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    Teaching Literacy in the Visible Learning Classroom

    by Douglas Fisher, Nancy Frey, John Hattie


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    • ISBN-13: 9781506332369
    • Publisher: SAGE Publications
    • Publication date: 02/22/2017
    • Pages: 272
    • Sales rank: 120,207
    • Product dimensions: 7.30(w) x 9.00(h) x 0.70(d)

    Douglas Fisher, Ph.D., is Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. He is the recipient of an IRA Celebrate Literacy Award, NCTE’s Farmer Award for Excellence in Writing, as well as a Christa McAuliffe Award for Excellence in Teacher Education. Doug can be reached at dfisher@mail.sdsu.edu.

    Nancy Frey, Ph.D., is Professor of Literacy in the Department of Educational Leadership at San Diego State University. The recipient of the 2008 Early Career Achievement Award from the National Reading Conference, she is also a teacher-leader at Health Sciences High & Middle College and a credentialed special educator, reading specialist, and administrator in California.

    Dr. John Hattie has been Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, since March 2011. He was previously Professor of Education at the University of Auckland. His research interests are based on applying measurement models to education problems. He is president of the International Test Commission, served as advisor to various Ministers, chaired the NZ performance based research fund, and in the last Queens Birthday awards was made “Order of Merit for New Zealand” for services to education. He is a cricket umpire and coach, enjoys being a Dad to his young men, besotted with his dogs, and moved with his wife as she attained a promotion to Melbourne. Learn more about his research at www.corwin.com/visiblelearning.

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    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

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    Teach with optimum impact to foster deeper expressions of literacy

    Whether through direct instruction, guided instruction, peer-led and independent learning—every student deserves a great teacher, not by chance, but by design. In this companion to Visible Learning for Literacy, Fisher, Frey, and Hattie show you how to use learning intentions, success criteria, formative assessment and feedback to achieve profound instructional clarity. Chapter by chapter, this acclaimed author team helps put a range of learning strategies into practice, depending upon whether your K–5 students are ready for surface, deep, or transfer levels of understanding.

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