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

Teaching literacy in the visible learning classroom : K-5 classroom companion to Visible learning for literacy / Douglas Fisher, Nancy Frey, John Hattie.
Catalogue Information
Field name Details
Record Number 18802
ISBN 9781506332369
1506332366
Item Number 99974475726
Location 372.6 FIS
Author Fisher, Douglas, 1965- author.
Title Teaching literacy in the visible learning classroom : K-5 classroom companion to Visible learning for literacy / Douglas Fisher, Nancy Frey, John Hattie.
Other title Teaching literacy in the visible learning classroom, grades K-5
Published Thousand Oaks, California Corwin, a SAGE company, [2017]
Collation xi, 256 pages ; 24 cm.
Content types still image
text
Carrier type volume
Series Corwin literacy
Bibliography Note Includes bibliographical references and index.
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 -- 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 --
Contents 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 -- 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.
Topical Term Language arts (Elementary)
Student-centered learning
Language arts (Primary)
Student-centered learning
Added Name Frey, Nancy, 1959-, (author).
Hattie, John, (author).
Catalogue Information 18802 Beginning of record . Catalogue Information 18802 Top of page .
Item Information
Barcode Shelf Location Collection Volume Ref. Status Due Date Res.
TF1273641 372.6 FIS
Loan   . On Loan . 20 Dec 2019
TF1273650 372.6 FIS
Loan   . Available .  
TF1263590 372.6 FIS
Loan   . On Loan . 18 Oct 2019
TF1263603 372.6 FIS
Loan   . *, LONG OVERDUE . 26 Aug 2019
TF1258206 372.6 FIS
Loan   . Available .  
TF1258214 372.6 FIS
Loan   . *, LONG OVERDUE . 1 Aug 2019
TF1258222 372.6 FIS
Loan   . Available .  
. Catalogue Record 18802 ItemInfo Beginning of record . Catalogue Record 18802 ItemInfo Top of page .

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