Rationale

Context:  During my students teaching at Hardin Park Elementary, in third grade, I involved students in a reading incentive program that allows students to earn pledge donations to raise money to buy livestock animals for families in need.  This program ran the length of two months, February and March.  At the end of the program I had a total of ten students completes the requirements; together they raised $575!

Impact:  This program was primarily used to encourage students to read more self selected books for enjoyment and entertainment.  The program also featured lessons of diversity, different cultures and ways of life, various animals and the things that they can produce that man can benefit from as well as generosity, compassion, the need for help around the world and understanding poverty and famine.

Alignment:

• NCDPI Standard 8, Indicator 4:  Through this program, I have met this standard by providing students with an opportunity to read books based on interest and enjoyment alone.  
• NCDPI Standard 8, Indicator 5:  Competency of this standard was met during the Read to Feed program when students were exposed to a variety of writing genres in which they were allowed to explore the different types of text and materials on their own and with a partner. 
• NCDPI Standard 11, Indicator 1:  This standard was met when students composed a letter (never to be sent) to the families receiving the animals they bought.  Students were able to express their emotions, attitudes and new knowledge learned through these letters.  They were also used as a form of assessment in writing.
• NCDPI Standard 11, Indicator 3:  I have met this standard by allowing students the opportunity to learn more about the world outside of America by connecting the information read in our stories with current events and recent technological advances.  
• NCDPI Standard 11, Indicator 4:  This standard was met by encouraging students to incorporate mathematical skills into the social studies lesson when discussing how the offspring of the animals bough will help continue to benefit other families in need.  Students performed several types of mathematical problems, including word problems they wrote themselves.  
• NCDPI Standard 16, Indicator 1:  I have met this standard by providing my class with the opportunity to help the larger community by raising money to buy livestock animals for a family or community in need.  
• NCDPI Standard 16, Indicator 4:  Through this program, I have proven competency in this standard by collecting resource materials including maps, children's literature, and software that has been used to assist me in the emphasis of this project.
• NCDPI Standard 16, Indicator 5:  During this project I had to communicate with administration for permission to display materials and involve students in an out of school activity where they had to get pledges for each book they read by sponsors. 
• Standard 17, Indicator 1:  I have met this standard by addressing the safety procedures required when asking for pledge donations and while collecting the money from the sponsors.  I also have involved the parents in the safety procedures that must be followed.
• Standard 17, Indicator 4:  I have met this standard by modeling and communicating the appropriate safety procedures required while asking for sponsors and while collecting pledge money.