Summer Reading Plans

I currently have 132 books on my to be read list. I am hoping to tackle about 50 or so of these books this summer. I think I will be sticking to a variety of book series, and finishing book series that I have begun. I want to read diversely this summer, but I predict I will stick mostly to fantasy books. I also want to do the book a day challenge. My sister is going to be having a baby boy in May, and I am going to read a lot of books to my new nephew. He is going to have a library of children’s books to read, so I am sure reading these will stack up my book a day count.

Here is a list of some of the books I want to read this summer: Glass Sword by Victoria Aveyard, Geek Girl and Model Misfit by Holly Smale, Half Bad, Half Wild, and Half Lost by Sally Green, Into the Dim by Janet Taylor, Rot and Ruin series by Jonathan Maberry, Ashfall series by Mike Mullin, Wintergirls by Laurie Halse Anderson, Chaos Walking series by Patrick Ness, The Strange and Beautiful Sorrows of Ava Lavender by Walton Leslye, I’ll Give You the Sun by Jandy Nelson, Carry On by Rainbow Rowell, The Raven Cycle series by Maggie Stiefvater, The Fifth Wave by Rick Yancey, and Firebird series by Claudia Grey.

I will also be trying to keep up with the latest YA trends this summer by remaining on social media. I will use twitter to keep up with the latest book trends, and to find new ideas for books to read. I will continue to use goodreads to keep up a to be read list. I will look into my favorite authors, and read books of theirs that I have not read.


Penny Kittle’s Book Love

Chapter 8 of Book Love by Penny Kittle begins with Kittle telling the reader about the big idea book in her classroom. She gets a bunch of cheap notebooks, and puts major book themes on each of the notebook covers including love, death, coming of age, fate, and etc. Kittle encourages her students to read a variety of books, and write about the books’ themes in the notebooks. She keeps the notebook through the years, so that students, and herself, may make connections between books that other students have read. I really liked the big idea book, and I think it is a great way to encourage students to write about what they have read.

Next, Kittle writes about giving the books that her students’ read an order. This does not mean that Kittle gives her students a list of books to read in order. Her students get to choose their own books. At the end of each quarter, the students put their books in order from hardest to read to easiest to read and give an explanation as to why they put the books in that specific order. This is a good way to know what kind of books are easy/hard for your students, and to get your students to think about their own reading and comprehension.

Kittle also has her students determine their reading rate for each quarter, and write mini-reviews of their favorite books. The most important thing Kittle does for each quarter is have their students set their own reading goals. A student is more likely to want to reach their reading goal if they can set the goal themselves. Kittle encourages teachers to have their students write about their reading, and I agree that this is the best way to have students engage in a piece of writing. A teacher can read the student’s writing about the book to see if the student comprehends the reading.

I really enjoyed reading chapter 9 of Book Love by Penny Kittle. In chapter 9, she discusses the ways that standardized testing isn’t helping students to become readers. Standardized tests push speed reading onto students. Students are asked to read a paragraph or two of text very quickly, and they are expected to comprehend the quickly read test enough to answer the question. Students should be able to read at their own pace in order to encourage an understanding of the reading. Kittle goes on to list the many reasons why standardized tests aren’t teaching our students to be good reader or to love reading. She gives a few things that she does recommend for assessment of reading including student writing reflections about the books, portfolios of student’s reading, and plans and suggestions for the student’s reading given to each new teacher. I agree that standardized tests do not encourage a comprehension of the text. I think the best way to assess students’ reading and comprehension is to discuss the books with the students or have the students write about the reading in a reflection.

1-2-3 Predict for Crank by Ellen Hopkins

Crank by Ellen Hopkins


This is an important part because, while visiting her father, Christina meets Adam/Buddy for the first time and she meets the monster, crank, for the first time. She falls in love with Adam while under the influence of the monster.


Christina leaves her father, and returns to Reno and her mother’s house. This is an important part because Christina finds the monster again when she meets Chase and Brenden. Both of the boys do monster with her. Brenden wants to have sex with Christina, and only stops from forcibly having his way with her because she says she is a virgin. Chase seems to really care about Christina, but he isn’t happy when he finds out that she is with Brenden.


After riding with the monster for a few days and then trying to go to the first day of school, Christina realizes that she has started down a bad path. She vows to be a good member of her family, go to school, do her schoolwork, and stay away from the monster. Things go good for a while, and she is getting into the rhythm of school, but the monster is always on her mind.


I predict that Christina will not keep her vow. I think she will go back to the monster, and lose her virginity to Brenden. The monster will make Christina abandon her schoolwork and her family.





1-2-3 Predict

Miss Peregrine’s Home for Peculiar Children by Ransom Riggs.


This event was important because Jacob find his grandfather dead in the woods. Jacob was very close to his grandfather. This is also the point in the book where Jacob first sees the monsters that hunt and kill peculiar children. When Jacob sees the monster, he knows his grandfather wasn’t lying about his past, but, as time goes on, Jacob gets convinced by his parents and therapist that he imagined the monster. Jacob also hears his grandfather’s last words and clues that leads him to the peculiar children at this time.


This event was important because it is the first time that Jacob goes into the loop. Jacob sees a girl and chases her into a bog. The girl goes into a hole in the rock in the bog, and Jacob follows. Jacob find himself in the past after he passes through the hole in the rock. Jacob meets the peculiar children and Miss Peregrine after entering the loop. He also learns about the monsters, hollows, and about his peculiarity after entering the loop.


This event is important because a hollow is after the peculiar children. Miss Peregrine’s children have been safe inside their loop for a long time, but a hollow is now on the island. Jacob and a few of the other peculiar children leave the loop to find Jacob’s father and stop him from getting hurt. The wight, a human-ish version of a hollow, and a hollow are waiting for the children. I am to the point in the book where the children are running through the village in the present away from the hollow.


I predict that Jacob will end of staying with the peculiar children in Miss Peregrine’s home.  Jacob no longer has a home in the present, and he feels the need to protect the peculiar children. Jacob has finally realized that there are extraordinary things in the world, and he wants to live in the peculiar world. The children will escape or kill the hollow and return to the loop. I predict that the book will end happily; however, I do know that there are other books in the series, so I might be wrong about the ending. This is an awesome book!

Making Readers

Featured Image by Hazel Marie

“Aim Higher: A Case for Choice Reading,” by Amy Rasmussen had many important points for teachers. Students learn how to read and write by reading and writing. Student will be more interested in reading if they are able to choose books that interest them. It is easy to know whether students are reading books if you have discussions about the book with them; do not lecture, but talk to the students about the books. Students will be more inclined to read more difficult books if they can build up their confidence with reading by choosing books they want to read. Students will work up to reading harder books as they build their reading ability. Teachers have to encourage students to become lovers of books, not discourage them by forcing books the students do not like into class.

I disagree with Jim Bailey in “Curing the Reading Germ” about Accelerated Reading. I think the AR program in my school encouraged me to read more books. I wanted to go on the trips that came with meeting my goal! We took short tests that determined our reading ability, so that we could stick to books around the reading level. The teachers and librarians always encouraged us to read whatever we wanted at whatever reading level. I read a lot at first because I wanted to win the field trip that came with meeting my AR goal, but I kept reading because I liked to read. We got easy goals, so I would set higher goals for myself. I can understand why AR could cause students to dislike reading. Students only get to read certain books, and then they do not keep reading after reaching the goal. It is something that is required, which automatically makes students adverse to it. I liked the AR program; however, I also remember a lot of people cheating their way through the tests. Group discussions, reading conferences, or book trailers are better ways to know that students are reading and understanding the books.

I loved reading “Raising Students Who Want to Read” by Hunter. I agree that we need to move from giving students extrinsic motivation to giving students intrinsic motivation for reading. Teachers need to encourage students to read because they enjoy reading, not so that they can go on a field trip. Allowing students to choose the books that they read can build a love of reading and intrinsic motivation for reading. Teachers must give students a wide variety of books to read so that they can find something that interests them. Teachers must understand students interests and reading ability. Students must be encouraged to discuss the books they are reading. Students hardly ever get a sense of autonomy in the school setting. They have to ask to go to the bathroom; they are told when to eat. They cannot talk without asking. Allowing the students to choose what they read will empower them because it gives them a little control in their education.