My grant project aims to provide class sets and copies of high-quality literature for an enrichment class focused on expanding students' reading skills, critical thinking, and engagement with texts. These books will support differentiated instruction, encourage deeper discussions, and foster a love for reading among diverse learners. By incorporating a variety of genres and culturally relevant titles, the project will help students connect more personally with the material. Ultimately, the goal is to create a rich literary environment that inspires lifelong learning and academic growth.

This grant project seeks to address a critical need for expanded access to quality literature for 2nd-grade students at Newport Elementary School. Newport Elementary serves a diverse student body, with a significant portion of students identified as economically disadvantaged. According to the most recent Texas Education Agency (TEA) data, approximately 75% of students at Newport Elementary qualify for free or reduced-price lunch, reflecting a community with limited financial resources. Additionally, a large percentage of the student population identifies as Hispanic or African American, with many English Language Learners (ELLs) enrolled in the lower grade levels. 
Currently, 2nd-grade classrooms are limited in the number and variety of high-quality, age-appropriate books available for whole-group or small-group instruction. This lack of access has a direct impact on student literacy development, engagement with texts, and academic achievement. Standardized reading assessment data from recent years reveals that many 2nd graders are performing below grade level in reading fluency and comprehension. For example, district reading benchmark data indicates that less than 50% of 2nd-grade students at Newport Elementary are reading at or above grade level by the end of the school year. Without consistent exposure to engaging literature and structured opportunities to practice and discuss reading, these students risk falling further behind in foundational literacy skills critical for long-term academic success. 
The COVID-19 pandemic exacerbated these literacy challenges, especially among young readers. Many students in this age group experienced disrupted early learning experiences, leaving gaps in phonics, vocabulary, and comprehension development. As a result, teachers now face the dual task of remediating foundational skills while also striving to inspire a genuine love of reading. However, they are limited by a lack of resources, particularly class sets of books that allow for meaningful shared reading experiences across the classroom. This grant aims to directly address this gap by funding class sets of engaging and diverse books for 2nd-grade enrichment classes. These books will be used to implement structured reading units designed to enhance comprehension, foster discussion, build vocabulary, and develop critical thinking. The selected titles will represent a range of genres—including fiction, nonfiction, and culturally relevant stories—ensuring that all students see themselves reflected in the texts and feel inspired by what they read. The target population for this project is approximately 175 second-grade students at Newport Elementary. These students will benefit from weekly enrichment reading sessions, supported by class sets that allow each child to follow along with their own copy. By ensuring equal access to literature and supporting collaborative, teacher-led instruction, the project will create more equitable learning opportunities and address literacy gaps that have persisted over time. Ultimately, this project represents a strategic investment in the future academic success of Newport Elementary students. It will not only enhance reading proficiency but also cultivate a culture of reading that extends beyond the classroom. By giving every student the tools and texts they need to grow as readers, we can help close achievement gaps and lay a strong foundation for lifelong learning.

With grant funds, the school will purchase multiple class sets of carefully selected titles suitable for second-grade readers. Titles will include a mix of fiction and nonfiction texts that reflect diverse cultures, backgrounds, and experiences. Book selections will be aligned with TEKS standards and support the development of inferencing, summarizing, character analysis, and text-to-self/world connections. Each week, students will engage in whole-class or small-group reading of these texts during a designated enrichment period. Lessons will include pre-reading vocabulary work, teacher-guided reading, peer discussions, and comprehension tasks (e.g., graphic organizers, journaling, or creative responses). These structured units will be designed by a team of second-grade teachers and literacy specialists, ensuring they are both academically rigorous and accessible to students of all reading levels, including English Language Learners and students receiving special education services. All activities will occur on campus in students' regular classrooms, ensuring ease of implementation and consistency in routine. The project will directly serve the entire 2nd-grade cohort, approximately 175 students. Each student will have a personal copy of the book during instruction, allowing for active participation, annotation, and deeper engagement. This project directly supports literacy growth by increasing students’ access to complex, meaningful texts and giving them structured time to develop key reading strategies. Research consistently shows that regular engagement with rich texts improves reading achievement. A study by the National Institute for Literacy (2007) emphasizes that shared reading, especially when supported by discussion and critical thinking, is one of the most effective ways to build comprehension and fluency in early readers.