Not just the run-of-the-mill book report

Not just the run-of-the-mill book report

If one entered Greene Early College's Cafeteria during the final two weeks of school, they would have been surprised to find a trendy "Popup Library." Colorful and inviting with an enticing beach theme, students discovered books that piqued their interest and were available for summer reading. These were not just any books; they had been carefully selected by English teachers Natasha Martin and Emily Garris at GEC.

Every year, these two literature specialists collaborate to create a meaningful, yet mandatory, summer reading program for all GEC students. The reading assignment serves as a strategy to counteract the effects of the summer slide, a term used by education specialists to describe the loss of some of the academic progress made during the previous school year. In addition to mitigating the summer slide, there are other academic benefits as well.

Ms. Garris explains the rationale behind their unique approach to the summer reading assignment: "Implementing a summer reading program in high school can bring several benefits and serve various purposes. One of the reasons we have a summer reading program is to promote reading. Regular reading practice enhances vocabulary, comprehension, critical thinking, and overall literacy skills. By reading a variety of books, students are exposed to different subjects, perspectives, cultures, and historical events, which broadens their understanding of the world, fosters empathy, and cultivates a sense of global citizenship."


Each grade level had a carefully curated collection of 4-5 books specifically chosen for that grade. Ms. Garris described the criteria used to select the books: "When we choose summer reading books for our students, we consider several factors. Relevance is crucial because we want students to connect the texts to their own lives and experiences. We aim to select titles that address relevant themes, issues, or challenges faced by young adults. Additionally, we look for young adult literature with captivating and engaging storylines that capture the students' interest. Lastly, we strive to include books that offer diverse perspectives, representing various cultures, ethnicities, genders, and backgrounds. This allows students to explore different worldviews and experiences."

While the primary goal is for students to derive pleasure and enjoyment from the text, there are also meaningful activities expected from the students. After selecting a book, students receive an instructional packet with the directive, "Throughout your summer weeks, you will analyze a literary text and develop your critical thinking skills as a way to approach books and life." The packet includes specific directions that the reader must complete. The message also explains the expectations when the student returns to school in August. Assessments will include a comprehension test, annotation tracker submission, and a book project (the project assignment will be given after returning to school). The packet provides explicit explanations for the student to thoroughly annotate every few pages using post-it notes/flags attached to the page, utilizing a unique annotation tracker developed by the teachers.

 The final assignment, the project, offers opportunities for interactions about the shared reading among the students as many may have read the same book.  Mrs. Garris explains,

“A shared summer reading experience can create a sense of community among students and teachers. It provides a foundation for meaningful discussions and other activities that promote social interaction and intellectual engagement.”

So GEC’s school year is over,  but the students  still have homework with a completion date of August 14.


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