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Hands-on, Practical Guidance for Educators

From math, literacy, equity, multilingual learners, and SEL, to assessment, school counseling, and education leadership, our books are research-based and authored by experts on topics most relevant to what educators are facing today.

 

Bestseller!

Teaching Literacy in the Visible Learning Classroom, Grades K-5

First Edition
By: Douglas Fisher, Nancy Frey, John Hattie

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High-impact strategies to use for all you teach—all in one place. Deliver sustained, comprehensive literacy experiences to K-5 learners each day.

Full description


Product Details
  • Grade Level: PreK-12
  • ISBN: 9781506332369
  • Published By: Corwin
  • Series: Corwin Literacy
  • Year: 2017
  • Page Count: 272
  • Publication date: February 08, 2017

Price: $39.95

Price: $39.95
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For Instructors

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Description

Description

It could happen at 10:10 a.m. in the midst of interactive writing, at 2:30, when listening to readers, or even after class, when planning a lesson. The question arises: How do I influence students’ learning–what’s going to generate that light bulb Aha-moment of understanding?

In this sequel to their megawatt best seller Visible Learning for Literacy, Douglas Fisher, Nancy Frey, and John Hattie help you answer that question by sharing structures and tools for effective literacy instruction that have high-impact on learning—and insights on which stage of learning they have that high impact.

With their expert lessons, video clips, and online resources, you can deliver sustained, comprehensive experiences in phonics, guided reading, interactive writing, content-area discussions—in virtually all you teach:

  • Mobilizing Visible Learning: Use lesson design strategies based on research that included 500 million plus students to develop self-regulating learners able to “see” the purpose of what they are learning—and their own progress.
  • Teacher Clarity: Articulate daily learning intentions, success criteria, and other goals; understand what your learners understand, and design high-potency experiences for all students.
  • Direct Instruction: Embrace modeling and scaffolding as a critical pathway for students to learn new skills and concepts.
  • Teacher-Led Dialogic Instruction: Guide reading, writing, and thinking by using questioning and other teacher-led discussion techniques to help learners to clarify thinking, disagree respectfully, and reach consensus.
  • Student-Led Dialogic Learning: Foster cognitive growth with peer-mediated learning —reciprocal teaching, QAR, fish bowl, and more.
  • Independent Learning: Ensure that students deepen learning by designing relevant tasks that enable them to think metacognitively, set goals, and develop self-regulatory skills.
  • Tools to Use to Determine Literacy Impact: Know what your impact truly is with these research-based formative assessments for K-5 learners.

With Teaching Literacy in the Visible Learning Classroom, take your students from surface to deep to transfer learning. It’s all about using the most effective practices—and knowing WHEN those practices are best leveraged to maximize student learning.

Author(s)

Author(s)

Douglas Fisher photo

Douglas Fisher

Douglas Fisher, Ph.D., is professor and chair of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is the recipient of an International Reading Association William S. Grey citation of merit and an Exemplary Leader award from the Conference on English Leadership of NCTE. He has published numerous articles on teaching and learning as well as books such as The Teacher Clarity Playbook, PLC+, Visible Learning for Literacy, Comprehension: The Skill, Will, and Thrill of Reading, How Tutoring Works, and How Learning Works. Doug loves being an educator and hopes to share that passion with others.

Nancy Frey photo

Nancy Frey

Nancy Frey, Ph.D., is a Professor in Educational Leadership at San Diego State University and a member of the International Literacy Association’s Literacy Research Panel. Nancy has published in The Reading Teacher, Theory Into Practice, Reading Psychology, Early Childhood Education Journal, and Educational Leadership on research related to literacy, school leadership, and effective instruction. Current books include The Teaching Reading Playbook, Teaching Students to Drive Their Learning, Welcome to Teaching, and The PLC+ suite of books. In 2008 she was given the Early Career Achievement Award by the Literacy Research Association and is a member of the California Reading Hall of Fame. She is a credentialed special educator, reading specialist, and administrator in California, and is a co-founder and administrator at Health Sciences High and Middle College.

John Hattie photo

John Hattie

John Hattie, Ph.D., is an award-winning education researcher and best-selling author with nearly 30 years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly 30 years synthesizing more than 1,700 meta-analyses comprising more than 100,000 studies involving over 300 million students around the world. He has presented and keynoted in over 350 international conferences and has received numerous recognitions for his contributions to education. His notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn, Visible Learning for Mathematics, Grades K-12, and 10 Mindframes for Visible Learning.
Table of Contents

Table of Contents

Introduction

Chapter 1. Mobilizing Visible Learning for Literacy

Visible Learning for Literacy


Components of Effective Literacy Learning


Knowledge of How Children Learn


Developmental View of Learning

Meaningful Experiences and Social Interaction

Surface, Deep, and Transfer Learning

Phases of Reading Development


Phases of Writing Development


Formats and Scheduling


Time Organization

Across a Week

Across Content Areas

Spotlight on Three Teachers


Conclusion


Chapter 2. Teacher Clarity

Understanding Expectations in Standards


Learning Intentions in the Language Arts


Student Ownership of Learning Intentions

Connecting Learning Intentions to Prior Knowledge

Make Learning Intentions Inviting and Engaging

Social Learning Intentions

Success Criteria in Language Arts


Success Criteria Are Crucial for Motivation

Conclusion


Chapter 3. Direct Instruction

Relevance


Teacher Modeling


Pair With Think-Alouds

The “I” and “Why” of Think-Alouds

Students Should Think Aloud, Too


Checking for Understanding


Use Questions to Probe Student Thinking

Guided Instruction


Formative Evaluation During Guided Instruction

Independent Learning


Fluency Building

Application

Spiral Review

Extension

Closure


Conclusion


Chapter 4. Teacher-Led Dialogic Instruction

Effective Talk, Not Just Any Talk


Foster Deep Learning and Transfer


Listen Carefully


Facilitate and Guide Discussion


Teacher-Led Tools for Dialogic Instruction


Anticipation Guides

Guided Reading

Write Dialogically With Shared Writing


Language Experience Approach

Interactive Writing

Close and Critical Reading


Conclusion


Chapter 5. Student-Led Dialogic Learning

The Value of Student-to-Student Discussion


The Social and Behavioral Benefits of Peer-Assisted Learning


Fostering Collaborative Discussions


Teach Children to Develop Their Own Questions


Student-Led Tools for Dialogic Learning


Fishbowl

Collaborative Reasoning

Gallery Walks

Literature Circles

Readers Theatre

Reciprocal Teaching

Peer Tutoring

Conclusion


Chapter 6. Independent Learning

Finding Flow


Learning Words Independently


Independently Working With Words


Open and Closed Concept Word Sorts

Vocabulary Cards

Spelling Words


Acquisition

Retention

Automaticity

Word Games

Building Fluent Readers


Reading Into Recorder

Neurological Impress Model

Independent Reading

Independent Writing


Power Writing

Extended Writing Prompts

Big Ideas About Independent Learning


Does It Promote Metacognition?

Does It Promote Goal-Setting?

Does It Promote Self-Regulation?

Conclusion


Chapter 7. Tools to Use in Determining Literacy Impact

Do You Know Your Impact?


Do You Know Your Collective Impact?


ASSESSING READING


Assessing Emergent and Early Readers


Language Comprehension

Decoding

Early Language Learning Assessments


Concepts About Print

Yopp-Singer Test of Phoneme Segmentation

Sight Words

Retellings

Decoding Assessments


Letter Identification

Phonics

Assessing Reading of Meaningful Text


Miscue Analysis

Assessing Developing Readers


Assessing Reading Comprehension


Informal Reading Inventories

Cloze Procedure

Reading Fluency

Metacomprehension Strategies Index

Assessing Attitudes Toward Reading


Elementary Reading Attitude Survey

ASSESSING WRITING


Assessing Spelling


Assessing Writing Fluency


Assessing Writing Holistically


Literacy Design Collaborative Student Work Rubrics

Assessing Writing Attitude and Motivation


Writing Attitude Survey

Why Assess? Know Your Impact


Conclusion


Compendium of Assessments

Appendix: Effect Sizes

References

Index

Price: $39.95
Volume Discounts applied in Shopping Cart

For Instructors

Request Review Copy

When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.

Related Resources

  • Access to companion resources is available with the purchase of this book.