SMCPS Middle School Summer Reading Guidelines (2015-2016)
For RISING 6th 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: “A Sense of Belonging.” Students
should complete a reading log (see separate attachment) for their chosen book that includes 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 marking period.
Suggested titles for ON GRADE LEVEL summer reading:
Flush by Carl Hiaasen
Niagra Falls or Does It? by Henry
Winkler
Lily’s Crossing by Patricia Giff
Travel Team by Mike Lupica
The Good Dog by Avi
Al Capone Does My Shirts by Jennifer
Cholendenko
The Best Bad Luck I Ever Had by Kristen
Levine
The Girl Who Could Fly by Victoria Foster
Jeremy Fink and the Meaning of Life by
Wendy Mass
The Total Tragedy of a Girl Named
Hamlet by Erin Dionne
Models Don’t Eat Chocolate Cookies by
Erin Dionne
Red Pyramid by Rick Riordan
When You Reach Me by Rebecca Stead
Roll of Thunder Hear My Cry by Mildred
Taylor
Crispin by Avi
Rules by Cynthia Lord
Among the Hidden by Margaret Peterson
Haddox
Summer Ball by Mike Lupica
Nobody’s Princess by Esther Friesner
The Worst Case Scenario Survival
Handbook: Middle School by Robin
Epstein
Crash by Jerry Spinelli
Skeleton Man by Joseph Bruchac
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 6 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 “a sense
of belonging.”
Grade 6 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)*
Julie of the Wolves by Jean Craighead George
Great Gilly Hopkins by Katherine Patterson
The Black Pearl by Scott O’Dell
The Wednesday Wars by Gary D. Schmidt
Hoot by Carl Hiaasen
Stargirl by Jerry Spinelli
Walk Two Moons by Sharon Creech
Esperanza Rising by Pam Munoz Ryan
Freak the Mighty by Rodman Philbrick
Shattering Glass by Gail Giles
*Please note that this list contains works that deal with the theme of identity and sense of belonging. 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 reveal the characters’
sense of identity and belonging. 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 #)
“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).
Explanation of the character’s sense of
identity
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
Esperanza talks about the women in movies that
is beautiful and cruel. She is the one with red red lips are powerful and independent. She sees that those
who is beautiful and cruel. She is the one who drives women are ones who make men inferior and have
the men crazy and laughs them all away. Her power their own power. Seeing that women can achieve
is her own. She will not give it away. I have begun
their own power, Esperanza gains confidence that
my own quiet war. Simple. Sure. I am one who
she can be like the women in the movies.
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