Visible learning for literacy, grades K-12 : implementing the practices that work best to accelerate student learning
Record details
- ISBN: 9781506332352
- ISBN: 1506332358
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Physical Description:
print
xv, 190 pages : illustrations ; 23 cm. - Publisher: Thousand Oaks, California : Corwin/ A SAGE Company, 2016.
Content descriptions
Bibliography, etc. Note: | Includes bibliographical references (pages 175-183) and index. |
Formatted Contents Note: | Machine generated contents note: ch. 1 Laying the Groundwork for Visible Learning for Literacy -- Evidence Base -- Meta-Analyses -- Effect Sizes -- Noticing What Works -- Learning From What Works, Not Limited to Literacy -- Teacher Credibility -- Teacher--Student Relationships -- Teacher Expectations -- General Literacy Learning Practices -- 1. Challenge -- 2. Self-Efficacy -- 3. Learning Intentions With Success Criteria -- Conclusion -- ch. 2 Surface Literacy Learning -- Why Surface Literacy Learning Is Essential -- Acquisition and Consolidation -- Acquisition of Literacy Learning Made Visible -- Leveraging Prior Knowledge -- Phonics Instruction and Direct Instruction in Context -- Vocabulary Instruction -- Mnemonics -- Word Cards -- Modeling Word Solving -- Word and Concept Sorts -- Wide Reading -- Reading Comprehension Instruction in Context -- Summarizing -- Annotating Text -- Note-Taking -- Consolidation of Literacy Learning Made Visible -- Rehearsal and Memorization Through Spaced Practice -- Repeated Reading -- Receiving Feedback -- Collaborative Learning With Peers -- Conclusion -- ch. 3 Deep Literacy Learning -- Moving From Surface to Deep -- Deep Acquisition and Deep Consolidation -- Deep Acquisition of Literacy Learning Made Visible -- Concept Mapping -- Discussion and Questioning -- Close Reading -- Deep Consolidation of Literacy Learning Made Visible -- Metacognitive Strategies -- Reciprocal Teaching -- Feedback to the Learner -- Conclusion -- ch. 4 Teaching Literacy for Transfer -- Moving From Deep Learning to Transfer -- Types of Transfer: Near and Far -- Paths for Transfer: Low-Road Hugging and High-Road Bridging -- Setting the Conditions for Transfer of Learning -- Teaching Students to Organize Conceptual Knowledge -- Students Identify Analogies -- Peer Tutoring -- Reading Across Documents -- Problem-Solving Teaching -- Teaching Students to Transform Conceptual Knowledge -- Socratic Seminar -- Extended Writing -- Time to Investigate and Produce -- Conclusion -- ch. 5 Determining Impact, Responding When the Impact Is Insufficient, and Knowing What Does Not Work -- Determining Impact -- Preassessment -- Postassessment -- Responding When There Is Insufficient Impact -- Response to Intervention -- Screening -- Quality Core Instruction -- Progress Monitoring -- Supplemental and Intensive Interventions -- Learning From What Doesn't Work -- Grade-Level Retention -- Ability Grouping -- Matching Learning Styles With Instruction -- Test Prep -- Homework -- Conclusion. |
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- 1 of 1 copy available at Decoda Literacy Library.
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Location | Call Number / Copy Notes | Barcode | Shelving Location | Holdable? | Status | Due Date |
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Decoda Literacy Library | 372.6 F57 2016 (Text) | 35410000058313 | General Collection | Volume hold | Available | - |