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 Hattieà â â s Visible Learning research.
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 Hattieà â â s Visible Learning research.
Douglas Fisher is professor and chair of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed teacher and leader in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published widely on literacy, quality instruction, and assessment, as well as books such as Welcome to Teaching, PLC+, Teaching Students to Drive their Learning, and Student Assessment: Better Evidence, Better Decisions, Better Learning.
Inhaltsangabe
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
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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