Summer Independent Reading 2013

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Summary of Summer Reading Requirements

For Lower School

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. As your child reads over the summer, please enter each title on the attached book log. This log should be returned to your child’s teacher during the first week of school in August.


For Middle School

  • 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 2013 list of suggested titles.
  • Suggested website booklists:

American Library Association: Library Service for Children Booklists

Carnegie Library:

Newbery Book Award Lists:

The Next Generation of Children’s Classics (Books published in the last fifty years that are destined to become classics):

Popular Middle School Books

Boys Read


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 2013-2014 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 Summer 2013 Renaissance Reader List that contains current faculty suggestions.

For rising freshmen:

  • In the Time of Butterflies by Julia Alvarez
  • The Maltese Falcon by Dashiell Hammett

For rising sophomores:

  • V for Vendetta by Alan Moore
  • Persepolis by Marjane Satrapi
  • Night by Elie Wiesel

For rising juniors in American Studies and Honors American Studies:

  • Zeitoun by Dave Eggers
  • The Great Gatsby by F. Scott Fitzgerald
  • The Crucible by Arthur Miller

For rising juniors in Honors English 11:

  • Billy Budd by Herman Melville
  • The Adventures of Huckleberry Finn by Mark Twain

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
  • Possession by A. S. Byatt 

AP Biology

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

AP Chemistry

  • Please click here to download the summer reading assignment.

AP European History

  • Please click here to download the summer reading assignment.

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 for the required summer reading assignments, grammar, and rhetorical devices according to the College Board. 

AP Spanish Language

  • Please click here to download the summer reading assignment.

AP US History

  • Mayflower by Nathaniel Philbrick.  Click here to download the complete assigment. 


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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