College Prep (CP)
1. Dedicate Time to Reading
According to Stephen Krashen, linguist and educational researcher, "those who do more recreational reading show better development in reading, writing, grammar and vocabulary. . . Light reading [i.e., typical summer reading] is a bridge to heavier reading . . . it supplies the competence necessary to understand challenging texts [i.e., the type of academic reading students are required to do during the school year].”
Therefore, in the summer, students should read material that they enjoy, can read with fluency and comprehension, and that challenges their thinking. In addition, according the the U.S. Department of Education, students should read for a minimum of thirty minutes daily. Avid readers should obviously not limit themselves to thirty minutes per day.
2. Self-Select Reading Material
This year, students in CP classes will not be assigned specific books to read; instead, students will find and choose books on their own. (See Books Tab for ideas)
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Note - parents or guardians should be involved in the process of choosing books if they have any concerns about appropriateness and suitability of their child's choice of reading material.
3. Share Books and Reading Experiences with Other Readers
Students are encouraged to engage in conversations with other readers during the summer.
In September, engaging in discourse with other readers will be a part of their assessment (See Assessment below).
4. Be Ready for September!
Students should plan on arriving to school in September prepared to engage in discourse about one book they read over the summer. Further details about the specific expectations of this speaking and listening assessment will be addressed by each teacher, but the following is the summer reading assessment rationale:
Whether they belong to a formal book club, engage in blogging about books, or just talk to friends and family, most lifelong readers engage in some type of discourse about the books they read. Therefore, in September, students in CP classes will be expected to do the same with their summer reading. While they may read several books over the summer, they will only be required to engage in discourse* about one book that was meaningful to them and explain how the book ties into an important topic, an essential question, a particular genre, etc.
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Students will be assessed on the following components (based on the NJ Student Learning Standards for Speaking and Listening):
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Come prepared to discuss ideas, supported by textual evidence
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Follow rules of collegial discussion
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Pose questions that propel conversations
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Respond thoughtfully to various perspectives, summarize points of agreement and disagreement, and justify own views to make new connections in light of the evidence and reasoning presented
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*Note - "discourse" can be in the form of small group or panel discussion, digital literacy activities, etc. as long as the discourse is text-centered and engages other readers. This assessment aligns to the NJ Student Learning Speaking and Listening Standard. See: http://www.corestandards.org/ELA-Literacy/
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Resources Consulted:
Stephen Krashen: Free Voluntary reading: New Research, Applications, and Controversies​
Washington Post: Getting kids to read: The 5 key habits of lifelong readers
Department of Education: Why Summer Reading Pays Off Year-Round
Kittle, Penny. Book Love: Developing Depth, Stamina, and Passion in Adolescent Readers. Portsmouth, NH: Heinemann, 2013.