Parents of young adolescents may encourage their children to read over the summer.  Students may visit the public library.  Students may avidly read independently.  To change this from may read to will read over the summer or will use the public library or will read several books, reading teachers, school librarians, and principals should develop a schoolwide plan that increases independent reading during the summer.  Reading practice helps ensure higher reading scores.  Lack of practice results in summer loss, especially among middle grades students.

      The following are some plans for middle grades schools to promote summer reading.  Schools may wish to use a combination of the suggested plans. 

      Plan A: Young Hoosier Book Award.  Purchase copies of the 2004-2005 YHBA books, and promote them to students in classes and the school library.  Work with public librarians to make certain they have copies of the books.  Provide a copy of the list of books to parents, so that they can help their children locate the books in a public library or purchase them in a bookstore.  Put a list of the books on the school Web site.  When school starts in the fall, display YHBA charts in classrooms or the school library and have students place a check mark by the books they have read.

      Plan B: Public Library.  Work with the local public library to promote summer

reading.  Help students obtain public library cards.  Have public librarians visit the school to talk about summer programs for young adolescents.  Plan a field trip to the public library.  If this is not possible, plan a meeting after school at the public library and encourage students to attend.

      Plan C: Book Discussion Groups.  Recruit students to participate in a book discussion group led by teachers or the school librarian at a public library.  Select the first two book titles, and encourage students to read the first book.  At the first meeting, discuss the first book, set the date for the next meeting, introduce the next book, and seek recommendations from the participants for the third book.

            Plan D: School List.  Work with teachers and students to decide on a list of five books that everyone should read over the summer.  Promote the five books in classrooms and the school library.  Ask the public library to purchase several copies of the books.  Ask the PTA to purchase additional copies of the books to be placed in the public library.  Find information about the authors, other books by the authors, and similar books written by other authors, and place this information on the school Web site.  At the beginning of school in the fall, have class discussions about the five books.

      Plan E: Individualized Summer Reading.  Prepare a summer reading booklet using copy paper.  Make sections for books, magazines, and newspapers.  Students write in date, material read, time spent, and comments.  Show students an example of what might be written.  Inform parents of the program, and encourage them to provide the opportunities and encouragement needed to increase summer reading.  Students turn in their completed booklets to teachers in the fall.  Examples are used in subsequent years, and students who kept good records are invited to share their results prior to the following summer.

      Plan F: Summer Reading for New Students.  Prepare a list of books for summer reading, and distribute and promote the list to students and parents at the orientation meeting for new students.  Have an older student stress the importance of summer reading.  Project on a large screen how to access the school Web site concerning the summer reading program for new students.  Invite a public librarian to explain how the public library will have programs and materials for use by students and how students can obtain public library cards.

            Don’t leave summer reading to chance.  Principals, teachers, and librarians should work together to make certain that summer reading is a high priority for middle grades students.  They should also promote the plan they choose with the school newsletter, the school Web site, posters, and the school sign, as well as by working with their local newspaper to provide an article about the school and its interest in summer reading.