FTCE Reading K -12 Questions w ith 100% Verified
Correct Answ ers
1. Ability Grouping: Grouping of children with similar needs for instructional purposes. They do not
remain constant throughout the year but change as the children's needs within them change.
2. Phoneme: The smallest unit of speech that can be used to make one word different from another word.
3. Independent Reading Level: The level at which a student can read a text on his/her own as
indicated by a 95% accuracy rate.
4. Grapheme: Unit of writing that represents a single phoneme-can be a letter or group of letters.
5. Morpheme: Smallest meaningful unit in the grammar of language (e.g., in, come, -ing, forming incoming ).
6. Instructional Level: The level at which students can read with the assistace of a teacher as indicated by an
85-95% accuracy rate.
7. Action Research: Teacher research that is carried out by a teacher practitioner in the classroom to help a
teacher evaluate his/her performance in the classroom
8. Frustration Level: The level at which students shouldn't read and indicates an accuracy rate below 85%.
9. Adams, Marilyn Jager: A theorist in early reading (emergent reading) who has identified five tasks for
phonemic awareness: Task 1- Ability to hear rhymes and alliteration. Task 2- Ability to do oddity tasks (recognize the
member of a set that is different.) Task 3 -The ability to orally blend words and split syllables. Task 4 -The ability to orally
segment word. Task 5- The ability to do phonics manipulation tasks.
10. Allington, Richard: Matching Text to Readers. Research has included reading and learning
disabilities, and effective instruction in classroom settings.
11. Alliteration: Occurs when words begin with the same consonant sound, as in Peter Piper picked a
,peck of pickled peppers.
12. Alphabetic Principle: The idea that written spellings represent spoken words. Also known as
graphophen- emic awareness.
13. Anchor Book: A balanced literacy term for a book that is purposely read repeatedly and used as
part of both the reading and writing workshop. It is a good idea to use certain books that become the children's
familiar and cherished favorites for both reading and inspiring children's writing.
14. Assonance: Repetition of stressed vowel sounds within words with different end consonants. "Fleet feet
sweep by sleeping geese".
15. Atwell, Nancy: Author of "In The Middle: Writing, Reading and Learning With Adolescents". She
believes that students become better writers if they are given ownership of what they are writing and long uninterrupted
blocks of time to write. Rejects lectures, assignments, tests and worksheets. Mini-lessons are good to address topics as
needed.
16. Authentic Assessment: Assessment activities that reflect the actual workplace, family, community,
and school curriculum.
17. Balanced Literacy Lesson Format: A format for the delivery of a literacy lesson, whether it
is a reading or writing-workshop lesson. The format begins with a 10-15 minute mini-lesson delivered by the teacher
to the whole class. This mini-lesson is then followed by a thirty-minute small-group lesson (the children break into small
groups to work). It concludes with a 10-minute share session during which the whole class reconvenes to share what
they have done in the small groups. This format is often referred to as the whole-small-whole group approach.
18. Behaviorism: Learning is the acquisition of new behavior through conditioning. Three basic
assumptions are held to be true. First, learning is manifested by a change in behavior. Second, the environment shapes
behavior. And third, the principles of contiguity (how close in time two events must be for a bond to be formed) and
reinforcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the
, learning process.
19. Benchmarks: School, state, or nationally-mandated statements of expectations for student learning
and achievement in various content areas.
20. BICS (Basic Interpersonal Communication Skills (An ELL/Bilingual
Education term): Learning second-language skills and becoming proficient in a second language through face to
face interaction-translation through speaking, listening, and viewing.
21. Big Books: Best way to model directionality and one to one word matching in primary grades.
22. Blending: The process of hearing separate phonemes and being able to merge them together to read
the word.
23. Book Features: Children need to be familiar with the following: front and back cover; title and half-
title page; dedication page; table of contents; prologue and epilogue; and foreword and after notes. For factual books,
children need to be familiar with labels, captions, glossary, index, headings and subheadings of chapters, charts and
diagrams, and sidebars.
24. Bound Morpheme: An inflectional ending that can be added to a base word to change its case,
gender, number, tense or form. It cannot stand alone.
25. Brown & Palinscar: Reciprocal Teaching researchers
26. Bruner, Jerome: Scattolding. Contructivism.
27. Calkins, Lucy: Writing and Reading Workshops. A "constructivist" who believes that children
develop a passion for reading when they are given freedom to choose books that are meaningful to them. Her
approach to literacy is that children work in small groups and consult each other as much as possible. She advocates that
teachers routinely engage in conferences with each individual child about his writing and reading. Took Graves' ideas on
writing and translated them to include reading.
28. Chall, Jeanne: The earliest reading researcher to come to the conclusion that phonics and decoding
Correct Answ ers
1. Ability Grouping: Grouping of children with similar needs for instructional purposes. They do not
remain constant throughout the year but change as the children's needs within them change.
2. Phoneme: The smallest unit of speech that can be used to make one word different from another word.
3. Independent Reading Level: The level at which a student can read a text on his/her own as
indicated by a 95% accuracy rate.
4. Grapheme: Unit of writing that represents a single phoneme-can be a letter or group of letters.
5. Morpheme: Smallest meaningful unit in the grammar of language (e.g., in, come, -ing, forming incoming ).
6. Instructional Level: The level at which students can read with the assistace of a teacher as indicated by an
85-95% accuracy rate.
7. Action Research: Teacher research that is carried out by a teacher practitioner in the classroom to help a
teacher evaluate his/her performance in the classroom
8. Frustration Level: The level at which students shouldn't read and indicates an accuracy rate below 85%.
9. Adams, Marilyn Jager: A theorist in early reading (emergent reading) who has identified five tasks for
phonemic awareness: Task 1- Ability to hear rhymes and alliteration. Task 2- Ability to do oddity tasks (recognize the
member of a set that is different.) Task 3 -The ability to orally blend words and split syllables. Task 4 -The ability to orally
segment word. Task 5- The ability to do phonics manipulation tasks.
10. Allington, Richard: Matching Text to Readers. Research has included reading and learning
disabilities, and effective instruction in classroom settings.
11. Alliteration: Occurs when words begin with the same consonant sound, as in Peter Piper picked a
,peck of pickled peppers.
12. Alphabetic Principle: The idea that written spellings represent spoken words. Also known as
graphophen- emic awareness.
13. Anchor Book: A balanced literacy term for a book that is purposely read repeatedly and used as
part of both the reading and writing workshop. It is a good idea to use certain books that become the children's
familiar and cherished favorites for both reading and inspiring children's writing.
14. Assonance: Repetition of stressed vowel sounds within words with different end consonants. "Fleet feet
sweep by sleeping geese".
15. Atwell, Nancy: Author of "In The Middle: Writing, Reading and Learning With Adolescents". She
believes that students become better writers if they are given ownership of what they are writing and long uninterrupted
blocks of time to write. Rejects lectures, assignments, tests and worksheets. Mini-lessons are good to address topics as
needed.
16. Authentic Assessment: Assessment activities that reflect the actual workplace, family, community,
and school curriculum.
17. Balanced Literacy Lesson Format: A format for the delivery of a literacy lesson, whether it
is a reading or writing-workshop lesson. The format begins with a 10-15 minute mini-lesson delivered by the teacher
to the whole class. This mini-lesson is then followed by a thirty-minute small-group lesson (the children break into small
groups to work). It concludes with a 10-minute share session during which the whole class reconvenes to share what
they have done in the small groups. This format is often referred to as the whole-small-whole group approach.
18. Behaviorism: Learning is the acquisition of new behavior through conditioning. Three basic
assumptions are held to be true. First, learning is manifested by a change in behavior. Second, the environment shapes
behavior. And third, the principles of contiguity (how close in time two events must be for a bond to be formed) and
reinforcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the
, learning process.
19. Benchmarks: School, state, or nationally-mandated statements of expectations for student learning
and achievement in various content areas.
20. BICS (Basic Interpersonal Communication Skills (An ELL/Bilingual
Education term): Learning second-language skills and becoming proficient in a second language through face to
face interaction-translation through speaking, listening, and viewing.
21. Big Books: Best way to model directionality and one to one word matching in primary grades.
22. Blending: The process of hearing separate phonemes and being able to merge them together to read
the word.
23. Book Features: Children need to be familiar with the following: front and back cover; title and half-
title page; dedication page; table of contents; prologue and epilogue; and foreword and after notes. For factual books,
children need to be familiar with labels, captions, glossary, index, headings and subheadings of chapters, charts and
diagrams, and sidebars.
24. Bound Morpheme: An inflectional ending that can be added to a base word to change its case,
gender, number, tense or form. It cannot stand alone.
25. Brown & Palinscar: Reciprocal Teaching researchers
26. Bruner, Jerome: Scattolding. Contructivism.
27. Calkins, Lucy: Writing and Reading Workshops. A "constructivist" who believes that children
develop a passion for reading when they are given freedom to choose books that are meaningful to them. Her
approach to literacy is that children work in small groups and consult each other as much as possible. She advocates that
teachers routinely engage in conferences with each individual child about his writing and reading. Took Graves' ideas on
writing and translated them to include reading.
28. Chall, Jeanne: The earliest reading researcher to come to the conclusion that phonics and decoding
