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

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

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April 2017 | 272 pages | Corwin

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. 

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
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

Chapter 3. Direct Instruction
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


Spiral Review


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
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

Collaborative Reasoning

Gallery Walks

Literature Circles

Readers Theatre

Reciprocal Teaching

Peer Tutoring

Chapter 6. Independent Learning
Finding Flow
Learning Words Independently
Independently Working With Words
Open and Closed Concept Word Sorts

Vocabulary Cards

Spelling Words



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?

Chapter 7. Tools to Use in Determining Literacy Impact
Do You Know Your Impact?
Do You Know Your Collective Impact?
Assessing Emergent and Early Readers
Language Comprehension


Early Language Learning Assessments
Concepts About Print

Yopp-Singer Test of Phoneme Segmentation

Sight Words


Decoding Assessments
Letter Identification


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 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
Compendium of Assessments
Appendix: Effect Sizes

For instructors

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ISBN: 9781506332369