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Teaching Literacy in the Visible Learning Classroom, Grades K-5 (Corwin Literacy
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Artikelmerkmale
- Artikelzustand
- subject_code
- JNP
- gpsr_safety_attestation
- true
- textbook_type
- k12
- included_components
- Pass Code
- target_audience
- Professional and scholarly
- edition_number
- 1
- binding
- paperback
- edition
- First
- MPN
- 9781506332369
- batteries_required
- false
- manufacturer
- Corwin
- Brand
- Corwin
- series_title
- Corwin Literacy
- number_of_items
- 1
- pages
- 272
- ships_globally
- false
- genre
- Literacy strategies
- part_number
- 9781506332369
- publication_date
- 2017-04-26T00:00:01Z
- unspsc_code
- 55101500
- batteries_included
- false
- ISBN
- 9781506332369
- Pays d'origine
- Vereinigte Staaten von Amerika
Über dieses Produkt
Product Identifiers
Publisher
Corwin Press
ISBN-10
1506332366
ISBN-13
9781506332369
eBay Product ID (ePID)
234326107
Product Key Features
Number of Pages
272 Pages
Language
English
Publication Name
Teaching Literacy in the Visible Learning Classroom, Grades K-5
Publication Year
2017
Subject
General, Learning Styles, Teaching Methods & Materials / Language Arts
Type
Not Available
Subject Area
Reference, Education
Series
Corwin Literacy Ser.
Format
Trade Paperback
Dimensions
Item Height
3.6 in
Item Weight
19 Oz
Item Length
0.3 in
Item Width
3 in
Additional Product Features
LCCN
2016-044623
Dewey Edition
23
Illustrated
Yes
Dewey Decimal
372.6
Table Of Content
IntroductionChapter 1. Mobilizing Visible Learning for LiteracyVisible Learning for LiteracyComponents of Effective Literacy LearningKnowledge of How Children Learn Developmental View of Learning Meaningful Experiences and Social Interaction Surface, Deep, and Transfer LearningPhases of Reading DevelopmentPhases of Writing DevelopmentFormats and Scheduling Time Organization Across a Week Across Content AreasSpotlight on Three TeachersConclusionChapter 2. Teacher ClarityUnderstanding Expectations in StandardsLearning Intentions in the Language Arts Student Ownership of Learning Intentions Connecting Learning Intentions to Prior Knowledge Make Learning Intentions Inviting and Engaging Social Learning IntentionsSuccess Criteria in Language Arts Success Criteria Are Crucial for MotivationConclusionChapter 3. Direct InstructionRelevanceTeacher Modeling Pair With Think-Alouds The "I" and "Why" of Think-AloudsStudents Should Think Aloud, TooChecking for Understanding Use Questions to Probe Student ThinkingGuided Instruction Formative Evaluation During Guided InstructionIndependent Learning Fluency Building Application Spiral Review ExtensionClosureConclusionChapter 4. Teacher-Led Dialogic InstructionEffective Talk, Not Just Any TalkFoster Deep Learning and TransferListen CarefullyFacilitate and Guide DiscussionTeacher-Led Tools for Dialogic Instruction Anticipation Guides Guided ReadingWrite Dialogically With Shared Writing Language Experience Approach Interactive WritingClose and Critical ReadingConclusionChapter 5. Student-Led Dialogic LearningThe Value of Student-to-Student DiscussionThe Social and Behavioral Benefits of Peer-Assisted LearningFostering Collaborative DiscussionsTeach Children to Develop Their Own QuestionsStudent-Led Tools for Dialogic Learning Fishbowl Collaborative Reasoning Gallery Walks Literature Circles Readers Theatre Reciprocal Teaching Peer TutoringConclusionChapter 6. Independent LearningFinding FlowLearning Words IndependentlyIndependently Working With Words Open and Closed Concept Word Sorts Vocabulary CardsSpelling Words Acquisition Retention Automaticity Word GamesBuilding Fluent Readers Reading Into Recorder Neurological Impress Model Independent ReadingIndependent Writing Power Writing Extended Writing PromptsBig Ideas About Independent Learning Does It Promote Metacognition? Does It Promote Goal-Setting? Does It Promote Self-Regulation?ConclusionChapter 7. Tools to Use in Determining Literacy ImpactDo You Know Your Impact?Do You Know Your Collective Impact?ASSESSING READINGAssessing Emergent and Early Readers Language Comprehension DecodingEarly Language Learning Assessments Concepts About Print Yopp-Singer Test of Phoneme Segmentation Sight Words RetellingsDecoding Assessments Letter Identification PhonicsAssessing Reading of Meaningful Text Miscue AnalysisAssessing Developing ReadersAssessing Reading Comprehension Informal Reading Inventories Cloze Procedure Reading Fluency Metacomprehension Strategies IndexAssessing Attitudes Toward Reading Elementary Reading Attitude SurveyASSESSING WRITINGAssessing SpellingAssessing Writing FluencyAssessing Writing Holistically Literacy Design Collaborative Student Work RubricsAssessing Writing Attitude and Motivation Writing Attitude SurveyWhy Assess? Know Your ImpactConclusionCompendium of AssessmentsAppendix: Effect SizesReferencesIndex
Intended Audience
Scholarly & Professional
Synopsis
This K-5 book takes implementation and assessment to the next level by digging deeper into specific lessons and providing grade-level strategies, with an emphasis on planning and executing highly effective lessons supported by John Hattie's Visible Learning research., Visible Learning schools, districts and teachers will benefit greatly from this highly practical resource with ready-to-go lessons that will aid them as they transition from learning about VL, to implementing and practicing these principals in their ELA classroom teaching. In each chapter, the authors also profile three teachers of various grade levels and locations who have worked to make learning visible for their students and have impacted learning in significant ways., 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., 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.
LC Classification Number
LB1576.F446 2017
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