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Less Is More: Teaching Literature with Short Texts, Grades 6-12
Less Is More is full of powerful ideas for teaching with short, provocative text. This book broadens and extends our available teaching tools and materials, and can help engage all students. It is a valuable resource for language arts teachers.
—Cris Tovani
Language arts teachers want all of their students to love literature and embrace the novels they assign. The classroom reality is that many students are not ready or motivated to immerse themselves in an entire novel. In order to reach and engage all students, teachers need to look beyond novels alone and embrace a richer variety of literature. In Less Is More Kimberly Hill Campbell draws on research as well as her own classroom experiences to show how short texts engage a wide range of middle and high school students. She shares her discovery of the power of short texts to support her students' skills as readers, writers, and students of literature. Kimberly shows how short texts can be integrated into the curriculum, without sacrificing required novels. Chapters examine different genres of short text, such as short stories, essays, memoir, and graphic novels. Each chapter provides reading, writing, and response strategies as well as a broad selection of short text resources that have proven effective with a wide range of students.
—Cris Tovani
Language arts teachers want all of their students to love literature and embrace the novels they assign. The classroom reality is that many students are not ready or motivated to immerse themselves in an entire novel. In order to reach and engage all students, teachers need to look beyond novels alone and embrace a richer variety of literature. In Less Is More Kimberly Hill Campbell draws on research as well as her own classroom experiences to show how short texts engage a wide range of middle and high school students. She shares her discovery of the power of short texts to support her students' skills as readers, writers, and students of literature. Kimberly shows how short texts can be integrated into the curriculum, without sacrificing required novels. Chapters examine different genres of short text, such as short stories, essays, memoir, and graphic novels. Each chapter provides reading, writing, and response strategies as well as a broad selection of short text resources that have proven effective with a wide range of students.
232 pages, Paperback
First published October 19, 2007
8 people are currently reading
65 people want to read
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Displaying 1 - 20 of 20 reviews
March 25, 2021
Campbell’s book promotes a useful idea—instead of forcing students to read lengthy novels that might not sustain their interest (and which many students will not read anyway), why not use shorter texts (such as short stories, essays, and poems) to teach literacy skills and literary concepts? Her reasoning—and it makes sense—is that students are more likely to read (and thus learn from) shorter texts, which can also be read communally in class.
The book, however, only scratches the surface of the potential pedagogical power of shorter texts. But first the good parts:
Lists and suggestions—so many lists and suggestions. Each chapter devoted to a specific form of short text concludes with lists of abundant resources. In addition, within each chapter, Campbell includes tables (which she curiously calls “sidebars”) listing texts that she has successfully used in the classroom, along with information about key elements of each text, according to the teaching purpose for which the text was used.
Practical classroom strategies and tips—Campbell describes a wide range of teaching strategies that she has used to support student learning with short texts. She is clearly targeting classroom teachers as her audience, although her tone (and the text selection) hints that middle school (rather than high school) teachers are the true target audience here.
Now, the less-satisfying aspects…
Campbell’s writing style is almost too simple. While some might applaud her avoidance of pedagogical jargon, she eschews the use of terminology that would help most practitioners understand her reasoning. For example, when she discusses offering students texts that provide them “with a moderate challenge” (not too easy yet not too difficult), she is clearly alluding to Vygotsky’s theory of the zone of proximal development, although she does not refer to it as such. This habit of using “plain language” obscures many of the pedagogical choices she makes, most often in the case of the texts she selects. Her reasoning often defaults to her love or admiration of a text as a justification for using it in class. As many experienced teachers know, simply “loving” a text is a poor excuse for including it in the curriculum.
This lack of theoretical grounding is obvious in the chapter devoted to graphic novels. First, the choice to include graphic novels—which are, after all, novels—in a book focused on using short texts for instruction is rather odd. She admits that she has limited familiarity with graphic novels as a narrative form, yet she seems to believe that graphic novels qualify as “short texts.” Anyone who has even a passing knowledge of graphic novels such as Watchmen, Blankets, or The Sandman is well aware that these texts are not short.
Finally, after two introductory chapters, each of the subsequent six chapters focuses on a specific genre of short text (short stories, poetry, children’s books, etc.) that may be included in a secondary English Language Arts curriculum. Campbell fails to include, however, any sort of concluding chapter. After the final problematic chapter on graphic novels, the book just ends. No summary, no recap, no conclusion, no pedagogical reaffirmation—nada.
All things considered, Campbell’s book is probably most valuable as a source for practical teaching strategies—and in that sense, it’s quite useful for differentiating instruction and generating student interest in literature. But if you’re looking for a scholarly justification of pedagogy or theoretical bases for curriculum design or development, look elsewhere.
The book, however, only scratches the surface of the potential pedagogical power of shorter texts. But first the good parts:
Lists and suggestions—so many lists and suggestions. Each chapter devoted to a specific form of short text concludes with lists of abundant resources. In addition, within each chapter, Campbell includes tables (which she curiously calls “sidebars”) listing texts that she has successfully used in the classroom, along with information about key elements of each text, according to the teaching purpose for which the text was used.
Practical classroom strategies and tips—Campbell describes a wide range of teaching strategies that she has used to support student learning with short texts. She is clearly targeting classroom teachers as her audience, although her tone (and the text selection) hints that middle school (rather than high school) teachers are the true target audience here.
Now, the less-satisfying aspects…
Campbell’s writing style is almost too simple. While some might applaud her avoidance of pedagogical jargon, she eschews the use of terminology that would help most practitioners understand her reasoning. For example, when she discusses offering students texts that provide them “with a moderate challenge” (not too easy yet not too difficult), she is clearly alluding to Vygotsky’s theory of the zone of proximal development, although she does not refer to it as such. This habit of using “plain language” obscures many of the pedagogical choices she makes, most often in the case of the texts she selects. Her reasoning often defaults to her love or admiration of a text as a justification for using it in class. As many experienced teachers know, simply “loving” a text is a poor excuse for including it in the curriculum.
This lack of theoretical grounding is obvious in the chapter devoted to graphic novels. First, the choice to include graphic novels—which are, after all, novels—in a book focused on using short texts for instruction is rather odd. She admits that she has limited familiarity with graphic novels as a narrative form, yet she seems to believe that graphic novels qualify as “short texts.” Anyone who has even a passing knowledge of graphic novels such as Watchmen, Blankets, or The Sandman is well aware that these texts are not short.
Finally, after two introductory chapters, each of the subsequent six chapters focuses on a specific genre of short text (short stories, poetry, children’s books, etc.) that may be included in a secondary English Language Arts curriculum. Campbell fails to include, however, any sort of concluding chapter. After the final problematic chapter on graphic novels, the book just ends. No summary, no recap, no conclusion, no pedagogical reaffirmation—nada.
All things considered, Campbell’s book is probably most valuable as a source for practical teaching strategies—and in that sense, it’s quite useful for differentiating instruction and generating student interest in literature. But if you’re looking for a scholarly justification of pedagogy or theoretical bases for curriculum design or development, look elsewhere.
April 28, 2018
Planning next year. :)
February 14, 2019
Well-researched and eminently practical. Plus, so many teaching ideas that are immediately usable. I want to hand this to every English teacher I know.
Want to read
February 6, 2008Author's publisher's bio: "Kimberly's book, Less Is More, was inspired by her son, John, as well as the middle school and high school students who helped her discover that classroom literature could and should include more than just novels. "I drew on the journals and student work samples I kept from my own experiences as a high school teacher, as well my observations in the classrooms of student teachers and graduates. Writing the book gave me permission to lose myself in reading wonderful short texts. I followed up on the recommendations from my own children, my students, and colleagues who generously shared their short text recommendations and teaching strategies."
Kimberly's own professional development is supported by reading and writing. "I am grateful for the authors who have informed and inspired my work by sharing their stories and discoveries as teachers. I enjoy being part of professional development opportunities that provide time for teachers to write and read the stories of other teachers, as well as their own.
Kimberly's greatest hobby is reading and she is trying her hand at writing a mystery novel. She also enjoys watching movies, shopping, and swimming. She was born in sunny Denver, CO, but moved to rainy Oregon. "I found rain was the weather I needed to savor reading and thinking, although I still enjoy summer visits to
. . Colorado..."
Kimberly's own professional development is supported by reading and writing. "I am grateful for the authors who have informed and inspired my work by sharing their stories and discoveries as teachers. I enjoy being part of professional development opportunities that provide time for teachers to write and read the stories of other teachers, as well as their own.
Kimberly's greatest hobby is reading and she is trying her hand at writing a mystery novel. She also enjoys watching movies, shopping, and swimming. She was born in sunny Denver, CO, but moved to rainy Oregon. "I found rain was the weather I needed to savor reading and thinking, although I still enjoy summer visits to
. . Colorado..."
August 23, 2015
I picked this book up expecting it to focus solely on the philosophy of using short texts to teach English. I was surprised to find that for once an education book actually explained how to do something instead of just why you should do it! Unfortunately, as a history teacher this meant that 90% of the book was not practical for me. But I highly encourage English teachers to pick it up. The author discusses the benefits of short texts in the beginning (students of various reading levels are all supported, don't have to trust that kids did their reading at home on their own). One criticism - the book is not so much about teaching literature as it is about teaching students how to appreciate literature and improve their writing skills. But she clearly makes the case in the first two chapters that short texts is the best way to accomplish this. The following chapters focus on different kinds of short texts: short stories, essays, memoirs, poetry, children's books, and graphic novels. That's it, no concluding chapter. For each form of text, she describes where to find texts to use and how to use them with students. Excellent practical knowledge, if your school is okay with you throwing out novels and five-act plays to teach a broader appreciation of literature instead.
March 5, 2017
Why I am Reading This Book:
My department head has given me permission to look into using short texts for my lessons and allow students to choose novels for independent reading. We are trying to balance offering rigorous, skill-based lessons that meet the Common Core Standards with helping foster a love of reading in our students.
Notes:
- Using short texts for literature circles allows teachers to evaluate students' comprehension in a way that allowing students to choose their own novels may not (10-12).
- Using short texts allows for differentiated instruction without lowering standards or expectations (12-14).
- "My task as a language arts teacher is to provide texts that are not so difficult that my students shut down in frustration and not so easy that my students don't push their thinking," (14).
- Even with short texts there is a need for teachers to structure pre-reading, during-reading, and post-reading activities (16).
- Use the three questions about assessment to evaluate the value of a particular formal assessment (17).
- To show students the value of literary textbooks, pile up copies of short story collections, magazines, books of poetry, novels, plays, and nonfiction to show how a textbook carries a lot of variety in a small space (34).
My department head has given me permission to look into using short texts for my lessons and allow students to choose novels for independent reading. We are trying to balance offering rigorous, skill-based lessons that meet the Common Core Standards with helping foster a love of reading in our students.
Notes:
- Using short texts for literature circles allows teachers to evaluate students' comprehension in a way that allowing students to choose their own novels may not (10-12).
- Using short texts allows for differentiated instruction without lowering standards or expectations (12-14).
- "My task as a language arts teacher is to provide texts that are not so difficult that my students shut down in frustration and not so easy that my students don't push their thinking," (14).
- Even with short texts there is a need for teachers to structure pre-reading, during-reading, and post-reading activities (16).
- Use the three questions about assessment to evaluate the value of a particular formal assessment (17).
- To show students the value of literary textbooks, pile up copies of short story collections, magazines, books of poetry, novels, plays, and nonfiction to show how a textbook carries a lot of variety in a small space (34).
December 21, 2011
Excellent food for thought on using short text in the classroom instead of bogging down on one novel for weeks on end. A practical secondary approach to a readers workshop. Lots of great ideas. Also, I like how it opened my mind to such concepts as a literature workshop not just readers workshop. The possibilities are endless - research workshop, reading/writing on-demand workshop, grammar workshop, etc...
February 25, 2012
Being I teach 6th grade Reader/Writer's workshop, I wasn't at first sure how helpful this would be for me. However, the ideas are very useful (on essay, poetry, fiction, graphic novels). I can see pulling from this to support my work on developing CCS ELA lessons. The lists of specific selections into categories is also very helpful. I wish there were a reading level designated, though, because I know that most of her suggestions are too mature for my students.
October 6, 2012
Insightful and pretty accurate on teaching smaller, managable texts. It is hard as an English teacher to accept this approach simply for selfish purposes; it means I may not be able to teach my favorite novel(s). But, if I am more concerned about what is best for my students, I may be able to slowly adapt the Less is More mentality. She provides good examples and suggestions for small texts in comparison to similar novels.
May 12, 2014
This book is great if you are teaching, or want to incorporate, short texts in your classroom. It has a plethora of ideas, quick writes, activities, and more to support student learning. The author writes in a way to get me excited about teaching and made me not want to put the book down!every teacher should read this book because it will easily fit into any teachers classroom as a valuable resource.
November 28, 2009
Campbell shows how using shorter, excellent pieces of writing in the classroom can bring about significant changes in student motivation, homework completion, and writing development. One of those must-reads for any educator/parent worried about what's happening to "reading" amongst our screen-addicted teens and 20s.
January 29, 2010
A solid rationale for teaching shorter texts, some ideas for how to do it, and some great lists of things that might be taught. I liked the way this got me thinking. I've never had luck with whole-class novels, and I love the freedom brief texts bring.
April 14, 2014
Awesome must read for ELA teacher's everywhere. Great ideas and resources to help teach reading using short pieces that can be read in class without having to have books for every student to take home.
July 13, 2009
A great book for specific reading and writing strategies using short texts.
November 2, 2010
I'm sure teachers will respond to the folksy tone, but there is nothing of substance here.
Nothing.
Nothing.
October 6, 2012
Great teaching book. Lots of good ideas and suggestions for short texts to use.
November 17, 2012
A really good book with tons of good ideas for teaching shorter texts in a classroom
August 25, 2014
Liked how each short text had its own chapter and strategies of what worked.
January 24, 2016
This is an inspirational guide to using shorter texts in the classroom; I will most definitely be using this book as a resource when planning future units.
May 1, 2017
Best professional development book read all year. Can't wait to implement some of the activities next year!
Displaying 1 - 20 of 20 reviews