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

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

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January 2017 | 272 pages | Corwin

It could happen at 10:10 a.m. in the midst of interactive writing, at 2:30, when listening to readers, or even after class, when planning a lesson. The question arises: How do I influence students’ learning–what’s going to generate that light bulb Aha-moment of understanding? 

In this sequel to their megawatt best seller Visible Learning for Literacy, Douglas Fisher, Nancy Frey, and John Hattie help you answer that question by sharing structures and tools for effective literacy instruction that have high-impact on learning—and insights on which stage of learning they have that high impact. 
With their expert lessons, video clips, and online resources, you can deliver sustained, comprehensive experiences in phonics, guided reading, interactive writing, content-area discussions—in virtually all you teach:

  • Mobilizing Visible Learning: Use lesson design strategies based on research that included 500 million plus students to develop self-regulating learners able to “see” the purpose of what they are learning—and their own progress. 
  • Teacher Clarity: Articulate daily learning intentions, success criteria, and other goals; understand what your learners understand, and design high-potency experiences for all students.
  • Direct Instruction: Embrace modeling and scaffolding as a critical pathway for students to learn new skills and concepts. 
  • Teacher-Led Dialogic Instruction: Guide reading, writing, and thinking by using questioning and other teacher-led discussion techniques to help learners to clarify thinking, disagree respectfully, and reach consensus. 
  • Student-Led Dialogic Learning: Foster cognitive growth with peer-mediated learning —reciprocal teaching, QAR, fish bowl, and more. 
  • Independent Learning:  Ensure that students deepen learning by designing relevant tasks that enable them to think metacognitively, set goals, and develop self-regulatory skills. 
  • Tools to Use to Determine Literacy Impact:  Know what your impact truly is with these research-based formative assessments for K-5 learners. 

With Teaching Literacy in the Visible Learning Classroom, take your students from surface to deep to transfer learning. It’s all about using the most effective practices—and knowing WHEN those practices are best leveraged to maximize student learning. 

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
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  
Chapter 3. Direct Instruction
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  
Spiral Review  
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
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
Collaborative Reasoning  
Gallery Walks  
Literature Circles  
Readers Theatre  
Reciprocal Teaching  
Peer Tutoring  
Chapter 6. Independent Learning
Finding Flow
Learning Words Independently
Independently Working With Words
Open and Closed Concept Word Sorts  
Vocabulary Cards  
Spelling Words
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?  
Chapter 7. Tools to Use in Determining Literacy Impact
Do You Know Your Impact?
Do You Know Your Collective Impact?
Assessing Emergent and Early Readers
Language Comprehension  
Early Language Learning Assessments
Concepts About Print  
Yopp-Singer Test of Phoneme Segmentation  
Sight Words  
Decoding Assessments
Letter Identification  
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 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
Compendium of Assessments
Appendix: Effect Sizes

Douglas B. Fisher

Douglas Fisher, Ph.D., is Professor of Educational Leadership at San Diego State University and a leader at Health Sciences High & Middle College. He has served as a teacher, language development specialist, and administrator in public schools and non-profit organizations, including 8 years as the Director of Professional Development for the City Heights Collaborative, a time of increased student achievement in some of San Diego’s urban schools.  Doug has engaged in Professional Learning Communities for several decades, building teams that design and implement systems to impact teaching and learning.  He has published... More About Author

Nancy Frey

Nancy Frey, Ph.D., is a Professor in Educational Leadership at San Diego State University and a leader at Health Sciences High and Middle College. She has been a special education teacher, reading specialist, and administrator in public schools. Nancy has engaged in Professional Learning Communities as a member and in designing schoolwide systems to improve teaching and learning for all students. She has published numerous books, including The Teacher Clarity Playbook and Rigorous Reading.  More About Author

John Allan Hattie

Professor John Hattie is an award-winning education researcher and best-selling author with nearly 30 years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly 30 years synthesizing more than 1,500 meta-analyses comprising more than 90,000 studies involving over 300 million students around the world. He has presented and keynoted in over 350 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... More About Author

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ISBN: 9781506332369