Proud Readers Own What's Learned (PROWL) was developed out of the need to find an engaging, creative process for readers to express what they have read and, frankly, to let teachers see that the students actually read the books. In other more prescriptive reading programs students can go through the motions and actually pass tests without having deep knowledge of books read. PROWL was piloted last year at Elizabeth D. Koontz Elementary School in Salisbury, North Carolina. This program combines Common Core State Standards (CCSS) with technology and higher-level thinking skills on Bloom's Taxonomy. Most importantly, students don't see participation in the program as work. Through their enjoyment of this reading program, students go well beyond the basic requirements. After describing the logistics of PROWL, school librarian Jessica Tucker highlights two of the students' favorite PROWL projects: blogging and the "confession booth." Both projects require the same information, but that information is presented in two different ways. The students are asked to share basic information about a book they have read. Then they are required to answer a higher-order thinking question of their choice. She concludes that the beauty of PROWL is that it allows students multiple creative ways to share about a book. The students can express themselves through pen and paper or through technology. They are given the ability to share basic content knowledge of a text but also asked to think more deeply by sharing their perspectives.