Literature for Pleasure at CMS


Literature for Pleasure

Welcome to the Literature for Pleasure elective at Cupertino Middle School. The L4P curriculum is designed to motivate and encourage a lifelong love of reading! Share your love of reading with your teacher and your classmates. New and exciting titles arrive throughout the year. Not a reader? This class is for you, too! So many fun titles, graphic novels and kindle titles are available to make reading more fun than it has been for you in the past. When you read for pleasure, your ability and interest in reading will improve overall.





CLICK HERE to see class titles (All books with call numbers L4P live in room 50)


CLICK HERE to suggest new books for our class.


CLICK HERE to vote for Semester 1 movie.



TO USE THE E-SHELF (Quickguide):

You can use any electronic device that has access to the internet.

  1. LOG on to the CMS E-shelf: CLICK HERE Open your account:
    Username = your student or faculty number
    Password = your last name You are in the CMS E-SHELF!




BROWSE for Good Books:

Use this link to check out GOOD READS LISTOPIA of the best new Young Adult Novels.




Benefits of Reading for Pleasure:

Research indicates ... that many students do not choose to read often or in great quantities. In recent years scholars from a variety of disciplines have studied the amount of time students choose to read and the effect of literacy on cognitive functions. In a series of studies involving hundreds of students, Morrow and Weinstein (1986) found that very few preschool and primary grade children chose to look at books during free-choice time at school. Greaney (1980) found that fifth-grade students spent only 5.4 percent of their out-of-school free time engaged in reading, and 23 percent of them chose not to read at all. Anderson, Fielding, and Wilson (1988) found that students spend less than 2 percent of their free time reading. Furthermore, as students get older, the amount of reading they do decreases.


Scholars from a variety of disciplines have attempted to specify the effects that reading has on cognitive functioning. Spurious correlations may arise because literacy levels correlate with many other desirable behaviors. It is well known that exposure to print is a good predictor of spelling, vocabulary knowledge, and general world knowledge. Even when the variance attributable to general ability and phonological decoding are controlled, measures of exposure to print correlate significantly with spelling, vocabulary, verbal fluency, and general information.  (AMERICAN ASSOCIATION OF LIBRARIES) READ MORE>>


Reading as a teen leads to success. When teens read more than just their classroom assignments, research clearly shows that they generally do well in school. First of all, the extra reading expands their vocabularies. It also shows them how different writers put down their thoughts leading to better writing skills. And teens who read more serious literary works gain skills in handling complex ideas. The more teens read, the more information they pick up. This leads to a solid core of knowledge that is useful in a wide variety of classes. (FAMILY EDUCATION MAGAZINE) >>READ MORE>>