图书简介

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

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