FTCE Subject Area Exam

Discussion in 'Multiple Subject Tests' started by Katie, May 12, 2005.

  1. lovelylbb99

    lovelylbb99 Rookie

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    Jun 22, 2007

    Anybody taking the Pre-K to 3rd grade test in July 2007 in Miami, Florida? Do any of you live close to the Hammocks Library or FIU? I was thinking we can study together. I only have one study guide that I still have attach to my email.
     
  2. lovelylbb99

    lovelylbb99 Rookie

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    Jun 22, 2007

    About the Other certification test

    I'm taking the Pre-K to 3rd grade test because my degree is in Early Childhood Education, but I would like to take the special education test and mathematics subject area (but don't know if I should take 5-9 or 6-12), should I pass the Professional and the GK test before I decide to take the other subject area test or should I try to take those subject area test first. I've took the Professional and GK about three times and haven't passed it yet.
     
  3. TEACHKIDS123

    TEACHKIDS123 Rookie

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    Jun 24, 2007

    Hello. I am new to this board and scheduled to take the test next month. I was wondering if anyone had any good books/websites for Emergent Literacy. I specifically need to know about instructional methods,difficulties and prevention in emergent literacy. thanks
     
  4. Hannah019

    Hannah019 Guest

    Jun 25, 2007

    RE: Pre-k -3

    Hi Adria: I recently took the exam again on June 9, I did not receive a passing score but I'm getting close. How did you research the compentecies? I have trouble in finding some of the compentecies by internet. I have conducted search engines and have not been two sucessful. The score I received was 186. I really need to pass this exam. The University that I attend will not post my degree.
    What resources should I use?
    Thank you,
    Hannah
     
  5. TeacherGroupie

    TeacherGroupie Moderator

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    Jun 26, 2007

  6. lovelylbb99

    lovelylbb99 Rookie

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    Prekindergarten–Primary
    PK-3
    Section 53
    Prekindergarten-Primary
    PK-3
    1 Knowledge of child growth and development
    1. Identify the major effects of genetics, health, nutrition, public policy, environment, and economics on child development.
    2. Identify the sequence of development and the milestones (e.g., social-emotional, cognitive, language, physical) for the typically developing child.
    3. Identify developmental alerts.
    4. Identify common difficulties in emergent literacy development.
    5. Identify the influences of substance abuse, physical abuse, and emotional distress on child development.
    6. Identify strategies for designing and implementing instructional practices to support typically and atypically developing young children.
    7. Identify the influence of brain research on theories of cognitive and social competence, the principles of how children learn, and the development and implementation of instructional strategies.
    8. Recognize ways in which children's early experiences and culturally transmitted knowledge contribute to individual differences in development and learning.
    2 Knowledge of foundations
    1. Identify theorists, theories, and benchmarks in the fields of early childhood and elementary education and their implication for the classroom teacher of young children.
    2. Identify curriculum models of early childhood and elementary education programs in a variety of settings.
    3. Identify the impact of federal and state laws on education in the classroom.
    Prekindergarten-Primary PK-3
    - 2 -
    3 Knowledge of research, standards, and trends
    1. Identify professional organizations, Web sites, and scholarly journals in the field of early and elementary education.
    2. Identify position statements of such organizations as the International Reading Association (IRA), Association for Childhood Education International (ACEI), National Association for the Education of Young Children (NAEYC), National Council of Teachers of Mathematics (NCTM), and the Southern Early Childhood Association (SECA) and their influence on instructional practice.
    3. Identify current issues, trends, and educational innovations and legislation.
    4. Identify ethical behavior and professional responsibilities as they relate to young children, families, colleagues, and the community.
    4 Knowledge of effective practices
    1. Identify developmentally appropriate practices that guide effective instruction.
    2. Identify the components of effective organization and management, such as classroom rituals, routines, and schedules.
    3. Identify ways to organize furniture, equipment, materials, and other resources in an indoor and/or outdoor environment.
    4. Identify the components of a print-rich environment (e.g., word walls, classroom libraries, labeled objects, student work displayed) and the impact of such an environment on classroom instruction.
    5. Identify strategies for short- and long-term planning to set instructional goals in alignment with standards for developing teacher objectives.
    6. Identify strategies for designing appropriate objectives and developing and implementing lesson plans.
    7. Identify activities that enrich and extend active learning through the selection and use of developmentally and age-appropriate instructional materials.
    8. Identify a variety of methods of flexibly grouping children for the purposes of instruction.
    9. Identify methods for prevention of and intervention for common emergent literacy difficulties.
    Prekindergarten-Primary PK-3
    - 3 -
    10. Identify characteristics of an integrated curriculum.
    11. Identify characteristics of play relating to the child's social, emotional, and cognitive development.
    12. Identify methods of observing, facilitating, and extending children's play to practice newly acquired competencies through problem solving, imitation, persistence, and creativity.
    13. Identify ways to adapt and organize space, equipment, facilities, and materials to create an environment that supports early childhood curricula and the development of the whole child.
    5 Knowledge of issues and strategies for family and community involvement
    1. Identify strategies for encouraging and facilitating family and community partnerships in all phases of school programs.
    2. Identify contemporary family systems and how to provide for their needs.
    6 Knowledge of developmentally appropriate curriculum
    1. Identify the implications of teacher read alouds and how they directly relate to the academic success of children at all grade levels.
    2. Identify techniques for creating a print-rich environment (e.g., word walls, classroom libraries, labeling objects, student work displayed) reflecting diverse cultures.
    3. Identify various approaches for developing prereading/early literacy skills to include oral language and listening, phonological awareness, alphabet knowledge, background knowledge, and print concepts.
    4. Identify strategies that facilitate the development of effective oral language communication (e.g., vocabulary, grammar, syntax, pragmatics) and listening skills.
    5. Select literature from a variety of narrative and expository text that builds language skill and concept development.
    6. Identify activities that build phonemic awareness.
    7. Identify strategies for instruction in letter-sound relationships (phonics).
    Prekindergarten-Primary PK-3
    - 4 -
    8. Identify the processes, skills, and phases of word recognition (e.g., pre-alphabetic, partial alphabetic, full alphabetic, graphophonemic, morphemic, syntactic, semantic) that lead to decoding.
    9. Identify the components of reading fluency (e.g., accuracy, automaticity, rate, prosody).
    10. Identify instructional methods (e.g., practice with high-frequency words, timed readings) for developing reading fluency.
    11. Identify instructional methods and strategies to increase vocabulary acquisition (e.g., word analysis, choice of words, context clues, multiple exposures) across the curriculum.
    12. Identify instructional methods and strategies (e.g., summarizing, monitoring comprehension, question answering, question generating, use of graphic and semantic organizers, recognizing story structure, use multiple strategy instruction) to facilitate students’ reading comprehension.
    13. Identify prewriting and writing skill strategies to develop print awareness concepts, including spelling and punctuation.
    14. Identify strategies that facilitate the development of literal, interpretive, and critical listening and thinking skills.
    15. Identify strategies for presenting concepts for mathematical proficiency, including understanding mathematical ideas and concepts, fluent computations, problem solving, and logical reasoning progressing from concrete to semiconcrete to abstract.
    16. Identify strategies, including technology, for presenting social studies processes and concepts.
    17. Identify strategies, including technology, for presenting science processes and concepts.
    18. Identify activities that support the development of both fine and gross motor skills.
    19. Identify strategies, including technology, for presenting health, safety, and nutrition instruction, processes, and concepts.
    20. Identify strategies, including technology, and processes for presenting visual arts, music, drama, and dance.
    Prekindergarten-Primary PK-3
    - 5 -
    7 Knowledge of the diverse needs of all children and their families
    1. Identify strategies to adapt curriculum for children with diverse needs.
    2. Identify the characteristics of children with diverse needs.
    3. Identify ways to facilitate family support and involvement with children who have diverse needs.
    4. Identify programs, curricula, and activities that provide for the language needs of children and their families who have limited English proficiency.
    5. Identify characteristics of children at risk for school failure and select appropriate intervention strategies for these children.
    6. Identify major trends in exceptional child education and their application in an early childhood setting.
    7. Identify strategies for working with foster, migrant, abandoned, and homeless children.
    8. Identify strategies for accessing health information for monitoring children's medical needs, including medications for allergies and other health impairments.
    8 Knowledge of diagnosis, assessment, and evaluation
    1. Select developmentally appropriate, reliable, and valid formal and informal screening, progress monitoring, and diagnostic instruments and procedures that measure specific skills.
    2. Identify procedures for accurately establishing, maintaining, and using formal and informal student records.
    3. Interpret formal and informal assessment data to make instructional decisions about the educational needs of children.
    4. Identify procedures for appropriately using portfolio assessment to plan instruction that better extends the child's level of learning and interest.
    5. Identify procedures and legal requirements that provide for appropriate and effective family conferences and/or home visits (in accordance with due process and confidentiality) regarding the assessment, education, growth, and development of children.
    Prekindergarten-Primary PK-3
    - 6 -
    9 Knowledge of child guidance and classroom behavioral management
    1. Identify developmentally appropriate components of a positive and effective classroom behavioral management plan.
    2. Identify developmentally appropriate positive strategies for guiding children's behavior and responding to challenging behaviors.
    3. Identify learning opportunities for promoting positive self-concept, self-esteem, and prosocial and social-emotional development through interaction with others.
    4. Identify developmentally appropriate conflict resolution strategies and guidelines for their implementation.
    5. Identify appropriate strategies to teach character development to young children.
    6. Identify the roles of early childhood professionals in collaboration with other professionals in helping children and their families cope with stressors.
    Prekindergarten-Primary PK-3
    - 7 -
     
  7. lovelylbb99

    lovelylbb99 Rookie

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    Jun 26, 2007

    Information for Pre-K to 3rd grade Test

    [Test and Test Preparation Guide Development
    Teacher Certification Testing[/B][/B]
    Since 1980, Florida teacher certification candidates have been
    required to pass the Florida Teacher Certification Examination
    (FTCE), which has consisted of tests in reading, writing,
    mathematics, and professional knowledge. The 1986 Florida
    Legislature modified the testing program by also requiring teacher
    candidates to pass a test in the subject area in which they wish to be
    certified. In addition, the Legislature substituted the Florida College-
    Level Academic Skills Test (CLAST) for the reading, writing, and
    mathematics portions of the FTCE. The 2000 Florida Legislature
    replaced the CLAST with the General Knowledge Test, effective July
    1, 2002.
    The subject area knowledge tested on the Prekindergarten/Primary
    PK-3 examination
    was identified and validated by committees of
    content specialists from within the state of Florida. A majority of the
    committee members were public school teachers, but the committees
    also included district supervisors and college faculty with expertise in
    this field. Committee members were selected on the basis of
    recommendations by professional associations, experts in the field,
    and teachers’ unions. In developing the test, the committees used an
    extensive literature review, interviews with selected public school
    teachers, a large-scale survey of teachers, pilot tests, and their own
    professional judgment.
    Role of the Test Preparation Guide
    The purpose of this test preparation guide is to help candidates taking
    the Initial Teacher Subject Area Test in Prekindergarten/Primary
    PK-3 prepare effectively for the examination. The guide was designed
    to familiarize prospective test takers with various aspects of the
    examination, including the content that is covered and the way it is
    represented. The guide should enable candidates to direct their study
    and to focus on relevant material for review.
    This test preparation guide is intended primarily for use by
    certification candidates, who may be students in a college or
    university teacher-preparation program, teachers with provisional
    certification, teachers seeking certification in an additional subject
    area, or persons making a career change to public school teaching.
    Candidates may have studied and worked in Florida or may be from
    out of state.
    1
    2
    College or university faculty may also use the guide to prepare students
    for certification, and inservice trainers may find the guide useful for
    helping previously certified teachers prepare for recertification or
    multiple certification.
    This test preparation guide is not intended as an all-inclusive source of
    subject area knowledge, nor is it a substitute for college course work in
    the subject area. The sample items are not an exact representation of
    the content of the actual test. Instead, the guide is intended to help
    candidates prepare for the subject area test by presenting an overview
    of the content and format of the examination.

    Preparation for the Test
    The following outline may help you to prepare for the examination.
    Adapt these suggestions to suit your own study habits and the time
    you have available for review.
    Overview
    • Look over the organization of the test preparation guide.
    Section 1 discusses the development of the test and test
    preparation guide.
    Section 2 (this section) outlines test preparation steps.
    Section 3 presents information about the content of the test.
    Section 4 lists question formats and includes sample test items.
    Section 5 offers strategies for taking the test.
    Section 6 identifies sources of further information.
    Self-Assessment
    • Decide which content areas you should review.
    Section 3 includes the competencies and skills used to develop
    this subject area test and the approximate proportion of test items
    from each competency area.
    Review
    • Study according to your needs.
    Review all of the competencies, concentrating on areas with
    which you are least familiar.
    Practice
    • Acquaint yourself with the format of the examination.
    Section 4 describes types of questions you may find on the
    examination.
    • Answer sample test questions.
    Section 4 gives you an opportunity to test yourself with sample
    test questions and provides an answer key.
    Final preparation
    • Review test-taking advice.
    Section 5 includes suggestions for improving your performance
    on the examination.
     
  8. lovelylbb99

    lovelylbb99 Rookie

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    Jun 26, 2007

    Competencies and Skills
    The table on the following pages lists the competencies and skills
    used as the basis for the Prekindergarten/Primary PK-3 examination.
    These competencies and skills represent the knowledge that teams
    of teachers, subject area specialists, and district-level educators have
    determined to be important for beginning teachers. This table could
    serve as a checklist for assessing your familiarity with each of the
    areas covered by the test. The competencies and skills should help
    you to organize your review.
    The following excerpt illustrates the components of the table:
    Competencies are areas of content knowledge.
    Skills identify behaviors that demonstrate the competencies.
    Percentages indicate the approximate proportion of test items that
    represent the competencies on the test.
    1 Knowledge of child growth and development 19
    Competency/Skill %
    Competency Percentage of total test items
    Skill
    1 Identify the major effects of genetics, health, nutrition, public policy,
    environment, and economics on child development.
    2 Identify the sequence of development and the milestones (e.g.,
    social-emotional, cognitive, language, physical) for the typically
    developing child.
    3 Identify developmental alerts.
    4 Identify common difficulties in emergent literacy development.
    5 Identify the influences of substance abuse, physical abuse, and
    emotional distress on child development.
    6 Identify strategies for designing and implementing instructional practices
    to support typically and atypically developing young children.
    7 Identify the influence of brain research on theories of cognitive and
    social competence, the principles of how children learn, and the
    development and implementation of instructional strategies.
    1 Identify the major effects of genetics, health, nutrition, public policy,
    environment, and economics on child development.
    2 Identify the sequence of development and the milestones (e.g.,
    social-emotional, cognitive, language, physical) for the typically
    developing child.
    3 Identify developmental alerts.
    4 Identify common difficulties in emergent literacy development.
    5 Identify the influences of substance abuse, physical abuse, and
    emotional distress on child development.
    6 Identify strategies for designing and implementing instructional practices
    to support typically and atypically developing young children.
    7 Identify the influence of brain research on theories of cognitive and
    social competence, the principles of how children learn, and the
    development and implementation of instructional strategies.
    8 Recognize ways in which children's early experiences and culturally
    transmitted knowledge contribute to individual differences in
    development and learning.
    1 Identify theorists, theories, and benchmarks in the fields of early
    childhood and elementary education and their implication for the
    classroom teacher of young children.
    2 Identify curriculum models of early childhood and elementary education
    programs in a variety of settings.
    3 Identify the impact of federal and state laws on education in the
    classroom.
    1 Identify professional organizations, Web sites, and scholarly journals in
    the field of early and elementary education.
    Table of Competencies, Skills, and Percentages
    6
    Competency/Skill %
    1 Knowledge of child growth and development 19
    2 Knowledge of foundations 4
    3 Knowledge of research, standards, and trends 4
    7
    2 Identify position statements of such organizations as the International
    Reading Association (IRA), Association for Childhood Education
    International (ACEI), National Association for the Education of Young
    Children (NAEYC), National Council of Teachers of Mathematics
    (NCTM), and the Southern Early Childhood Association (SECA) and
    their influence on instructional practice.
    3 Identify current issues, trends, and educational innovations and
    legislation.
    4 Identify ethical behavior and professional responsibilities as they relate
    to young children, families, colleagues, and the community.
    1 Identify developmentally appropriate practices that guide effective
    instruction.
    2 Identify the components of effective organization and management,
    such as classroom rituals, routines, and schedules.
    3 Identify ways to organize furniture, equipment, materials, and other
    resources in an indoor and/or outdoor environment.
    4 Identify the components of a print-rich environment (e.g., word walls,
    classroom libraries, labeled objects, student work displayed) and the
    impact of such an environment on classroom instruction.
    5 Identify strategies for short- and long-term planning to set instructional
    goals in alignment with standards for developing teacher objectives.
    6 Identify strategies for designing appropriate objectives and developing
    and implementing lesson plans.
    7 Identify activities that enrich and extend active learning through the
    selection and use of developmentally and age-appropriate instructional
    materials.
    8 Identify a variety of methods of flexibly grouping children for the
    purposes of instruction.
    9 Identify methods for prevention of and intervention for common
    emergent literacy difficulties.
    10 Identify characteristics of an integrated curriculum.
    11 Identify characteristics of play relating to the child's social, emotional,
    and cognitive development.
    12 Identify methods of observing, facilitating, and extending children's play
    to practice newly acquired competencies through problem solving,
    imitation, persistence, and creativity.
    Competency/Skill %
    4 Knowledge of effective practices 22
    13 Identify ways to adapt and organize space, equipment, facilities, and
    materials to create an environment that supports early childhood
    curricula and the development of the whole child.
    1 Identify strategies for encouraging and facilitating family and community
    partnerships in all phases of school programs.
    2 Identify contemporary family systems and how to provide for their needs.
    1 Identify the implications of teacher read alouds and how they directly
    relate to the academic success of children at all grade levels.
    2 Identify techniques for creating a print-rich environment (e.g., word
    walls, classroom libraries, labeling objects, student work displayed)
    reflecting diverse cultures.
    3 Identify various approaches for developing prereading/early literacy skills
    to include oral language and listening, phonological awareness, alphabet
    knowledge, background knowledge, and print concepts.
    4 Identify strategies that facilitate the development of effective oral
    language communication (e.g., vocabulary, grammar, syntax,
    pragmatics) and listening skills.
    5 Select literature from a variety of narrative and expository text that builds
    language skill and concept development.
    6 Identify activities that build phonemic awareness.
    7 Identify strategies for instruction in letter-sound relationships (phonics).
    8 Identify the processes, skills, and phases of word recognition (e.g.,
    pre-alphabetic, partial alphabetic, full alphabetic, graphophonemic,
    morphemic, syntactic, semantic) that lead to decoding.
    9 Identify the components of reading fluency (e.g., accuracy, automaticity,
    rate, prosody).
    10 Identify instructional methods (e.g., practice with high frequency words,
    timed readings) for developing reading fluency.
    11 Identify instructional methods and strategies to increase vocabulary
    acquisition (e.g., word analysis, choice of words, context clues, multiple
    exposures) across the curriculum.
    Table of Competencies, Skills, and Percentages
    8
    Competency/Skill %
    5 Knowledge of issues and strategies for family and community 4
    involvement
    6 Knowledge of developmentally appropriate curriculum 22
    9
    12 Identify instructional methods and strategies (e.g., summarizing,
    monitoring comprehension, question answering, question generating,
    use of graphic and semantic organizers, recognizing story structure,
    use multiple strategy instruction) to facilitate students' reading
    comprehension.
    13 Identify prewriting and writing skill strategies to develop print awareness
    concepts, including spelling and punctuation.
    14 Identify strategies that facilitate the development of literal, interpretive,
    and critical listening and thinking skills.
    15 Identify strategies for presenting concepts for mathematical proficiency,
    including understanding mathematical ideas and concepts, fluent
    computations, problem solving, and logical reasoning progressing from
    concrete to semiconcrete to abstract.
    16 Identify strategies, including technology, for presenting social studies
    processes and concepts.
    17 Identify strategies, including technology, for presenting science
    processes and concepts.
    18 Identify activities that support the development of both fine and gross
    motor skills.
    19 Identify strategies, including technology, for presenting health, safety,
    and nutrition instruction, processes, and concepts.
    20 Identify strategies, including technology, and processes for presenting
    visual arts, music, drama, and dance.
    1 Identify strategies to adapt curriculum for children with diverse needs.
    2 Identify the characteristics of children with diverse needs.
    3 Identify ways to facilitate family support and involvement with children
    who have diverse needs.
    4 Identify programs, curricula, and activities that provide for the language
    needs of children and their families who have limited English proficiency.
    5 Identify characteristics of children at risk for school failure and select
    appropriate intervention strategies for these children.
    6 Identify major trends in exceptional child education and their application
    in an early childhood setting.
    7 Identify strategies for working with foster, migrant, abandoned, and
    homeless children.
    Competency/Skill %
    7 Knowledge of the diverse needs of all children and their families 9
    8 Identify strategies for accessing health information for monitoring
    children's medical needs, including medications for allergies and other
    health impairments.
    1 Select developmentally appropriate, reliable, and valid formal and
    informal screening, progress monitoring, and diagnostic instruments
    and procedures that measure specific skills.
    2 Identify procedures for accurately establishing, maintaining, and using
    formal and informal student records.
    3 Interpret formal and informal assessment data to make instructional
    decisions about the educational needs of children.
    4 Identify procedures for appropriately using portfolio assessment to plan
    instruction that better extends the child's level of learning and interest.
    5 Identify procedures and legal requirements that provide for appropriate
    and effective family conferences and/or home visits (in accordance with
    due process and confidentiality) regarding the assessment, education,
    growth, and development of children.
    1 Identify developmentally appropriate components of a positive and
    effective classroom behavioral management plan.
    2 Identify developmentally appropriate positive strategies for guiding
    children's behavior and responding to challenging behaviors.
    3 Identify learning opportunities for promoting positive self-concept,
    self-esteem, and prosocial and social-emotional development through
    interaction with others.
    4 Identify developmentally appropriate conflict resolution strategies and
    guidelines for their implementation.
    5 Identify appropriate strategies to teach character development to young
    children.
    6 Identify the roles of early childhood professionals in collaboration with
    other professionals in helping children and their families cope with
    stressors.
    Table of Competencies, Skills, and Percentages
    10
    Competency/Skill %
    9 Knowledge of child guidance and classroom behavioral management 8
    8 Knowledge of diagnosis, assessment, and evaluation 8
    11
     
  9. lovelylbb99

    lovelylbb99 Rookie

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    Jun 26, 2007

    Half of Practice Test 25 questions for PRE-K to 3rd grade

    DIRECTIONS: Read each item and select the best response.1. Which of the following factors is found more frequently in children from low socioeconomic
    status backgrounds than in those from high socioeconomic status backgrounds?
    A. below average vocabulary
    B. below average stature
    C. below average quantitative reasoning
    D. below average independent thinking
    2. As a kindergarten teacher reads aloud, one of the students believes the teacher is reading the
    pictures, not the words in the book. The student is demonstrating a lack of understanding in
    A. concepts of print.
    B. alphabetic principle.
    C. phonological awareness.
    D. letter knowledge.
    3. Mr. Alvarez is planning a science unit for his 3rd-grade class that includes three mainstreamed
    students. Which instructional strategy will benefit these students the most?
    A. using whole group instruction for the entire science unit
    B. assigning students to work in heterogeneous groups of three twice a week
    C. providing a "hands-on" environment that supplements and enriches curriculum
    D. teaching students, using a third grade science textbook, for all assignments
    4. Which statement about critical brain development periods is true?
    A. Critical periods are absolute time periods.
    B. Critical periods are the same across sensory and cognitive domains.
    C. Critical periods are times when environmental stimulation is necessary for optimal brain
    development.
    D. Critical periods are specific times that support developmental transitions.
    5. Which of the following behaviors might reasonably be attributed to cultural experiences?
    A. inability to sit still
    B. blurting out
    C. doodling
    D. failure to make eye contact
    14
    6. A kindergarten teacher, demonstrating the concept of conservation, poured water into a tall,
    narrow glass. The teacher then poured the same amount of water into a short, wide glass. The
    teacher asked the question, "Which container has the most water?" The children responded,
    "The tall glass."
    This is an example of which Piagetian stage?
    A. sensorimotor
    B. preoperational
    C. concrete operations
    D. formal operations
    7. Identify the curriculum model that focuses on independent exploration of the environment
    through manipulation where children are respected, encouraged to make choices, and given
    opportunities to develop self-discipline.
    A. Bank Street
    B. Gardner
    C. Montessori
    D. High Scope
    8. Which of the following established the right of individuals with disabilities to be placed in the
    least restricted environment?
    A. Diana v. State Board of Education
    B. Title I
    C. Brown v. Board of Education
    D. Individuals with Disabilities Education Act
    9. A 3rd-grade teacher is developing a research unit on habitats. Identify the best resource for
    selecting lesson plans and activities to satisfy the grade-level standard.
    A. Department of Education Web site
    B. National Science Foundation
    C. Early Childhood Research Quarterly
    D. International Reading Association
    15
    10. A beginning teacher, upon receiving the Sunshine State Standards, asks his peer mentor,
    "What is the purpose of these standards?"
    What would be the most accurate response?
    A. "To help teachers design appropriate grade-level instruction."
    B. "To help students achieve mastery on the Florida Comprehensive Achievement Test."
    C. "To help principals assess the competency of teachers."
    D. "To help parents evaluate the effectiveness of their child's teacher."
    11. During a parent-teacher conference, a parent reveals information regarding family living
    arrangements that indicates the child may be in an abusive situation. Which of the following is
    the ethical responsibility of the teacher?
    A. discussing the child's abusive situation at a staff meeting
    B. questioning the child for possible adverse effects from abuse
    C. encouraging the parent to correct the abusive conditions
    D. reporting the situation to the Child Abuse Hotline
    12. A prekindergarten teacher demonstrates knowledge of developmentally appropriate practices
    through which of the following activities?
    A. conducting daily drill and practice of days of the week and months of the year
    B. allowing student choice of learning center activities
    C. providing a template for an art activity
    D. organizing the school day for separate curriculum subject areas
    13. In a kindergarten class, Ms. Jones wants to get her class ready to go to the lunchroom. Which
    would be an appropriate example of transitioning?
    A. asking the children to line up alphabetically by their first names
    B. sending overly active children to the end of the line
    C. giving the children a 5-minute warning before line-up time
    D. promising the children 30 minutes of free time for lining up correctly
    16
    14. Mr. Sims, a 3rd-grade teacher, works in a classroom with windows along two walls and a white
    board at the front of his room. The back wall is blank. Which of the following print-rich
    displays would best help his students improve their reading and writing skills?
    A. a colorful bulletin board of animals representing letters and sounds
    B. charts showing how many book reports each student has completed
    C. a word wall created by the students in the class
    D. colorful posters giving advice about test-taking strategies
    15. Which of the following strategies would be most appropriate for establishing short- and longterm
    instructional goals and objectives based on academic standards?
    A. planning each unit of study for the year around the average student's abilities and interests
    B. searching the Internet for interesting curriculum units for the year
    C. considering individual student needs when planning instruction for the year
    D. aligning the sequence of units of study with students’ abilities and with grade-level benchmarks
    16. Which of the following is the first step in preparing a lesson plan?
    A. determining the evaluation tools to be used
    B. determining lesson objectives and criteria for student evaluation
    C. determining the availability of materials and resources at the school
    D. determining the sequence of activities that will be accomplished throughout the lesson
    17. In Mr. Gray's 1st-grade classroom, several students are experiencing difficulty understanding
    subtraction. Which of the following would be most appropriate to help the students
    understand the concept of subtraction?
    A. Flash cards with the subtraction facts less than 10 should be sent home with each student to
    facilitate mastery of this skill.
    B. Concrete objects should be used to teach the concept of separating sets to subtract.
    C. Black line masters should be used to teach and practice subtraction facts.
    D. Oral drill with the subtraction facts greater than 10 should be used to enable the students to
    understand the concept of subtraction.
    17
    18. In a 2nd-grade class, five of the students are still struggling with their addition and subtraction
    facts. What is the most appropriate method of grouping to ensure these five children receive
    instruction in mathematics facts?
    A. whole group instruction of addition and subtraction facts
    B. learning centers for all children using fact cards
    C. peer mentoring in subtraction facts for every student in the class
    D. small skill group instruction stressing addition and subtraction facts
    19. A kindergarten teacher asks students to say words sound by sound while moving blocks for
    each sound. What instructional method is the teacher using?
    A. shared reading instruction
    B. differentiated instruction
    C. explicit systematic instruction
    D. intensive instruction
    20. To foster and encourage play, a prekindergarten teacher should
    A. invite parents to review playground rules with their child.
    B. initiate, support, and facilitate play behaviors throughout the day.
    C. divide the children into play groups by birth date for center time.
    D. provide a schedule that includes outdoor experiences twice a week.
    21. Research indicates that the best strategy for promoting family involvement in early childhood
    programs is to ask the families to regularly
    A. help in the preparation of materials for use in the classroom.
    B. help in the organization of activities for children.
    C. participate in the education of their child.
    D. attend scheduled parent-teacher conferences.
    18
    22. Which of the following activities best reflects an attempt to maintain communication and
    respect the rights and needs of families?
    A. providing questionnaires for families to complete regarding their activity schedules and the
    amount of money spent on those activities
    B. holding a celebration to honor fathers and the important role they play in families
    C. planning units to emphasize the importance of the traditional family unit in the American culture
    D. scheduling individual family conferences, at school or in the home, to learn more about each
    family
    23. During a daily read-aloud session with the students, a 1st-grade teacher sometimes has the
    students pause to discuss the main idea. By doing so, the teacher can expect the students to
    improve their
    A. spelling.
    B. fluency.
    C. listening and language.
    D. prewriting and writing.
    24. A print-rich environment that effectively reflects diverse cultures should include
    A. a word wall with picture cues.
    B. a word wall with cognates.
    C. a word wall with student illustrations.
    D. a word wall with sight words.
    25. A teacher is working with a small group of 2nd graders to help improve their decoding fluency.
    The teacher has the students identify inflected endings. This is an example of
    A. sight reading.
    B. word family practice.
    C. phonics instruction.
    D. word instruction.
     
  10. lovelylbb99

    lovelylbb99 Rookie

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    Jun 26, 2007

    Con't Practice Test for Pre-K to 3rd grade

    26. Which of the following is the most developmentally appropriate strategy for facilitating the
    development of oral communication?
    A. asking questions that have only one correct answer
    B. asking open-ended questions that encourage children to describe what they are doing
    C. selecting children to give oral presentations once a week
    D. emphasizing rote memorization and drill to develop language skills
    27. A prekindergarten teacher is helping students develop narrative sequencing ability. Which
    would be the most effective text to use when teaching this skill?
    A. fable
    B. nursery rhymes
    C. chapter book
    D. poetry
    28. When a teacher asks a child to listen to a word and find a picture with the same beginning
    phoneme, the child is participating in which conceptual level of phonemic awareness?
    A. sound matching
    B. rhyming
    C. sound blending
    D. onset and rime
    29. A kindergarten teacher has been teaching the letter-sound relationship. The students have
    mastered matching beginning sounds. What is the most appropriate next activity for these
    students?
    A. matching pictures to medial sounds
    B. matching pictures of objects whose names rhyme
    C. matching pictures to final sounds
    D. matching pictures of objects whose names share blending sounds
    30. Which of the following illustrates an effective use of morphemic analysis?
    A. paying attention to the illustration on a page
    B. sounding out a word letter by letter in a big book
    C. listing words related to the content of a passage
    D. highlighting root words used in an informational text
    20
    31. Roxanne is experiencing reading difficulties, as indicated by her score on an oral reading
    fluency measure. When she reads, she often inserts words that are not in the text. This shows
    a weakness in which area of fluency?
    A. accuracy
    B. automaticity
    C. rate
    D. prosody
    32. More than 60% of a 2nd-grade class scored at high risk on the oral reading fluency measure of
    the school's progress monitoring instrument. Which instructional practice would be most
    effective for improving the students' oral reading fluency?
    A. repeated readings of familiar text with corrective feedback
    B. round-robin reading with corrective feedback
    C. sight word flash card practice with a classmate
    D. daily independent silent reading
    33. Which instructional method would be the most effective for fostering vocabulary
    development?
    A. having students use dictionaries to write definitions of target words
    B. having students write target words in sentences
    C. presenting target words in context several times during each week
    D. creating flash cards of target words for student practice
    34. Before sending pairs of students to practice with a text, a teacher models how to choose
    unfamiliar words and write an explanation, create a title for the passage they are reading,
    write questions based on their passage, and guess what will happen in the next passage.
    These are examples of comprehension strategies that include
    A. clarifying, summarizing, questioning, and predicting.
    B. organizing, defining, previewing, and summarizing.
    C. clarifying, organizing, defining, and predicting.
    D. summarizing, monitoring, questioning, and clarifying.
    21
    35. To develop gross motor skills for 3-year-old children, a teacher's choice of activities should
    include
    A. lacing.
    B. jumping jacks.
    C. skipping.
    D. running.
    36. A teacher is introducing the basic food groups to a 1st-grade class. Identify the most
    appropriate strategy to introduce this concept.
    A. assigning textbook pages on food issues
    B. placing pictures of favorite foods on a food pyramid bulletin board
    C. presenting a lecture on the four food groups
    D. distributing worksheets on food vocabulary
    37. Which is the most appropriate activity for prekindergarten children learning about the beat in
    music?
    A. listening to a recording
    B. watching a videotape about music
    C. coloring pictures of musical instruments
    D. clapping to the tune of a song
    38. A child who is highly creative, uses advanced language, and learns new information easily
    would be identified as
    A. ADHD.
    B. gifted.
    C. bilingual.
    D. physically challenged.
    39. Which of the following is the best predictor of a child's overall success in school?
    A. educational level of the mother and father
    B. both parents living at home and gainfully employed
    C. active involvement of the family in the child's education
    D. good study habits and completion of homework
    22
    40. Travis, a 2nd grader, has been staffed into a varying exceptionalities program. He is
    functioning below grade level in all areas except mathematics. What would be the most
    appropriate placement for this child?
    A. placing Travis in a regular 2nd-grade class for a half day
    B. providing Travis with a part-time tutor within the school day
    C. providing additional enrichment activities for Travis in mathematics
    D. placing Travis in an inclusion 2nd-grade class for mathematics
    41. Which of the following persons has legal access to a student's medical record?
    A. volunteers working within the school
    B. teachers’ aides from adjacent classrooms
    C. parents or professionals with direct student contact
    D. noncustodial relatives
    42. Mr. Wills has just finished teaching a unit on place value. What type of test is most
    appropriate for him to administer?
    A. criterion-referenced teacher constructed
    B. norm referenced
    C. cumulative teacher constructed
    D. informal diagnostic
    43. Which of the following methods should a teacher use first to determine students'
    performances in relation to specific knowledge and skills?
    A. individual case studies
    B. diagnostic assessment
    C. questionnaires
    D. predesigned checklists
    44. After administering a running record, the teacher notes no miscues, but observes, through the
    retelling, that the child does not understand the story. Which of the following should the
    teacher use to help the child?
    A. timed independent readings
    B. audio stories
    C. think aloud discussion
    D. buddy reading
    23
    45. Portfolio assessment enhances enrichment planning through
    A. determining student's initial placement.
    B. showing progress over time.
    C. identifying students for small group instruction.
    D. providing immediate feedback.
    46. Ms. Sims' 1st-grade class is spending the first week of school developing concise, clearly
    understandable class guidelines for behavior. These guidelines must meet standards of safety
    and appropriateness.
    All of the following are considerations EXCEPT
    A. consistent and uniform application.
    B. provision of recourse or due process.
    C. logical consequences.
    D. corporal punishment.
    47. Five-year-old Stanley was playing with clay; Ashley wanted to play too. Stanley refused to
    share the clay with Ashley, and they both started fighting over the clay.
    What is the most appropriate response to this situation?
    A. removing Stanley from the situation and isolating him for a specific period of time appropriate to
    the behavior
    B. taking the clay away from both children and giving them both a time-out
    C. acknowledging Ashley's and Stanley's desire to play with clay by providing access to ample
    amounts of clay for both children
    D. forcing both children to share the clay and explaining the benefits of sharing
    48. Children have been asked to join the teacher on the carpet for a story. A child chooses not to
    join the group. Which of the following would be the most appropriate initial strategy for the
    teacher to deal with this situation?
    A. invite and ignore
    B. delay and wait
    C. time-out and consequence
    D. note home and phone call
    24
    49. In addition to modeling behaviors, which of the following is the most appropriate means of
    facilitating and enhancing character development?
    A. assessment and testing
    B. role-play
    C. child study teams
    D. parent conferences
    50. Stephen's parents have come to a parent conference with concerns about his inability to get
    along with others. Which of the following is the most appropriate referral to suggest to the
    parents?
    A. diagnostician
    B. physical education teacher
    C. school guidance counselor
    D. school administrator


    Answer Key
    1. A 18. D 35. D
    2. A 19. C 36. B
    3. C 20. B 37. D
    4. C 21. C 38. B
    5. D 22. D 39. C
    6. B 23. C 40. D
    7. C 24. A 41. C
    8. D 25. C 42. A
    9. B 26. B 43. B
    10. A 27. A 44. C
    11. D 28. A 45. B
    12. B 29. C 46. D
    13. C 30. D 47. C
    14. C 31. A 48. A
    15. D 32. A 49. B
    16. B 33. C 50. C
    17. B 34. A
     
  11. Hannah019

    Hannah019 Guest

    Jun 26, 2007

    RE: Pre-k -3

    Thank You so much!!
    Did you take this exam already?
    Hannah
     
  12. Hannah019

    Hannah019 Guest

    Jun 26, 2007

    RE: Pre-k -3

    Yes, I have. I have conducted a search engine on google, Answers.com. I found wikipeadia.org/wiki/childcare

    Again, thank you for your help.
    Hannah019
     
  13. TeacherGroupie

    TeacherGroupie Moderator

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    Jun 27, 2007

    Try looking up specific terminology using Answers.com - for example, "Piaget", or "zone of proximal development". It may take a couple of attempts to bring up something useful, but Answers.com is generally faster and less irritating than is Google.
     
  14. adria

    adria Comrade

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    Jun 27, 2007

    Hannah, I really wish I still had the various website but I looked at the compentency and looked up the key words and I googled it. Also, I know their are some early childhood websites for example International Reading Association (IRA), Association for Childhood Education International (ACEI), National Association for the Education of Young Children (NAEYC), National Council of Teachers of Mathematics (NCTM), and the Southern Early Childhood Association (SECA) and their influence on instructional practice. On their websites they have a lot of info.

    Hope this helps
     
  15. lovelylbb99

    lovelylbb99 Rookie

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    Jun 27, 2007

    I only took this practice test, but I haven't take the certification test yet because I'm taking it on July 21, 2007.
     
  16. Hannah019

    Hannah019 Guest

    Jun 27, 2007

    RE: Pre-k -3

    Thanks again for your help. I'm only 14 points away in receiving a passing score. With researching the information you gave me I should be able to pass it hopefully.
    Thanks,
    Hannah
     
  17. Hannah019

    Hannah019 Guest

    Jun 27, 2007

    RE: Pre-K-3

    Thank you again for your input!
     
  18. adria

    adria Comrade

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    Jun 27, 2007

    When you are taking the test, think about what is best for the student.
     
  19. adria

    adria Comrade

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    Jun 27, 2007

    I hope you pass this time
     
  20. lovelylbb99

    lovelylbb99 Rookie

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    Jun 28, 2007

    I live in Miami, Florida too. Where have you substituted? I'm substitute around 8 st to hammocks area from 107 ave to 157 ave. I'm taking the test on July 21. Maybe we can meet and study together. Where are you taking the test and what time are you taking the test? I'm taking at Miami Dade College at 8 am in the morning.
     
  21. Hannah019

    Hannah019 Guest

    Jun 28, 2007

    Hi:
    What University are you attending? Is this the only exam you have to finish your degree? I have been substituting in Joe Hall Elem. 132 Ave. 18 St. Jane S. Roberts. I'm taking the test in Kendall Miami Dade South Campus. I have a study guide from TeachingSolutions.com. E-mail me your address I will send an attachment. Have you research the competencies?
    Take Care,
    Hannah
     
  22. lovelylbb99

    lovelylbb99 Rookie

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    Jun 28, 2007

    I attend Florida International University - University Park. I was in an alternative track in Early Childhood, so I didn't need to take an internship or pass the certification test to get my degree.

    If I was in the regular track I would have to take the internship and pass the certification to get the degree. (I already had experience with the internship by being in the elementary track that is why I went into the alternative track). It wasn't right what they did to me, but I made it through while taking a little longer, but I'm glad that I finally graduate when I should have graduated 2004-2005.

    Did you buy the study guide or your found a study guide for free on teaching solutions?

    I got the competencies and the study guide online (I know they have it at FIU library that you have to work at the library), but at first I found a study guide free online. I haven't research the competencies, but I have to starty.

    We can get together and study for this test if you like. What time are you taking the test and where at Miami Dade are you taking this test?

    I have IM for yahoo, hotmail, AIM, and skype.
     
    Last edited by a moderator: Jun 29, 2007
  23. TeacherGroupie

    TeacherGroupie Moderator

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    Jun 29, 2007

    It's less whether you're allowed to than whether it's safe to - the site owner would rather not see personal information getting vacuumed up from A to Z and used for Malign Purposes. So if you've got your PM (private message) privilege, it makes sense to use that medium.
     
  24. lovelylbb99

    lovelylbb99 Rookie

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    Jun 29, 2007

    It sees I have to edit my profile to send my email, so how to I go to my profile to edit? Thank You!
     
  25. TeacherGroupie

    TeacherGroupie Moderator

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    Jun 29, 2007

    Use the Forum Jump tool at the bottom of the page; clicking on it should open up the list, and at the very top of the list is "User Control Panel". That's where you can edit profile etc. If that doesn't work, send a private message to Amanda.
     
  26. lovelylbb99

    lovelylbb99 Rookie

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    Jun 29, 2007

    I got it. Thank You for helping me out! I was able to email Hannah a private message.
     
  27. TeacherGroupie

    TeacherGroupie Moderator

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    Jun 29, 2007

    That's What Fiends Are For. (And, no, that's not mistyped.)

    Let me go deep-six your personal information, then.
     
  28. Carmen26

    Carmen26 New Member

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    Jul 1, 2007

    I am taking the PreK to 3rd grade test on July 21st. I have taken the K - 6th test TWICE. I already have a degree, but not in education. Any helpful hints for this Pre-K through 3rd test? My parents both have Doctorate degrees and live in Washington, DC. They saw the questions that I had to answer on the first test (the one that I took twice) and said it was absolutely absurd! I REFUSE to retake that test again EVER. So, I am trying out now for the Pre-K - 3rd test.
     
  29. Carmen26

    Carmen26 New Member

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    Jul 2, 2007

    PreK-3

    Hi Hannah! I have taken the written AND the computer test. They are the same! Thanks for the tips though. If I don't pass, I don't pass - they obviously do not need teachers that badly.
     
  30. TeacherGroupie

    TeacherGroupie Moderator

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    Carmen26, could you do me a huge favor that might also help you a bit? Could you look through this document and tell me how close it comes to describing what you needed to know and to be able to do for the FTCE K-6?

    http://www.cset.nesinc.com/PDFs/CS_multisubject_SMR.pdf
     
  31. boricua

    boricua Rookie

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    Jul 7, 2007

    Thanks !!

    I'm taking it on July 21. I have not reseached the competencies.I got the the study guide from Tallahasse too but only 50 questions ,it doesn't help a lot. How many questions do I need to have correct to pass the test?
     
  32. Hannah019

    Hannah019 Guest

    Jul 8, 2007

    The test consists of 120 questions. The percentage score is 76%. I believe you have to answer 92 questions right. Items able to miss are 28 questions. I scored 186 on June 9, test.
    Take Care,
    Hannah
     
  33. boricua

    boricua Rookie

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    Jul 8, 2007

    Thanks so much. That was a good score. I'm freaking out , I have to pass it and I'm not a test taker. I"ve called every place for a study guides for those grades and there is non available. I"ll pray and fast for the Good Lord to help me out. (HA!HA!)
     
  34. TeacherGroupie

    TeacherGroupie Moderator

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    boricua, you might do well to look up a book from LearningExpress, Reading Comprehension Success in 20 Minutes a Day. I think it will help you with your test taking, which will in turn help you help your future students with their test taking.
     
  35. boricua

    boricua Rookie

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    Jul 8, 2007

    THANKS A LOT !!!! I will try to find it .
     
  36. boricua

    boricua Rookie

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    Jul 9, 2007

    200 points !!!!!!!! I will pray for both, You need your degree and I need to be a Highly Qualify Teacher in order to keep up working. Do you think that the study guide that you have will be helpful ? Is the material in there is similar to the test. I'm so anxious that is driving me nuts. I will send you my e-mail if you think the study guide will help me.

    Thanks for all your help.
     
  37. TeacherGroupie

    TeacherGroupie Moderator

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    Jul 9, 2007

    Before sharing, make sure that sharing each document won't get you into hot water legally - I would expect at least one of those documents to contain language forbidding it to be shared without the express written permission of the company.
     
  38. Hannah019

    Hannah019 Guest

    Jul 10, 2007

    Okay thank you!
     
  39. Tammie

    Tammie New Member

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    Jul 11, 2007

    HELP

    After reading everyone of these posts, I am now scared. I take the test this coming Monday July 16th. I already have my Prek-3 certification but in order to get into a school just minutes away from my house, I need to pass the K-6 because they are a project child school and the position open is 3-5.. which makes me currently unqualified without passing this test Monday. I just found out today, so that only gives me 5 days to cram. Someone please email me the basics of what I should study, so I am not wasting my time with all these links, study guides and such PLEASE!!!

    You can email me at tammieearhart on hotmail

    THANKS IN ADVANCE
     
  40. boricua

    boricua Rookie

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    Jul 12, 2007

    I'm like you I need to pass the PK-3 in 10 days and I'lm so scared to loose my position. I 've heard from others that as long you are familiar with the competencies you'll do good. If you passed the PK- 3 already you'll do good . I will keep you in my prayers like I have others, I know what you are going thru.

    I wish you GOOD LUCK !!
     

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