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The Problem with Summer Reading

I imagine the only thing worse than being a kid with a summer reading assignment due in little more than a month is being the parent of a kid with a summer reading assignment due in little more than a month. Has the fighting begun? The daily reminders and the task-mastering and the endless, tedious, summer-joy sucking arguments? We might still have a good week or so before the upcoming school year reaches back into blissful summer time and asks, not kindly, how far along you are in your summer reading assignments.

I teach high school English in a town that has a mandated summer reading program. The program prides itself on being more progressive than most: students are allowed to choose their books, provided that those books are represented in the Accelerated Reader Program database. The kids keep track of how many “points” each book is worth, as determined by the program, and are asked to read a different number of points depending on what level of English they are enrolled in. Students in Standard English must read 10 points, Academic English students read 20, and Honors read 30. Point value is determined, as far as I can tell, by the number of pages. So this means that on average, students are asked to read somewhere between one and four books over the summer to meet the requirement.

Then comes September. We don’t quiz them on the first day, or even the first week, because everyone would fail. The policy is that the students have until the end of September to “finish” their summer reading, and by this date, must log into the software in their English teacher’s presence and complete the AR quiz on the books that they read. Most students use this time afforded to them to swap summaries of books with simple plots, to recall what books they might have read with their middle school English classes and never tested on, or to calculate how many three-point Dr. Seuss books they would have to test on to reach their assigned point value. Last year The Hunger Games movie was released, and about 50 percent of my students tested on that book. Students test every year on the Harry Potter books, because HBO runs the films for week-long stretches, giving kids every opportunity to get the plot down.

Watching them game the system, it seems it takes more work to successfully not read than it would to just pick up a book.

Yes, there are ways that I could crack down on the requirements and my watchfulness of their testing practices. But I can’t bring myself around to it. Summer reading assignments are a waste of time, and I’m a busy lady. Not only that, but focusing on the Accelerated Reader point values of books and testing the students on inane and helplessly specific plot points would fly directly in the face of all of the work that I am doing in September to teach my students about being readers.

I have some readers in my classes: they are the kids in September who couldn’t care less about the Summer Reading assignment. They’ll search through the database for two or three of the 10 books they read this summer, and test on those. They’ll do well enough, though they will often be frustrated to earn a 70 percent on a book that they read 100 percent of because they missed question 6: Couldn’t remember what color shoes the protagonist’s uncle bought him before moving away. For readers, AR will just be an annoyance, or at worst a source of unwarranted stress, because they already know how disconnected summer reading assignments are from the true motivations and rewards of reading.

But my non-readers. I’m spending September trying to teach them the practices of readers. I’m stressing the payoffs, I’m playing book matchmaker, I’m modeling my own practices and talking about my favorite books in my classroom library. I’m telling them how they were born with a love of reading, reminding them of The Giving Tree and The Very Hungry Caterpillar, and Captain Underpants, and telling them that school took this love of reading from them, killed it. And then, gritting my teeth, I’m reminding them that they have to complete their department-mandated summer reading assignment by September 28th.

Summer reading assignments and reading quizzes and book reports don’t teach our students how to be readers. They teach them that reading is a school-centered activity. That it is a chore. That they aren’t good at it if they can’t remember insignificant plot points. These assignments set students up to cheat, or to fail, and always to regard reading as a drag.

This is how we breed kids who say they “hate reading.” The very act itself. They don’t like the books they have been forced to read, and so they’ve written off the entire activity, as if being forced to eat their vegetables had driven them to swear off food entirely.

Summer reading assignments aren’t just ruining students’ last few glorious weeks of summer, aren’t just adding to the already arduous load of summer assignments from other classes and adding stress to what should be a period of freedom, aren’t just causing fights at the dinner table and taking away Xbox playing privileges. Summer reading assignments are killing a love of reading.

You read for its own sake. To learn, to travel, to be spooked or heartbroken or elated. To grow.And when you do this, when reading becomes something that you authentically value, you become a better reader and writer without even trying. You start to reach for more advanced reading material, inferring word meaning, connecting with characters and identifying their growth, interpreting nuances of meaning and symbolism with delight and awe. When you write, your sentence structure becomes more complex and sophisticated. You write with greater imagery. You take emotional risks, understanding that good writing is honest.

I know because I see it happen. When I take away book reports and reading quizzes, when I eliminate deadlines for finishing books and specific title requirements, my students are free to read books that they choose, and as the year progresses, they choose more and more and more.

“How are we being graded on this?” they ask, at the beginning of the year. “You get full credit just by reading,” I respond, and they stare at me confused for a second longer before shrugging and turning their eyes back to the page.

I don’t assign anything to reward or punish them for being readers. What I do, is assess their skills as the year progresses. That’s how I know that that when you read a lot of books you like, you become a better reader and writer without even trying. That’s how I know that my instruction meets the Common Core State Standards for Education without ever forcing them to read The Odyssey, or making them take a test on a book.

That’s why I don’t want anything to do with assigned summer reading.

In June of last year, my students wrote book reviews which I posted on my website organized by genre. Their classmates and my students who followed are able to reference this list for recommendations. This year, my students wrote letters to an author who influenced them. Almost all of the students were writing to an author of a book that they chose to read this year. Many of them were writing: “Your book is the first book that I actually read.” Or: “Your book taught me that I don’t hate reading.”

Because there were no reading deadlines, most of my students were in the middle of a book when the last day of school came around, and so summer reading was something that was just going to happen.

And what if it doesn’t? What if, after reading all year and understanding its value and feeling the sense of ownership that comes with making his own decisions about what he does and learns, a kid still chooses not to read a single book in July or August?

Like I said, I’m a busy lady. This is just not something I can get worked up over. I’ll catch you in September, and we’ll do it right.

Image Credit: Flickr/Martha W McQuade.

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