“I’m here to support your school in its quest to turn every student into an expert reader and writer. We’ll start where you’re at, set short and long term goals, and I will model and coach into best student-centered practices to set up teachers for success.”

No More Fake Reading:
Merging the Classics With Independent Reading to Create Joyful, Lifelong Readers

For middle- and high-school teachers, it’s one of today’s most vexing problems: How do you motivate students with varied interests and little appetite for classic literature to stop faking their way through texts and start advancing as skilled, engaged readers?

Independent reading is an important part of the answer, but it’s just that — a part of the whole. In this groundbreaking book, Berit Gordon offers the complete solution, a blended model that combines the benefits of classic literature with the motivational power of choice reading.
 
No More Fake Reading gives you all the tools you need to put the blended model to work for your students and transform your classroom into a vibrant reading environment.

 

Purchase at CORWIN or AMAZON.

How can we inspire reading and critical thinking in a time of widespread student distraction and disengagement? Berit Gordon helps bridge the gap between theory and action with classroom-friendly strategies that work. Test them out, and like me, you may find your students begging for more time to read.
—Jessica Miller
English Teacher and Literacy Coach, Keenan High School Columbia, South Carolina

There is so much to love about this book! Grounded in the authority of classroom practice, it makes independent reading work in new ways by actively teaching and sharing how to read, and by leveraging the social power and pleasure of reading. The approach is based on an elegant principle of cognitive apprenticeship: meet students at their current state of being with their current interests and use this as the platform to help them outgrow themselves. The approach allows for authentic and democratic differentiation through various materials, levels of support, groupings—while all students are working in complementary ways on a common project. This approach mirrors what expert adult readers do: they put texts into conversation with each other to make global meanings.
—Jeffrey D. Wilhelm
Professor of English Education, Boise State University Boise, Idaho