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Teaching Literacy in the Visible Learning Classroom, Grades K-5 : Corwin Literacy - Douglas B. Fisher

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

Corwin Literacy

Paperback

Published: 14th May 2017
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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.

    About the Author

    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.

    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

    ISBN: 9781506332369
    ISBN-10: 1506332366
    Series: Corwin Literacy
    Audience: Professional
    Format: Paperback
    Language: English
    Number Of Pages: 272
    Published: 14th May 2017
    Publisher: SAGE Publications Inc
    Country of Publication: US
    Dimensions (cm): 23.2 x 18.7  x 1.6
    Weight (kg): 0.54
    Edition Number: 1