FTCE ELEMENTARY EDUCATION
COMPREHENSIVE STUDY GUIDE 2026 FULL
CONTENT VERIFIED RESPONSES
◉ Point of view. Answer: Students should be able to identify which
__________ an author is writing.
◉ Inference. Answer: "Reading between the lines." Often includes
merging what is already known about topic to new information
presented.
◉ Visualize. Answer: Create mental pictures in one's mind.
◉ Conclusion. Answer: The end or summation of a reading.
◉ Facilitate student reading comprehension. Answer: activate prior
knowledge, summarize, self-monitoring, questioning, use of graphic
and semantic organizers, think alouds, recognizing story structure
◉ Activate prior knowledge. Answer: Students must connect what
they hear, read, and view with what they already know. Can use
Think-Pair-Share technique to discuss previous knowledge with
,partner. Graphic organizers (K-W-L charts) can elicit what students
already know about topic.
◉ Summarize. Answer: Often included in a retelling of the selection.
Think-Pair-Share techniques to discuss summary with partner.
◉ Self-monitoring. Answer: Being aware of their thinking as they are
reading. Students must pause periodically to reflect about info.
◉ Questioning. Answer: Teachers must model different questions for
students to internalize and implement in own reading.
◉ Use of graphic and semantic organizers. Answer: used by teachers
and students to highlight big ideas in a text and facilitate
connections. Organizers synthesize and summarize reading.
◉ Think alouds. Answer: "talking to the text." Involves teacher
modeling her thoughts aloud while reading text to students.
Vocabulary often incorporated to pre-teach new words and
meanings. Then practiced by students and partners.
◉ Recognizing story structure. Answer: Beginning, middle, end with
literary elements setting, characters, and plot. Teachers highlight
and facilitate the analyzing of story structure through questioning
techniques before, during, and after read aloud or shared reading.
, ◉ Informational or nonfiction text. Answer: is structured using
organizational aids called text features. Helps summarize info
presented.
Title, table of contents, headings, subheadings, bold and italicized
words, illustrations, photographs, labeled diagrams, charts, graphs,
tables, glossary, index
◉ Graphic organizers. Answer: (cause and effect, venn diagrams,
double entry journals, timelines) can be used to further explore
content
◉ Literary text or narratives. Answer: have a logical sequence.
Students can be taught to recognize beginning, middle, end.
◉ Emergent literacy. Answer: the beginning phase of literacy. Learn
text and pictures provide meaning. Are exposed to structure or
syntax of language and predict meaning of text.
◉ Emergent literacy. Answer: Oral language development,
phonological awareness, alphabet knowledge, concepts of print
◉ Oral language development. Answer: enhance skills: be involved
in open-ended (whole group, small group, and one-on-one)
COMPREHENSIVE STUDY GUIDE 2026 FULL
CONTENT VERIFIED RESPONSES
◉ Point of view. Answer: Students should be able to identify which
__________ an author is writing.
◉ Inference. Answer: "Reading between the lines." Often includes
merging what is already known about topic to new information
presented.
◉ Visualize. Answer: Create mental pictures in one's mind.
◉ Conclusion. Answer: The end or summation of a reading.
◉ Facilitate student reading comprehension. Answer: activate prior
knowledge, summarize, self-monitoring, questioning, use of graphic
and semantic organizers, think alouds, recognizing story structure
◉ Activate prior knowledge. Answer: Students must connect what
they hear, read, and view with what they already know. Can use
Think-Pair-Share technique to discuss previous knowledge with
,partner. Graphic organizers (K-W-L charts) can elicit what students
already know about topic.
◉ Summarize. Answer: Often included in a retelling of the selection.
Think-Pair-Share techniques to discuss summary with partner.
◉ Self-monitoring. Answer: Being aware of their thinking as they are
reading. Students must pause periodically to reflect about info.
◉ Questioning. Answer: Teachers must model different questions for
students to internalize and implement in own reading.
◉ Use of graphic and semantic organizers. Answer: used by teachers
and students to highlight big ideas in a text and facilitate
connections. Organizers synthesize and summarize reading.
◉ Think alouds. Answer: "talking to the text." Involves teacher
modeling her thoughts aloud while reading text to students.
Vocabulary often incorporated to pre-teach new words and
meanings. Then practiced by students and partners.
◉ Recognizing story structure. Answer: Beginning, middle, end with
literary elements setting, characters, and plot. Teachers highlight
and facilitate the analyzing of story structure through questioning
techniques before, during, and after read aloud or shared reading.
, ◉ Informational or nonfiction text. Answer: is structured using
organizational aids called text features. Helps summarize info
presented.
Title, table of contents, headings, subheadings, bold and italicized
words, illustrations, photographs, labeled diagrams, charts, graphs,
tables, glossary, index
◉ Graphic organizers. Answer: (cause and effect, venn diagrams,
double entry journals, timelines) can be used to further explore
content
◉ Literary text or narratives. Answer: have a logical sequence.
Students can be taught to recognize beginning, middle, end.
◉ Emergent literacy. Answer: the beginning phase of literacy. Learn
text and pictures provide meaning. Are exposed to structure or
syntax of language and predict meaning of text.
◉ Emergent literacy. Answer: Oral language development,
phonological awareness, alphabet knowledge, concepts of print
◉ Oral language development. Answer: enhance skills: be involved
in open-ended (whole group, small group, and one-on-one)
