But we as teachers need students to read longer texts as well. Peter Brunn, the Director of Professional Development at the non-profit Developmental Studies Center (DSC) in Oakland, California, makes that point clear in a recent blog post.
He shares that he and his daughter have been reading Charlie and the Chocolate Factory before bedtime each evening. He doesn't think much about it until she brings up the story at breakfast one morning:
"You know daddy," she said, "he's got to find that ticket."
"Huh?" I said in a groggy, pre-coffee voice. "Why in the world do you think that?"
"I mean," she replied, "What's the point of writing the book if he does not find the ticket? I just wonder how it will happen. Charlie's family does not have money to go and buy more chocolate for him. But he's got to find that ticket. What is he going to do?"
As I've said in my workshops, that approach to reading is like roller skating through the Museum of Modern Art. I guess you see everything, but have you really seen anything at all?
(Although Peter blogs even less frequently than me, you can check him out and give some encouragement).
Image via Old Picture of the Day blog.