curriculum design and assessments flashcards

Vocabulary flashcards summarizing key terms from the lecture on curriculum design, literacy development, differentiation, text complexity, language integration, and assessment types.

Effective Feedback

Information given to students that is balanced, specific, and timely to improve learning.

Balanced Feedback

Highlights both strengths and areas for improvement in student work.

Specific Feedback

Clearly identifies what is correct or incorrect and provides concrete next steps.

Timely Feedback

Delivered when students can still apply it to their current learning task.

Rubric

Scoring tool with clear criteria that guides evaluation and student self-assessment.

Stages of Literacy Development

Predictable phases—Emergent, Early/Beginning, Early Fluent/Fluent/Proficient—that describe reading and writing growth.

Emergent Stage

Initial phase where children realize print has meaning and can write some letters, often with reversals.

Early/Beginning Stage

Phase where readers connect print and pictures, decode simple words, know some sight words, and write simple words.

Early Fluent / Fluent / Proficient Stage

Stage where readers recognize many words, read accurately with expression, and revise writing with better spelling and punctuation.

Factors Affecting Reading Development

Home literacy experiences, screen time, quality of instruction, use of whole texts, and cultural responsiveness.

Differentiation (Reading Instruction)

Adjusting instruction to meet varied student needs, abilities, and interests.

Flexible Grouping

Changing student groups as needed to target specific skills or interests.

Universal Screener

Initial assessment of all students to form instructional groups.

Diagnostic Assessment

Tool that pinpoints individual strengths and weaknesses before instruction.

Formative Assessment

Ongoing checks during learning used to guide next teaching steps.

Summative Assessment

Assessment of learning given after instruction to judge mastery.

Criterion-Referenced Assessment

Compares performance to predetermined standards or objectives.

Norm-Referenced Assessment

Ranks students by comparing performance to a wider peer group.

Progress Monitoring

Periodic assessment that tracks growth toward academic goals.

Curriculum-Based Assessment

Measures progress using material directly from the taught curriculum.

Performance-Based Assessment

Students demonstrate knowledge by completing authentic tasks.

Portfolio

Collection of student work showing growth over time.

Exit Slip

Short written response at lesson end to gauge understanding.

Three-Part Text Complexity Model

Framework consisting of qualitative measures, quantitative measures, and reader & task considerations.

Qualitative Measures (Text)

Human-judged features such as purpose, structure, language clarity, and knowledge demands.

Quantitative Measures (Text)

Computer-calculated features like word length, sentence length, and text cohesion.

Reader and Task Considerations

Factors such as student motivation, background knowledge, and assignment purpose.

Expressive Language

Modes of output: speaking, representing, and writing.

Receptive Language

Modes of input: listening, reading, and viewing.

Scaffolding

Temporary support that helps students perform tasks just beyond their current ability.

Skill-Related Background Knowledge

Prior knowledge and abilities students bring that influence instruction pacing and differentiation.

Pacing

Speed at which instruction progresses, adjusted to student needs.

Whole Texts vs. Worksheets

Instructional choice between authentic reading materials and isolated exercises.

Phonics Instruction

Teaching the relationship between letters and sounds for word decoding.

Gifted and Talented Students

Learners performing above grade level who require advanced challenges.

English Learners (ELs)

Students acquiring English whose literacy instruction must address language proficiency.