图书简介

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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