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

First Edition
Douglas Fisher - San Diego State University, USA
Nancy Frey - San Diego State University, USA
John Hattie - The University of Melbourne, Australia
Corwin Literacy
Teaching Literacy in the Visible Learning Classroom, Grades K-5
January 2017 | 272 pages | Corwin
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ISBN: 9781506378510
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ISBN: 9781506332369
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Description

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. 

Contents

Introduction

Introduction

Chapter 1. Mobilizing Visible Learning for Literacy

Chapter 1. Mobilizing Visible Learning for Literacy

Visible Learning for Literacy

Visible Learning for Literacy

Components of Effective Literacy Learning

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 Reading Development

Phases of Writing Development

Phases of Writing Development

Formats and Scheduling

  • Time Organization
  • Across a Week
  • Across Content Areas

Spotlight on Three Teachers

Spotlight on Three Teachers

Conclusion

  • Chapter 2. Teacher Clarity

Understanding Expectations in Standards

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

Relevance

Teacher Modeling

  • Pair With Think-Alouds
  • The “I” and “Why” of Think-Alouds

Students Should Think Aloud, Too

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

Closure

Conclusion

  • Chapter 4. Teacher-Led Dialogic Instruction

Effective Talk, Not Just Any Talk

Effective Talk, Not Just Any Talk

Foster Deep Learning and Transfer

Foster Deep Learning and Transfer

Listen Carefully

Listen Carefully

Facilitate and Guide Discussion

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

Close and Critical Reading

Conclusion

  • Chapter 5. Student-Led Dialogic Learning

The Value of Student-to-Student Discussion

The Value of Student-to-Student Discussion

The Social and Behavioral Benefits of Peer-Assisted Learning

The Social and Behavioral Benefits of Peer-Assisted Learning

Fostering Collaborative Discussions

Fostering Collaborative Discussions

Teach Children to Develop Their Own Questions

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

Finding Flow

Learning Words Independently

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 Impact?

Do You Know Your Collective Impact?

Do You Know Your Collective Impact?

ASSESSING READING

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 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 WRITING

Assessing Spelling

Assessing Spelling

Assessing Writing Fluency

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

Why Assess? Know Your Impact

Conclusion

  • Compendium of Assessments
  • Appendix: Effect Sizes
  • References
  • Index

Resources

Video

Description

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. 

Contents

Introduction

Introduction

Chapter 1. Mobilizing Visible Learning for Literacy

Chapter 1. Mobilizing Visible Learning for Literacy

Visible Learning for Literacy

Visible Learning for Literacy

Components of Effective Literacy Learning

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 Reading Development

Phases of Writing Development

Phases of Writing Development

Formats and Scheduling

  • Time Organization
  • Across a Week
  • Across Content Areas

Spotlight on Three Teachers

Spotlight on Three Teachers

Conclusion

  • Chapter 2. Teacher Clarity

Understanding Expectations in Standards

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

Relevance

Teacher Modeling

  • Pair With Think-Alouds
  • The “I” and “Why” of Think-Alouds

Students Should Think Aloud, Too

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

Closure

Conclusion

  • Chapter 4. Teacher-Led Dialogic Instruction

Effective Talk, Not Just Any Talk

Effective Talk, Not Just Any Talk

Foster Deep Learning and Transfer

Foster Deep Learning and Transfer

Listen Carefully

Listen Carefully

Facilitate and Guide Discussion

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

Close and Critical Reading

Conclusion

  • Chapter 5. Student-Led Dialogic Learning

The Value of Student-to-Student Discussion

The Value of Student-to-Student Discussion

The Social and Behavioral Benefits of Peer-Assisted Learning

The Social and Behavioral Benefits of Peer-Assisted Learning

Fostering Collaborative Discussions

Fostering Collaborative Discussions

Teach Children to Develop Their Own Questions

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

Finding Flow

Learning Words Independently

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 Impact?

Do You Know Your Collective Impact?

Do You Know Your Collective Impact?

ASSESSING READING

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 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 WRITING

Assessing Spelling

Assessing Spelling

Assessing Writing Fluency

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

Why Assess? Know Your Impact

Conclusion

  • Compendium of Assessments
  • Appendix: Effect Sizes
  • References
  • Index

Resources

Video

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

Douglas Fisher , Nancy Frey , John Hattie
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January 2017 | 272 pages | Corwin

Format Published Date ISBN Price
Paperback 01/01/2025 9781506332369 $40.95
Lifetime 01/01/2025 9781506378510 $37.00

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. 


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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