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Avr Risc Microcontrollers Handbook Avr Risc Microcontrollers Handbook |Full Fb2
This required for all candidates seeking a professional teaching license in Florida in the area of English for Speakers of Other Languages. FTCE Test FTCE Study Guide FTCE Flashcards Who is Eligible. There are no specific qualifications that must be met to apply to take the FTCE and any of its components. Once you have applied for this exam, the Bureau of Educator Certification (BEC) will review your application and determine any requirements that must be completed before you are eligible to test. If you do not do within that time period, you will have to withdraw your registration and register again. When and Where is it taken. The FTCE and all of its exam can be taken year-round Monday through Saturday by appointment. These are scheduled and administered by Pearson VUE. They have testing locations throughout the country as well as some international sites. A complete list of dates, times, and locations will be made available to you during registration. Once you register, you will receive an appointment notification email. This will include the time, date and address of your scheduled exam. What Should I Bring. Plan to arrive at the testing center at least 30 minutes prior to your exam time. This will allow you to have time to sign in properly. If you get there late you will not be allowed to test that day and will have to reschedule. You will need to bring two current and valid forms of ID with you. Your primary ID should include your name that matches your application information, your signature, and a recognizable photo. Your secondary ID must have your name and signature. The FTCE ESOL K-12 is given via computer. This means that no other personal belongings such as study material, pencils, or calculators are needed. No personal items are allowed in the testing area and will be kept in a designated locker during the exam. What is Covered? The ESOL K-12 certification exam is made up of 120 multiple choice questions.
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You will be given two hours and 30 minutes to complete it. Your official score reports will be made available on the score report dates listed for your scheduled exam. This is usually within 4 weeks of your taken exam. A copy of this score report will be sent directly to your chosen school district or institution. You will need to receive at least a 70 or a scaled score of 200 on the exam to be considered passing and gain certification. How to Prepare? Mometrix Test Preparation wants to help you get certified. Therefore, we have constructed a study guide and set of flash cards explicitly for this FTCE exam. This will equip you with all the information you will need to understand everything that is covered. We will also include a set of sample questions to test your even further. These questions are structured just as the ones on the actual exam are, getting you familiar with what you will see on the day of your scheduled exam. Take advantage of these unique tools and be prepared for the FTCE ESOL K-12. FTCE ESOL K-12 Study Guide Mometrix Academy is a completely free resource provided by Mometrix Test Preparation. If you find benefit from our efforts here, check out our premium quality FTCE ESOL K-12 study guide to take your studying to the next level. Just click the FTCE ESOL K-12 study guide link below. Your purchase also helps us make even more great, free content for test-takers. All trademarks are property of their respective trademark owners. Information on this website is included for utilitarian purposes only and does not constitute an endorsement by Mometrix of any particular point of view. Mometrix Academy Search for: Business Career College Admissions and Placement Construction and Industry Counseling and Social Work Finance, Insurance, and Real Estate Graduate and Professional School K-12 Medical Professional Medical Technology Nursing Certifications Nutrition Personal Fitness Public Service and Legal Teacher Certification Test Anxiety Tips Close.
We will answer every question you have and tell you exactly what you need to study to pass the ESOL K-12 exam. FTCE ESOL K-12 Test Overview Quick Facts Culture Overview Language as a System Overview Language Acquisition and Development Overview Second Language Literacy Development Overview Research, History, Public Policy, and Current Practices Overview Standards-Based ESOL and Content Instruction Overview Resources and Technologies Overview Planning Standards-Based Instruction Overview Assessment Issues Overview Language Proficiency Assessment Overview Classroom-Based Assessment Overview FTCE ESOL K-12 Quick Facts Overview: All teacher certification candidates in Florida are required to pass FTCE tests in reading, writing, mathematics, and professional knowledge. Candidates who are wanting to specialize in additional areas of teaching must also take and pass additional tests in that subject area. The ESOL K-12 exam is for candidates who are hoping to become certified to teach English to speakers of other languages. According to Pearson and the Florida Department of Education, the subjects on the test were identified and validated by committees of content specialists within the state of Florida including public school teachers, district supervisors, and college faculty with expertise in this field. Pass rate: In 2017, out of 875 test takers, 60 passed the ESOL test on the first attempt. Study time: In order to feel prepared for the test, plan to spend several weeks preparing. It is helpful to create a schedule for yourself ahead of time by breaking down the test topics into different weeks. This way, you will know you have enough time to study each topic covered on the test. What test takers wish they would’ve known: Watch for questions that include the words, “not or except,” which indicates that you need to choose the answer choice that does not apply. Keep an eye on the time and make sure you are able to complete the test in the 2.5 hour time frame.
It is better to guess on a question you don’t know the answer to than to leave it unanswered. Information and screenshots obtained from the National Evaluation Series website: Culture Overview Culture competency questions account for about 8 of the entire test. Concepts to Know Let’s take a look at some concepts you definitely need to know for the test. Cultural assimilation happens when a person’s culture starts to resemble the dominant culture. Acculturation occurs when a person adopts some of the dominant culture’s customs, while maintaining their native customs and cultural practices. Assimilation is not as beneficial as acculturation, because there are great benefits to people maintaining their native culture and language, while also learning a new language and customs. This process looks different for every student, but typically you can expect an ESOL student, who is new to the United States, to go through four stages: Initial or “honeymoon” stage- the student is very excited about their new life. Some try very hard to fit in, while others feel very isolated. Students in this stage may not attempt to speak in English while they are acquiring the language and adjusting to a new culture. Uprooting stage- this stage is very difficult for ELLs, because they begin to recognize the differences between their culture and the new culture. Culture shock- this stage can happen at the same time or right after the uprooting stage. In this stage, people may begin to feel overwhelmed from losing familiar places, people, and day-to-day routines from their native culture. Students in this stage may be fearful of their new situation and can show signs of withdrawal, anger, sadness, etc. They may also struggle academically as more is expected of them. Adaptation- people begin to accept and become more comfortable in their new culture. Students typically go through either assimilation or acculturation.
Of course, there will be major differences that can cause the ELL to feel frustrated, unsuccessful, and unmotivated. It is important that teachers have a clear understanding of each element’s role, so they can create a learning environment that is culturally diverse and supports all students. And that’s some basic info about the Culture competency. Language as a System Overview Language as a System competency questions account for about 12 of the entire test. Concepts to Know Here are some concepts you definitely need to know for the test. For example: “That is a five foot man eating snake.” This could mean a five foot tall man is eating a snake, or it could mean that a five foot long snake eats men. “ The turkey is ready to eat.” This could mean the turkey is hungry and ready to eat, or a turkey has been cooked and is ready to be eaten. Morphology Morphology refers to the study of the smallest units of a language that have meaning. Some words are considered morphemes (free morphemes); prefixes and suffixes are also considered morphemes (bound morphemes). For example: Boy is a word but also a free morpheme, because it cannot be broken into a meaningful chunk; however, we can add s to boy and make boys. In this case, s is a bound morpheme but not a word. Write is a morpheme and a word; the prefix and morpheme re- can be added to create the word rewrite. Here are some common morphemes and their uses: -s, -es, -en: to make nouns plural -’s: to make nouns possessive -s’: to make plural nouns possessive -ing or -ed: to change the tense of a verb -er and -est: to compare describing words Morphology should be taught as a strategy for reading comprehension.
When using morphology to improve vocabulary and understand words with an unknown meaning, students must learn to: recognize a word as unfamiliar look for recognizable morphemes in the root of the word, as well as the suffixes think of possible meanings based on the parts of the word check for meaning in context of the sentence And that’s some basic info about the Language as a System competency. Language Acquisition and Development Overview Language Acquisition and Development competency questions account for about 12 of the entire test. Concepts to Know Let’s take a look at a few concepts that are likely to appear on the test. Input Hypothesis The Input Hypothesis is a concept proposed by linguist Stephen Krashen that says the only way to acquire language is to receive input (instruction) that is just beyond our comfort level but not beyond our understanding. ELLs must also have the right environment for comprehensible input to work, meaning that they need to have low stress and high motivation. Overgeneralization Overgeneralization occurs in the earliest stages of language acquisition; this happens when ELLs apply grammar rules to irregular verbs and nouns. For example: Instead of went a student might say “goed” Instead of feet a student might say “foots” Instead of fish a student might say “fishes” Instead of ate a student might say “eated” Transitional Strategy The goal behind a transitional bilingual educational strategy is to help transition an ELL to an English-only classroom as soon as possible. Transitional programs are typically introduced in kindergarten and continue for five to six years. Most skills learned in an ELL’s native language can later be easily transitioned to the second language. For example, a new student moves to the United States from Mexico.
During the early stages of language acquisition, core subjects are taught in Spanish by a bilingual teacher, but as the student’s English skills improve, the bilingual teacher decreases instruction in Spanish and increases instruction in English. Circumlocution Circumlocution is a strategy used by ELLs that allow them to describe or define a concept instead of using a specific word. For example, if a student doesn’t know the word for banana: What they want to say: “I’d like to eat a banana.” What they say using circumlocution: “I’d like to eat the fruit that is yellow and that monkeys like to eat.” Most listeners would understand the speaker is referring to a banana, and the student did not have to stop and look up the word in the dictionary or take a long time to think of the word. And that’s some basic info about the Language Acquisition and Development competency. Second Language Literacy Development Overview Second Language Literacy Development competency questions account for about 10 of the entire test. Concepts to Know Here are some concepts that you may see on the test. Language Transfer Language transfer happens when rules from a native language are transferred and applied to a second language. Positive transfer happens when the understanding and application of the rule helps language acquisition. Negative transfer happens when the understanding and application of the rule hinders language acquisition. Cognates Cognates are words that share a similar meaning, spelling, and pronunciation in two different languages. For example: The Spanish word informacion is very similar to the English word information. For Spanish speaking ELLs, cognates help form a bridge between Spanish and English, especially in subjects such as math and science. Pseudo-Words Pseudo-words are combinations of letters and sounds that have no meaning but can be pronounced because they are formed using recognizable blends of phonemes.
Beginning readers and ELLs can practice phonemic awareness by decoding pseudowords such as: dup kam vam gup rin tup sup nup And that’s some basic info about the Second Language Literacy Development competency. Research, History, Public Policy, and Current Practices Overview The Research, History, Public Policy, and Current Practices competency questions account for about 5 of the entire test. Concepts to Know Let’s look at some concepts that you may see on the test. SIOP Sheltered Instruction Observation Protocol (SIOP) was created to help ELLs understand content material. The SIOP model includes eight components: Lesson preparation- planning must include lessons that help ELLs make connections between their knowledge and experiences and the new content being presented. Lessons should include learning objectives for content, as well as language, and should be age and educationally appropriate. Building background- concepts that are taught must be related to student’s background experiences whenever possible. The connection can be personal, academic, or cultural. Teachers should emphasize key vocabulary in context. Comprehensive input- teachers should use vocabulary that is appropriate to the ELL’s level of language proficiency. Teachers need to speak slowly, clearly, and try to use body language, gestures, and applicable pictures when teaching new vocabulary. Strategies- processes and methods that help ELLs learn and remember information. Students should be given multiple opportunities to use various strategies that have been taught explicitly. Interaction- it is important for ELLs to use English across all content. In this stage of SIOP, students can explore content. Students should be able to practice speaking, asking questions, answering questions, and clarifying ideas. It is important to provide plenty of wait time during this phase. Lesson delivery- this includes how well the learning and language objectives are presented by the teacher.
Review and assessment- this should be included into daily lessons. Effective sheltered instruction includes reviewing key concepts, providing feedback, and adjusting instruction based on how the ELL responds. Lau v. Nichols Lau v. Nichols (1974) references a US Supreme Court case which ruled that the lack of second language instruction in public schools for ELLs violated the Civil Rights Act of 1964. The suit was filed by Chinese parents in San Francisco. The ruling stated that “identical does not constitute equal education” and that school districts must take steps to help LEP students overcome educational barriers. The biggest impact of Lau v. Nichols was that school districts across the country adopted bilingual education programs to better serve LEP students, and more safeguards are now provided to make sure students with limited English proficiency are as successful as possible. Inclusion Model The inclusion model of ESL instruction places an ESL specialist in the general education classroom, rather than pulling ESL students out of the classroom. The ESL specialist provides specific support to ELLs by modifying lessons, displaying pictures to go along with vocabulary, and providing other comprehension aids. And that’s some basic info about the Research, History, Public Policy, and Current Practices competency. Standards-Based ESOL and Content Instruction Overview Standards-Based ESOL and Content Instruction competency questions account for about 14 of the entire test. Expository Writing Expository writing is non-fiction writing that typically presents reasons, steps in a process, or explanations. Instruct students to listen for content words during the video. Then, re-watch the video using subtitles and discuss what was understood the first time. Signpost words help ELLs link ideas and understand the direction of a topic or conversation. Listening for details- give students the opportunity to listen for specific information in content.
For example, listen to a news report about sports, and ask students to list details about specific stats or scores. Adapting Curriculum Teachers can adapt curriculum and instruction using various methods so that ELLs receive the appropriate amount of support. Common methods to adapt curriculum include: providing a copy of notes when presenting vocabulary showing students how to create flashcards and study materials for weekly quizzes allowing ELLs to listen to material instead of reading it independently allowing ELLs extra time to complete assignments breaking instructions down into very small steps using music to help with understanding vocabulary using frequent positive reinforcement encouraging students to use spelling words in sentences or stories And that’s some basic info about the Standards-Based ESOL and Content Instruction Practices competency. Resources and Technologies Overview Resources and Technologies competency questions account for about 8 of the entire test. Concepts to Know Let’s take a look at some concepts that may appear on the test. Multicultural Texts Multicultural texts describe how people live throughout the world. It can be a powerful tool in the classroom that not only helps students understand other cultures, but also their own. Many times, multicultural texts will feature themes that involve family, traditions, holidays, religion, and preserving culture. Reading multicultural texts also helps students become more sensitive and aware of the challenges other cultures might face; it also helps them have a more diverse perspective of the world around them. Setting- books should be accurate in their settings, making sure to not reinforce stereotypes. For example, not all Native Americans lived in tepees, but some books might depict that. Any words that are translated should be natural and not awkward. Illustrations- book illustrations should represent that people, even within the same culture, do not all look alike.
Author’s perspective- you should consider if the author is a part of the culture depicted or if they are writing from an outsider’s perspective. Collaborative Webquests Collaborative Webquests offer internet-based language learning to ELLs. Webquests provide ELLs the opportunity to read authentic material, as well as discuss content in a meaningful way. Collaborative webquests: focus on an interesting task that is a smaller scale version of what an adult would do as an employee or member or society require higher order thinking, not just summarizing. Students can be required to analyze, problem solve, create, and judge.ARE NOT a simple research report or step-by-step procedure.ESL teachers can use Webquests across curriculum as a strategy to enhance instruction because they provide authentic learning opportunities in the targeted language (English). And that’s some basic info about the Resources and Technologies competency. Planning Standards-Based Instruction Overview Planning Standards-Based Instruction competency questions account for about 10 of the entire test. Concepts to Know Here are a few concepts that may appear on the actual test. Student-Centered Classroom Environment A student-centered classroom focuses on the individual interests and needs of every student. Characteristics of student-centered classrooms include: collaborative work spaces assessments that use open-ended questioning Student-centered classrooms also: value student engagement over convenience honor student passions and interests allow opportunities for student input nurture and encourage positive and healthy relationships Student-centered classrooms support ELLs, because each student’s needs are considered and every effort is made to support those needs. Student-centered classrooms also provide LEP students with opportunities to collaborate with peers which builds language skills and confidence.
Scaffolding Scaffolding is a type of differentiation that meets students where they’re at academically and requires them to work just above their independent level. Teachers support students by helping them make connections and build on prior knowledge. This method provides ELLs the structure and support they need to feel comfortable while learning, but also forces them to take risks that result in higher level thinking and learning. Assessment Issues Overview Assessment Issues competency questions account for about 8 of the entire test. Cultural and Linguistic Bias Cultural bias- the event of judging or interpreting information by standards associated with one’s native culture. Cultural bias can influence a teacher’s instruction, attitude, and behavioral expectations. For example, a test question asked African American students to infer where a man, who was standing on a corner in a suit, was going. The test writers, who were caucasian, agreed the correct answer was “work.” However, the majority of African American students thought that the man was probably going to church (Perry and Delpit, 1998). Linguistic bias- at all levels of education, teachers will many times favor students who sound like themselves and can be biased against students who speak a different language. This bias can potentially affect how a teacher talks to a student and the expectations the teacher has for the student; it can even cause a teacher to stereotype or discriminate against a student. Including idioms or phrases that are probably only familiar to native speakers will not be a fair assessment for ELLs. The services these students receive are called exceptional student education or ESE services. A student must meet eligibility requirements to receive ESE services, and the referral process, which is based on the Individuals with Disabilities Education Act, includes: A referral request for a formal review is made.
This includes detailed information about the student’s learning needs, strengths, weaknesses, health information, and interests. The team determines whether or not additional evaluation is required to determine eligibility. If additional evaluation is recommended, the evaluation moves forward with interviewing teachers and parents. Parents must sign a consent form before evaluation can begin. If it is determined that a student meets eligibility requirements, the team (including the parents) meet to discuss what services will best fit the needs of the student. Formal versus Informal Assessments Formal and informal assessments are important tools throughout the learning process. Informal assessments can include: non-standardized tests observation and interviews normal classroom environments no data taken And that’s some basic info about the Assessment Issues competency. Language Proficiency Assessment Overview Language Proficiency Assessment competency questions account for about 5 of the entire test. Concepts to Know Let’s take a look at a concept that may appear on the test. Communicating with Stakeholders A stakeholder, in terms of education, is any person who has an interest in the education process of a particular school, classroom, or student. Positive relationships have a huge impact on academic success, so communication should be a top priority. To positively communicate with stakeholders, educators should: Create two-way communication This can be done using technology like communication apps, email, blogs, websites, or social media pages created for the classroom. Be a leader when communicating Communication on social media, websites, or blogs should portray a positive picture of the things going on in your classroom and at your school. Align your actions with your words It is important that you are promoting what is actually happening at your school and in your classroom.
If you are promoting growth and high scores, reports to stakeholders should reflect that. And that’s some basic info about the Language Proficiency Assessment competency. Classroom-Based Assessment Overview Classroom-Based Assessment competency questions account for about 8 of the entire test. The student will be placed into a quintile group, or percentile, based on how the student’s score compares to the rest of the students who took that test. Criterion-referenced assessments measure mastery of specific learning objectives based on a scale score. The score is then used to determine if the student did or did not master the learning objective. For example, students complete a unit over multiplying decimals. The teacher gives all students the same 10 questions, and students must answer 8 out of 10 questions correct in order to meet standard or demonstrate mastery. Performance-Based Assessments Performance-based assessments are an alternative to traditional multiple-choice assessments. Instead of using a multiple-choice test to check for mastery, teachers can ask students to: create a presentation design a portfolio perform a short play complete a project participate in an exhibition or fair participate in a debate over the topic Self-Monitoring Checklist A self-monitoring checklist allows students to monitor their own behavior in an effort to improve social skills, as well as increase success in the learning environment.
When developing a self-monitoring checklist for students, teachers should: identify the behavior that needs to be improved upon or monitored create an appropriate checklist choose a schedule for self-monitoring decide on a monitoring cue choose a reward for successful behavior phase out the checklist as the behavior improves Self-monitoring is important for students because checklists: promote responsibility promote independence improve coping skills increase productivity improve self-awareness increase self-esteem And that’s some basic info about the Classroom-Based Assessment competency. Take the ESOL K-12 Practice Test Not Sure Where to Start. Let us help. Simply fill out the contact form and we will get in touch within 1 business day. Our First Customer A very personal story from our Founder Scott Rozell and his wife, Lacey. 50,000 Have Used 240 Tutoring to Pass Their Exams Since 2017. Are you ready to join them. This website is not endorsed or approved by ETS. Study Guides Reviews Resources About Terms of use Privacy Policy 134 Vintage Park Blvd. Ste. A, Box 537 Houston, TX 77070 Contact us at: 888-535-2142 Select to Login. They do not provide credit. Use our bite-sized lessons to improve your ESOL knowledge, and take practice quizzes and exams to confirm your ability to succeed on the day of the test.Formal Language in Language AcquisitionThis study guide course makes it easy to prepare for the exam by taking a close look at topics that include the elements of language, technology in the ELL classroom and ELL rights and court cases in Florida. Explore entertaining lessons to refresh your knowledge of these topics, and take accompanying quizzes to check your comprehension. Broader exams are available to confirm your understanding of each chapter and the entire course.
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