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

by Douglas Fisher, Nancy Frey and John Hattie Corwin Press
Pub Date:
02/2017
ISBN:
9781506332369
Format:
Pbk 272 pages
Price:
AU$68.00 NZ$71.30
Product Status: In Stock Now
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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


Compendiums of Assessments


Appendix: Effect Sizes


References


Index


 

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.


 


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 color=blue>www.corwin.com/visiblelearning.