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

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February 2017 | 272 pages | Corwin

Learn how to maximize student learning with Doug Fisher and others at an one-of-a-kind institute in June.

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. 

 
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

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ISBN: 9781506332369

For instructors