1
FTCE
FTCE READING K-12 certification
Exam Questions and Answers Top
Rated A+ 2025
Comprehensive Intervention Reading Program (CIRP - ANS ✓These
programs are intended
for students who are reading one or more years below grade level, and who
are
struggling with a broad range of reading skills. Comprehensive
Intervention Programs
include instructional content based on the five essential components of
reading instruction integrated into a coherent instructional design. A
coherent design includes explicit instructional strategies, coordinated
instructional sequences, ample practice
opportunities and aligned student materials. Comprehensive Intervention
Programs
provide instruction that is more intensive, explicit, systematic, and more
motivating than
instruction students have previously received. These programs also
provide more
frequent assessments of student progress and more systematic review in
order to insure
proper pacing of instruction and mastery of all instructional components.
Comprehension Monitoring - ANS ✓An awareness of one's understanding of
text being read.
FTCE reading k-12 certification
, 2
FTCE
Comprehension monitoring is part of metacognition "thinking about
thinking" know what
is clear and what is confusing as the reader and having the capabilities to
make repairs
to problems with comprehension.
Comprehension Questions - ANS ✓Address the meaning of text, ranging from
literal to
inferential to analytical.
Concept Definition Mapping: - ANS ✓Provides a visual framework for
organizing conceptual information in the process of defining a word or concept.
The framework contains the category, properties, and examples of the word or
concept.
Connected Text - ANS ✓Words that are linked (as opposed to words in a list) as
in sentences, phrases, and paragraphs.
Consonant Blend - ANS ✓Two or more consecutive consonants which retain
their individual sounds (e.g., /bl/ in block; /str/ in string).
Consonant Digraph - ANS ✓Two consecutive consonants that represent one
phoneme, or sound (e.g., /ch/, /sh/).
Context Clue - ANS ✓a word, phrase, or sentence in the text around an
unfamiliar word that helps you identify the word's meaning
Continuous Sounds - ANS ✓a sound that can be held for several seconds
without distortion (e.g., /m/, /s/)
FTCE reading k-12 certification
, 3
FTCE
Continuum of Word Types - ANS ✓Words can be classified by type according to
their relative difficulty to decode. Typically this continuum is listed from easy to
difficult, beginning with VC and CVC words that begin with continuous sounds
and progressing to CCCVC and CCCVCC words.
Coordinated instructional sequences - ANS ✓take into consideration how
information is
selected, sequenced, organized, and practiced. Coordinated instructional
sequences
occur within each component of reading where a logical progression of
skills would
be evident: easier skills are introduced before more difficult skills, so that
skills build
progressively.
The other way coordinated instructional sequences are evident is in the
clear and
meaningful relationship or linking of instruction across the five
components of reading:
phonological awareness, phonics, fluency, vocabulary, comprehension. If
students orally
segment and blend words with the letter-sound /f/ during phonemic
awareness
instruction, then we would expect to see it followed by practice in
connecting the sound
/f/ with the letter f. This would be followed by fluency practice in reading
words,
sentences, and/or passages with the letter-sound /f/. Spelling practice
would include /f/
and other previously learned letter-sounds.
Core Instruction - ANS ✓is instruction provided to all students in the class, and
it is usually
FTCE reading k-12 certification
, 4
FTCE
guided by a comprehensive core reading program. Part of the core
instruction is usually
provided to the class as a whole, and part is provided during the small
group,
differentiated instruction period. Although instruction is differentiated by
student need
during the small group period, materials and lesson procedures from the
core program
can frequently be used to provide reteaching, or additional teaching to
students
according to their needs
Cumulative - ANS ✓Instruction that builds upon previously learned concepts
Decodable Text - ANS ✓Text in which a high proportion of words (80%-90%)
comprise soundsymbol
relationships that have already been taught. It is used for the purpose of
providing practice with specific decoding skills and is a bridge between
learning phonics
and the application of phonics in independent reading.
Decodable Words - ANS ✓These words contain phonic elements that were
previously taught
Decoding - ANS ✓The ability to translate a word from print to speech, usually by
employing
knowledge of sound symbol correspondences; also the act of deciphering a
new word by
sounding it out.
FTCE reading k-12 certification
FTCE
FTCE READING K-12 certification
Exam Questions and Answers Top
Rated A+ 2025
Comprehensive Intervention Reading Program (CIRP - ANS ✓These
programs are intended
for students who are reading one or more years below grade level, and who
are
struggling with a broad range of reading skills. Comprehensive
Intervention Programs
include instructional content based on the five essential components of
reading instruction integrated into a coherent instructional design. A
coherent design includes explicit instructional strategies, coordinated
instructional sequences, ample practice
opportunities and aligned student materials. Comprehensive Intervention
Programs
provide instruction that is more intensive, explicit, systematic, and more
motivating than
instruction students have previously received. These programs also
provide more
frequent assessments of student progress and more systematic review in
order to insure
proper pacing of instruction and mastery of all instructional components.
Comprehension Monitoring - ANS ✓An awareness of one's understanding of
text being read.
FTCE reading k-12 certification
, 2
FTCE
Comprehension monitoring is part of metacognition "thinking about
thinking" know what
is clear and what is confusing as the reader and having the capabilities to
make repairs
to problems with comprehension.
Comprehension Questions - ANS ✓Address the meaning of text, ranging from
literal to
inferential to analytical.
Concept Definition Mapping: - ANS ✓Provides a visual framework for
organizing conceptual information in the process of defining a word or concept.
The framework contains the category, properties, and examples of the word or
concept.
Connected Text - ANS ✓Words that are linked (as opposed to words in a list) as
in sentences, phrases, and paragraphs.
Consonant Blend - ANS ✓Two or more consecutive consonants which retain
their individual sounds (e.g., /bl/ in block; /str/ in string).
Consonant Digraph - ANS ✓Two consecutive consonants that represent one
phoneme, or sound (e.g., /ch/, /sh/).
Context Clue - ANS ✓a word, phrase, or sentence in the text around an
unfamiliar word that helps you identify the word's meaning
Continuous Sounds - ANS ✓a sound that can be held for several seconds
without distortion (e.g., /m/, /s/)
FTCE reading k-12 certification
, 3
FTCE
Continuum of Word Types - ANS ✓Words can be classified by type according to
their relative difficulty to decode. Typically this continuum is listed from easy to
difficult, beginning with VC and CVC words that begin with continuous sounds
and progressing to CCCVC and CCCVCC words.
Coordinated instructional sequences - ANS ✓take into consideration how
information is
selected, sequenced, organized, and practiced. Coordinated instructional
sequences
occur within each component of reading where a logical progression of
skills would
be evident: easier skills are introduced before more difficult skills, so that
skills build
progressively.
The other way coordinated instructional sequences are evident is in the
clear and
meaningful relationship or linking of instruction across the five
components of reading:
phonological awareness, phonics, fluency, vocabulary, comprehension. If
students orally
segment and blend words with the letter-sound /f/ during phonemic
awareness
instruction, then we would expect to see it followed by practice in
connecting the sound
/f/ with the letter f. This would be followed by fluency practice in reading
words,
sentences, and/or passages with the letter-sound /f/. Spelling practice
would include /f/
and other previously learned letter-sounds.
Core Instruction - ANS ✓is instruction provided to all students in the class, and
it is usually
FTCE reading k-12 certification
, 4
FTCE
guided by a comprehensive core reading program. Part of the core
instruction is usually
provided to the class as a whole, and part is provided during the small
group,
differentiated instruction period. Although instruction is differentiated by
student need
during the small group period, materials and lesson procedures from the
core program
can frequently be used to provide reteaching, or additional teaching to
students
according to their needs
Cumulative - ANS ✓Instruction that builds upon previously learned concepts
Decodable Text - ANS ✓Text in which a high proportion of words (80%-90%)
comprise soundsymbol
relationships that have already been taught. It is used for the purpose of
providing practice with specific decoding skills and is a bridge between
learning phonics
and the application of phonics in independent reading.
Decodable Words - ANS ✓These words contain phonic elements that were
previously taught
Decoding - ANS ✓The ability to translate a word from print to speech, usually by
employing
knowledge of sound symbol correspondences; also the act of deciphering a
new word by
sounding it out.
FTCE reading k-12 certification
