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

Douglas Fisher is a professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Fisher was an early intervention teacher and elementary school educator. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, leadership, and curriculum design, as well as books such as Your Introduction to PLC+, Welcome to Teaching, How Feedback Works, Teaching Reading, and RIGOR Unveiled. Fisher loves being an educator and hopes to share that passion with others.Nancy Frey is a professor of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Her published titles include The Courage to Learn, The Art and Science of Coaching, How Scaffolding Works, and The Illustrated Guide to Visible Learning. Frey is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.John Hattie, PhD, is an award-winning education researcher and best-selling author with nearly thirty years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly thirty years synthesizing more than 2,100 meta-analyses comprising more than one hundred thousand studies involving over 300 million students around the world. He has presented and keynoted in over three hundred international conferences and has received numerous recognitions for his contributions to education. His notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn, Visible Learning for Mathematics, Grades K-12, and 10 Mindframes for Visible Learning.

• IntroductionChapter 1. Mobilizing Visible Learning for LiteracyVisible Learning for LiteracyComponents of Effective Literacy LearningKnowledge of How Children LearnDevelopmental View of LearningMeaningful Experiences and Social InteractionSurface, Deep, and Transfer LearningPhases of Reading DevelopmentPhases of Writing DevelopmentFormats and SchedulingTime OrganizationAcross a WeekAcross Content AreasSpotlight on Three TeachersConclusionChapter 2. Teacher ClarityUnderstanding Expectations in StandardsLearning Intentions in the Language ArtsStudent Ownership of Learning IntentionsConnecting Learning Intentions to Prior KnowledgeMake Learning Intentions Inviting and EngagingSocial Learning IntentionsSuccess Criteria in Language ArtsSuccess Criteria Are Crucial for MotivationConclusionChapter 3. Direct InstructionRelevanceTeacher ModelingPair With Think-AloudsThe “I” and “Why” of Think-AloudsStudents Should Think Aloud, TooChecking for UnderstandingUse Questions to Probe Student ThinkingGuided InstructionFormative Evaluation During Guided InstructionIndependent LearningFluency BuildingApplicationSpiral ReviewExtensionClosureConclusionChapter 4. Teacher-Led Dialogic InstructionEffective Talk, Not Just Any TalkFoster Deep Learning and TransferListen CarefullyFacilitate and Guide DiscussionTeacher-Led Tools for Dialogic InstructionAnticipation GuidesGuided ReadingWrite Dialogically With Shared WritingLanguage Experience ApproachInteractive WritingClose and Critical ReadingConclusionChapter 5. Student-Led Dialogic LearningThe Value of Student-to-Student DiscussionThe Social and Behavioral Benefits of Peer-Assisted LearningFostering Collaborative DiscussionsTeach Children to Develop Their Own QuestionsStudent-Led Tools for Dialogic LearningFishbowlCollaborative ReasoningGallery WalksLiterature CirclesReaders TheatreReciprocal TeachingPeer TutoringConclusionChapter 6. Independent LearningFinding FlowLearning Words IndependentlyIndependently Working With WordsOpen and Closed Concept Word SortsVocabulary CardsSpelling WordsAcquisitionRetentionAutomaticityWord GamesBuilding Fluent ReadersReading Into RecorderNeurological Impress ModelIndependent ReadingIndependent WritingPower WritingExtended Writing PromptsBig Ideas About Independent LearningDoes It Promote Metacognition?Does It Promote Goal-Setting?Does It Promote Self-Regulation?ConclusionChapter 7. Tools to Use in Determining Literacy ImpactDo You Know Your Impact?Do You Know Your Collective Impact?ASSESSING READINGAssessing Emergent and Early ReadersLanguage ComprehensionDecodingEarly Language Learning AssessmentsConcepts About PrintYopp-Singer Test of Phoneme SegmentationSight WordsRetellingsDecoding AssessmentsLetter IdentificationPhonicsAssessing Reading of Meaningful TextMiscue AnalysisAssessing Developing ReadersAssessing Reading ComprehensionInformal Reading InventoriesCloze ProcedureReading FluencyMetacomprehension Strategies IndexAssessing Attitudes Toward ReadingElementary Reading Attitude SurveyASSESSING WRITINGAssessing SpellingAssessing Writing FluencyAssessing Writing HolisticallyLiteracy Design Collaborative Student Work RubricsAssessing Writing Attitude and MotivationWriting Attitude SurveyWhy Assess? Know Your ImpactConclusionCompendium of AssessmentsAppendix: Effect SizesReferencesIndex