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Teaching Literacy in the Visible Learning Classroom, Grades 6-12
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Table of Contents

Introduction Chapter 1. Mobilizing Visible Learning for Literacy Visible Learning for Literacy Components of Effective Literacy Learning Adolescent Literacy: Reading Adolescent Literacy: Writing Knowledge of How Students Learn Developmental View of Learning Meaningful Experiences and Social Interaction Surface, Deep, and Transfer of Learning What Students Need Scheduling Instructional Time Spotlight on Three Teachers Conclusion Chapter 2. Teacher Clarity Understanding Expectations in Standards Learning Intentions in Literacy Student Ownership of Learning Intentions Connecting Learning Intentions to Prior Knowledge Make Learning Intentions Inviting and Engaging Social Learning Intentions Success Criteria in Literacy Success Criteria Are Crucial for Motivation Conclusion Chapter 3. Deliberate and Direct Teaching 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 Pinwheel Discussions Opinion Stations Close and Critical Reading Scaffolded Reading With Small Groups 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 Students to Develop Their Own Questions Student-Led Tools for Dialogic Learning Fishbowl Gallery Walks Book Clubs Readers Theatre Reciprocal Teaching Peer Tutoring Conclusion Chapter 6. Independent Learning Finding Flow Independent Reading for Fluency and Knowledge Building Independent Writing Power Writing Error Analysis Extended Writing Prompts Learning Words Independently Independently Working With Words Use Games to Foster Retention 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 Background Knowledge Cloze Procedure Vocabulary Matching Assessment Assessing Reading Comprehension Informal Reading Inventories Reading Fluency Metacomprehension Strategies Index (MSI) Assessing Attitudes Toward Reading ASSESSING WRITING Assessing Writing Fluency Assessing Spelling Assessing Writing Holistically Literacy Design Collaborative Student Work Rubrics Why Assess? Know Your Impact Conclusion Compendium of Assessments Appendix: Effect Sizes References Index

About the Author

Douglas Fisher, Ph.D., is Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. He is the recipient of an IRA Celebrate Literacy Award, NCTE's Farmer Award for Excellence in Writing, as well as a Christa McAuliffe Award for Excellence in Teacher Education. Doug can be reached at dfisher@mail.sdsu.edu. Nancy Frey, Ph.D., is Professor of Literacy in the Department of Educational Leadership at San Diego State University. The recipient of the 2008 Early Career Achievement Award from the National Reading Conference, she is also a teacher-leader at Health Sciences High & Middle College and a credentialed special educator, reading specialist, and administrator in California. Dr. John Hattie has been Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, since March 2011. He was previously Professor of Education at the University of Auckland. His research interests are based on applying measurement models to education problems. He is president of the International Test Commission, served as advisor to various Ministers, chaired the NZ performance based research fund, and in the last Queens Birthday awards was made "Order of Merit for New Zealand" for services to education. He is a cricket umpire and coach, enjoys being a Dad to his young men, besotted with his dogs, and moved with his wife as she attained a promotion to Melbourne. Learn more about his research at www.corwin.com/visiblelearning. Marisol Thayre has a multifaceted range of teaching experience, from the middle and high school to university level. She earned her M.A. in English and Composition from Cal Poly San Luis Obispo, is BCLAD and Leading Edge certified, and has experience teaching a large scope of students from various backgrounds. Marisol is especially interested in how students use different types of media to develop their own expertise as writers. Recently, Marisol has begun to share her knowledge with other teachers across the country as a presenter on Gradual Release of Responsibility, differentiated instruction, close reading and collaborative grouping. Marisol currently teaches English at Health Sciences High and Middle College, a charter school in San Diego.

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