Subject: “Less is More” Book Review This is the first post from the Mosaic Professional Book Review Team on the book "Less is More: Teaching Literature with Short Texts - Grades 6-12" by Kimberly Hill Campbell published by Stenhouse: http://www.stenhouse.com/0710.asp.
As a coach in a K-8 building, writing a curriculum for the upper grades, specifically 6-8, that is workable and meaningful has been a challenge. The reading of "Less is More" couldn’t have been more timely. Fitting all the components of balanced literacy into the confines of a middle school ELA program is difficult at best. Consider the flexibility of an elementary school classroom. Yes, we have a plan in mind for when to teach reading, writing, social studies and such, but having our students in front of us all day allows us to maneuver when we need to. And then consider the strict time constraints that middle school teachers have to deal with…another story all together. Kimberly Hill Campbell suggests using short texts to teach reading and writing, and further use them as vehicles for word work and grammar. The length of the text allows for an easier flow, and gentler transition from one branch of literacy curriculum to another. In addition, exposing your students to a wider variety of genres becomes more feasible. They will read and learn about many genres, and in doing so, they will be able to experience them as a writer as well. For example, with short texts as mentors for essays, students will have the time to read many essays by many authors. The knowledge that they gain from each of these authors will be used as they, themselves, become writers of essays. In addition to essays, Campbell walks us through short stories, memoir, poetry, children’s literature and picture books, and graphic novels. The first chapter makes a case for the use of short texts. Among her reasons, Campbell mentions the wide range of available short texts, the ease for differentiation of instruction, the beauty of their use as writing mentors, the relevancy and connection to adolescents’ lives, the designing of meaningful units, the teaching of strategies and the metacognitive process with short texts and using texts that are accessible. Each of the chapters that follow is devoted to one of the genres mentioned above. After a short introduction, Campbell breaks the genre down into its components and/or possible teaching points and suggests teaching strategies and supporting short texts. The first chapter is rich with rationale. I found it helpful to go back to chapter one repeatedly so as to reground myself with the big picture. This was good for me as a reader; perhaps it will be a useful strategy to other. This book is a superb source for high school teachers, and a good one, as well, for middle school teachers. I read this with a watchful eye, hoping to be able to find its place for elementary school. The text titles suggested are sophisticated in all chapters, except poetry and children’s literature, where the reader will find some less challenging offerings. However, the strategies can be used in almost any grade, leaving it to the lower grade teachers to find their own text choices. The poetry chapter, especially, is suitable for almost any level. My recommendation is to put this on the shelves in secondary classrooms. It is extremely readable and practical and a source that should be considered a must-read for teachers of grades 6 through 8. In closing…..I LOVED IT!!! _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
