I am pondering the same question. Our English teachers from grades 5-12
have assigned various titles for summer reading including: Cheaper By the
Dozen, The Hobbit, Things Change, Handmaiden's Tale, etc.--- the books are
basically appropriate for the age level, but I felt were somewhat lengthy or
involved for the groups that were entering the specific grade.
Because not all 6th graders are fantasy lovers, I felt that The Hobbit was a
bit overwhelming for many of them and the list only offered two books to
choose from for that group with the second book being more appropriate for
all readers, but still a classic. (Each group had between 2-6 titles, with
the older groups-- 10-12 grade-- being required to read 1 out of 6 titles
listed.)
My observations were correct when the students returned and took their tests
over the summer reading titles. Most had failed. The teachers each came to
me with "wonder??" in their eyes and asked why I thought our students did
not understand what they had read? (Perhaps because they did NOT understand
what they were reading?) I felt that the ambitious project of assigning a
book that could have been used as a class project title-- with discussions,
observations by the teacher, etc.-- would have been better than assigning it
as a summer read.
In contrast in May, I offered to the students a list of a "100 Books for
YA" taken from the ALA site and combined it with some of the newer titles
that had arrived later in the year but had not been read by many students
due to the end of school. I noticed that many students DID read those
titles and commented to me about them when they came back to school--because
the best reads and the new titles were all on display for everyone to check
out. I did not ask those students how well they did on their summer reading
project, but I may do this just to compare the lists' interest-appeal.
I understand that the teachers want to "kick off" the year with a grade by
using the summer reading project as the first assignment due, but when
everyone fails the test, it's time to re-think the project. Perhaps I will
suggest alternatives and ask that the classic literatures that involve more
teacher-guidance be kept for formal, face-to-face instruction, while current
or popular interest materials be required for the summer reading. (Perhaps
rather than a test over the required reading title, the teachers should
promote a "What I read during my Summer Vacation" project that includes a
variety of presentation mediums-- essays, visuals, art projects, etc.)
I'd like to hear other ideas and the justifications for a summer reading
list that binds the student to a specific title or titles.
~Shonda Brisco
Trinity Valley MS / US
Library Media Specialist
Fort Worth, TX
sbrisco021@charter.net
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