This thought from Serravallo has saved me from a bit of guilt, since there's a lack of writing about reading in my room. I've struggled with the practice, partly because I've never felt like my methods were adequate. I couldn't find a way to make the task feel authentic. I wanted it to mirror a real life process, and yet instead it felt like a school task which left me feeling uncomfortable about the whole thing.
Then there's the problem that Serravallo is referring to. Young blooming readers need to read, and they require a lot of it. As the author states, the actual task of writing is often a slow one for our youngest writers. To tag writing assignments on to reading can definitely result in less reading. Also, if not done correctly, the writing can feel like an assignment, and I worry that too much of that, especially for those who struggle, can result in negative feelings towards both reading and writing.
This is all simply food for thought for K-1 teachers. I'm not saying the practice is a bad one. In fact, Serravallo goes on to say that by the end of first grade it can be appropriate to occasionally engage the majority of students in the act of writing about their reading. In her opinion, it's not for every reader/writer though, and it's important to consider the frequency of use. Moderation is highly encouraged. I understand not everyone will agree with Serravallo or me on this issue. I'm only asking that we early elementary teachers continually reflect on the why and the how. It's hard to go wrong when those two words lead the way.
P.S. I do believe Kindergarten and first-grade students are writers. They can and must be writing every day for a sustained period of time.