Teaching literacy in the visible learning classroom : K-5 classroom companion to Visible learning for literacy / Douglas Fisher, Nancy Frey, John Hattie.

"K-5 Classroom Companion to Visible Learning for Literacy."

Includes bibliographical references and index.

Machine generated contents note: 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 of 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 -- 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 -- Relevance -- Teacher Modeling -- Pair With Think-Alouds -- The "I" and "Why" of Think-Alouds -- Students Should Think Aloud, Too -- Checking for Understanding

Note continued: Use Questions to Probe Student Thinking -- Guided Instruction -- Formative Evaluation During Guided Instruction -- Independent Learning -- Fluency Building -- Application -- Spiral Review -- Extension -- Closure -- Conclusion -- 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 -- 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

Note continued: Conclusion -- 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 -- 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

Note continued: 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.