FTCE Reading k-12 Certification Questions and Answers, Exams of English Language

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FTCE Reading k- 12 Certification

Questions and Answers

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1. A reading teacher is reviewing a recently published book about a new approach to improving reading comprehension. Which of the following features should the teacher look for when evaluating the reported success of this approach (Answer) whether the results of the research the author conducted on the approach are reliable and valid
2. In a classroom, the teacher has an area for small-group instruction and another area for whole-group instruction. The learning environment is information intensive with students collaborating on a variety of assignments and projects with the teacher roaming the room and helping individuals and groups of students. Which theorist best describes the teachers disposition for instruction (Answer) Lev Vygotsky

3. social constructivist: A teacher firmly believes that collaboration among stu- dents is essential for learning. Which of the following theories is closely aligned with this philosophy?
4. Use the following excerpt to answer the question. The high price of oil in the 1970s resulted in a serious problem for many Americans. Long lines to purchase gasoline for cars were unavoidable. People were subjected to higher prices for oil to heat their homes. Oil companies looked to other nations for new oil supplies. They also began drilling for oil on the ocean floor. Which of the following is the excerpt an example of (Answer) problem and solution
5. narrative nonfiction: A biography
6. Which of the following is NOT a criterion for selecting multicultural litera- ture (Answer) exclusion of leaders
7. A teacher collects reading records and rubric-scored writing samples over time on select students to document change over time. Which term best describes the teacher's purpose for

8. The assessment tools for the purpose of evaluating expertise include: re- search papers, formal presentations, and formal debates

9. what is the best way to determine reading instructional groups in a class- room with students who have a wide range of skills and abilities (Answer) review state reading test scores, then administer an IRI
10. Teachers at a middle school made a commitment to use observational notes to monitor students' strengths and needs and to use that information for providing differentiated instruction and flexible grouping. What type of grouping is this an example of (Answer) data-based grouping
11. An effective way for a teacher of English language learners to integrate speaking and listening into the classroom would be to use: role play.
12. Which adaptation of the basal reading program is the most efficient for struggling readers (Answer) repeated readings
13. During a shared reading of an enlarged text in a primary learning environ- ment, the teacher focuses instruction on the structure of the language by engaging students periodically in con- versation. Which cognitive working system is the teacher scaffolding during the lesson (Answer) syntactic working system

19. Which of the following is the most effective strategy to assist a mid- dle-schooler struggling with 3rd-grade highfrequency words (Answer) create an individual word bank for the student
20. Which of the following descriptions best matches tier 1 vocabulary words (Answer) prevalent in everyday language
21. Which procedure is most appropriate for teaching multiple- meaning words (Answer) Contextual analysis
22. Which of the following instructional practices are the most appropriate to use to aid English language learners in a mathematics classroom from Tier 1 to Tier 2 word meanings (Answer) student matches words with both common and applied definitions
23. For intentional vocabulary development, which of the following is the most effective to implement in instruction (Answer) before, during, and after the read- ing of text with emphasis on repeated exposure
24. An oral reading fluency measure indicates that a student reads in two- and three-word phrases causing the reading to sound choppy. Additionally, the measure reveals that the

student made improper stresses and intonations which failed to indicate

create Venn diagrams that compare and contrast theme, content, characters, and details of the texts

29. A teacher has surveyed their middle school Earth Science class and has concluded that most of the students have little knowledge about regional weather patterns. Which of the following sources would provide the students with the most up-to-date and comprehensive information (Answer) online weather report site
30. The district reading leadership team has determined based on data that additional informal progress monitoring opportunities in reading must be included in instruction for all the schools in the district. Which of the following progress monitoring resources will support this district effort (Answer) provide pro- fessional development on formative assessments for all teachers
31. In October, a teacher meets with a paraprofessional of an 11th- grade student to discuss ways to increase teacher and peer interactions, decrease an over reliance on the paraprofes- sional, and build independence. Which of the following is this an example of (Answer) clarifying roles and responsibili- ties
32. Accuracy (part of fluency):: reading words in text with no errors
33. Academically Engaged:: students are academically engaged when they are participating in activities/instruction in a meaningful way and understanding the tasks in which they are involved.

34. Advanced Phonics: Strategies for decoding multisyllabic words that include morphology and information about the meaning, pronunciation, and parts of speech of words gained from knowledge of prefixes, roots, and suffixes.
35. Affix: a prefix or suffix
36. After Reading Comprehension Strategies: Strategies that require the reader to actively transform key information in text that has been read (e.g., summarizing, retelling).
37. Aligned Materials: Student materials (texts, activities, manipulatives, home- work, etc.) that reinforce classroom instruction of specific skills in reading.
38. Alliteration: The repetition of the initial phoneme of each word in connected text (e.g., Harry the happy hippo hula-hoops with Henrietta

48. Bloom's Taxonomy: A system for categorizing levels of abstraction of ques- tions that commonly occur in educational settings. Includes the following compe- tencies: knowledge, comprehension, application, analysis, synthesis, and evaluation.
49. Chunked Text: Continuous text that has been separated into meaningful phrases often with the use of single and double slash marks (/ and //). The intent of using chunked text or chunking text is to give children an opportunity to practice reading phrases fluently. There is no absolute in chunking text. Teachers should use judgment when teaching students how to chunk. Generally, slash marks are

made between subject and predicate, and before and after prepositional phrases.

50. Chunking: A decoding strategy for breaking words into manageable parts (e.g., /yes /ter/ day). Chunking also refers to the process of dividing a sentence into smaller phrases where pauses might occur naturally (e.g., When the sun appeared after the storm, / the newly fallen snow /shimmered like diamonds
51. Coaching:: A professional development process of supporting teachers in implementing new classroom practices by providing new content and information, modeling related teaching strategies, and offering on-going feedback as teachers master new prac- tices.
52. Coarticulation: When saying words our mouth is always ready for the next sound to be made. While saying one sound, the lips, tongue, etc., are starting to form the sound to follow. This can distort individual sounds during speech because the sounds are not produced in isolated units (e.g., ham- the /m/ blends with the /a/ to distort the vowel). This process is called coarticulation.

56. Comprehensive/Core Reading Program (CRP: is the initial instructional tool teachers use to teach children to learn to read including instruction in the five com- ponents of reading identified by the National Reading Panel (phonemic awareness, phonics, fluency, vocabulary, comprehension), spelling, and writing to ensure they reach reading levels that meet or exceed grade-level standards. A CRP should address the instructional needs of the majority of students in a respective school or district.
57. Comprehensive Intervention Reading Program (CIRP: These programs are intended for students who are reading one or more years below grade level, and who are struggling with a broad range of reading skills. Comprehensive Intervention Pro- grams include instructional content based on the five essential components of reading instruction integrated into a coherent instructional design. A coherent design in- cludes explicit instructional strategies, coordinated instructional sequences, ample practice opportunities and aligned student materials. Comprehensive Intervention Pro- grams provide instruction that is more intensive, explicit, systematic, and more motivating than instruction students have previously received. These programs also provide more frequent assessments of student progress and more systematic review in order to insure proper pacing of instruction and mastery of all instructional components.

58. Comprehension Monitoring: An awareness of one's understanding of text being read. Comprehension monitoring is part of metacognition "thinking about thinking" know what is clear and what is confusing as the reader and having the capabilities to make repairs to problems with comprehension.
59. Comprehension Questions: Address the meaning of text, ranging from literal to inferential to analytical.
60. Concept Definition Mapping:: Provides a visual framework for organizing conceptual information in the process of defining a word or concept. The framework contains the category, properties, and examples of the word or concept.

of reading:

phonological awareness, phonics, fluency, vocabulary, comprehension. If students orally segment and blend words with the letter-sound /f/ during phonemic awareness instruction, then we would expect to see it followed by practice in connecting the sound /f/ with the letter f. This would be followed by fluency practice in reading words, sentences, and/or passages with the letter-sound /f/. Spelling practice would include /f/ and other previously learned letter-sounds.

68. Core Instruction: is instruction provided to all students in the class, and it is usually guided by a comprehensive core reading program. Part of the core instruction is usually