ACADEMICS


Summer Independent Reading 2014

Jump to a section: [Grades 1-4]  [Grades 5-8]  [Upper School]


Order School Textbooks online:
http://bookstore.mbsdirect.net/stab.htm.

 

Summary of Summer Reading Requirements
 

For Grades 1-4

Students who read during the summer months are more likely to continue to make progress in the areas of fluency, comprehension, and vocabulary. It is important, therefore, that students continue to explore the wonder of books during summer vacation. Below you will find some helpful resources for summer reading.  Happy Reading!

Page-Turning Summer Book Lists for Every Age & Theme
Scholastic Summer Reading Booklist for Ages 5-7
Scholastic Summer Reading Booklist for Ages 8-10 
Scholastic Summer Reading Booklist for Ages 10-12

American Library Association:
Library Service for Children Summer Reading Booklist

Goodreads.com:
The Next Generation of Children’s Classics

The Washington Post:
Kids and Summer Reading: A How-To-Guide 

Mrs. Gray’s Blog:
http://ever-readinglibrarian.blogspot.com/


Mr. Brennan would also like to encourage students to Read Anywhere this summer, and to send a photographs of reading somewhere unusual this summer to LSFN@stab.orgClick here to dowlnload a flyer about Read Anywhere.

 

For Grades 5-8

  • To develop the habit of reading, students are expected to read a minimum of three hours per week. They may draw their reading from a variety of sources of their choosing (e.g., books, newspapers, magazines, journals, essays, and poetry).
  • At the beginning of the school year, students will be asked to respond to their summer reading experience from a list of options provided by the teacher.
  • Students will keep a log of their summer reading. Click here to download the log.
  • Please click here to view the Summer 2014 list of suggested titles.
  • Suggested website booklists:

American Library Association: Library Service for Children Booklistshttp://www.ala.org/alsc/booklists

Carnegie Library: http://www.carnegielibrary.org/teens/books/showbooklist.cfm?catid=6&list=middlereaders

Newbery Book Award Lists: http://www.ala.org/alsc/awardsgrants/bookmedia/newberymedal/newberyhonors/newberymedal

The Next Generation of Children’s Classics (Books published in the last fifty years that are destined to become classics): http://www.goodreads.com/list/show/1203.The_Next_Generation_Of_Children_s_Classics

Popular Middle School Bookshttp://www.goodreads.com/shelf/show/middle-school

Boys Readhttp://www.boysread.org/books.html


Mr. Brennan would also like to encourage students to Read Anywhere this summer, and to send a photographs of reading somewhere unusual this summer to LSFN@stab.orgClick here to dowlnload a flyer about Read Anywhere.

 

For Upper School

Summary of Summer Reading Requirements for Upper School English Classes: 

  • For each English course in the Upper School, students will read two or three common books. (see list below)
  • In addition to these common books, students should read at least two other books of their choice.
  • To develop the habit of reading, students should try to read on a daily basis.
  • Over the summer students are welcome to start reading for the 2014-2015 Renaissance Reading program. Athough the required reading assigments below do not count towards this program, students are encouraged to choose their independent reading from the 2014-2015 Renaissance Reader List that contains current faculty suggestions.


For rising freshmen: 

  • The Journey of Ibn Fattouma by Naguib Mahfouz
  • Fahrenheit 451 by Ray Bradbury 

For rising sophomore English:

  • I am Mahala by Malala Yousafzai 
  • V for Vendetta by Alan Moore
  • Night by Elie Wiesel

For rising sophomore Humanities:

  • Persepolis by Marjane Satrapi
  • Siddhartha by Herman Hesse
  • The Catcher in the Rye by J.D. Salinger

For rising juniors in American Studies and Honors American Studies:

  • Into the Wild by Jon Krakauer
  • The Great Gatsby by F. Scott Fitzgerald
  • The Crucible by Arthur Miller

For rising seniors in English 12:

  • Never Let Me Go by Kazuo Ishiguro
  • This Boy’s Life by Tobias Wolff

For rising seniors in Honors English 12:

  • Never Let Me Go by Kazuo Ishiguro
  • The Intuitionist by Colson Whitehead 
All ESL Students:
  • Fahrenheit 451 by Ray Bradbury 
  • Read and complete exercises through Chapter 10 in How English Works by Ann Raimes
     

Summary of Summer Reading Requirements for Advanced Placement (AP) classes:

AP Biology

  • Read the first 5 chapters in Biology text: Campbell Biology (9th Edition)


AP Chemistry

American Studies/AP United States History Exam
  • Students wishing to prepare for the AP US History exam out of American Studies should read Chapter 1 in Give Me Liberty: An American History and write a one page summary of the chapter. Summary must be a full page and include at least five key points; you must also include analysis of why these five points are significant.
     

AP French Language and Culture

  • Please click here to download the summer reading assignment.


AP Latin

  • Please click here to download the Essential Vocabulary List (required on DAY 1).
  • Please click here to familiarize yourself with the required readings, grammar, and rhetorical devices for the AP Latin course according to the College Board. 


AP Spanish Language

  • Please click here to download the summer reading assignment.



 

Why We Ask Our Students to Read

One of the goals of summer independent reading at St. Anne’s-Belfield School is to create for students an opportunity to make reading a rich, positive, and enjoyable experience. To achieve this goal, students must first get into – or not fall away from – the habit of reading. We believe students should be encouraged to follow the interests and passions they have developed over the course of their lives. In addition, they should be encouraged to read widely, both to explore new territory and to encounter minds and worlds they might not otherwise have sought out on their own.

In The Power of Reading, Stephen Krashen reviews research on reading going back over 100 years. He reports that in study after study the research is consistent on one thing: when students are engaged in free voluntary reading—that is, when they have choice over the material they select—the benefits are profound. He concludes that such students will “acquire a large vocabulary, develop the ability to understand and use complex grammatical constructions, develop a good writing style, and become good (but not necessarily perfect) spellers.” In addition, “their reading comprehension will improve, and they will find difficult, academic-style texts more comprehensible. Their writing style will improve, and they will be better able to write prose in a style that is acceptable to schools, business, and the scientific community.” Perhaps most importantly, these benefits accrue to students no matter what reading material they select. The significant variable is their development of the habit of reading. The goal is for reading to become a natural rather than an alien activity for students. If this habit develops, there is a far greater likelihood that students will associate reading with pleasure rather simply with academic obligation.  


Body. Mind. Heart. Soul.

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