Summer Reading Information

MCMCS Summer Reading 2017

Miami-Dade County Public Schools recognizes the importance of ensuring that students continue to strengthen reading skills and develop a passion for reading beyond instructional requirements. Experiences and current research support the idea that students who are actively engaged in reading throughout the summer demonstrate improved academic performance during the following school year. Cultivating pleasurable reading helps build reading skills and enriches students’ knowledge base. In addition, increased independent summer reading of both literary and non-fiction text helps prepare students to be successful in meeting the more rigorous Language Arts Florida Standards (LAFS).

Below you will find the required summer reading list by grade, as well as a collection of grade-appropriate activities to enhance your child’s summer reading experience. The activities are reflective of different learning style and several of them focus on higher-order tasks as required by LAFS.

Entering Kindergarten Nonfiction Fiction Animals Work by Ted Lewin We’re Going on a Bear Hunt by Michael Rosen

Entering Grade 1 Nonfiction Fiction Sing by Joe Raposo Click, Clack, Moo: Cows That Type by Doreen Cronin

Entering Grade 2 Nonfiction Fiction The Eye of the Whale: A Rescue Story by Jennifer O’Connell Officer Buckle and Gloria by Peggy Rathmann

Entering Grade 3 Nonfiction Fiction Bone by Bone: Comparing Animal Skeletons by Sara Levine Cam Jansen and the Green School Mystery by David A. Adler

Entering Grade 4 Nonfiction Fiction A Boy and a Jaguar by Alan Rabinowitz Tales of a Fourth Grade Nothing by Judy Blume

Entering Grade 5 Nonfiction Fiction The True Blue Scouts of Sugar Man Swamp by Kathi Appelt Bloomabiity by Sharon Creech

Activities for Students Entering Grades K-2

Below are the list of activities. Each student is to complete 1 activity per book read.  After reading a book select the 5 most important words in the book, and explain why these words are important to the main idea.  Draw a picture of your favorite page. Explain in writing why this page is your favorite. Use evidence from the text to support your answer.  Draw a map of the book’s setting. Explain the setting in two or three sentences below the picture.  Make a picture timeline of all the events in the book, labeling each of the events to provide facts, definitions, or important points taking place.  Make a poster about the book using one or two of the following media: finger paint, water colors, crayons, chalk, real materials. Write an explanation of your poster.  Rewrite the story or important events in a picture book form.  Create a puppet, finger puppet or draw a portrait of your favorite character. Write a sentence or two of what your character would say to the author.  Using a shoe box, create a diorama ( a three-dimensional scene which includes models of people, building, plants, and animals) of an important event in the book. Write a narrative recounting the event.  Write up another beginning and/ or ending for the story or event presented in your book. Include pictures/drawings.  Cut out magazine pictures to make a collage or poster illustrating the central idea or theme of the book. Add descriptive words to convey the central idea or theme of the book.  Make a mobile showing words, pictures or symbols of ideas, events or information presented in the book.  Draw a picture postcard to a friend giving reasons why they should or should not read the book.

Activities for Students Entering Grades 3-5

Below are the list of activities. Each student is to complete 1 activity per book read.  Using multimedia components (e.g., graphics, sound, visual displays) create a poster advertising your book so someone else will want to read it.  Create a dramatic monologue for a character in a specific scene. What are they thinking or feeling at that moment? Why?  Create a rebus summary (a summary that uses pictures to represent words) on one of the books you have read. Substitute pictures (that your draw or cut out) for some of the words you have used in the written summary of your book.  Draw a map of the book’s setting and explain how it contributes to the meaning, mood, tone, and beauty of the text.  Write a one page “pitch” to a producer explaining why the story or the concept would or would not make a great movie.  Draw a multi-colored movie poster for the book. Put usual movie information on it. (Who would you cast? Location, setting, etc.).  Create a collage with words and pictures around the central idea, theme or characters in the book.  Rewrite a scene and change the gender of the characters to explain how their traits, motivations, feelings and actions contribute to the scene.  Write a character diary, writing at least five journal entries as if you were the main character in the story. Write down events that happen and reflect on how they affected the character and why.  Choose a character. Write whether or not you would want him/her for a sibling, parent, or friend, (choose one) and explain why.  Design a T-shirt that promotes your book and write a jingle to sell it.  Create a Top Ten List in which you write and illustrate events, characters and ideas you have learned from the book.  Design a poster using multiple print or digital sources to advertise your book. Be creative…use details…elaborate…use color! Try to make it 3-D or movable.