SMCPS Middle School Summer Reading Guidelines (2015-2016)

For RISING 7th Grade Students

SMCPS advocates summer reading to prevent any backsliding of reading progress made during the school year, as well as to further develop the student as a literate person in society. The more a student reads- the more words that a student encounters – the better reader the student will become and the more challenging the material that he/she will be able to read. In light of the implementation of the new national standards, this is an important thing to note. Therefore, not only must reading continue throughout the school year at home and in school, but reading must also continue during the summer. In order to promote student interest in reading, we believe that the summer reading program should offer “choice” and appeal to many different interests and reading levels. The program should also be an extension of a “balanced” literacy approach that fosters the integration of writing with reading and stimulates thinking skills through response to reading. In summary, we believe that students need to practice to become proficient readers. It is with these points in mind that St. Mary’s County Public Schools has developed the following Summer Reading Program.

1. All students entering grades 6-8 are expected to read a minimum of ONE book over the summer

from the list of suggested books that relate to the first instructional unit’s theme: “Making Connections.” Students should complete a reading log (see separate attachment) for their chosen book with a minimum of five (5) entries. Within the first two weeks of school, teachers may conduct classroom activities related to the summer reading and may assign a process grade for the reading log (see the attached scoring rubric). This assignment can count as the first independent reading assignment (three will be required) for the first marking period. Suggested titles for ON GRADE LEVEL summer reading:

My Side of the Mountain by Jean Craighead George Hoot by Carl Hiaasen Anne of Green Gables by L.M. Montgomery I Heard the Owl Call My Name by Margaret Craven The Yearling by Marjorie Rawlings Jacob Have I Loved by Katherine Patterson

Queen Bees and Wannabees by Rosalind Wiseman The Golden Compass by Phillip Pullman Stormbreaker by Alex Horowitz Jurassic Park by Michael Crichton The Bumblebees Fly Away by Robert Cormier White Fang by Jack London

Confessions of a Teenage Drama Queen by Dyan Sheldon Define Normal by Julie Anne Peters All of the Above by Shelley Pearsall The Great Wide Sea by M.H. Herlong The Graveyard Book by Neil Gaiman The Mostly True Adventures of Homer P. Figg by W.R. Philbrick When the Soldiers Were Gone by Vera W. Propp

2. Accelerated students will read specific books and have common assignments associated with their assigned readings; teachers will collect the summer assignments at similar times and incorporate them into classroom instruction in similar ways. Teachers will use a common rubric to assess these assignments.

3. Students can read more than one book and complete additional reading logs for these books.

Again, three independent reading assignments are required in the first marking period, so the more you read over the summer, the easier it will be to complete these assignments.

4. All summer assignment documents can be accessed on the SMCPS website (www.smcps.org).

Grade 7 Middle School Summer Reading (On Grade Level)

Reading Log (independent reading #1)

Student Name: __________________________________

School: ________________________________________

Grade: ____________

Title: ___________________________________ Author: ___________________________________

# of pages: _____________ Genre: _________________________________

Date Pages Read Briefly explain how this section relates to the idea of “making connections.”

Grade 7 Accelerated Summer Assignment

Over the course of the academic year, we will be analyzing texts for purpose, meaning, structure, organization, and literary devices. The best place to start our analysis is with the novels you will be reading this summer. Over the summer, you are expected to read two novels. See the list of possible titles below.

Self-Selected Novels (choose 2)*

The Book Thief by Markus Zusak Four Perfect Pebbles by Marion Blumenthal Lazan Berlin Boxing Club by Robert Sharenow Diary of Anne Frank by Anne Frank When Hitler Stole Pink Rabbit by Judith Kerr Hotel On the Corner of Bitter and Sweet by Jamie Ford

*Please note that this list contains works that deal with events that took place during World War II. Some books may contain situations that are for more mature readers. If you become uncomfortable while reading a work, please select another title. Do not select a title that you have already read for a previous class. This is your opportunity to expand your knowledge of literature. Please be certain to have your novels on hand during the first few weeks of school. You should secure a copy of all books and “actively” read them (meaning annotate the text: take notes, underline, ask questions). This may be more easily completed if you purchase the books, but you should feel free to borrow copies from local libraries; however, please note that you are expected to have copies of both books with you for the first two weeks of school to facilitate whole-class and small-group discussion. For each book, you need to complete a Double Entry Journal with a minimum of eight (8) passages. Be sure to include a page number for each passage. You need to identify quotations that focus on the

characters’ point of view/perspective. Refer to the sample entries and scoring rubric.

The reading must be completed by the first day of school. You will write a formal comparison paper on both required novels during the first few weeks of school. You should also be able to demonstrate understanding of the books’ major premises, themes and literary devices. You must also be able to provide an in-depth analysis of each text, not just a summary of the events in each novel.

Double-Entry Journal (Accelerated) Directions: Divide your novel into equal sections of about 25 to 30 pages each. For each section of your novel, you must select a short passage that you found meaningful or relevant in some manner. Record that passage on the left hand side of the double entry journal. In the right hand column record your reaction to the selected quote. Your journal should include a minimum of eight (8) entries. A sample double journal is included below. You should model your entries after the sample. You can create your entries on paper, electronically using a template like the one below.

Sample Double-Entry Journal for House on Mango Street by Sandra Cisneros

Passage (w/page #) Explanation of the character’s point of view

“In English my name means ‘hope.’ I would like to baptize myself under a new name, a name more like the real me, the one nobody sees. Esperanza as Lisandra or Maritza or Zeze the X. Yes. Something like Zeze the X will do. Esperanza, I have inherited her name, but I don’t want to inherit her place by the window” (11).

Esperanza briefly describes the meaning of her name and what it means to her, describing what her name means both in Spanish and English. She also mentions that she was given her name by her great grandmother, whose name was also Esperanza. She thinks her name contradicts her personality. Esperanza believes that she is not a “hope” for her family or their future. Instead, she wants to establish her own freedom, independent from her parent's control. She would like to change her name into something more significant to her, and a name that perfectly suits who she really is.

"In the movies there is always one with red lips who is beautiful and cruel. She is the one with red red lips who is beautiful and cruel. She is the one who drives the men crazy and laughs them all away. Her power is her own. She will not give it away. I have begun my own quiet war. Simple. Sure. I am one who leaves the table like a man, without putting back the chair or picking up the plate" (89).

Esperanza talks about the women in movies that are powerful and independent. She sees that those women are ones who make men inferior and have their own power. Seeing that women can achieve their own power, Esperanza gains confidence that she can be like the women in the movies.

SMCPS Summer Reading Project Scoring Rubric (all students)

Students can earn up to 10 points in each of the following three scoring categories.

4 (10 points) 3 (8 points) 2 (6 points) 1 (4 points)

Content The entries reflect thorough understanding of complex ideas and concepts in the book.

The entries reflect thoughtful analysis of the book beyond just the recall of facts.

The entries reflect basic knowledge about and/or limited understanding of the book.

The entries reflect limited comprehension of the book; there is little evidence that the book was even read.

Mechanics The entries reflect evident control of grammar, spelling, and sentence formation. All written responses are grammatically correct.

The entries reflect sufficient control of grammar, spelling, and sentence formation. Few grammatical errors are present in written responses that do not interfere with reading.

The entries reflect limited control of grammar, spelling, and sentence formation. Confused and inconsistent arrangement of sentences and fragments interferes with reading.

The entries reflect minimal control of grammar, spelling, and sentence formation. Entries are difficult to read.

Presentation

The entries reflect careful attention to detail and effort. They are neat and well organized.

The entries reflect some attention to detail and effort. Small improvements are needed in neatness and organization.

The entries reflect minimal effort. Neatness and organization need improvement.

The entries reflect poor organization and are very confusing. They appear rushed and are not neat.