for each reading level . Kindergartners are learning to piece letters and sounds together to make a word , reading words in sequence , and finding the rhythm and pattern of a sentence . Whereas fifth graders are proficient readers , and teachers are looking to cultivate critical reading and thinking skills - processing and synthesizing the material . Upper school students assigned to different developmental levels were tasked with emphasizing appropriate skills . For example , students working with the younger groups focused more on the experience of reading a story together , what happened in the story , the joy of finding their feelings in the story , or stopping to ask questions about how it relates to them as readers . Students assigned to fourth and fifth graders worked with their groups to identify main characters , motives , and plot points such as themes and conflicts . By meeting lower schoolers in their own reading journeys , these senior group leaders were able to relate and encourage their young peers .
This partnership began to yield surprising results . Lower school students lit up during reading time , elated to be with their group leaders . Group leaders held a special kind of attention from lower schoolers , and engaged their groups with genuine excitement .
“ At a time when seniors are preparing to move on , I found that my students displayed a focused intentionality about connecting with the lower school students each week . Combatting that internal clock that is rapidly ticking toward graduation , my students came to class each day hoping that it was another opportunity to engage with their reading groups . They were amazed by the platform and position of influence they had with these younger students , and returned each time with meaningful stories about their experiences . I am certain that once all the lessons about literature finally fade away , these seniors will retain the memories of giving back to a population on our campus that reminded them , one last time , of the sweet innocence and hope of childhood .” says Instructor of US English Jennifer Christensen .
After returning from book club , seniors would discuss their observations , sharing what they experienced in their group meeting . Reflecting on these meetings gave students a deeper appreciation for the art of
teaching , the need for active listening , the empathy evoked in helping others , and the desire to see a young student flourish . All vital takeaways for seniors as they embark upon their college careers outside CPA .
“ It was awesome to see the future of CPA . All of them were eager to learn and well mannered . I can ’ t wait to see how they will grow in their years at CPA ,” says senior Tyler Reid .
Another senior , Parker Rody , enjoyed connecting with his group : “ My favorite part about getting to know these younger students was being able to connect about topics that I genuinely enjoy talking about . In addition to our reading time , we got to talk about activities and hobbies outside of school and realized that we had similar interests !”
At the end of the year , lower schoolers wrote notes and made cards for their upperclassmen friends . A sweet tribute to their time growing together . C . S . Lewis once said “ We read to know that we are not alone .” The cross-campus kinship found here is both representative of and essential to the life-giving power of literacy . And the camaraderie of sharing a good book !
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