Florida reading endorsement study guide

Florida reading endorsement study guide DEFAULT

Reading Endorsement

Reading Endorsement

The Just Read, Florida! office spearheaded the effort to revise the Reading Endorsement in 2011 to incorporate new research conducted since the National Reading Panel Report. Dr. Barbara Foorman, Dr. Timothy Shanahan, and Dr. Janice Dole served as framers and reviewers for this project. These experts delineated the content of new research and provided the framework for a team of writers representing various locations in Florida and populations impacted by the Reading Endorsement (ESE, ELL, higher education, etc.). The writers collaborated to develop the new endorsement which was approved by the State Board of Education in September 2011. In the fall of 2019, new pathways were identified for educators to obtain the Reading Endorsement. By allowing more teachers the opportunity to secure a Reading Certification or Reading Endorsement, teachers will have the opportunity to impact more students by implementing best practices.

Reading Endorsement Competencies 2011 (PDF)

Reading Endorsement State Board of Education Rule 6A-4.0163, F.A.C.

Reading Endorsement Pathways

Florida District Add-on Program for Currently Employed Educators

Teachers who are currently employed in a Florida school district may add the Reading Endorsement to their certificate through an approved district add-on program. For more information, please contact your district's main professional learning contact.

​Educator Obtains Certificate from an Internationally Recognized Organization that Meets Florida Competencies

​Internationally recognized organizations that award a Reading Certificate may apply to have their certificate program recognized as fulfilling the requirements of the reading endorsement by filling out this application. ​The application will be scored using this rubric. If more information is needed, please contact the Just Read, Florida! office at 850-245-0503.

Teachers who have one of the approved certificates may apply to the Bureau of Certification to have the Reading Endorsement added to their Florida Teaching Certificate.

List of Approved Internationally Recognized Organizations (PDF)

​Reading Certification Exam

​If you are currently employed by a school district in Florida and would like to attain the Reading Endorsement through the Reading Certification Exam, please visit the Florida Teacher Certification Examinations (FTCE) site to register for the Reading Certification Exam.

Other Educators

If you are not currently employed by a school district in Florida, do not hold a valid Florida Educator Certificate, or you hold a Reading certificate from another state, please visit the Bureau of Educator Certification’s homepagefor detailed information on the application process and paths to certification including reciprocity with other states.

Sours: http://www.fldoe.org/academics/standards/just-read-fl/reading-endorsement.stml

A FTCE Study Guide Unlike Any Other

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FTCE Reading K-12 Practice Test

If you are wishing to teach grades k through twelve Reading in the state of Florida, you must pass the 120 multiple-choice question FTCE Reading K-12 test. Here at Mometrix, we have dedicated our time and efforts to research the FTCE Reading K-12 test extensively.

Reading K-12

 

Due to this research, we have crafted the FTCE Reading K-12 practice test. This practice test will comprehensively address the main themes of this test, such as: Research and Theories of Reading Processes; Text Types and Structures; Reading Assessment and Evaluation; Learning Environments and Procedures; Oral and Written Language Acquisition; Phonics and Word Recognition; Vocabulary Acquisition and Use; Reading Fluency and Comprehension; as well as Reading Program Development, Implementation, and Coordination. This free practice test, partnered with our FTCE Reading K-12 study guide, will ensure you improve your chances of passing the FTCE Reading K-12 test.

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FTCE Study Guide
FTCE Flashcards
FTCE Reading K-12 Online Course

FTCE Reading K-12 Study GuideFTCE Reading K-12 Flashcards

FTCE Test

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How To Pass Your FTCE Reading K-12 Endorsement I Webinar

Reading Endorsement

QuestionAnswerReading Development - Stage 0pre-reading/emergent reader birth to 6 years oldReading Dev - Stage 1Initial Reading/ Decoding 6-7 yearsReading Dev - Stage 2Dev. site reading and improving comprehension ages 7-8Reading Dev - Stage 3Reading to learn ages 8-14 Exploring expository test. Set purpose for reading. Self monitor and self corrects. Uses all cues to increase understanding like graphophonic, syntactic, semantic.Reading Dev - Stage 4Critical Reading ages 14-18 can analyze text, interact with text, interpret text, reads with fluency, reads diff ways for diff purposes, can comprehend text at literal, inferential and critical levelsComponents of language artsreading, writing, speaking, listeningExpressive vocabularyspeaking and writingReceptive vocabularyreading and listening; is less accurateEnvironmental printwords seen in the real world. Children recognize signs/words that they routinely see in environment (ie Mcdonalds)Directionality/print to speechLearned during stage 0 and 1 while being read to. Includes learning to read a book from front to back, top to bottom, and left to right.Print to speechAbility to follow along with reading by pointing to text with finger and following at proper pace.Site vocabularyeasily recognized wordsAlphabetic codeunderstanding that for every print symbol is a sound.Story grammarElements of the story, teach different elements depending on age group. Elements include: setting, characters, conflict/problem, solution, events, theme, moralSettingtime and placeCharactersprimary characters are focusThememain idea; may be many in a storyMorallesson book is trying to teachExposition of a storysetting, characters, mood, tone, narrater, antagonist, protagonist, etc.Reading cueing systems grapho-phonic, semantic, syntacticGrapho-phonicvisual cuesSemanticcombination of words to create meaning; reader asks is it meaningful, does it make senseSyntaxArrangements of words in a sentence; 3 levels of comprehensionliteral, inferential, criticalLiteral comprehensionmeans exactly what it saysInferential comprehensionuse text plus background knowledge to gain meaning.Critical comprehensionquestioning the textModels of reading instructiontop down (whole language) - focus on comprehension bottom up - focus on sequential skills interactive - balanced approach, equal development of authentic reading, mini lessons, guided reading, comprehension.Phonemic awarenessawareness that words are made of sounds Phonicsknowledge of sounds and lettersOrthographicorthography = spelling. 29 spelling fulesMorphologysmallest part of a word that changes meaning.Factors related to reading performancecognitive (IQ) phonemic awareness visual storage problems orthographic knowledge morphological knowledge auditory discrimination visual discrimination spatio-motor skills sequencing ability educational disadvantage attentionality dyscalculia dFactors related to reading performancedyslexia scotopic sensitivity disorder double-deficit disorder memory disadvantaged home lifeCognitive deficityiQ measured as verbal and non-verbal abilities; assess using Stanford Binet Intelligence Scale (90-110) or WISC (85-115)Phonemic awareness deficitHighest area of difficulty among struggling readers. Involves awareness that words are made up of sounds. Problems usually show up in vowels. Common reasons for deficit is lack of conversational and extensive verbal interactions. Most common reason is earVisual storage problemMemory problem. Insufficient storage of VOIs leading to decoding problems. hereditary. more common in boys than girls. looks like short term memory disorder.Visual Orthographic Imagesconfigurations of words, morphemes, syllables, onsets, and rhymes. VOI are laid down in memory beginning with initial exposure to print. Orthographic knowledgeuse of sound-symbol associations (spelling) in spelling.Morphological knowledgeknowledge of root words and derivations. Using structural analysis- taking apart or decoding words for meaning.Auditory discriminationbiomedical condition that interferes with ability to hearVisual discriminationInvolves ability to perceive words accurately by noting likeness and differences in words. Difficulty occurs when readers do not note likenesses and differences in vowels and consonants in words. Seen as reversals, omissions, additions in sounds and wordSpatio-motor sequencingmidpoint balance is inhibited. Reader holds book in strange positions, turns pages with difficulty, writing is not linear, cannot write in straight line, cannot track from one line to another. Sequencing abilitydecoding is okay but cannot retell story events in order.Educational disadvantagelack of appropriate opportunity to learn - poor instruction, mismatched instruction and learning style, lack of support in learningAttentionalityADD, ADHD - use headsets, walk around class, minimize verbal instructionsDyscalculiadysfunction in processing numbersDysgrahiadysfunction of reading Scotopic Sensitivity disorderFlexing/focusing/tightening eye muscles to narrow vision on an object. Disorder involves poor focus and tracking. Not a vision prob. Reader complains of headaches, fatigue, stress, etc. when reading. Use colored paper.Double Deficit deficits in phonological processing and rapid word naming. usually 2+ years behind, not progressing, non-readerMemoryShort term and long term probs. Consult SLPDisadvantaged home life Child without experiences that support reading and learning.Phonemesmallest part of a word that has a soundmost important pieces of reading knowledgephoneme segmentation and blendingElkonin Boxesuse for phonemic awareness and segmentationSemantic mappingvisual tool used to help reader activate background knowledge, ID important components of concept and see relationships between two.Title ITitle 1 is a fed law that makes funds available on basis of socio-economic breakdown.Receiving Title1 servicesOnce school has been designated, students performing below lowest percentile in math, reading, writing on standardized test and are not receiving special ed, can receive small grp or individual instruction in addition to typical classroom instruction.Readability formulasused to level texts and include Fry and SMOG formulasFry readability formulaassigns approx grade reading level to passage of text. Can be figured using the Fry graph or applying formula by counting number of syllables in each 100 wd segment and calculate average. Count num. of sentences in each 100 wd segment and calculate averagSMOG readability formulaestimates num. of yrs a person needs to understand a piece of writing. Validitythe extent to which a test accurately reflects, assesses or measures what you want it to assess.ReliabilityConsistency of a measurement. Degree to which an instrument measures the same way each time it is used.Critical scoresvalue that is used to sort people into categories. Ex. IQ of 75 is cut off for MR.Synthetic phonicsa part-to-whole model of instruction in which blending of separate phonemes is emphasized followed by articulation of a phoneme in initial, medial and final position. Analytic phonicswhole-to-part model focused on reading by onset and rime or chunking. Child is taught to read beginning and end of word and then the middle. Focus is on segmentation.Inductive phonicsemphasizes practice with blending of phonemes until child is able to figure out the sounding out ruleDiphthongsa glide where first vowel sound is elongated into the second. ie: /ou/, /aw/, /ow/DigraphsTwo letters read together make a single, unique sound. ie: /th/, /sh/, /wh/Schwavowel sound in an unaccented syllable in a multisyllabic word. sound says /uh/NAEPNational Assessment of Educational Progress - a test that randomly selects participants from across the nation on a 4 yr cycle. Schema theoryhow we categorize, organize, and store data in our memoryMiscue analysisassessment of readers' use of cues to read fluentlyIRIInformal Reading Inventory - includes test of phonemic awareness, phonics, and concepts of print (QRI, Running Records) Identifies strengths and needs.QRIQualitative Reading Inventory - tests for oral reading accuracy (decoding); explicit and implicit comprehension in oral, silent and listening modes, reading rate, and retell. How do assessments inform regarding skills of readers?1. achievement: compares performance to age and grade level expectancy 2. diagnostic: looks at why a child is performing a certain way. Is used for instructional decision making and intervention planning.Standards-based/Criterion-referenced teststells whether child is achieving to a standard. Typically used by states for accountability and by teachers to determine curriculumNorm Referencedtell how child is performing in relation to "normal" children of the same age. Determines placement in special programs or if child is at, above or below grade levelLiteral Readingreader retrieves only exact details or ideas as expressed in textInferential Readingreader uses personal experience to interpret text by making personal connections or using prior knowledge.Critical Readingreader engages with text through questioning, exploration, and research to explore topic in depthAnalytic Readingreader takes apart a piece of text to examine its structure and the relationship between its parts. Structure and organization of narrative or expositoryEvaluative Readingreader forms value judgement about text in terms of how well it's written, if it was enjoyed, why or why notMetacognition & Think aloudthinking and being aware of one's own thinking. Involves self monitoring and think aloudSQ3RStudy method for expository text. Includes survey, question, read, respond, review. Use titles, subtitles, pics, graphics to get idea of text info. Read question and evaluate info you need to answer.Reading by configurationknow a word based on shape and length. knowledge that some letters are "tall" some are "short"Onset and RimeOnset is consonant and rime is vowel-consonant combination. ie: "cat" /c/ is onset, /at/ is rime. Syllabicationa new syllable is formed for each vowel sound in a word. Allows child to read by chunking so a longer word becomes more manageable.Sounding Outphoneme-to-phoneme; slower than syllabication and chunking but more accurateITA PhonicsInitial Teaching Alphabet; alphabet code that accounts for all sounds in English words. Context Readinguse clues in sentence or passage to decode unfamiliar words by "guessing" a word that would make senseClozea test used to check syntax knowledge and basic vocab; use passage of 100 words, delete every 5th word or variety of words,can provide word key. Experimental Research DesignIncludes control group and experimental group randomly selected and measures cause and effect of a specific treatmentQuasi-experimental studyParticipants are more intentionally selected. Oral language and relationship to emergent readingOL is combination of receptive and expressive vocabulary; establishes and individuals word bank which creates stronger experience to draw from when learning new words and dev. initial reading skillsAlphabetic Principle a man-made system for communicating messages in writing. Not based on natural letter-sound associations, requires taught directly and repetitively. For each letter there is one or more sounds.Orthographythe art of writing words with the proper letters, according to accepted usage; correct spelling.Phonologythe study of the distribution and patterning of sounds in a language and the rules governing pronunciation.Organizational patterns of text12 ways to organize text: narrative, problem-solution, recount, evaluation, analysis, synthesis, compare-contrast, description/report, procedure, predict cause & effect, autobiographical, persuasion.Reading RecoveryDev. by Marie Clay; based on providing individual tutoring for struggling 1st gr readers; receive 30 min private instruction daily for 15-20 wks along w/cont assessmentExplicit InstructionDirect approach that uses a series of scaffolds, students are guided through learning process with direct statements about purpose, explanations, and demonstrations of learning targets with practice and feedback until masteryImplicit InstructionRelies on student directed learning; learning target is not directly defined or taught but is implied and developed through experience. What demonstrates the transfer of oral language skills to the process of reading a text?The use of syntactic and semantic knowledge to evaluate and self-correct word errors made while reading a text.What best describes the role of phonemic awareness instruction in a research-based elementary reading program?Phonemic awareness instruction provides students with skills in manipulating the sounds of spoken words needed to map sounds of print.What assessment of phonological/phonemic awareness skills will measure kindergarten midyear progress toward skills defined in GLEs?The ability to blend up to three phonemes orally to create a wordWhich assessment would best determine the independent reading levels of incoming 3rd grade students?Informal Reading InventoryHow would you informally assess a student's progress in developing work attack skills? Present the student with a list of nonsense words and recording how many words the student pronounces correctly.Students who have reading difficulties are most likely to experience success in small group literacy activities when:The teacher moves students from group to group as needed based on the results of ongoing assessments.By cutting sentences from a book, asking students to put words in order to rebuild the sentences and matching the first word on the page, then the second, etc reinforces what skill?Print trackingWhat behavior exhibited by kindergarten students best demonstrates phonological awareness?Clapping the syllables in a wordWhen reading a sentence in a storybook, the student's use of graphophonemic knowledge to decode a specific word illustrates:Sounding out the unfamiliar word by blending the onset and rime.According to Reading GLEs, students need to learn to apply their developing reading fluency skills in order to:Enhance their ability to comprehend what they read.What instructional method is most appropriate for developing fluency of a group of elementary students who have not developed automaticity?Have students whisper-read a decodable text as the teacher monitors individual students.After reading a sentence with the word versatile, a student can determine the meaning of the word by:Using contextual analysisA reading teacher best promotes a student's literal comprehension of a story by asking what questions:How did the two characters first meet?How can students best keep track of and understand the relationships among the characters in a novel?Create a graphic organizer of the characters.According to the GLEs, what informational research skills should students at the end of fourth grade have developed?Selecting an appropriate resource for locating information on a specific topic.Which type of text would work best when reviewing cause and effect text structure with middle school students?An essay on the likely consequences of global warming.When teaching struggling 3rd grade readers who are uninterested in reading, how can you increase motivation?Make high-interest, easy-to-read books available in classroom library and feature the books during regular whole-class read-alouds.How can a reading teacher involve family members in promoting their child's literacy development and lifelong appreciation of reading?Ask families informally about the kinds of reading practices they value and currently engage in at home.Which type of resources would be most important to include in classroom library in order to support beginning ESL students?Provide a range of fiction and nonfiction texts in the students' primary languages.What would be most appropriate step for teacher to take next when trying to teach research-based comprehension strategies with informational texts?Reflect on and plan additional assessments to identify factors affecting the students' performance.what are 2 reasons semantic maps are used?Activate prior knowledge and identify key components of a concept.Schools qualify for Title 1 based on:Number of children receiving free and reduced lunch.Are Title 1 services available to help children in all subject areas?No; math, reading, writingThe goal of Title 1 services is to:To get all children achieving in the middle 50% in the target area.Criterion-referenced tests are ones that:Measure a specific body of knowledge/skillsValidity is :The degree to which a test measures what it intends to measure.Reliability is:The degree to which a test is given the same way every time.Synthetic phonics refers to:Part-to-whole models of instruction that focus on identification of individual sounds before moving to whole word blending.State tests, like the WASL, are good diagnostic tools:They are NOT good diagnostic tests as they do not assess individual need.What is a needs survey?A questionnaire that all school personnel complete on what they would like to learn more about.An administrator might request an in-service for faculty based on:Statements of interest by teachers, identified area of weakness in the school, results from a state test, an upcoming change for the school/district, new research.What do readability formulas tell?difficulty in understanding a particular text.Primary users of formative assessmentstudents, teachers, parentsReasons for using formative assessmentpromote increases in achievement to help students meet standard; support ongoing growth; making instructional decisionsFocus of formative assessmentspecific achievement targets selected by teachersPriority of formative assessmentimprovementPlace of formative assessmentduring learningForms of formative assessmentinformal observation, homework, demonstrations, performance, paper and pencilTeacher's role in formative assessmenttransform standards into classroom targets; inform students of targets; build assessments; adjust instruction based on results; involve students in the assessment process.Student's role in formative assessmenthelp in setting goals; act on classroom assessment results in order to improve Primary users of summative assessmentteachers, supervisors, program planners, policy makersReasons for summative assessmentdocument individual or group achievement of standards; measure achievement for purposes of reporting; grading, advancement, graduationFocus of summative assessmentachievement standards for which schools, teachers, and students are held accountablePriority of summative assessmentaccountabilityPlace/time of summative assessmentevent after learningForms of summative assessmentformal tests, projects, performances, term papers, paper and pencilTeacher's role in summative assessmentadminister the test carefully to assure accuracy; use results to inform students if standards were met; interpret results for parents; build assessments for report card grade.Student's role in summative assessmentstudy meet standards, take the test, strive for highest score and avoid failure4 Primary Types of Reading Assessmentscreening, progress monitoring, diagnostics, outcomeScreening assessmentused for early id of at risk readers and grade-level readers; brief inexpensive assessment tool; occurs at beginning of school year; conducted by classroom teacherProgress monitoringused to systematically monitor progress at least 3 times p/yr; used weekly/biweekly for tier II or III; provides info to modify instruction; includes ongoing formative assessmentDiagnosticsprovides more indepth info regarding student's strengths and deficits; students not improving when provided initial interventions may need a diagnostic to pinpoint areas of need; administered by by reading specialist, Title 1/LAP, or sp. ed.Outcomegiven at end of school term; data used to id students in terms of those who achieved GLEs, those who made progress, and those who did not; evaluates effectiveness of reading plan; use both norm-referenced and criterion-referenced assessmentsEALR 1: Concepts of printKinder-middle, end; 1st-beginning, middle, end; 2EALR 1: Phonemic AwarenessKinder-middle, end; 1st-beginning, middle, endEALR 1: Phonics/DecodingKinder-middle, end; 1st-beginning, middle, end; 2nd-beginning, middle,end; 3-6th-beginning, middle, endEALR 1: Word, Passage, Fluency1st-beginning, middle, end; 2nd-beginning, middle, end; 3-6grade-beginning middle, endEALR 1: VocabularyKinder-middle, end; 1st-beginning, middle, end; 2nd-beginning, middle, end; 3-6gr. - beginning, middle, end
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Passing the Florida Reading K-12 Test

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- Lie back, - the man ordered, - I'd better post you like that.

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During life. The impossibility of violence and fear of painful death from poison, became the reason for their complete extermination. The last was Tiirith, the queen of cunning and incredible cruelty. Having passed the dangerous zone, the head touched the entrance to the first uterus, the ring of the entrance opened with a slight pressure and missed the head.



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