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

by Berit Gordon

For middle and high school teachers, it’s one of today’s most vexing 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. 

With the blended model, teachers lead close examinations of key passages from classic texts, guiding students to an understanding of important reading strategies they can transfer to their choice books. Teachers gain a platform for demonstrating the critical reading skills students so urgently require, and students thrive on reading what they want to read.

In this research backed book, Gordon leads you step by step to classroom success with the blended model, 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.

Berit Gordon  coaches teachers as they nurture lifelong readers and writers. Her path as an educator began in the classroom in the Dominican Republic before teaching in New York City public schools. She also taught at the Teachers College of Columbia University in English Education. She currently works as a literacy consultant in grades 3 12 and lives in Maplewood, New Jersey with her husband and three children.  

Genres: Teaching, Education, Professional Development, Nonfiction, Adult, Read For School

288 pages, Paperback

Published August 18, 2017

Reviews

[Allison · Rating 2 out of 5]

I struggled with this book. So much. Part of the reason is, because of the courses I teach (like AP Lit) I can’t just let my students read whatever they’d like. They need to be prepared for end of the year tests that require deep knowledge of “the classics” and those books are complex enough that I can’t just hang them out to dry. We need to read together.

Despite that, I saw ways to incorporate Gordon’s ideas in ways. But there was one thing I just couldn’t get past... Gordon suggests that everyday my students have 30-40 minutes of silent reading time in a 50 minute block. *Everyday.* Every. Single. Day. With very little variation. She suggests letting them talk about their reading “once or twice a week for 15 minutes.”

I can’t do it.

I don’t want a silent classroom. Yes, I want my students to be readers, but that’s not all. I want them to explore ideas and try new things. I want them to move and talk and share. I am not a teacher who loves silence. I just need more interaction than this.

Also, I found her constant use of the term “grade-grubbers” to refer to engaged or proficient students condescending and obnoxious.

[Robert Greenberger · Rating 4 out of 5]

This was recommended in a teaching journal or website and the tile seemed intriguing. Berit Gordon's argument is that we should alter the curriculum, letting students select works on their own and then make that their focus while the more traditional works are excerpted and taught in parallel so we use the excerpts as models. We can, for example, explore the use of minor characters in Frankenstein and have them connect to their own works.

I'm all in favor of getting them to read and I do feel that much of what we require them to read is better left for when they're adults and can really get it. However, I also suspect we may be short-changing them with this approach.

Gordon makes a lot of good arguments with plenty of examples. Corwin Literacy has supplemental, downloadable materials on their website which is terrific.

That said, I am going to try it in at least one class for a quarter and see if it makes a difference. My department chair has already approved the idea. In the meantime, I will be asking my standard classes to read one independent book a quarter and slowly integrate those into what we're discussing in class. Should be interesting.

[Sarah Boselovic · Rating 4 out of 5]

The burnout is real this year and while I loved this book and the resources it provided me with, it also made me more anxious. That I’m not doing enough. That I’m failing my students. Etc. etc. That’s probably why it took me so long to read. Trying to find the balance in it all while finding my joy for teaching again is difficult, but books like this help.

[Miriam · Rating 5 out of 5]

I hope more English teachers will read this. I have often had the feeling that I am absolutely slaughtering any potential love of reading for my students when I teach a class novel, and this book outlines how to do the opposite. It covers using classic texts that English teachers always teach to model the habits and skills of good readers, but then ask the students to use those skills within books that they have chosen to read out of their own interests. Abandoning teaching the whole class novel word for word and instead using excerpts (summarizing and contextualizing as necessary) to teach the skills required of good readers will help students to gain those skills and also help them form an interest in reading. It will feel uncomfortable to do it this way and to provide independent reading time in class, but the book also covers what that reading time should be used for: basically, bonding with your students over their books! There are also assignments and grading guidelines in this book, and I will definitely be forming unit plans based on it.

[Megan · Rating 2 out of 5]

I am altering the format of my freshman lit class this year to incorporate much more independent reading, including a lot of class time devoted to choice reads. With this in mind, I looked to this book for assistance, but was ultimately disappointed. This book is useful if you want a very specific plan on how to integrate more choice, but I was looking for more aids than a step by step guide. The resources are good, and I will certainly be able to use them, but I was able to skim large portions of the book that outlined step-by-step approaches.

[Mandi Bross · Rating 3 out of 5]

I read this for a summer PD group with some of my department members, and while I certainly didn't agree with everything Gordon suggested, I did manage to find lots of small tips and strategies that I can integrate into my students' independent reading experiences (mostly with regard to tracking and assessing their independent reading). I don't agree with completely sacrificing whole-class texts, however, as I find that such a powerful experience for my students, and I also think that asking students to over-think and over-write about their independent reading will kill some of the joy. Overall, I'm glad I read it but will not be overhauling my classroom in the ways she suggests.

[Karen · Rating 5 out of 5]

I heard about the reading workshop approach way back in college, 20 years ago. But when I thought about implementing it, all I could imagine was chaos. Gordon’s book explains how to teach class novels while still having students focus on choice reading. This is exactly the book I needed to give me the push to really try it. It’s still kind of scary to me to make such a shift, but this book is a fantastic reference that I’ll pick up again and again as I work toward the best classroom for my kids.

[Meredith · Rating 4 out of 5]

Gordon’s book is inspiring and challenging; I’m eager to take on many of her suggestions in my own classroom. I wish there was more in here about balancing the requirements of a set curriculum with this philosophy.

[Eric Harrington · Rating 5 out of 5]

I loved this book. I thought that it was well written, with an approachable and at times comic tone. I highlighted a lot of great quotations and ideas in here!

[Brooke Nicole · Rating 5 out of 5]

Implementing a new teaching framework can be daunting but this resource has it all when preparing to blend the classics with choice reads. The rationales, sample student work/unit plans, rubrics, prompts, etc. have emboldened me on this journey to create lifelong readers in my classroom.

[Alicia · Rating 4 out of 5]

Gordon incorporates enough shout outs to the game-changers and their books that have (and continue to) advocate for free choice in reading to engage older readers and keep them reading long into their lives because we are in fact, killing reading for our kids. The premise, that we can instruct using the classics or anything other kind of book, but ultimately the application lies in the students' own book choices.

Plenty of examples exist on how to do this from the rubrics and check-ins to templates for a period's worth of instruction would go and in-classroom quotes that line the book in sections about student responses to this "flipped" instruction. Yes, books should not take 12 weeks to read. Teachers can adapt and change while still accomplishing the tasks, building skills, and still (why they all because English teachers and why librarians are librarians, really) to instill a love of reading.

Chapters, headings, paragraphs, and examples are all right there as you read making it a perfect PD text for sure. It asks educators to change how they teach. And I enjoyed this one in continuing to build ammunition alongside my English teacher colleagues for incorporating this because they fight so hard against the politics of doing other things (that are not accomplishing the goals).

Useful, practical, readable, inspirational, actionable.

[Gina · Rating 3 out of 5]

I think most ELA teachers would agree that students need to read more and that students do not enjoy most of what they are assigned to read. This book may seem like common sense. To be honest, I found most of the first half addressed ideas that are not new to most teachers who have taught for a while. Nevertheless, I think it's always important to consider new ways to do the same old things. So, I read chunks of this book and found some valuable ways to approach reading and response with my students. I liked the guidelines on how to guide a reading discussion, the variety of ideas for student responses, and the non-traditional activities for assessment. Even if you feel you have heard it all before, you may find some interesting nuggets if you dig deep enough. Enjoy!

[Michelle · Rating 5 out of 5]

Excellent framework and concepts to build entire ELA class around independent reading and student choice. This would be an excellent guide to building a remedial or RTI reading program. How would those of us with mandated curriculum, mandated titles, and even mandated lessons make this work? With lots of creative planning!

[Jen H · Rating 5 out of 5]

Rare is the teacher PD book that really shifts your thinking and speaks to directly where you are in your journey as an educator. This one hit all the marks for me. Does it matter how rich and rigorous a text is if no one is actually reading it? And unlike other trendy literacy books right now, this one isn't calling for any absolutes. Instead, it advocates a blend of the classics along with choice reading. I wish all my English teacher friends and coworkers would read it, just to get them thinking about how to best serve students.

[Martha · Rating 3 out of 5]

An interesting approach to encouraging reading. However, while Gordon stresses the importance of building the reading skills that students will need in college and the workplace, she gives short shrift to building the companion library skills and information literacy with which strong readers should be equipped. Instead, she encourages teachers to cobble together individual classroom libraries, based primarily on found books or donations. Such accidental collections are hardly a replacement for an organized, curated collection of high-interest materials, which can be found in any professionally managed school library. And such small classrooms shelves give students no experience in navigating a library, using a catalog, or experiencing the thrill of accidental discovery when browsing a library. In addition to neglecting the library itself, Gordon also makes little mention of the resources available through a librarian or professional organizations such as the American Library Association. Although I'm eager to partner with the handful of teachers trying this approach in my school, I couldn't help feeling insulted by Gordon's failure to support school libraries and school librarians, which are under siege in the very state where Gordon herself teaches.

[Cait · Rating 5 out of 5]

Not only is this one of the most valuable and informative books I have read as an educator, but it was also a breeze to read. I could not put this book down. Gordon’s writing style was easy to digest without losing its depth and importance. I learned so much from this book and I cannot wait to implement it in the next school year (bye class novels!).

The ideas in No More Fake Reading are supported by research, teacher feedback, and tons of tips- which makes the idea of changing your entire way of teaching feel a little less scary. On a similar note, one thing I really appreciated is the way Gordon thought of everything. I would be reading a strategy and thinking to myself, “Ok, that’s great but what if.....” and in the next few pages my question would be miraculously answered!

I’m so happy I ordered this and I will absolutely be recommending it to fellow teachers!

[Anne Malmquist · Rating 5 out of 5]

This book has changed my approach to teaching literature. I am working out how to implement the strategies in my classroom. My first tests have been very successful, both from my perspective and my students' perspectives.

[Edvina · Rating 5 out of 5]

Choice Reading Molds Students into Socially and Emotionally Intellectual Members of Society

What if there was a way to blend classic literature with choice reading to create an authentic learning experience for our students while still exposing them to the same classic novels that we grew up reading? In No More Fake Reading: Merging the Classics with Independent Reading to Create Joyful, Lifelong Readers, Berit Gordon provides a step-by-step guide for educators on how to teach “what we know works (independent reading) and what we long to keep (the classics).”
In her book, Gordon recommends a system of only ten minute teacher instruction time followed by independent reading where the students are reading books that they have chosen for themselves, making them architects of their own learning. While the students are reading books that vary in genre and learning level, the teacher is reading the classic novels that have shaped English Literature for decades. During the ten minute instruction time, the teacher models the “big ideas” of the classic novel, while the students transfer that knowledge to their own book of choice. What results is a learning environment where each student becomes an expert in their own book and can offer a unique perspective, while still learning the main takeaway from the canon novel that the teacher is reading and sharing with the class.
Not only are the students increasing their reading volume, but they are also using their critical thinking and analyzation skills. Students are no longer able to not read a book and piggy back off of someone else’s interpretation of the book. Gordon recommends that each reader showcase their learning in their journal every day. Their writing ranges from the initial groundwork of a novel, such as characters, setting, and theme. It then transitions into how the characters evolve and how the themes develop throughout the novel. Finally, the teacher may end the unit with an overview of the canon novel so that the general themes will forever stick with the students. While the students are learning these basic skills for analyzing a text, they are also learning about the literature that has been deemed “classic” for past generations.
Aside from daily reading and writing, the students are also grouped for “needs-based instruction.” Meeting with the students on a biweekly schedule to discuss their novels and learning growth allows for additional differentiation and assessment. Gordon believes that a lack of understanding by the students must be acknowledged immediately. Students should be reading books that they fully understand and enjoy. For many individuals, books are a way to grow as thinkers, but they also connect us to the world around us. Gordon states that “books have powerful ways to shape us. We fall in love with characters, see new worlds, empathize with people who are like and unlike us, and get our emotions pulled in a million directions.” By allowing students to read books that they will actually interact with, we are exposing them to different worldviews and ways of thinking.
No More Fake Reading provides tips for being a successful reader, how to set up a classroom library, guidelines for teaching both fiction and nonfiction choice books, advice on how to curate meaningful classroom discussions, and over 40 pages of direct resources for implementing these methods into the classroom. While some may see a drawback to daily reading and writing routines, Gordon believes that this method results in focused, yet differentiated learning where the students know what to expect when they come to class each day.
Not only have student test scores gone up because of this method of learning, but Gordon states that there have also been many social benefits in her classrooms as a result; “a reduction in behavior problems, an increase in students talking about books, improved maturity, compassion and empathy toward one another, a strengthening of peer and student-teacher relationships, and…an increase in happiness” are just some positive examples of how students are growing as “citizens in our classrooms and in the world.”

[Ralphael · Rating 5 out of 5]

How Berit Gordon Challenged English Language Arts Teachers to Discard Fake Reading

By Ralphael Shaw

While describing the interaction between students and teacher in a student-centered English classroom, Berit Gordon states “now, after a short burst of instruction, the kids are back to their books, books they chose. Somewhat disappointingly for Mr. Valentine, they’ve never asked him to keep talking. Books are more enticing”. This interaction is the essence of Berit’s book titled No More Fake Reading.

In No More Fake Reading, veteran educator Berit Gordon establishes an effective framework for increasing student interest in reading. This approach is incredibly intuitive as I have personally developed a love for reading through my mother, a retired educator. Not only did she inculcate within me the desire to be a life-long reader, but also a life-long learner. In large part, she accomplished this through filling the family library (which was a five or four case book shelf in the family room) with a wide variety of books. These books ranged from titles From Ashanti to Zulu to texts on College Algebra, nursery rhymes and everything in between.

If student reading interests are anything like my own, their reading interests are probably eclectic. Today, I jump from texts such as Physics of the Future - to The Great Gatsby - to The Protestant Ethic and the Spirit of Capitalism. And I may lose interest in a book chapter inside of fifteen minutes, migrate to another text to only return to the first book inside of thirty minutes.

Berit’s approach to creating life-long learner’s may be characterized as radical. In this book she lays out an entire curricular approach which encompasses traditional reading strategies such as literature circles, dyads, independent silent reading, and Socratic Seminars. Berit went even further than this by delineating an entire process for creating authentic-based curriculum which implements instruction in the classics via primary historical texts, graphic novels and everything in between.

Berit’s mantra is to get the students reading for the sake of reading. In one chapter, she even argues that teachers destroy the joy of reading in their students by assigning too many follow on assignments related to reading. She argues that students truly become life-long readers when reading, in and of itself, becomes the goal.

This book is a tremendous resource which even provides the aspiring teacher with a plethora of sources from which students may select as possible texts of choice. The book even features photos of actual classroom libraries as illustrations. Berit posits an approach whereby teachers begin the process with an interest inventory early in the year and texts are in turn selected based upon student data and assessments of student lexical levels. I had found this incredibly informative, transformative and instructional as a new teacher candidate without a foundation in the English language arts (ELA). I would suggest this read to any aspiring ELA educator.

[Cheryl]

Just an impulse read - thought it would have some ideas I could apply to my own reading. But I'm not even sure it could be used well by a homeschooling educator as it does advise so directly to an entire classroom.

Otoh, there seem to be bits that could apply to the leaders of book club discussions in Goodreads' groups. For example, sentence starters that could be used as prompts to help us think more in depth instead of just whether we liked it or not:

"I think that the author is trying to....
I noticed that....
I wonder....
I'm confused when....
The big idea here might be....
This reminds me of....
I'm picturing....
I'm surprised by....
I hope that....
I used to think..., but now I think...."

I do like how Gordon reminds us that the students are in charge of their own learning. The key is to guide them to be able to enjoy & appreciate more thoughtful & interesting works, and to think about what they read enough that it helps them in life, in getting ready for college, and with their citizenry engagement. I see, from skimming this, that there are no lectures. Minimal 'tests.' Grades are based on rubrics that the students know about ahead of time.

Seems like a pretty good book for the right audience (which btw does include established teachers who already have lesson plans that they don't want to abandon).

(I have no idea what other books on the topic are like so I have no idea how strongly to recommend this.)

Carefully skimmed June 2025.

[Andrew Shipe · Rating 5 out of 5]

I heard Berit Gordon speak at NCTE in St. Louis (whatever year that was--2017?), and have been meaning to get her book since them. Her main point is that students need to read a large and wide volume of books in order to be college- and career-ready. Thanks to an inter-department debate about summer reading in The Time of Coronavirus, I finally moved this book from an Amazon list to my Amazon cart and bought it.

I read it in a weekend. Teaching AP Lit, I don't know if I will incorporate Gordon's plans for units and lessons wholeheartedly. But I'm willing to make a leap toward what she's doing. I already ask students to read four books independently during the year. I used to require that they be "works of comparable literary merit" to the lists provided on Question 3 of the exam, but now that the wording has changed, I decided to give my students total freedom on this. (Mind you, my summer assignment still gives them a list of about 100-150 books, some of which have never appeared on the list. And we won't know how this strategy worked because the revised AP exam will not have an open question.) I would give about 15 minutes a week (we're on the A/B block schedule) for silent reading, but I would read my book of choice silently (and up my Goodreads count). Now I'm thinking of using Gordon's methods, extending the reading time, walking around and checking on them as they read, giving them specific prompts for their reading logs.

[Alex · Rating 5 out of 5]

This is the new Bible for teaching reading instruction. In a post-covid world, reading scores have plummeted, and more importantly: a love of reading has been stomped on.

This book gives detailed, easy-to-implement strategies to get students to read. I'm a middle school teacher myself, and let me tell you a story:

It's a Friday. It's 7th period (the last of the day). I've got a room full of 8th graders. We're tired, they're excited for the weekend. In my first 3 years of teaching, this would usually either be a room falling asleep, or a room of LOUD chipmunks. But today, it's a class library. Students are ALL reading, even self-proclaimed "non-readers." How do I know they're ACTUALLY reading? Because during the last 5 minutes, I ask them about the author's style in their book. And they give me thoughtful responses of why the author chose first or third person narration, italics, and incomplete sentences. I've never had that until I read and implemented this book.

If you want students to read, and read for real, get this book and follow it closely.

[Eileen Quinn · Rating 4 out of 5]

As a new-ish educator (who has implemented a different independent reading program each of the four years I’ve taught at an American middle/high school), I thought this book had some great takeaways! It felt like it was giving me permission to implement independent/student choice reading the way I’ve always dreamed: with the emphasis being on students reading a lot of what they enjoy in a relatively low-stakes environment. Some of the resources gave me great ideas, too.

Some other reviewers stated that the strategies laid out in this book would be totally unreasonable for their classes, and I can understand why any instructor might think so. The ideas laid out did seem kind of radical for a normal high school; I certainly don’t think the model would work in my semester-long classes filled with students who, for the most part, hate reading and/or come from families that don’t value reading as a pastime. I would be interested to hear if there are success stories from people who have tried to implement them with fidelity.

[Tara · Rating 4 out of 5]

Professional development books are always tricky to rate. This one is designed specifically for English teachers who want to incorporate more independent reading in their curriculum, but teaches it in a way that will have instruction supplementing with books that students have chosen on their own.
There's power to going this route, but also some challenges that may have some issues with buy in. If you implement some of the strategies (particularly how to have conversations about what you have been. reading--regardless if you require it or not), then you'll be able to assess it more accurately.

[Lisa Penninga · Rating 3 out of 5]

A piggy back to Penny Kittle & Kelly Gallagher’s books, this book reminds me of the importance of choice reading, conferring, and offers some good tips/resources to help the process of goal-making and reading tracking. I loved the tips on modeling reading and have seminar circles with choice reads, too. I hate the fake reading that goes on in classrooms, so anything I can do to inspire passionate reading in my classroom is a win. Gordon has some great tips to help motivate readers, but also assess them as well to ensure reading is taking place.

[Paige Castellon · Rating 4 out of 5]

It took me months to finish this book, but I’m glad I did. The book obviously focuses on a more “modern” look at novel studies, which include students using individual choice novels to propel their learning. I have definitely started to try and integrate this into my classroom, and I love all of the resources that Gordon incorporates into the appendix, but even more so - the student work examples. I would definitely recommend this book if you are looking for accessible ways to create authentic readers in your classroom.

[Tina M · Rating 5 out of 5]

This is the definitive road map for a blended literacy approach in the middle and high school classroom! Here’s why I’m obsessed with No More Fake Reading compared to other books on instilling a love of reading in students: it showed me how this can look in my classroom. It’s full of sample lesson plans, reading notebook prompts, teacher conferencing scripts, and student examples. Merging excerpts of classics with independent reading choice using explicit instruction on focused reading skills seems the answer to how to teach reading and get kids to love it.

[Ellen Deckinga · Rating 4 out of 5]

Well organized introductory text on building toward a workshop model. Frequently we read the big name books because everyone is reading them and suggesting them, but as individual educators we aren't there yet. It's overwhelming. This book is a great intro to the ideas expanded on in some of the "gurus" books. I've read a significant number of the big name books and this book gave me time to go back and think about key elements a bit more. I am able to go deeper in my learning. What a great gift learning is.

[Christina · Rating 4 out of 5]

When I first started teaching 10.5 years ago, I would have loved to have these teaching strategies as apart of my tools to help my students grow into strong readers and writers. I've seen students fake conversations, readings, tests, and papers and it could have been so much more.

The best part of this book is that the author gives clear directions and suggestions for how to build a successful reading/writing program with authentic engagement with your students.

#50newreads #150books #bookchallenge21 #booksof21

[Penny · Rating 5 out of 5]

An extremely valuable book with lots of practical suggestions for how language arts instruction can change.

And more importantly, very open-minded and strong arguments about WHY it must change.

Reading it with the lens of an instructional coach, I wished for more on how to apply this thinking in other disciplines. But realistically, I think that's on me and/or those who work with other disciplines to figure out how to get kids DOING rather than mimicking.