GKT review

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Review session for GKT of FTCE

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  • http://www.fldoe.org/asp/ftce/ftcedesc.asp
  • The General Knowledge Essay subtest and several other tests require the writing of an essay. The essay must be an original essay, composed and organized when you select the essay topic. The intent of the essay test component is to show that you can, in the time allotted, compose and write an original essay that completely addresses the topic in an effective, well-organized manner, with good grammar and spelling, as described in the rubric in the Department's Test Preparation Guide for the test requiring an essay. An examinee who memorizes an essay from another source and presents it during a test administration as an original essay is not demonstrating that he or she can compose and write an acceptable essay. Presenting such a pre-prepared essay at a test administration is considered cheating. If an essay is identified by the essay raters as being pre-prepared, the essay and all tests taken that day by the examinee will be invalidated, and no scores will be received. In addition, the incident will be reported to the Department's Bureau of Professional Practices Services.
  • Strategies – po. 14-15 of guide
  • http://academic.hhpublishing.com/gkt/essayskills/G11.lasso?-session=gkt:0C96E5A20566222BE1oxQ184503A
  • http://www.ju.edu/soe/Documents/04%20GKT%20Essay%20Information.pptx
  • The following is hyperlinked to the title, but I listed them here in case the link is broken. http://www.ju.edu/soe/Pages/FTCE-Study-Guides.aspxA Conceptual and organizational skills 1 Identify logical order in a written passage. 2 Identify irrelevant sentences. B Word choice skills 1 Choose the appropriate word or expression in context. 2 Recognize commonly confused or misused words or phrases. 3 Recognize diction and tone appropriate to a given audience. C Sentence structure skills 1 Recognize correct placement of modifiers. 2 Recognize parallelism, including parallel expressions for parallel ideas. 3 Recognize fragments, comma splices, and run-on sentences. D Grammar, spelling, capitalization, and punctuation skills 1 Identify standard verb forms. 2 Identify inappropriate shifts in verb tense. 3 Identify agreement between subject and verb. 4 Identify agreement between pronoun and antecedent. 5 Identify inappropriate pronoun shifts. 6 Identify clear pronoun references. 7 Identify proper case forms. 8 Identify the correct use of adjectives and adverbs. 9 Identify appropriate comparative and superlative degree forms. 10 Identify standard spelling. 11 Identify standard punctuation. 12 Identify standard capitalization.
  • AD
  • (The following is hyperlinked in the title, in case the hyper link does not work) http://www.ju.edu/soe/Pages/FTCE-Study-Guides.aspxGK READING Guide TYPES OF QUESTIONS Author’s Purpose Does the author intend to inform, persuade, or simply entertain? The author of Aesop’s fables wrote those to explain and advise readers about life situations. Main Ideas The overall primary idea the author is trying to convey. The main idea of Little Red Riding Hood might be to be cautious in a dangerous world. Supporting Details Details that help to explain and convey the main idea. Supporting details of Little Red Riding Hood include the location (forest), the protagonist (Little Red) and the antagonist (The Big Bad Wolf). Word & Phrase Meanings Understanding the underlying meaning of certain words or phrases. Include multiple definitions of words and phrases. For example “chill out” means “relax”, “cut it out” means “stop”, etc. Identify Patterns of Organization Separating supporting points from main ideas is an important reading skill. The organization of the supporting details will help you understand how an author thinks. Facts vs. Opinions Fact ………... An event that has occurred or a claim supported by science, research, etc. Opinion ….. A claim that the author makes from his own thinking or feelings. Recognize Bias Similar to opinion, in this case the author “takes a position”. For example, “The United States is the best country in the world.” Validity of Arguments Do arguments have any factual, concrete backing … or are they based on opinion or bias? (See above.) Recognize Tone What is the overall mood of the story? How does it make you feel? For example, the tone of “The Raven” by Edgar Allen Poe is dark and eerie, whereas the tone of “The Cat in the Hat” by Dr. Seuss is whimsical and silly. Relationships of Sentences How two or more sentences relate to each other. For example: 1. Mary is a small child. 2. Mary has dark hair. These two sentences relate because they both describe Mary. Draw Logical Conclusions What could you infer about what the author presents? For example: If the author was to say, “I went outside when it was raining without an umbrella.” You could draw a logical conclusion (infer) that the author (or the character) got wet.
  • From HH Publishing sample test site (see last slide for info to log in)
  • http://www.ju.edu/soe/Pages/FTCE-Study-Guides.aspx
  • Answer Key1. B 2. C “John” is the antecedent of the pronoun “him” in “Mary saw John and thanked him.”3. A 4. D 5. B
  • Also, “Mastering the GKT” info can be found at http://academic.hhpublishing.com/gkt/preparingforgkt/index.lasso?-session=gkt:0C96E5A20566222BE1oxQ184503AGo to the link Register and then put in school number & school key.After that you will create your own username & password.School Number: 5553 School Key: COE3Thank you, Susan Wegmann! You are now registered. A confirmation e-mail will be sent to you shortly.User Name: susanwegmann@hotmail.comPassword: pw76583
  • GKT review

    1. 1. Spring, 2014 Dr. Wegmann
    2. 2.  Test-taking hints  GKT information  Sample questions  Misc. information about the test
    3. 3. Eat before the test. Recommend: protein and fruit Get at least 8 hours of sleep before the test. Set your alarm and have a backup alarm set as well. Try to show up at least 15 minutes before the test will start. Go to the restroom before walking into the exam room. Dress comfortably for the test. You may want to take several layers of clothes so that you can adjust to the temperature of the room.
    4. 4. Read the question before you look at the answers. Come up with the answer in your head before looking at the possible answers. Eliminate answers you know aren't right. Usually one per question is obviously incorrect. Read all the choices before choosing your answer. Since there is no guessing penalty, always take an educated guess and select an answer.
    5. 5. Don't keep on changing your answer, usually your first choice is the right one, unless you misread the question. Choose one letter and stick with it. On "All of the above" and "None of the above" choices, if you are certain one of the statements is true don't choose "None of the above" or one of the statements are false don't choose "All of the above". On a question with an "All of the above" choice, if you see that at least two correct statements, then "All of the above" is probably the answer. A positive choice is more likely to be true than a negative one. Usually the correct answer is the choice with the most information (or the longest).
    6. 6.  The General Knowledge test consists of four subtests: Essay, English Language Skills, Reading, and Mathematics. Click on a link below for more information about each subtest.  Essay (50 minutes)  English Language Skills (40 minutes)  Reading (40 minutes)  Mathematics (100 minutes)  Subtests may be registered for and taken separately, if desired. They are available in both paper-based and computer-based formats. The total testing time for all subtests is approximately four hours.  Taking the entire test, including time for the administration of the test, requires arrival at 8:00 A.M. and departure at about 1:15 P.M. Subtests may be registered for and taken separately, if desired. No other test may be taken that day.  Each question will contain four response options, and you will indicate your answer by selecting A, B, C, or D.
    7. 7. This subtest consists of an essay component that tests competencies and skills including, but not limited to, the following:  formulating a thesis or statement of main idea;  organizing ideas and details effectively;  using effective transitions; and  using a variety of sentence patterns effectively.
    8. 8.  The General Knowledge Essay subtest and several other tests require the writing of an essay. The essay must be an original essay, composed and organized when you select the essay topic. The intent of the essay test component is to show that you can, in the time allotted, compose and write an original essay that completely addresses the topic in an effective, wellorganized manner, with good grammar and spelling, as described in the rubric in the Department's Test Preparation Guide.
    9. 9. ♦ Determine the purpose for writing. ♦ Formulate a thesis or statement of main idea. ♦ Organize ideas and details effectively. ♦ Provide adequate, relevant supporting material. ♦ Use effective transitions.
    10. 10. ♦ Demonstrate a mature command of language. ♦ Avoid inappropriate use of slang, jargon, and clichés. ♦ Use a variety of sentence patterns effectively. ♦ Maintain consistent point of view. ♦ Observe the conventions of standard American English.
    11. 11.  For your essay, you will choose between two topics. The 50 minutes allotted for this section of the exam includes time to prepare, write, and edit your essay.  Your work will be scored holistically by two judges. The personal views you express will not be an issue; however, the skill with which you express those views, the logic of your arguments, and the degree to which you support your position will be very important in the scoring. Your essay will be scored both on substance and on the composition skills demonstrated.
    12. 12. SCORE of 6  The essay has a clearly established main idea that the writer fully develops with specific details and examples. Organization is notably logical and coherent. Point of view is consistently maintained. Vocabulary and sentence structure are varied and effective. Errors in sentence structure, usage, and mechanics are few and insignificant. SCORE of 5  The essay has a clearly established main idea that is adequately developed and recognizable through specific details and/or examples. Organization follows a logical and coherent pattern. Point of view is mostly maintained. Vocabulary and sentence structure are mostly varied and effective. Occasional errors in sentence structure, usage and mechanics do not interfere with the writer's ability to communicate. SCORE of 4  The essay has an adequately stated main idea that is developed with some specific details and examples. Supporting ideas are presented in a mostly logical and coherent manner. Point of view is somewhat maintained. Vocabulary and sentence structure are somewhat varied and effective. Occasional errors in sentence structure, usage, and mechanics may interfere with the writer's ability to communicate. SCORE of 3  The essay states a main idea that is developed with generalizations or lists. The essay may contain occasional lapses in logic and coherence, and organization is mechanical. Point of view is ambiguous. Vocabulary and sentence structure are repetitious and often ineffective. A variety of errors in sentence structure, usage, and mechanics sometimes interferes with the writer's ability to communicate.
    13. 13.  A place you would find interesting to visit  A major, beneficial change in education that could be made.  A law not currently in effect that should be enacted.  A person now living whose actions have significantly affected many people.  The advantages and/or disadvantages of being an only child (or the youngest, oldest, or middle).  Choose a place you would like to live.
    14. 14.  Using both Active and Passive Voice  Not using Consistent Person (1st person or 3rd person)  Not using Consistent Tense (staying in past, present or future)  Not having Subject/Verb Agreement  Not having Sentence Variety  Not using Transition Words
    15. 15. GKT Essay Writing Notes Third Paragraph: In addition, Mario Brothers is a game that all players can play regardless of age or ability level. In some games, such as Scrabble, the person with the highest vocabulary levels has an advantage and will usually win. It is difficult to find a game that different ages of children can play with an adult. Many times I’ll play a game with my younger children to spend time with them, but the game is not challenging to me. When we all play Mario Brothers, my 9 year old son competes very well with me. In fact, I am the weakest player and get killed the most when we play! My boys, regardless of age, are very good at the physical skills needed to make their characters jump, duck, and fire missiles when needed. They are also good at the mental skills of memorizing the layout of the games to better succeed. Even when my character gets killed, I get to progress with my team if they make it to the next level. No one is left behind. Every player is stretched to the limit when playing the game. This unique feature makes the game genuinely exciting for all levels of players, including me. Notes: Use transition words between paragraphs to make the ides flow. I used “In addition.” Look at the underlined sentences as examples of more specific, supporting detail. Vary sentence length to keep the writing interesting. Look at the two highlighted sentences to see differences. Use a variety of sentence structures and sentence types to show your command of the language. I used both periods and an exclamation point in this paragraph. ©ThinkTime, LLC
    16. 16. ENGLISH LANGUAGE SKILLS This subtest consists of multiple-choice questions that test competencies and skills including, but not limited to, the following:  conceptual and organizational skills;  word choice skills;  sentence structure skills; and  grammar, spelling, capitalization, and punctuation skills.
    17. 17. * DIRECTIONS: Choose the sentence that has no errors in structure. A. The book taught me how to change the faucet and connect the water supply. B. The book taught me how to change the faucet and connecting the water supply. C. The book taught me about changing the faucet and to connect the water supply. * DIRECTIONS: Choose the option that corrects an error in the underlined portion(s). If no error exists, choose "No change is necessary." If none of these positions appeals to you, don't despair, there will always be tomorrow's help-wanted ads to investigate. A. despair there B. despair. There C. despair; there, D. No change is necessary.
    18. 18. READING This subtest consists of multiple-choice questions that test competencies and skills including, but not limited to, the following:  literal comprehension; and  inferential comprehension.
    19. 19. With the accession of Elizabeth 1 to the throne, a new age approached. The Renaissance, a spirit which had kindled the fires of learning in other countries, spread to England with its vibrant, intellectual queen to assist it rather than to contain or extinguish it. With Mary or sickly Edward and his protector and governor, Edward Seymour, the spirit of the Renaissance might never have spread to a receptive assemblage of subjects, and England might have continued its stifling asceticism and unproductive civil strife. Elizabeth brought not only her remarkable leadership to the throne, but also her intense desire to unify and help her people. Her education allowed her to appreciate the vitality of the times and to capitalize on it. Rather than resisting the restless individualism of the age, she nurtured it by her own unique example. The people had a woman to idolize and emulate — someone who led by ability rather than by force. And the people followed her out of gratitude and love. Writers praised Elizabeth in prose, drama, and verse, and the Queen and her subjects delighted in reading the literary homage.
    20. 20. Literal Comprehension: 1. Which sentence best states the main idea of this passage? A) The Renaissance was the rebirth of intellectual growth. B) Queen Elizabeth I helped to encourage a new age of literary brilliance. C) Writers praised Queen Elizabeth I in prose, drama, and verse. D) Queen Elizabeth I’s reign was one of great leadership.
    21. 21. 2. According to the passage, what might have caused the Renaissance not to have spread through England? A) Mary or Edward had reigned. B) Elizabeth had not tried to read. C) people followed any leader. D) people had not tried to follow Elizabeth’s example.
    22. 22. MATHEMATICS This subtest consists of multiple-choice questions that test competencies and skills including, but not limited to, the following:  measurement (using customary or metric units);  geometry and spatial sense;  algebraic thinking; and  data analysis and probability. You will be given a Mathematics Reference Sheet with information on it to use. (p. 2526 in the General Knowledge Guide.
    23. 23. Categories of the Competencies # of test items Number Sense, Concepts, and Operations 8 Measurement (customary or metric units) 10 Geometry and Spatial Sense 9 Algebraic Thinking 9 Data Analysis and Probability 9
    24. 24.  http://www.youtube.com/watch?v=Nmwg40b7B9E
    25. 25. 1. Education Portal http://education-portal.com/academy/course/ftce-general-knowledge-test.html The most comprehensive review for GKT that is free. The site includes videos, tutorials, sample questions, and more information about each part. 2. Mastering the GKT www.hhpublishing.com/gkt/ Go to the link, register, and then put in school number & school key. School Number: 5553 School Key: COE3 After that you will create your own username & password.

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