections within their cohort and experience new things in the community. These activities, beyond the mandated workshop participation, include volunteerism, meal-sharing, outings to sporting events or performing arts shows and an extension of the Adolescent Book Group designed specifically for them.  

As scholars begin to experience new environments, they find that their personal backgrounds can be dramatically different from many of their peers, making a sense of “belonging” and connection with others difficult. However, by spending time with one another during designed activities in the program, scholars got to know each other better, and in time, relate. Many of the students participating in the program recognized an elevated awareness of the peer relationships within the group – other young people who have shared experiences and whose camaraderie can provide a sense of safety and mutual well-being.  

“I didn’t realize before, how many kids were in situations similar to me,” said one current participant. Finding common ground with her program peers helped her reach out at school: “I found a society oriented towards youth in foster care, homeless, orphaned or in other difficult situations or for kids whose parents weren’t emotionally available. I became involved in the society and got another scholarship through them,” she continued. - Scholar, age 24 

In addition to developing like-minded peer relationships within the WAWS group, and then feeling confident to seek out those relationships and support systems beyond the group, the students also expressed an increased level of “community engagement” – a new level of ease with networking, finding resources, giving back and being a resource for each other.  

“I like to talk with my classmates and have little conversations. Through small talk I found out that one of my classmate’s boyfriend was mistreating her. I encouraged her by sharing my past and my experience with domestic violence. I suggested she go to a therapist and even suggested I could go with her if she [needed the] support.” – Scholar, age 22 

Significance 

No one wants to feel alone, that their experiences, especially traumatic, are isolated, or that no one else understands their path. That the WAWS program is designed to meet the needs of students and young people sharing very particular and specific backgrounds is unique, and one that the students clearly have been able to capitalize. Additionally, as the young people who participate in the program progress, they have found it not only helpful to their peers, but also beneficial to themselves, to be able to recognize the value of these peer relationships and both use them to seek assistance and provide leadership when appropriate. 

Learn more about the Words Alive Westreich Scholarship here!

The Rise of Reading Aloud

By Jennifer Van Pelt

An image from our Champions for Youth Read Aloud event. A group of students stare intently at a book that is being help open by a member of the PGA Wives Association.

Scholastic recently published their bi-annual report on reading aloud. The report focused on the prevalence of reading aloud in the home, at what age this is most common, and the implications of the study.

The Rise of Read Aloud: Summary

When the study was first conducted in 2014, the percentage of babies younger than 3 months old who were read aloud to was 30%. Four years later, this has increased to 43%. Additionally, the percentage of children younger than one year who are read to has increased from 73% to 77% in 2018. It’s noted that this study began the year that the American Academy of Pediatrics began encouraging parents to read to their children beginning at birth. Despite the possible reasons behind why there has been a rise in the number of children who are read aloud to, it is a positive trend that helps to prepare babies and young children with language skills that will be important in their lives.

When asking the parents and children about how much they enjoy the reading aloud experience, the trend is also positive, with over 80% of children and parents rating read aloud time as something they “love” or “like a lot”. Several different benefits of the read aloud experience were referenced by the survey participants, from activities such as picking out the books to the talking and laughing that the whole family gets involved in. Asking questions and making sound effects are also part of the read aloud experience that is measured in the study, as these are positive actions for both the reader and audience to participate in.

Where the Opportunities Remain

The study shows that the practice of reading aloud peaks at the age of five, lessening around the time that the child enters kindergarten and can read on their own. However, at this age there is still much to learn in terms of vocabulary, writing styles, and plot. The article points out that continuing to frequently read aloud beyond this point is a key factor in predicting whether or not children ages 6-11 will be frequent readers (which we knows leads to better educational and social outcomes).

Lower-income families with children ages eight and under read aloud less frequently; 39% of families with household incomes less than $35,000 read aloud to their children 5-7 times a week compared to 62% among families with incomes of $100,000 or more. Lower-income families with kids ages five and under are also less likely to have received information on the importance of reading aloud from birth.

At Words Alive, we understand the importance of reading aloud, and in fact have a whole program dedicated to helping children become lifelong readers by participating in engaging read aloud session with our volunteers. Also, our Family Literacy Program focuses on educating participants about why reading is an important family activity. If you would like to learn more about our programs, click here. 

Read Scholastic’s full study here: https://www.scholastic.com/sites/readaloud/

WAWS Evaluation Finding #5: "I feel like a better person. I feel so free."

An image of our WAWS scholar Paulina (right) hugging her friend, who presented Paulina’s reward at the 2018 WAWS Award Ceremony.

To continually provide meaningful and evaluation-driven programming, Words Alive commenced on a seven-month Dialogues in Action (DIA) project to analyze the impact of our Words Alive Westreich Scholarship (WAWS) program using a blended qualitative and quantitative evaluation model. Through this process, we had an opportunity to view our program through the lens of the scholarship recipients, past and present, and their mentors to determine opportunities to enhance our program delivery.

Throughout this process, we identified eight findings and then brainstormed ways we could update and improve the program based on these findings. Here is the fifth finding!

“I feel like a better person. I feel so free.” 

While the intended impacts of the program included relationship-building with others, one surprising result discovered during this study was participants’ changing relationship with themselves.

Through their scholarship application essays and interviews for this study, most, if not all, of the students discussed the trauma in their lives. It’s no secret that an unstable childhood can contribute to unhealthy personal relationships in adulthood. Many of the students revealed abusive romantic partners, the inability to enforce boundaries with their family members and feelings of isolation from peers who couldn’t relate.

However, through a consistent relationship with their mentor as described in Finding #3 and the support of their WAWS cohort as described in Finding #6, students developed and employed healthy relationship skills with others. According to this study, 85% of scholars surveyed said they felt more confident in putting healthy relationship skills into action. For one scholar, healthy relationship skills meant establishing and exercising new boundaries: “I’ve learned to say no to certain people.”

This new-found confidence coupled with realizing the value of healthy relationships, networking, community engagement and mentorship led to many students and their mentors saying that the students simply found themselves much more open to communication after participating in the program.

One mentor described this growth in her mentee as: “She does a good job at assessing people and choosing to be with people who are good examples. She has become very open with me.”

Perhaps even more impactful, however, was the growth scholars recognized within themselves. Many students initially felt trapped by the labels placed on them by society: at-risk, homeless, teen parent, juvenile delinquent. Before their participation in the program, many said they never thought they could go to college. In survey responses, they described themselves as “troubled, scared, lazy, unmotivated, unprepared and unfocused” before participating in the program.

But after at least a year in the program, they became scholars – describing themselves instead with more positive terms such as “responsible, confident, passionate, ready and focused.”

In-line with these terms alluding to a new sense of agency, scholars described taking action:

“I believe that I’m smart enough to accomplish my goals. I believe I’m capable of taking actions to make changes, that I can identify those actions, and make the changes. Most importantly, I believe in myself, that I’m the only person who can do this. I’ve learned to identify what the challenges are and be specific as you can be to make that challenge a goal, to make it a positive.” – Scholar, age 25

“I take action, go out and get the things that are beneficial for me instead of waiting for them to come to me.” – Scholar, age 26

For many program participants, that shift stems from the support of their mentor and Words Alive staff. In interviews with scholars, they said that having someone cheer them on made them not want to give up, helped them realize they could rise above their circumstances and see themselves as more capable.

One scholar said:

“I’ve grown so much. I appreciate hearing the uplifting things [my mentor and Words Alive staff] say. It helps me remember my accomplishments and not just my struggles. I feel like a better person; I feel so free.” – Scholar, age 26

Another scholar shared:

“I’ve learned self-care, self-love and self-respect...with self-love, especially when you have so many obstacles, helps everything else.  Before I didn’t know any better. I’m pushing myself to ask questions and see how much I’ve accomplished. I’m reclaiming my identity as a teen mom, as undocumented. Before, I didn’t love myself, I just saw the labels society threw at me, like screw-up, outlaw, rebel and minority. I didn’t like waking up to that.” – Scholar, age 25

With a redefined, positive perspective of themselves and skills honed to address their circumstances, 100% of students surveyed said the program helped them feel at least moderately more in control of their choices.

To love oneself – to truly feel confident both in and out of one’s skin – is important if one is to break free from the trappings of harmful and limiting environments. That the program scholars develop that confidence in such dramatic ways is remarkable.

 “I’m more positive about everything and learned to appreciate myself more. I wish I had a friend like me.” – Scholar, age 26

Significance

Focused on the expectations and labels placed on them by society, students often say they never imagined they would graduate high school let alone go to college. But as students are repeatedly and genuinely told, “you can do it,” our findings indicate they begin to believe it. This confidence translates to several other attributes, such as motivation and resilience, that help drive scholars’ success.

Equally, one’s desire to cultivate new relationships, create a personal goal of helping others, and confidently navigate the world fosters new opportunities. Being able to identify and develop in these two areas and recognize their importance will provide lasting positive impact.

How the PGA Tour Supports More Than 3,000 Nonprofit Organizations

An image of three attendees of the Women’s Day Event stuffing Kindergarten Readiness Backpacks.

This past January marked the 52nd year that the Farmers Insurance Open was played at the Torrey Pines Golf Course in San Diego, California. This annual golf tournament brings in some of the largest golf names and attracts over 100,000 spectators. The PGA tour, its players, and the tournaments support more than 3,000 nonprofit organizations in numerous areas of their communities including youth, military, health, environment, education, and disaster relief. The PGA tour is a unique sporting event in the way that it runs similar to a nonprofit: it relies on volunteer support to run most aspects of the event and it is designed to donate 100% of the proceeds. Up through 2018, the PGA tour has generated $2.65 billion for charity, with that number steadily climbing.

Champions for Youth is the primary charitable program of the Century Club of San Diego, which is the administrative organization behind the Farmers Insurance Open. This year, Words Alive was one of the 10 chosen organizations in San Diego to participate in the Champions for Youth program. This means that not only did we embark on our most successful peer-to-peer fundraising campaign to date (our Board, staff, and volunteers collectively raised over $20,000!), we also had the opportunity to earn bonus funds from a pool of $260,000. In addition, we were able to participate in the Women’s Day Event, Community Day, and we hosted a special Read Aloud session with students from the Doris Miller Elementary School. Participating in these events allowed us to reach out to and interact with members of the community that we haven’t previously been able to.

An image of one of our Read Aloud students from Doris Day Elementary holding up a piece of paper that says “love.”

For the Women’s Day Event, Farmers Insurance employees assisted us in putting together 1,000 Kindergarten Readiness backpacks for the children in our Family Literacy Program. These backpacks included the necessary school supplies for our littlest learners as they enter kindergarten, as well as a brand new book to start building the children’s home library. The event also brought together women in leadership positions across different sectors to discuss the importance of mentorship and their success.

Thanks to our community of supporters and the staff and volunteers who helped us fundraise, Words Alive was able to exceed our goal of raising $60,000. These generous donations will allow us to serve more than 300 students and families this year. Your belief and dedication to building communities who value reading is what enables us to continue giving back to the children and families of San Diego.

If you would like to learn more about Words Alive or keep your eye out for any other upcoming fundraisers, click here.

Sources:

http://together.pgatour.com/stories/18/01/17charity.html

Board Spotlight: Rick Seidenwurm

Rick Seidenwurm working with an Adolescent Book Group student at the Monarch School.

Meet Rick!

Rick Seidenwurm has been a part of Words Alive for the past 10 years in the classroom and leadership. He joined the board in 2013 and served as Treasurer, Vice Chair, and Chair. Rick is integral to Words Alive's growth. Rick has also been an Adolescent Book Group volunteer for the past 10 years, impacting some of San Diego's most vulnerable youth with engaging book discussions and creative writing sessions.

Rick is a graduate of Williams College and Columbia Law School. In a rare burst of sanity, he left New York and moved to San Diego in 1973. He is a founder and former managing partner of Solomon Ward Seidenwurm & Smith, one of San Diego's top law firms. Rick also served as a commercial arbitrator for the American Arbitration Association. He is now fully retired.

Rick has served on the nonprofit boards of Wayword, Inc., San Diego Writers, Ink, Business Counsel and Fairbanks Ranch Country Club.  He also does volunteer teaching at Del Sur Elementary School and is a mentor with the Access Youth program.

Most recently, Rick raised over $5,500 for the Words Alive Champions for Youth campaign, making him our most successful fundraiser of the campaign. By directly reaching out to his community, and sharing his Words Alive story, Rick was able to grow his impact!

“I’ve been doing this for so long that most of my friends and relatives already know about how passionate I am about Words Alive. All I had to do was write an email or two and invite them to give. They know that this is what I care about, and over half of the people I emailed gave. Some big, some small, but it was something.”

— Rick Seidenwurm

Now, let’s hear more directly from Rick!

How has Words Alive changed the story of your life? 

I became a classroom volunteer for Words Alive as I was phasing into retirement. The experience of interacting with teenagers who were both wonderful and troubled was a revelation to me. I never realized I could inspire these kids to write and that they would trust me to hear their stories. 

When was the first moment you fell in love with reading? 

I don’t have a recollection of that first moment. I can tell you that my mother taught me to recite the Gettysburg Address during toilet training.

What is your favorite book and why? 

So many come to mind. I’d probably say Catch 22 because of the mix of humor and tragedy. Most recent favorites are The Goldfinch and The Gentleman From Moscow, both of which I’ve read twice. 

What made you join the Words Alive board? 

The loyalty to the organization that evolved from my volunteer experience, plus the urgings of my fellow classroom volunteers Kay Gurtin, Cindy Polger, and Brenda Schulman.

What has been your favorite aspect of being a Words Alive board member? 

Seeing our dreams turn to reality. 

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Thank you, Rick, for all you’ve done for Words Alive! Learn more about our Board of Directors here!

Annual Report: Read Aloud Program

What happened in our Read Aloud Program in the 2017-2018 school year?

After their Read Aloud session, students read their favorite books in their 2nd grade classroom.

Due to the two previous years’ successes implementing the Read Aloud Program in United Way City Heights Partnership for Children’s Readers in the Heights Program, we were requested this year to become their literacy experts. By training staff members and providing further resources, we created a Read Aloud Program model of delivery that could be used to serve kindergarten to 3rd grade children across seven sites. This partnership, starting in 2016 and initially reaching 40 children in the City Heights neighborhood, is helping to combat the summer slide, developing curiosity, wonder, and a love of reading for over 320 children.

Our work with BASE (Before and After School Education) in Oceanside has been an exciting new venture that has given us the opportunity to expand our program offering, creating 4th and 5th grade curriculum and furthering our impact outside of the school day. Through our partnership with BASE we served approximately 120 K–5th grade children and were able to evaluate the Read Aloud Program with children who have never experienced Words Alive before.

Meet Golden Hill

Read Aloud facilitator Sharon has been reading in Golden Hill Elementary School classrooms since 2015. Throughout her tenure, she has watched the development of many students, from kindergarten on to 2nd and 3rd grade. Students she had read to in the past are now reading books to their own classrooms, families, and to Sharon herself, which truly exemplifies the Read Aloud spirit.

“Thank you Words Alive readers! You make me feel happy and you help us understand the words in the books. You help us read hard chapter books and you teach us cause and effect. Words Alive is here to help us learn to read, and not just give us books. They give us deeper thinking and that helps us in our regular classroom.” —Read Aloud Program Participant

Building Foundational Skills

The graph above shows that nine out of ten teachers reported that the Read Aloud Program had an impact on expanding students’ knowledge of literacy terms, vocabulary, and concepts of print. Eight out of ten teachers reported the program had an impact on improving fluency and learning phonics.

“The exposure to other adult readers of various backgrounds has been wonderful, seeing people that look like they could be from their family or community showing such a love and excitement for literacy.” —Teacher, Read Aloud Program

Looking Forward

Congressman Scott Peters reads to a K–2 classroom as part of our annual Share Your Love of Reading Campaign.

While we continue to work with teachers in 103 classrooms across San Diego and Escondido School Districts, we have been excited by the impact of the Read Aloud Program outside of the school day. Summer and after-school programs have proven to be great partners in furthering opportunities for children to be exposed to an exciting world of literature, inspiring curiosity, and widening aspirations. We look forward to building on this model in 2018–19, enabling others to facilitate the Read Aloud Program and reach beyond our volunteer foundations in San Diego.

“The program is awesome! I love that you provide books for my students... many of which have none at home. They cherish the book they are given to keep to read at home. They love it!.” —Teacher, Read Aloud Program