Includes bibliographical references (pages 244-250) and index.

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 of 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 -- 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 -- 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. 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 -- 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. 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 -- 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 ndex -- 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.

This K-5 book takes implementation and assessment to the next level by digging deeper into specific lessons and providing grade-level strategies, with an emphasis on planning and executing highly effective lessons supported by John Hattie's Visible Learning research.

Text in English.