While there is still snow resting on the peaks of the mountains and skiers claiming they’ll ski until the Fourth of July, summer in SLC is approaching rapidly. The sun is hanging around later and later, the trees are blossoming, and students are ansty. The end of the school year always comes with bittersweet excitement, reflection over what was accomplished and what was not, tons of hastily written ideas on post-it notes, and summer reading.
Summer reading was both an authentic and assigned part of my summer growing up, as I was always reading and read what was asked of me for the upcoming year. Assigning summer reading has been a part of my teaching career, too. I understand the intention for students to fend off the “summer slide” by practicing reading skills that, perhaps when a text isn’t assigned, may dwindle. Shared books also provide an entry point into learning at the start of the school year and the beginning of collective knowledge among classes.
But this year I am questioning it all.
After nine months of promoting choice reading and working with individual students to develop reading identities, giving my students their summer reading requirement for next year’s class feels like a step back from work we’ve done. Likewise, assigning books to the upcoming juniors feels out of step with the work we’ll do together next year.
Assigned summer reading titles doesn’t put the individual at the center. Students are reading texts I curated before I have even met them. Who knows if they’ll enjoy one of the books? I wonder if I’m turning them further off from reading before we have begun or if they have the reading skills and stamina to be challenged, but also be successful.
Additionally, students are reading texts meant to be discussed and shared in isolation. This vacuum creates an independent literacy endeavor versus one shared within a community like the one we will strive to build all year. If a student doesn’t read, for whatever reason, they start the year a little further outside that community. Learning should be inclusive, not the catalyst for creating an exclusive group. On the flip side, I don’t want to bog student readers down with a task or assignment because authentic readers engage without assessment.
Within a school year, week, or day, we are familiar with student schedules. I have an idea of what students are involved in academically and after school. I don’t know these students, let alone their summer schedules. What is my place in dictating their three-month break?
The issues with required summer reading are evident when your classroom adapts the workshop model. The solution takes work. We have to be so driven during the school year to create authentic readers, that the summer is viewed by students as a time to read more of what they want, a time to check books off their “to read” lists versus their “must read” list.
I haven’t dismantled the system (yet). My incoming juniors do have summer reading. I hope one of the offered choices is THAT unique book that hooks a reader or makes them curious to come to class in August.
I hope my outgoing juniors have developed enough of a sense of who they are as readers and will engage with books of their choice this summer. Before the year is out, we will complete our reading ladder reflections, share our favorite books of the school year, book talk, add to our “To Read” lists, compile a list of “must have” titles for my library, and during our final conferences, I will ask students what they plan to read this summer. I will continue to invest in individual readers next school year so we can re-think and re-configure summer reading assignments.
From my Three Teachers Talk Community, I’d love to know how does your school or department handle summer reading? What strategies do you have for making summer reading authentic and engaging? What has been the result of your school doesn’t require summer reading? What successful changes or modifications have you made recently to support authentic reading?
Maggie Lopez has a full summer reading schedule of sought after titles planned, like On the Come Up and Internment, as well as vegan cookbooks, travel books, and whatever else she can get her hands on. You can follow her on Twitter @meg_lopez0.
Tagged: summer reading
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I’m still battling the idea of summer reading. I teach AP Literature and have cut back whole-class novels to two with guided choice for independent reading. This year I have noticed a huge problem with stamina, and I hope to begin dealing with it more pro-actively this summer. This year my students came up with a list of their favorite books, both higher literary merit and YA. That is the list I’m sending out for summer reading. My students tell me they would read much more if there weren’t notes attached. In other words, they want to read for pleasure. I’m starting where they are. I’m asking them to read A Thousand Splendid Suns with four stopping points for responding. After that, they can choose as many books as they can fit into the summer from the list. Only one book will be one they will respond to in writing. I’m also offering a book talk marathon before school gets out to talk about the books on the list and two book club gatherings at a local coffee shop to talk about any books they are reading. I hope this will kick off some enthusiasm for fall. I’ll keep you posted!
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Great post! The summer reading dilemma is certainly challenging. From a school district that aspires to student-centered instruction, here is where we’re at on summer reading:
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