Teaching literacy in the visible learning classroom, grades 6-12. (2017)

• Record Type: Book
• Further Information: Note: Douglas Fisher, Nancy Frey, John Hattie, Marisol Thayre.
• Authors: Fisher, Douglas, 1965-; Frey, Nancy, 1959-; Hattie, John; Thayre, Marisol
• Contents: Introduction; Chapter 1. Mobilizing Visible Learning for Literacy; Visible Learning for Literacy; Components of Effective Literacy Learning; Adolescent Literacy: Reading; Adolescent Literacy: Writing; Knowledge of How Students Learn; Developmental View of Learning; Meaningful Experiences and Social Interaction; Surface, Deep, and Transfer of Learning; What Students Need; Scheduling Instructional Time; Spotlight on Three Teachers; Conclusion; Chapter 2. Teacher Clarity; Understanding Expectations in Standards; Learning Intentions in Literacy; Student Ownership of Learning Intentions; Connecting Learning Intentions to Prior Knowledge; Make Learning Intentions Inviting and Engaging; Social Learning Intentions; Success Criteria in Literacy; Success Criteria Are Crucial for Motivation; Conclusion; Chapter 3. Deliberate and Direct Teaching; 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; Pinwheel Discussions; Opinion Stations; Close and Critical Reading; Scaffolded Reading With Small Groups; 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 Students to Develop Their Own Questions; Student-Led Tools for Dialogic Learning; Fishbowl; Gallery Walks; Book Clubs; Readers Theatre; Reciprocal Teaching; Peer Tutoring; Conclusion; Chapter 6. Independent Learning; Finding Flow; Independent Reading for Fluency and Knowledge Building; Independent Writing; Power Writing; Error Analysis; Extended Writing Prompts; Learning Words Independently; Independently Working With Words; Use Games to Foster Retention; 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 Background Knowledge; Cloze Procedure; Vocabulary Matching Assessment; Assessing Reading Comprehension; Informal Reading Inventories; Reading Fluency; Metacomprehension Strategies Index (MSI); Assessing Attitudes Toward Reading; ASSESSING WRITING; Assessing Writing Fluency; Assessing Spelling; Assessing Writing Holistically; Literacy Design Collaborative Student Work Rubrics; Why Assess? Know Your Impact; Conclusion; Compendium of Assessments; Appendix: Effect Sizes; References; Index;
• Edition: 1st
• Publisher Details: Thousand Oaks : Corwin
• Publication Date: 2017
• Extent: 1 online resource
• Subjects: 428.00712; Language arts (Secondary); Student-centered learning
• Languages: English
• ISBNs: 9781506388359
• Related ISBNs: 9781506332376
• Notes: Note: Description based on CIP data; item not viewed.
• Access Rights: Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
• Access Usage: Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force.