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.
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.
"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).
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)
The entries reflect
thorough
understanding of
complex ideas and
concepts in the book.
3 (8 points)
The entries reflect
thoughtful analysis of the
book beyond just the
recall of facts.
2 (6 points)
The entries reflect basic
knowledge about and/or
limited understanding of
the book.
1 (4 points)
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.
Content