I've not been able to get a copy of the "Less is More' book as yet as I am teaching overseas but am following the discussion with interest. And, this really links into another discussion about 'internet' reading. Maybe my view is simplistic, but, isn't it about teaching the skills, having the students make the connections, text to self, text to world, text to text in terms of teaching comprehension skills and then from there, can't we progress from the short, but powerful text, the short story, the wonderful piece of non fiction to literature studies. Our kids are bombarded with 'the quick and the fast'. The internet, the video games, the TV. There is a part of me which believes (and that's with 28 years of teaching experience) that we have to move and take some direction from the direction our students are going in. Doing this, we can engage them, teach skills, develop comprehension and yet still find time to focus on the elements of literature and those novels we hold so close or are bound to teach. We are competing against a 'fast world' and whilst we don't have to take the 'fast track', we can make the most of taking a shorter text, or sections of major works, and working with those. If the introduction, part of the text are used, can this inspire the student to take over the reading as an independent interest as well as part of their learning program? It takes a huge change in mind set, and it also takes a thorough knowledge of the novel you are studying. Do you want to concentrate on character? language? style? or a combination of any number of elements....use one novel for one, another novel for two, and have those who are reading it, share the experience and the reading with the non readers. Am I too idealistic? Maybe, but if this does not work for you. Read the novel aloud, get a dedicated parent or community member to be engaged, so it can be downloaded onto the IPOD and maybe then, there is a hope of at least, the story being heard. Embrace the technology that they embrace is my motto....thoughts only mosaic members. Suzanne
-----Original Message----- From: [EMAIL PROTECTED] on behalf of Tom and Amy Windus Sent: Fri 4/18/2008 6:46 PM To: [email protected] Subject: Re: [MOSAIC] Less is More Book Review I think I'm the final member of the Less is More review team to add my comments, and I definitely echo what Donna, Leslie, and Heather have already shared. This book truly is a MUST read for middle and secondary reading, writing, ELA, English (whatever you call what we teach:) teachers. I am in my fifth year as the 5th and 6th grade ELA teacher at our tiny (avg. 35 students per grade level) rural western NY district. I spent my first 9 years teaching various levels from grades 7-12, and I certainly wish I'd had this book then! I have struggled since making the switch to the lower levels with finding the time to incorporate EVERYTHING that is good out there. Our district has provided us with ongoing professional development with Strategies That Work, Mosaic of Thought, the six traits of writing, etc, etc, etc. Unfortunately, when our students jump from 4th to 5th grade, the amount of time they have to spend on ELA-related activities is cut by more than 50%, from approx. 10 hours per week to less than 5. I truly believe that this book will help to solve some of the dilemma of what to do with the precious little time I have. As others have said, novels certainly have their merit, but when a student can't or won't do the reading out of class, what choice does that leave but to read it in class? As you all know that takes a TON of time, and may take some kids twice or even three times as long as others. The beauty of what Kimberly Hill Campbell discusses is two-fold: the time issue is alleviated by reading shorter texts AND they afford you the opportunity to read, re-read, and truly pore over the text with students. In my opinion, this is actually one of the greatest benefits of shorter texts. Once they've been read and students understand the content, you are then free to re-examine them from any number of lenses, depending on the skill, strategy, or craft you want students to understand. The lists of resources that Campbell provides within and at the ends of chapters, as well as the specific teaching ideas presented throughout, are truly invaluable (particularly for 9-12 teachers). As a 5/6 teacher, there is no doubt that the principles offered in this book can be incorporated into my classroom. The only adjustment I'll need to make is with the selections themselves. The basic framework that Campell provides, though, can definitely work with a wide range of levels. Having recently finished this book, I'm now turning my attention to Heather Lattimer's Thinking Through Genre: Units of Study in Reading and Writing Workshops 4-12. I can't wait to incorporate the ideas of both and perhaps not feel so stretched thin with my time next year! Amy Amy Windus 5th & 6th Grade ELA Teacher Scio Central School Scio, New York 585-593-5510 ext. 2060 --------------------------------- Be a better friend, newshound, and know-it-all with Yahoo! Mobile. Try it now. _______________________________________________ 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. _______________________________________________ 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.
