The first three chapters in Duke’s book, Reading and Writing Genre with Purpose in K-8 Classrooms, were very helpful. Duke suggests that teachers need to teach to write towards a real-world problem. This would give students’ writing a purpose instead of just giving filler assignments. Duke stated, “Teaching genre with purpose means creating compelling, real-world purposes for students to use genres and then providing instruction in genre features and strategies to serve those purposes” (Duke, 2012, p. 2). She also suggests that there is too much focus on standardized tests, and a classroom should invite reading and writing instruction.
Students are growing up knowing about genre from their TV shows, movies, and books. Teacher can merely reinforce genre and help widen the range of genres the students read and write about. Duke wrote that genre is in every piece of literature and has evolved throughout time. I believe students should be introduced to every kind of genre, so they are at least aware that different genres are out there. Duke recommends that a teacher change genres for different students. Not every student is on the same level, so not every genre would be appropriate for each student.
The Common Core standards state that students should learn and read from a variety of different texts to prepare them for college and careers. I like this standard because I believe students should be well versed in all types of genres. I enjoyed what Duke stated about narrative texts. “Rather than using narrative exclusively to dig into students’ personal pasts, these projects employ narratives for all sorts of other real-word purposes like sharing and comparing family cultural experiences and exploring the significance of events and places in the community” (Duke, 2012, p. 28). Finally, chapter three on procedural texts had good ideas about how to introduce them into your classroom. When I was in fifth grade, I had to present a procedural activity to my class. I taught my class how to set a table correctly. I remember going step-by-step, so my classmates were able to learn. I plan to use the techniques presented in chapters one through three to teach reading and writing with multiple genres.
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