The most important statement in the chapter: (pp. 120) Effective teachers . . . do more writing and reading of whole texts and spend little time on 'stuff' - activities about reading and writing. Good readers read and good writers write. Maybe we do spend too much time on "stuff", which robs us of time we could spend reading, writing or talking about what we're reading and writing. Could it really be that simple? Read more and write more?
This chapter has kept me thinking since I read it several weeks ago. If we should have our students read and write more, then why am I spending so much time trying to create activities that are engaging? Is the author suggesting that the acts of reading and writing will engage students at a level that both satisfies their hunger for interesting learning activities and provides a platform from which I can teach necessary skills? It seems too simple . . . but on face value, the notion has merit. Routman proposes a few great ideas by which to increase time spent on reading and writing. (Summary Writing pp. 127, Book Reviews pp. 132, Note-Taking pp. 133, and Writing in Guided Reading Groups pp. 134) Spend more time on reading and writing - this is something I'm going to try.
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2 comments:
I share your thoughts here, Kris, but wonder how to grade this writing. Because not only do we try to engage the students in activities, we also have to give grades to show students and parents. Grading writing is so subjective.
Kris,
I do believe the acts of reading and writing can be the actual engagement research suggests students need to learn. Some of the suggestions for writing I would like to try. I think having students write book reviews would help teach the skill of concise writing and summarizing.
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