SUMMER READING FROM PUNITIVE TO POSITIVE Presented by Tracy Shaw, Assistant Principal Lyndall Cantrell, Librarian Jeremy Isaac, English Teacher/Department Chair Bishop McGuinness Catholic High school Kernersville, NC

Assigned by departments – English CP read 2 books Honors read 3 books AP read 4 or more books – Science 1 book – Social Studies AP students read 2 or 3 books Juniors and Seniors may have had upwards of 7 or 8 books to read SUMMER READING

No Coordination across the curriculum Most reading included a written assignment or a test to be taken upon returning to school Many assignments had been in place for years Departments continued to “pile on” more reading

Background preparation for classes Maintain skills during the summer Enough?

What do teachers think about it? What do the students think about it? What is the purpose? DESCRIBE YOUR SUMMER READING

If we want to nurture lifelong readers and thinkers, to cultivate social responsibility, to make reading relevant to eth 21 st century, and to bring joy to reading, then the status quo will not suffice.” (Wolk, 2010) Some students did not complete the assignments and/or complained Took up instructional time to review and grade Excessive number of assignments for honors and AP students Parent complaints to loss of summer PROBLEMS

St. Mary’s School in Raleigh North Carolina – Revamped summer reading program – Turned it into a cross-curricular school wide reading program CHANGE WAS NEEDED

We investigated their program Attended a conference they were presenting Spoke with the school librarian Questioned our seniors about current reading program and possible changes Decided we could do this!!!!!

A theme is chosen: Social Justice and the Role of the Media (Summer 2011) Social Justice and the Environment (Summer 2012) How many books will be read? Department Chairs got book suggestions from his/her departments Department Chairs paired down the number Sub-committee finalizes the book list Fiction, Non-Fiction, Reading levels, Interest for males vs. females HOW IT WORKS:

2011-Chose 10 books to allow for 60 students per book with 4 teachers per book This would allow for 2 discussion groups per book Sign-ups were done during lunch periods SIGN UPS

Students would read the ONE book and write a 2-3 page reflective paper on the book to be turned in the first day English teachers would grade the essay using a very basic rubric Main purpose of the paper was for the English teachers to learn how the students wrote. Used to ensure proper placement class and to adjust curriculum based on student needs ASSIGNMENT

Teacher work week Teachers have book discussions to help prepare for student discussions Created a sense of community amongst the faculty What did you read?

Schedule was accommodated for book discussion on two different afternoons Day 1 students were grouped by book Day 2 students were all mixed up FIRST WEEK OF SCHOOL

A basic book club discussion about the particular book. Students are mixed by grade level, so different perspectives were shared Discussions were student driven with guidance and insights given by the teachers in the group Discuss how the theme relates to book DAY 1 DISCUSSION

Students are all mixed up Focus of discussion is comparing and contrasting how theme is played out in his/her particular book Student led/ more guidance by teache rs DAY 2 DISCUSSION

Positive feedback from all involved Increase in students checking out different books from library Faculty members checking out books from library Created community among faculty and students RESULTS

Students asked for more book choices Went from 10 titles to 12 titles Students didn’t like sign up process Found a way for sign ups to be done online Mailed postcard reminder of book choice in the summer Gave students a copy of the rubric for the paper Found more discussion questions for teachers to use to enhance book discussions CHANGES FROM YEAR 1 TO YEAR 2

QUESTIONS: