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With Rigor for All: Meeting Common Core Standards for Reading Literature
"The stakes are high. Without artful instruction, many students will never acquire the literacy skills they need not only to meet Common Core Standards but also to meet the challenges this brave new world is sure to deal them."
-Carol Jago
Again and again the Common Core Standards state that students must read "proficiently and independently" but how do we achieve this when students are groaning about having to read demanding literature and looking for ways to pass the class without turning pages?
Carol Jago shows middle and high school teachers how to create English classrooms where students care about living literate lives and develop into proficient independent readers. With 50% new material, With Rigor for All, Second Edition features:
integration of the Common Core State Standards as teaching touchstones YA lit pairings with classic texts to aid comprehension for middle and high school students tips to motivate reluctant readers with immersion, encouragement, and small steps a study guide and guidelines for curriculum development.
Students need books that mirror their own experiences and if you teach literature that you love, your students will be more likely to love it too. Let Carol show you how to create an individually designed curriculum in which students read literary works of comparable quality, complexity, and range and enjoy doing it!
168 pages, Paperback
First published July 14, 2011
8 people are currently reading
121 people want to read
About the author
Carol Jago
84 books22 followersCarol Jago is an American English teacher, author, and past president of the National Council of Teachers of English. In 2016, Jago received the CEL Kent Williamson Exemplary Leadership Award from the National Council of Teachers of English.
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Displaying 1 - 30 of 36 reviews
January 1, 2019
For my last book of 2018, Jago hit the bullseye in offering ideas on how to make demanding and rich literature accessible to teenagers. Raising standards, not lowering them is her battle cry. “Reading literature is a special pleasure we [English teachers] hope they [students] will enjoy all their lives” (17).
November 27, 2011
Carol Jago is old school. She has her students memorize poetry. She leads her students through deep class discussions on classics like Great Expectations. She always has her students reading at least two novels at the same time. And, apparently, her students buy into her methods.
Perhaps old school is not the right phrase. A more precise word is in the title: rigor. Carol Jago's English classes are rigorous. She makes a great case for increasing the rigor in all English classrooms and thus meeting Common Core Standards.
I came away with some great new ideas, but I also felt shamed for sometimes using multiple choice or matching tests in my classroom.
What's lacking in this book is a direct explanation of Common Core when it comes to literature/reading. CC is sequential, and I would have appreciated a similar approach in this book. As the book is currently organized, the lesson and activity examples occur sporadically in the thematic chapters.
Perhaps old school is not the right phrase. A more precise word is in the title: rigor. Carol Jago's English classes are rigorous. She makes a great case for increasing the rigor in all English classrooms and thus meeting Common Core Standards.
I came away with some great new ideas, but I also felt shamed for sometimes using multiple choice or matching tests in my classroom.
What's lacking in this book is a direct explanation of Common Core when it comes to literature/reading. CC is sequential, and I would have appreciated a similar approach in this book. As the book is currently organized, the lesson and activity examples occur sporadically in the thematic chapters.
March 19, 2016
Finally, someone who put into words the reasons we still need to read Shakespeare and Austen (etc), in school and I'm life. While I disagree with Jago's apparent fear of technology and video games, I adore her thoughts on keeping rigorous (dense, challenging, difficult, etc) works in the classroom. She reminded me why I love Beowulf AND made me defensive of Mass Effect (it's a video game), while simultaneously giving me ideas for my next tattoo. Would recommend to anyone, teacher or not, though probably only teachers or future teachers would actually read.
July 7, 2012
With the Common Core Standards' focus on complex texts, Carol Jago reminds us why teaching classic literature is important and shows how to make it relevant to today's reader.
April 5, 2020
This book provided many great ideas about literacy instruction for adolescent students. I agreed with the author's points about intentional book selection, setting students up for success by modeling and conferencing, and encouraging students through challenging texts. I also agreed with the author's statement about refraining from giving tests and multiple choice answer homework, and instead giving opportunities for essays for students to share their viewpoints and opinions on the books. My favorite point from the book was about being honest with students about challenging texts. So often literacy instructors overuse the word "fun" when referring to reading. Reading isn't always fun- it can even be very challenging, but it is rewarding and worth it. I agree that is an important message to share with students.
I did not like that the author shared a lot about strategies that do not work in a classroom- but offered little-to-no replacement ideas. Some of the ideas sounded good, but in reality are not practical for most educators. For example- conferencing one-on-one with students each day instead of giving a quiz. This is not practical for most educators with the time constraints, potential high behaviors in the classroom, and most high school rooms do not have a teacher assistant. I believe many of the author's replacement ideas looked good on paper, but are not applicable to most classrooms. For this reason I have neutral feelings about this book, and give it 3 stars.
I did not like that the author shared a lot about strategies that do not work in a classroom- but offered little-to-no replacement ideas. Some of the ideas sounded good, but in reality are not practical for most educators. For example- conferencing one-on-one with students each day instead of giving a quiz. This is not practical for most educators with the time constraints, potential high behaviors in the classroom, and most high school rooms do not have a teacher assistant. I believe many of the author's replacement ideas looked good on paper, but are not applicable to most classrooms. For this reason I have neutral feelings about this book, and give it 3 stars.
Currently reading
March 31, 2020Reading this book was very eye opening for me. Carol Jago not only states that to challenge students we need to teach them demanding books, but she also gives examples of how she uses these demanding books within her classroom. I like how she makes her students different types of assignments like modeling writing after an author they have read about or writing about their favorite part in the book. She preaches that students should not be assessed on these classic books, but to use assessment to "deepen student learning". Carol Jago made me see how to make classic books more engaging and exciting for adolescents. I also learned about pairing traditional and contemporary books in order to make connections to characters in different time periods. I often wonder if I would have enjoyed reading "Lord of the Flies" or "Grendel" if Jago was my high school teacher.
April 4, 2020
Carol is a big proponent of maintaining rigor and reaching the common core standards while still making sure that the texts selected connect with the students. I liked how she offered ideas of ways in which to engage reluctant readers who are intimidated either by the subject, length, vocabulary etc. One particular idea I plan to deploy in my classroom, is starting whole class reads by reading it aloud for students- it can "set the stage" for the tone of the read and can model for students how that particular text should and can be read. Overall, I felt that Carol tried to marry the two ideas of incorporating the ever important reading standards with the even more important idea of connecting to students' needs and interests.
July 14, 2019
I loved this book, overall, and its reminder of why we teach “hard” books and its importance in our students’ lives. Jago has some real-teacher applicable ideas, a realistic point-of-view for teaching while acknowledging the perfect world, and a rich discussion of how we can sell our books better to our students and bring back that joy for reading.
“Literature in its noblest form should do for the child what it does for man— opens the eyes to clearer vision, and nourish and inspire the soul.”
“ the book is an anthropological development... a book constitutes a meaning of transportation through the space of experience, at the speed of turning a page.”
“Literature in its noblest form should do for the child what it does for man— opens the eyes to clearer vision, and nourish and inspire the soul.”
“ the book is an anthropological development... a book constitutes a meaning of transportation through the space of experience, at the speed of turning a page.”
April 4, 2020
After reading With Rigor for All I learned many ways to address literature within a secondary classroom. I think it was great the ideas they gave like: focusing on mixed media within the class, giving ample time to practice, not just giving an assessment because you "need" too but with a purpose. Holding students accountable for their reading is also important but finding a way to go it without tangible rewards. although these are great suggestions in a secondary classroom, I wish they provided ways to do this in the classroom. Often I find it to be great on paper but finding a way to integrate it within the classroom and still meet requirements can be hard.
June 29, 2022
3.5 Stars. After reading multiple reviews on Goodreads and Amazon, I chose this book for an independent study I am doing for graduate credit. As helpful as it is, I expected a book that reflects and incorporates the actual secondary Common Core standards for ELA. The title is sort of misleading. I will be using Jim Burke's The Common Core Companion as well when working on assignments that permit me to create new lesson plans (it's a handbook and not apropos for an independent study). Finding a mix of theory and handbook in one professional text has been difficult. Getting to the Core of English Language Arts: 6-12 by Giouroukakis and Connolly is great for sample lesson plans.
November 20, 2024
Genuinely an important book for English teachers on how to upkeep core standards while also having fun/making it interesting for students to read.
October 29, 2016
Carol Jago’s slim but powerful volume will help both preservice and in-service teachers develop and maintain robust literature instruction while meeting (and— in many cases—exceeding) Common Core Standards for reading. Although the theory and strategies Jago discusses are most relevant to works of literary fiction, much of her thinking can also be applied to informational texts or nonfiction works, which she addresses only briefly.
Throughout this highly readable and accessible text, Jago deftly blends theory, scholarship, wisdom culled from her many years of experience as a classroom teacher, and proven strategies and activities to engage secondary students in actively reading literature. Jago encourages transparency in instruction by exposing students to the processes that good readers use, including the concept of “good-enough reading”; she wisely recommends differentiating teaching strategies based on instructional contexts and students’ existing knowledge and skill levels, and her methods range from the traditional (e.g., Freytag’s pyramid) to the progressive (much of her pedagogy is informed by Vygotsky’s theory of the Zone of Proximal Development).
She samples just enough theory to support the practical strategies she advocates, but what emerges most clearly from this text is her passion for sharing her profound love of literature. Statements such as the following pepper the text: “I see it as my mission in life to turn students into readers whose way of moving in the world is somehow shaped by literature” (p. 61) and “I measure my success in the classroom by the intellectual delight my students take in their reading” (p. 79). Her zeal is infectious—after reading about the various activities she uses for teaching Crime and Punishment, I found myself wanting to read the novel myself. I highly recommend this book for both its inspirational value and for its practical value—it will be a valuable addition to any ELA teacher’s professional library.
Throughout this highly readable and accessible text, Jago deftly blends theory, scholarship, wisdom culled from her many years of experience as a classroom teacher, and proven strategies and activities to engage secondary students in actively reading literature. Jago encourages transparency in instruction by exposing students to the processes that good readers use, including the concept of “good-enough reading”; she wisely recommends differentiating teaching strategies based on instructional contexts and students’ existing knowledge and skill levels, and her methods range from the traditional (e.g., Freytag’s pyramid) to the progressive (much of her pedagogy is informed by Vygotsky’s theory of the Zone of Proximal Development).
She samples just enough theory to support the practical strategies she advocates, but what emerges most clearly from this text is her passion for sharing her profound love of literature. Statements such as the following pepper the text: “I see it as my mission in life to turn students into readers whose way of moving in the world is somehow shaped by literature” (p. 61) and “I measure my success in the classroom by the intellectual delight my students take in their reading” (p. 79). Her zeal is infectious—after reading about the various activities she uses for teaching Crime and Punishment, I found myself wanting to read the novel myself. I highly recommend this book for both its inspirational value and for its practical value—it will be a valuable addition to any ELA teacher’s professional library.
January 29, 2017
Jago addresses teachers of middle and high-school students. Other readers may find her confident voice pushy. She suggests specific approaches of teaching complex fiction, drama, and poetry to adolescents.
Jago’s critical stances include reader-response and formalism (or “new” criticism): “Teachers need to go beyond encouraging personal responses and push student readers to understand exactly what the author has done with words and sentences, syntax, and diction that elicited such a response in them as readers.” Her list of 85 works cited includes mostly primary sources with scholars like Louise Rosenblatt among them.
Despite the subtitle, she infrequently quotes the national common core standards. Each citation, however, leads to practical advice about helping students meet them. The book focuses on teaching skills of reading literary texts. Jago acknowledges the complementary value of helping students navigate nonfiction. She lists some of the authors whose books her students found compelling: Michael Pollan, Dave Eggars, Sonia Nazario, Jon Krakauer, Temple Grandin, Malcolm Gladwell, and David McCullough.
In a pragmatic chapter scorning multiple-choice quizzes and tests, Jago voices one of her central beliefs: “Every time a teacher of literature gives an objective test, students’ confidence in themselves as readers is undermined. The very act of posing questions whose answers will be judged as correct or incorrect sends wrong messages to students: that there is only one right answer, that their teacher is the source of all correct information, and that the purpose of reading is to answer questions posed by someone else. Unless these messages are the ones we want students to receive, we should abandon such tests forever.”
Jago’s critical stances include reader-response and formalism (or “new” criticism): “Teachers need to go beyond encouraging personal responses and push student readers to understand exactly what the author has done with words and sentences, syntax, and diction that elicited such a response in them as readers.” Her list of 85 works cited includes mostly primary sources with scholars like Louise Rosenblatt among them.
Despite the subtitle, she infrequently quotes the national common core standards. Each citation, however, leads to practical advice about helping students meet them. The book focuses on teaching skills of reading literary texts. Jago acknowledges the complementary value of helping students navigate nonfiction. She lists some of the authors whose books her students found compelling: Michael Pollan, Dave Eggars, Sonia Nazario, Jon Krakauer, Temple Grandin, Malcolm Gladwell, and David McCullough.
In a pragmatic chapter scorning multiple-choice quizzes and tests, Jago voices one of her central beliefs: “Every time a teacher of literature gives an objective test, students’ confidence in themselves as readers is undermined. The very act of posing questions whose answers will be judged as correct or incorrect sends wrong messages to students: that there is only one right answer, that their teacher is the source of all correct information, and that the purpose of reading is to answer questions posed by someone else. Unless these messages are the ones we want students to receive, we should abandon such tests forever.”
October 16, 2011
The first edition of With Rigor for All has stood proudly on my shelf for years, but I did not hesitate when purchasing and reading this new edition. There are a handful of teacher/writers, maybe 4 or 5, who have impacted my teaching in powerful extraordinary ways--Tom Romano, Nancie Atwell, bell hooks. Carol Jago is definitely one of them. When she was installed as the President of NCTE, I was delighted but not surprised. Jago is a champion of literature, meaningful teaching, challenging material and empowered students. With Rigor for All is chockfull of practical lessons and philosophical but relevant musings on teaching literature and writing to students. Reading her work makes me feel good about all of the hard work I put into my job and challenges me to give more (with tips on not breaking my back in the process!).
I'm also thankful for the heads up on Common Core. No one seems to be talking about this change coming down the pike, so I feel like I'm prepared for what's about to change.
I'm also thankful for the heads up on Common Core. No one seems to be talking about this change coming down the pike, so I feel like I'm prepared for what's about to change.
September 24, 2011
This book can certainly be used as a case for keeping fiction in the literacy curriculum! Students need to interact, take a "close" look at novels, and be affected by them. Carol Jago knows that all children are capable of "critical and higher-order thinking." She wants to ensure that "every child in America recieves a first-rate educaation." They need to use their minds to think and interpret information. Good novels help to stretch students' minds.
"Literature in its noblset form should do for the child what it does for the man - open the eyes to clearer vision, and nourish and inspire the soul."
Carol Jago gives specific examples how teachers can elicit the rigor students need to exhibit as a key requirement in reading, which the new Common Core Standards require.
Carol also lists age-appropriate, complex texts that students should be reading in middle and high school. I particularly liked the titles, as most appeal to boys as well.
"Literature in its noblset form should do for the child what it does for the man - open the eyes to clearer vision, and nourish and inspire the soul."
Carol Jago gives specific examples how teachers can elicit the rigor students need to exhibit as a key requirement in reading, which the new Common Core Standards require.
Carol also lists age-appropriate, complex texts that students should be reading in middle and high school. I particularly liked the titles, as most appeal to boys as well.
January 2, 2013
I started this last year, but had it shelved for so long that I started it all over! I had read the first edition years ago and felt it was time to read the second edition to prepare myself for next semester. I agree with so many of Jago's beliefs about literature and the importance of not letting up on the rigor of works because they may be "too hard". Every school year teachers want to give up on the classics because they say the kids are not ready because they haven't read anything lengthy in their previous years of schooling. I know the feeling. I do what I can to prepare them, but no matter what we will be reading demanding literature because they deserve it.
This book also gives thoughts on assessments and grading that made me re-think some of my current practices. I will adjust, as usual.
This book is highly recommended for all language arts teachers and administrators, K-12.
This book also gives thoughts on assessments and grading that made me re-think some of my current practices. I will adjust, as usual.
This book is highly recommended for all language arts teachers and administrators, K-12.
August 2, 2012
LOVED this book. As a new teacher I was struggling between teaching "classics" and young adult fiction that has become popular to teach in many high school classrooms. I like both. However, this book convinced me that we need to be using books in our classroom that challenge students. No shortcuts. No excerpts (well, I might use a little, but not as much).
Jago also stressed the importance of analytic assignments/assessments (no multiple choice) and reinforced the importance of Alfie Kohn's idea that grades actually hurt intrinsic motivation. Jago reaffirmed everything I thought while getting my education degree and then became confused about as I saw some of the habits of the teachers in my school/district. i'm very excited to implement her ideas and suggested activities/projects into my classroom next year.
Definitely recommend this book.
Jago also stressed the importance of analytic assignments/assessments (no multiple choice) and reinforced the importance of Alfie Kohn's idea that grades actually hurt intrinsic motivation. Jago reaffirmed everything I thought while getting my education degree and then became confused about as I saw some of the habits of the teachers in my school/district. i'm very excited to implement her ideas and suggested activities/projects into my classroom next year.
Definitely recommend this book.
October 9, 2012
With Common Core Standards heading our way, many teachers fear what is to become the future of our educational system. In an age where curriculum is being dumbed down, where difficult great books are being set aside in favor of lighter, trendier selections, Jago's argument that great books should be taught to ALL kids is more important than ever. This edition is filled with specific strategies to get help your students find the greatness in books, but it's Jago's rationale behind the use of these strategies that I find compelling. A rich, thoughtful book.
November 6, 2012
I completed this version of the book a day ago. I am in love with the wisdom of Jago. She has reignited my belief in detracked English classes at the high school. ALL students should be reading, not merely exposed to, great literature. It is how we learn to deal with life.
August 1, 2011
This is an excellent book that empowers teachers to marry best practice to the Common Core Standards.
February 3, 2013
Another wonderful work by Carol Jago!
August 20, 2011
Must read for any English/language arts teacher.
August 27, 2012
A wonderful resource for English teachers who don't want to sacrifice the quality of literature in the classroom.
January 18, 2013
I liked the NF list that she included. I think I should've liked more, and I disagree with some of her ideas.
February 13, 2013
One of the best education books I have read in a long time. A lot of great ideas to use in the English/ Literature classroom.
May 5, 2013
Thought-provoking ideas and practical suggestions for increasing rigor by teaching classical literature. This made for an interesting PD book study.
May 16, 2013
Flagged up, marked up, will read again and again. Great professional book, especially in light of CCSS.
July 3, 2015
English teacher must read!
September 13, 2015
Decent resource and a very caring, reasonable approach.
December 8, 2015
This book was really helpful to my understanding of balancing Classics and contemporary choice reading.
Displaying 1 - 30 of 36 reviews