Lesson plan

Summer Reads

Get students excited for summer reading by creating some special “To Read” lists!
Need extra help for EL students? Try theReading GoalsPre-lesson.
EL Adjustments
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Need extra help for EL students? Try theReading GoalsPre-lesson.

Students will be able to identify some books they would like to read over the summer and explain why.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
EL adjustments
(5 minutes)
  • Call students together.
  • Explain to students that today you are going to be sharing one of your favorite books with them.
  • Read The Day the Crayons QuitBy Drew Daywalt.
(10 minutes)
  • Ask students if they liked this book and why. Explain to students that your favorite types of stories are those with imaginative creatures that make you laugh.
  • Suggest some different types of books that students might like and have them raise their hands if they enjoy listening to that type of book. (Examples might include: animal books, history books, rhyming books, books about holidays, etc.)
  • Pass out a piece of paper to each student and have them create a picture representing their favorite book.
  • Have students share these with the class and hang them in a visible location.
(5 minutes)
  • Give students another sheet of paper. Help students to write “I Want To Read:” at the top of the paper.
  • Explain to students that summer is coming up. Over the summer, they may need some ideas of books they would like to read. Today, they will have the opportunity to make lists in case they can’t decide what to read.
  • Explain to students that they can browse through the classroom book library and look at the pictures of their friends' favorite books for inspiration. They should do their best to write the names of several books they would like to read on their sheet and draw a picture to help them remember something about the book that made them want to read it.
(15 minutes)
  • While students are working, any adults in the room should be circulating, answering questions, and assisting students as needed.
  • Playing quiet music in the background can help to set a good working mood and keep conversations to a minimum.
  • Spreading out the classroom book library around the room can help to prevent clustering and congestion as students work.


  • Working with a partner can help to scaffold this activity.
  • Dividing classroom books into lots of subcategories can help to make it easier for students to find books that will appeal to them.
  • Offering books in students' home languages for students to consider can be beneficial to English learners.)


  • For students needing a greater challenge, in addition to book lists, send home lists of new sight words they can focus on over the summer.
(5 minutes)
  • Adults should take anecdotal notes about books students want to read and why. This knowledge can be used to motivate students to read in the future!
  • Notes can also be taken about students' ability to express why they like certain books and are interested in others to determine if the lesson’s objectives have been met.
(5 minutes)
  • Call students back together.
  • Ask students to share about their lists. Why did they choose the books they included?
  • End by encouraging students to set a goal for a number of books they would like to read over the summer. Have students write this number at the top of their lists as reading motivation.
  • If time allows, read one of your favorite books!

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