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No, not for my own edification.
The topic of summer reading/summer assignments is ramping up in my district, and with it thoughts on either side of the spectrum are piling up. Some are steadfast in their belief that there should be structured, rigorous work done over the summer that students should be held accountable for when they walk in the doors in September. This group, in my experience believes that the only way to combat summer brain-drain is through structured summer assignments and summer reading. These beliefs fly in the face of the other side of this coin: those that believe the goal of summer reading should be to ignite and engage the students in reading that is unstructured, self-selected and fun.
Personally, I believe that, especially at the middle school level where students really begin checking out of reading for pleasure, we need to create structures that hook kids into reading, not scare them into it. Now, in thinking this, I realize that is fairly “pie in the sky–” it’s one of those ideas that sounds great but loses all efficacy in the implementation. It sounds great in theory, but what does it look like in practice?
So I am thinking about what we might do to create systems whereby students are excited to read on their own time, and one thing keeps popping up in my mind as a remnant of watching “The Social Network” over the weekend: community and exclusivity. We want to know what the people we like are doing, and if the people we like are reading a particular book, we might want to know what they think of it. With that in mind, I started brainstorming any decent idea I had about summer reading. What I have so far is below:
- Piloting an idea with a grade level before we go big. Meaning that if we come up with something that is pretty out there in terms of allowing kids to choose and not holding them to the traditional accountability standards we have (quiz, essay, book report, project, etc.) we try it with a grade level this summer and see what the feedback from parents is.
- The Hunger Games idea: I think our media specialist was onto something when she stated that when the Hunger Games series was freely available to large percentages of the kids (she purchased one-hundred copies via a grant), they read it because their friends were reading it. Can we replicate that kind of social pressure around a book or series of books?
- Choice with discussion groups: One of our teachers is doing something interesting with her kids using an online discussion board that is private to her kids (via Google Groups). If we allow students to choose between several titles and assigned each title its own discussion group, we could create communities around each of the books over the summer. Monitoring would be an issue.
- Huge list of choices per grade and community promotions. Ask local businesses to offer discounts to students or families who show up with their summer reading books (one from the list).
- Figure out ways to create community around books the Barnes & Noble Way. Staff picks, student-created book trailers filmed or read over the announcements, advertisements and posters around the school for summer-reading books.
- One Book, One Town. Everyone reads the same book in all grades (this may be tougher in Middle School where reading and maturity levels vary a bit more in grades 5-8 than in the high school). In addition to reading the same book, we provide avenues for discussion groups to form at local businesses, the park, the library, etc. as well as online forums and groups. The reading could culminate in a speaker series or at least a guest speaker who is an expert in an aspect of the chosen book.
I’m doing my best to gather input here for a meeting with all middle school language arts teachers on April 11th where we’ll run through this and see where they want to go. If you or your school district does something meaningful with summer reading or summer assignments, I’d love to hear it.