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Devote time during your last weeks of school to promote summer reading by inviting students to create brochures and flyers that suggest books and genres for others to explore during the summer months. Rather than a teacher-centered requirement, summer reading becomes a student-driven exploration with brochures such as "Beach Books" and "I Know What You Read Last Summer: Great Suspense Novels." The lesson can be customized, if desired, to promote independent reading at any time of the year.
Devote time during your last weeks of school to promote summer reading by inviting students to create brochures and flyers that suggest books and genres for others to explore during the summer months. Rather than a teacher-centered requirement, summer reading becomes a student-driven exploration with brochures such as "Beach Books" and "I Know What You Read Last Summer: Great Suspense Novels."
The lesson can be customized, if desired, to promote independent reading at any time of the year. Create suggestions for reading over Winter holidays, such as a brochure titled "Books for the Snowbound," or on African American authors for Black History Month, such as a flyer on books that fit the theme "What's Civil About Civil Rights?"
Teachers may adjust the requirements for the brochure writing assignment to more closely match the writing applications benchmarks. (author/ncl)
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Career-technical teachers can promote reading by having students use the templates provided to share information about their reading plans. The interactive "printing press" available on this site could be used for quick, attractive publications on any topic.
Career-technical teachers can promote reading by having students use the templates provided to share information about their reading plans. The interactive "printing press" available on this site could be used for quick, attractive publications on any topic. Students could use the tools here to write summaries, reviews, and advertisements for career-related texts. (sec)
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| English Language Arts Standards |
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| Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard |  |
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| Grade Level Indicators (Grade 9) |
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| 4. | Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others). |
| 5. | Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task). |
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| Grade Level Indicators (Grade 10) |
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| 4. | Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others). |
| 5. | Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task). |
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| Grade Level Indicators (Grade 11) |
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| 4. | Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others). |
| 5. | Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task). |
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| Grade Level Indicators (Grade 12) |
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| 4. | Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others). |
| 5. | Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task). |
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| Writing Applications Standard | |
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| Benchmarks (8 - 10) |
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| E. | Write a persuasive piece that states a clear position, includes relevant information and offers compelling evidence in the form of facts and details. |
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| Benchmarks (11 - 12) |
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| C. | Produce functional documents that report, organize and convey information and ideas accurately foresee readers' problems or misunderstandings and that include formatting techniques that are user friendly. |
| E. | Use a range of strategies to elaborate and persuade when appropriate, including appeal to logic, use of personal anecdotes, examples, beliefs, expert opinions or cause-effect reasoning. |
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| Grade Level Indicators (Grade 9) |
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| 5. | Write persuasive compositions that:
a. establish and develop a controlling idea;
b. support arguments with detailed evidence;
c. exclude irrelevant information; and
d. cite sources of information. |
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| Grade Level Indicators (Grade 10) |
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| 5. | Write persuasive compositions that:
a. support arguments with detailed evidence;
b. exclude irrelevant information; and
c. cite sources of information. |
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| Grade Level Indicators (Grade 11) |
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| 3. | Write functional documents (e.g., requests for information, resumes, letters of complaint, memos and proposals) that:
a. report, organize and convey information accurately;
b. use formatting techniques that make a document user-friendly; and
c. anticipate readers' problems, mistakes and misunderstandings. |
| 5. | Write persuasive compositions that:
a. articulate a clear position;
b. support assertions using rhetorical devices, including appeals to emotion or logic and personal anecdotes; and
c. develop arguments using a variety of methods (e.g., examples, beliefs, expert opinion, cause-effect reasoning). |
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| Grade Level Indicators (Grade 12) |
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| 3. | Write functional documents (e.g., requests for information, resumes, letters of complaint, memos, proposals) that:
a. report, organize and convey information accurately;
b. use formatting techniques that make a document user-friendly; and
c. anticipate readers' problems, mistakes and misunderstandings. |
| 5. | Write persuasive compositions that:
a. articulate a clear position;
b. support assertions using rhetorical devices, including appeals to emotion or logic and personal anecdotes; and
c. develop arguments using a variety of methods (e.g., examples, beliefs, expert opinion, cause-effect reasoning). |
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| Standards for the English Language Arts |
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| Range of materials and purposes for reading | |
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| Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. |
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| Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. |
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| Write, speak, and visually represent to create text | |
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| Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. |
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| Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. |
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| Purposes for using spoken, written, and visual language | |
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| Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. |
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| Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). |
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| RESOURCE TYPE |
| Instructional Resource |
| PRACTICE LEVEL |
| Best Practice |
| STANDARDS ALIGNMENT |
| Grades 9 - 12 |
| CAREER FIELDS |
| General Career Skills |
| TOPICS |
English Language Arts --
Reading;
Independent Reading;
Writing;
Writing Applications;
Writing Process;
Literature |
| OHIOWINS TOPICS |
Writing Applications;
Persuasive Writing |
| FOUND IN |
AdLIT
Standards First
OhioWINS |
| KEYWORDS |
summer reading lists;
functional documents;
book reviews;
persuasive writing |
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Author: Traci Gardner
Publisher: IRA/NCTE
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