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Chesterfield County Public Schools Vision. In 2012, we envision that every Chesterfield school will be a thriving, dynamic and inspiring educational environment that produces self-directed learners and stimulates citizens of all ages to trust in, invest in and benefit from public education. Mission. The mission of Chesterfield County Public Schools is to work in partnership with students, families and the community to ensure that each student acquires the knowledge, skills and core values necessary to achieve personal success and to enrich the community. Goals. The Design for Excellence six-year strategic plan illuminates the path to achieving the School Board’s vision: Goal 1. Academic excellence for all students Goal 2. Safe, supportive and nurturing learning environments Goal 3. Knowledgeable and competent teachers and administrators Goal 4. Community investment in schools Chesterfield County School Board Dianne Pettitt, Chair, Clover Hill District Marshall Trammell, Vice Chair, Bermuda District David Wyman, Dale District Omarh Rajah, Matoaca District Patricia Carpenter, Midlothian District Superintendent Dr. Marcus Newsome Division of Instruction Dr. Dale Kalkofen, Assistant Superintendent for Instructional Support Donna Dalton, Director of Curriculum and Instruction Randi Smith, Instructional Specialist for Secondary Language Arts Johanna Burks, Instructional Specialist for Elementary Language Arts published for summer 2008 ♦ written by Randi Smith Chesterfield County Public Schools does not unlawfully discriminate on the basis of sex, race, color, age, religion, disability or national origin in employment or in its educational programs and activities. For more information, go to chesterfield.k12.va.us.

presents

Summer 2010

Summer Reading Journal Keeping students engaged and

connected through reading

This Reading Journal belongs to:

______________________________

CHESTERFIELD COUNTY PUBLIC SCHOOLS

DIVISION OF INSTRUCTION

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Table of Contents

Message for Students & Parents 3

Reading Goals 4

Reading Log 5

Reading Activity Pages 10

Final Reflection 5

Suggested Reading Lists 26

Suggested Strategy Activities 28 Questioning 28 Making Inferences 29 Making Predictions 30 Clarifying 31 Using Context Clues 32 Drawing Conclusions 33 Making a Connection 34 Recognizing Author’s Purpose 35 Comparing & Contrasting 36 Visualizing 37 Summarizing 38 Elaborating 39 Additional Resources/Booklists/Activities 40

Summer Reading Research 41

Parent Tips 42

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Parent Tips for Summer Reading

• Relax the rules for summer. During the school year, children have busy schedules and often have required reading for classes. Summer is a time when children can read what, when, and how they please. Don't set daily minute requirements or determine the number of pages they should read. Instead, make sure they pick up books for fun and help find ways for them to choose to read on their own. You may even want to make bedtime a little bit later if you find that your child can't put down a book.

• Have plenty of reading material around. Storybooks aren't the only thing that kids can read for fun. Be sure to have newspapers, magazines, and informational material on hand that might spark the interest of a young reader.

• Use books to break the boredom. Without the regular school regimen, adults and kids need more activities to fill the hours. Books that teach kids how to make or do something are a great way to get kids reading and keep them occupied. Don't forget to take your kids' favorite reading series along on long road trips.

• Read aloud with kids. Take your children to see a local storyteller or be one yourself. The summer months leave extra time for enthusiastic read-alouds with children no matter what their age. Don't forget to improvise different voices or wear a silly hat to make the story that much more interesting!

• Read a book about reading to your kids! Reading aloud to your children is a gift! Learn the importance and the benefits of this gift by reading Jim Trelease’s The Read- Aloud Handbook: Sixth Edition. You can also get helpful tips at http://www.trelease-on-reading.com/.

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Parent Tips for Summer Reading

• Combine activities with books. Summer leaves lots of time for kids to enjoy fun activities, such as going to the park, seeing a movie, or going to the beach. Why not also encourage them to read a book about the activity? If you're going to a baseball game, suggest your child read a book about his or her favorite player beforehand. In the car or while enjoying a hot dog, you'll have lots of time to talk about the book and the game.

• Visit the library. If your child doesn't have a library card, summer is a great time to sign up. In addition to a wide selection of books to borrow, many libraries have fun, child-friendly summer reading programs.

• Lead by example. Read the newspaper at breakfast, pick up a magazine at the doc-tor's office, and stuff a paperback in your beach bag. If kids see the adults around them reading often, they will understand that literature can be a fun and important part of their summer days.

• Talk it up. Talking with your kids about what you have read also lets them know that reading is an important part of your life. Tell them why you liked a book, what you learned from it, or how it helped you -- soon they might start doing the same.

• Help kids find time to read. Summer camp, music lessons, baseball games, and videos are all fun things kids like to do during the summer. When planning summer activities with children, remember to leave some time in their schedules for reading. Some convenient times may be before bed-time or over breakfast.

• Bring an audio-recording of your favorite books on long car trips!

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A Message for Students and Parents

Dear Chesterfield County Students and Parents, Summer break brings many opportunities for each of us to experience new adventures and reunite with family and friends, as well as time to relax and remove ourselves from the pressures of schoolwork and homework deadlines. Summer is also an important time for us to enhance our learning opportunities and build positive, personal habits, such as the habit of reading for pleasure. This is the time of year for taking advantage of opening a good book of your choice, reading it, and sharing what you find inside the book with each other, your friends, and in your reading journal. Chesterfield County Public Schools is committed to helping each student succeed in achieving his or her goals. Obtaining goals is often dependent upon our abilities to read and engage in the world of text. In fact, there is research that supports many benefits of summer reading, including improvement in schoolwork and a higher self-esteem. In order to help students continue with their reading success, we’ve created the Chesterfield County Public Schools’ Summer Reading Journal. In this journal, you will find ideas to make reading exciting throughout the summer, booklists of award winning titles that will hook your attention, and activities that you can complete in a reading notebook and turn in to your English/language arts teacher when you start the new school year.

This summer is certain to be a memorable time for you. Whether you are headed to the beach, to summer camp, or spending time at home with your family and friends, remember to take the time to do something positive for yourself – read!

Sincerely,

Dr. Marcus J. Newsome Superintendent

Dr. Dale C. Kalkofen Assistant Superintendent for Instructional Support

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Setting Your GOALS for Summer Reading

I will…

• conference with my language arts/English teacher about my reading goals and strategy focus.

• commit to reading at least ___ minutes each week during the summer.

• read at least _____ books this summer.

• keep a log in my journal of dates, times and/or minutes I spend reading this summer.

• complete at least _______ of the listed activities in my reading journal this summer.

• create and complete _____ reading activities in my journal that are not listed on the activities’ pages.

• turn my “Summer Reading Journal” into my language arts or English teacher during the first week of school.

____________________________

(Student Signature)

____________________________ (Parent Signature) __________________________________ (Teacher Signature)

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Research Supporting Summer Reading

• “...children who read six books or more may improve or maintain their reading achievement. Those who do not read may lose as much as a year in their academic performance.” (Livingston & Kurkjian; 2006)

• “Of all the activities in which children engage outside of school,

time spent actually reading is the best predictor of reading achievement—the more students read, the better readers they be-come.” (Allington, 2006; Anderson, Wilson, & Fielding, 1988)

• “The value placed on literacy in the home, time spent reading with

children, and the availability and use of reading materials have been identified as important elements in children’s reading suc-cess.” (Snow, Burns, & Griffin, 1998)

• “More than three quarters (78%) of kids who report reading more books for fun during the summer “agree a lot” that reading during the summer helps them do better in school, compared to 35% of other kids.” (Yankelovich & Scholastic; 2006)

• “The benefits of reading are evidenced by the attitudes of high

frequency readers. Compared to others, they are more likely to have positive self-perceptions and to associate strong reading skills with future success.” (Yankelovich & Scholastic; 2006)

• “Kids who read more during the summer are more apt than others to perceive themselves as smart and good students.” (Yankelovich &

Scholastic; 2006)

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Additional Resources for

• Check out your local Chesterfield County Public Library for age appropriate book recommendations, as well as additional summer reading activities and events.

http://library.co.chesterfield.va.us/

• Talk to your school librarian about suggested readings and creative ways to demonstrate your reading accomplishments. School library websites can be accessed at:

http://chesterfield.k12.va.us/CCPS/schools/school_websites.htm

• Use the “Comic Creator” to create summaries or complete other activities. It can be found at

http://www.readwritethink.org/materials/comic/index.html

• Recommended reading lists and activities can be found on the following websites:

• http://www.thewritingtutor.biz/suggested_reading/APliteraturebyauthor.php (College Board List)

• http://www.bookwink.com • http://www.educationworld.com/a_curr/curr244.shtml • http://www.scholastic.com/summerreading/ • http://www.ala.org/ala/alsc/alscresources/summerreading/

recsummerreading/recommendedreading.cfm • http://www.rif.org/summer/ • http://www.readwritethink.org/beyondtheclassroom/

summer/ • Visit your neighborhood bookstore, or other area bookstores for

theme nights, book fairs, and summer reading activities.

• Tour the many historic landmarks and tourist attractions around the state, and pick up brochures, magazines, maps, and other literature to read and practice your reading skills.

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Reading Log Keep track of each time you read!

Date Minutes Title Pages Read

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Choose any of the activities listed below to complete in your Summer Reading Journal. Make sure you include the title, author, and page number (if referring to a particular event).

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Reading Strategy Activity

Elaborating Giving as much

information as possible so the reader is not

confused

K—2: Draw a picture of the main character in the center of your page. Find words in your story that gave you clues or information about what your character likes to do or the feelings your character experiences throughout the story. Write those words all around the picture of the character you drew.

3—5: Use your imagination and vivid adjectives to describe your most interesting character’s favorite foods. What is it about this character’s personality that makes you think these would be his/her favorite foods? List two or three foods, and write a sentence for each explaining why that food would be his/her favorite.

6—8: Look at what you know about the main character in your book. Using this information, what type of teacher would this character be: English, Math, Social Studies, Science, Art? What would his/her classroom look like? Write a brief paragraph identifying the type of teacher and explaining why this would be the best type of teacher for your character. Add extra details about this character’s classroom décor.

9—12: Write a diary entry as if you were one of the characters in the story. Write down events that happen during the story and reflect on how tand why they affected the character.

Sizzling Activity Suggestions To Heat Up Your Summer Reading

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Recognizing the Author’s Purpose

What the author is trying to teach you

during & after reading.

K—2: Look at the picture(s) on the first page of the book. Then flip to the end of the book and look at the last picture in the book. Write two or three sentences (your parents can help you write) about what you think you will learn by reading this book.

3—5: Before reading study the cover, the back-cover, and the pictures inside the book. Name three types of people who you think would want to read this book, and in two sentences for each person explain why s/he would want to read the book and what that person would hope to learn.

6—8: After reading your book, what do you think the author of the book feels is the most important part or point in the book? Write a sentence identifying that point. Then in three to four sentences explain why you believe this is the author’s purpose by using facts from the book to support your answer.

9—12: Your book has just been added to Oprah’s book club list. She invites you to showcase the book on her TV program. Her producer sends you the following talking point: • Why did you tell the story from this

perspective? • Why did you or didn’t you use

foreshadowing? • Why did you want to tell this story or write

about this topic?


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Visualizing Creating mental pictures of events, characters,

and the setting

K—2: Draw a new picture for your favorite part of the book you are reading. Make the picture represent the image that appears in your head when you hear the words of the story.

3—5: Choose a favorite scene that you would like to

recreate. Look through magazines, and find pictures that you can cut and paste in order to create a collage that represents your vision of the scene.

6—8: Choose a favorite scene from the book you are

reading, and make it a movie scene. Describe the location where you would film the movie. Include details about the condition of the location (dusty, dirt roads, foggy, etc.) Draw a picture to match your film-scene description.

9—12: Choose a favorite scene from the book you’re

reading, and write a description of a stage setting for the scene. What would the backdrop look like? What props would be needed on stage? Be as descriptive as possible, so a director could accurately recreate your scene.


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Comparing & Contrasting

Keeping track of how things are alike or

different when reading.

• Two or more different works

• Two or more different authors

• Two or more characters

K—2: Read two books that are written by the same person. Make a list of three things in each book that are the same (example: The characters are not people. They are bears), then list three things that are different.

3—5: Identify two characters in the book you are

reading. Give three examples of how these characters are alike and how these characters are different.

6—8: Read two books or articles that are about the

same topic. Identify information in each book that is the same, and identify information that is different OR read two books by the same author, and list things that are similar and things that are different in each book.

9—12: Read two books where the main character has

to make a difficult decision or choice. Write one paragraph that shows how the characters’ decisions and results were similar. In a second paragraph, explain how they were different.


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Student Activity Page Title: _________________________________ Author: _______________________________

Strategy Focus: _______________________________ Complete your activity here:

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Reading Strategy Activity Summarizing

Restating the main ideas, details, or

events in your own words

K—2: Draw a picture of what you believe to be the most important event in the story. Be sure to include the details of the event in your picture.

3—5: Find pictures, words, phrases, or headings in

magazines that you think relate to the main idea of the passage, chapter, article, or book. Glue the items on your journal page. Then in two or three sentences for each picture explain how it represents the main idea.

6—8 : Create a comic strip that captures the main

events of the passage, chapter, article, or book. Use at least four frames in your comic.

9—12: The events from your chosen reading have been

selected as the topic for David Letterman’s “Top 10 List”. It’s your job to create a “Top 10 List” of the ten most important events in the chapter, article, or book.


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Reading Strategy Activity Making a Connection

Tying what you read to your life or to what you

already know

• Text-to-Self connections

• Text-to-Text connections

• Text-to-World connections

K—2: Did a character in your book do something you have done? Did the character go somewhere that is like a place you have visited? Draw a picture of you doing this similar event or action, OR, draw a picture of the place you went that is like where your character went.

3—5: Did a character in your book do something you have

done? Did the character go somewhere that is like a place you have visited? Draw a picture of you doing this similar event or action OR draw a picture of the place that you went that is like where your character went. Write one or two sentences under the picture that describes the connection being made in the picture.

6—8: Think about two characters from two different

books, two characters from the same book or the same character who appears in two different books (ex. Harry Potter). What events, choices, or issues happen to these characters that are the same? In what ways are the methods the character uses to handle these events, choices, or issues similar? Write five to six sentences answering these questions.

9—12: After reading your book, review literature that

discusses current events (newspapers, news magazines/journals, etc.). Find a current event that is similar to an event or theme found in your reading. In two to three paragraphs, explain the current event and how this event is connected or similar to the event in your reading.


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Drawing Conclusions Gathering pieces of information, putting it all together, and then deciding what that information

means

K—2: Based on the information or events in your book, is there a picture missing that you could add? Draw a picture that you think should be added and write one sentence that tells why. Your parents can help you write.

3—5: Did your main character have to make a choice

or a decision? Write a sentence explaining that choice/decision. Then write two or three more sentence describing what events or pieces of information helped your character make his/her choice.

6—8: Think about a character who faced conflicts in

your book; then describe a survival kit of things that would fit into a backpack that would have helped your chosen character with his/her problem.

9—12: Draw a picture of the main character or the

antagonist, include in your picture at least three items that you associate with your chosen character. Under your picture, write a brief paragraph that explains the significance of each item that you associated with your chosen character.


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Reading Strategy Activity Using Context Clues Using the words or phrases around an unfamiliar word to

determine its meaning

K—2: Pick five words from your book with which you are not familiar. After reading the word and the words around the word, draw a picture of what you think each word means.

3—5: Pick five words from your book with which you

are not familiar . Write the word and the sentence that with which it is used. Under the sentence, draw a picture of what you think it means, and then write it in a new sentence.

6—8: Pick five or more words from your reading with

which you are not familiar. Write the word with a picture that represents the word’s meaning. Under the picture write a caption that uses the word in a new sentence. Then write a synonym for the word.

9—12: Pick five or more words from your reading with

which you are not familiar. Write the word, followed by the sentence from your book that uses the word. Draw a picture representing the actual meaning, new sentences using the word, along with a synonym and an antonym for each word.


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Clarifying Making the

information clear and understandable

K—2: List three things you learned by reading your book . These could be things you learned about the main character or things that are factual.

3—5: Identify the setting of your book . Then list three

words or phrases that prove your idea. 6—8: Identify the setting, main character, key events,

problem, and how the problem was solved in your story. Write one sentence for each, and use words or phrases from the book to demonstrate your point.

9—12: If your reading were made into a movie, what

would it be rated? Ratings are determined based on specific, clear information. Give your book a rating (G, PG, PG-13). After giving the rating, provide clear, understandable reasons why you chose the rating you did. Make sure you use examples from the selection.


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Making Predictions Using the

information in the text or pictures to

figure out the events that will happen next

or the outcome of the story

K—2: Make a new book cover. Draw a new picture for the cover of your book. Your picture should include clues that would help a reader predict what is going to happen to the main character or what the reader will learn by reading your book.

3—5: Objects-in-a-box. Choose five objects from your

room that would represent facts or events in your book. Draw each object and explain, in one sentence, how each object would help a new reader predict what they will learn by reading your book or predict what’s going to happen in the book.

6—8: First lines. Draw a line down the middle of your

journal page, making two columns. Skim through your book and write the first line in each chapter or in each section of an article in the left column. In the right column, across from each “first line” predict what will happen or what you’ll learn in that chapter or section based on the first line.

9—12: Write the next chapter or next discovery. Write

a new final chapter for your book that predicts the next event or how the factual information in your article will lead to a new discovery.


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Making Inferences Using the information

in the text (or pictures) that is

given to determine the point

K—2: Choose a favorite picture in the book you’re reading. Write one or two sentences describing (or have a parent write) what you think the picture is showing you.

3—5: Pick one word that describes the main character

in your book. Write the word and next to it describe an event that demonstrates the descriptive word you chose.

6—8: Choose three quotes a character made in your

book and write them. Under each quote explain in your own words what personality traits the quote reveals about your chosen character.

9—12: Consider some of the important decisions the

main character in your book had to make throughout the story. Describe the decision (what had to be decided, the decision that was made) and explain how the decision reflects the character’s personality.


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Questioning

Asking questions while you read

K—2: Look at the picture on the cover of your selection, make a list (or have a parent help you

list) the things you want to learn by reading this book.

3—5: Create a quiz for a friend to take while reading

your selection. Make a list of questions that begin with: Why…?How…?, Should….?, Would…?, Could…? and What if…?

6—8: Imagine you are the main character in your

book, or the scientist, the reporter, or historian uncovering the facts about your book’s topic. Answer the following questions while you read: If I were___ what would I do?; How is this like…?; How does this text relate to my life?; How does this relate to current events?

9—12: Imagine you are Oprah Winfrey or Dr. Phil

preparing to interview the protagonist, the antagonist, or the author of your selection.

Create a list of ten questions you would like to ask one of these people.

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Suggested Reading Selections

Additional titles and lists may be selected and provided by individual schools and teachers that will be included as part of their literary discussions and requirements for the first quarter. If your school’s language arts/English teacher has required reading selections and activities, completion of those reading requirements should take first priority.

Books for 6—8 • Blood on the River: James

Town 1607 by Elisa Carbone (Viking, 2006)

• Code Talker: A Novel About the Navajo Marines of World War Two by Joseph Bruchac (Dial, 2005)

• Day of Tears: a Novel in Dia-logue by Julius Lester (Hyperion, 2005)

• Free Baseball by Sue Corbett (Dutton, 2006)

• Ghost Girl: A Blue Ridge Mountain Story by Delia Ray (Clarion,2003)

• The Lightning Thief; Percy Jackson and the Olympians, Book One by Rick Riordan (Hyperion,2005 )

• Lizzie Bright and the Buckmin-ster Boy by Gary D. Schmidt (Clarion, 2004)

• The Sacrifice by Kathleen Benner Duble (McElderry, 2005)

• Shakespeare’s Secret by Elise Broach (Holt ,2005)

• Stanford Wong Flunks Big – time by Lisa Yee (Scholastic, 2005)

Books for 9—12 • Acceleration by Graham

McNamee (Random, 2003) • The Book Thief by Marcus

Zusak (Knopf, 2006) • Copper Sun by Sharon

Draper (Atheneum, 2006) • Elsewhere by Gabrielle Zevin

(Farrar, 2005) • Freaky Green Eyes by Joyce

Carol Oates (Harper, 2003) • Inexcusable by Chris Lynch

(Simon and Schuster, 2006) • Jason & Kyra by Dana David-

son (Hyperion, 2004) • Sleeping Freshmen Never

Lie by David Lubar (Dutton, 2005)

• Uglies by Scott Westerfeld (Simon and Schuster, 2005)

• Working Fire: the Making of a Fireman by Zac Unger (Penguin, 2004)

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Suggested Reading Selections

Books for K—2 • Bubba and Beau Meet the

Relatives by Kathi Appelt (Harcourt, 2004)

• The Dog Who Cried Wolf by Keiko Kasza (Putnam, 2005)

• Duck & Goose by Tad Hills (Random House, 2006)

• He Came with the Couch by David Slonim (Chronicle, 2005)

• Love and Roast Chicken: A Trickster Tale from the An-des Mountains by Barbara Knutson (Carolrhoda, 2004)

• Mrs. Watson Wants Your Teeth by Alison McGhee (Harcourt, 2004)

• Once Upon a Time, The End: Asleep in 60 Seconds by Geoffrey Kloske and Barry Blitt (Atheneum, 2005)

• Russell and the Lost Treasure by Rob Scotton (HarperCollins,2006)

• Terrific by Jon Agee (Hyperion, 2005)

• Three Pebbles and a Song by Eileen Spinelli (Dial, 2003)

Books for 3—5 • The Big House by Carolyn

Coman (Front Street, 2004) • Freedom on the Menu: The

Greensboro Sit-ins by Carole Boston Weatherford (Dial, 2005)

• John, Paul, George and Ben by Lane Smith (Hyperion, 2006)

• The Penderwicks: A Sum-mer Tale of Four Sisters, Two Rabbits, and a Very Interesting Boy by Jeanne Birdsall (Knopf, 2005)

• Project Mulberry by Linda Sue Park(Clarion, 2005)

• Ruby Lu, Brave and True by Lenore Look (Atheneum, 2004)

• Scarecrow and His Servant by Philip Pullman (Knopf, 2005)

• The Star of Kazan by Eva Ibbotson (Dutton, 2004)

• Three Good Deeds by Vivian Vande Velde (Harcourt, 2005)

• Whales on Stilts by M. T. Anderson (Harcourt, 2005)

Reading lists were generated from the 2007-2008 Virginia Reader’s Choice award winning selections. The Virginia Reader’s Choice books are selected based on literary merit. Since censorship is not part of this committee's function, there may be isolated words in some books that may be found objectionable to certain members of your community. Those individuals should select alternate books on the list.

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WHAT WAS YOUR FAVORITE READ? Title: __________________________________ Author: ________________________________

Explain what you liked best about this reading:

Reading Reflection • Did I reach my summer reading goals? _____________________

• What will be my reading goal for the year? _________________ _______________________________________________________

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