FTCE Middle Grades English 5-9 Study Guide and Practice Test
FTCE Middle Grades English 5-9
To teach English in Florida to middle grades, one must take the FTCE middle grades English 5-9 exam, which is comprised of 72 multiple-choice questions and an essay section. Teacher certification candidates have been required to pass the Florida Teacher Certification Examination (FTCE) since 1980. This test consists of reading, writing, mathematics, and professional knowledge and is designed to ensure candidates demonstrate the proper pedagogical knowledge to effectively teach students in Florida.
In order to take the FTCE, one must complete a bachelor's degree from a Florida, state-approved teacher preparation program, as well as demonstrate competencies and skills required for teacher certification in Florida. After passing all three portions of the FTCE, if candidates wish to teach middle grades English in grades 5-9, they must pass the FTCE middle grades English 5-9 exam. This FTCE Subject Area Exam covers several English education concepts and contains two sections: multiple choice questions and one essay section.
Practice tests give you a better idea of the topics you have mastered and those you should keep studying.
FTCE Middle Grades English 5-9 Study Guide - Multiple Choice
The FTCE English 5-9 exam includes numerous competencies in the multiple-choice section. The following are the list of competences as well as the percentage of subtest they take up on the exam:
Knowledge of the characteristics of students in order to make instructional decisions for teaching and learning language arts (12%)
Knowledge of applications of evidence-based research and best practices in teaching language arts (14%)
Knowledge of language arts content (24%)
Knowledge of pedagogical content for teaching language arts (24%)
Knowledge of various assessments and use of corresponding data to drive instructional decisions within language arts (14%)
Knowledge and application of the collaborative processes of reading and writing (12%)
Demonstration of the ability to respond critically through an analysis of a literary selection (essay section: 100%)
Types of questions include:
Sentence Completion: Candidates must select the response option that best completes the sentence.
Direct Question: Candidates must select the response option that best answers the question.
Command: Candidates must select the best response option.
Scenario: Candidates must examine a classroom situation or a student composition, then select the response option that best answers the question (candidates may recommend a course of action or gives an appropriate assessment or teacher comment).
Let's look at the content of these competencies in more detail:
Knowledge of the Characteristics of Students in Order to Make Instruction Decisions for Teaching and Learning Language Arts (12%)
Identify the characteristics of intellectual development that affect student learning in language arts.
Identify the characteristics of social and emotional development that affect student learning in language arts.
Recognize the cultural characteristics that affect student learning in language arts.
Implement knowledge of students' characteristics (such as cognitive, social, emotional development, culture) in making instructional choices in language arts.
Knowledge of Applications of Evidence-Based Research and Best Practices in Teaching Language Arts (14%)
Recognize effective instructional practices that are supported by state-adopted standards at the proper grade level.
Detect and implement evidence-based research to select proper technology for language arts instruction.
Identify and implement evidence-based research in the incorporation of language arts content with other disciplines.
Establish and apply proper methods and materials for meeting the various learning needs of students.
Determine and implement strategies for integrating multicultural experiences in reading and writing activities.
Knowledge of Language Arts Content (24%)
Implement the components of text complexity (such as quantitative, qualitative, reader and task).
Evaluate different literary and rhetorical devices (such as symbolism, style, allusion, irony, foreshadowing, tone, figurative language, syntax).
Analyze the characteristics of different genres (such as drama, biography, speeches).
Evaluate different texts using a variety of critical approaches (such as gender and sociological perspectives).
Distinguish among different forms of writing (such as expository, narrative, persuasive, argumentative) in different texts.
Evaluate effective organizational and stylistic choices in different forms of writing.
Implement knowledge of the writing process (such as prewriting, drafting, revising, editing, proofreading, publishing).
Recognize the characteristics of impactful collaborative discussions to enhance speaking and listening opportunities.
Determine multimedia components (such as graphics, images, music, sound) and visual displays to communicate and present information.
Evaluate media to analyze the meaning, intent, effect, and technique.
Implement standard English grammar and usage with proficiency.
Implement the conventions of English capitalization, punctuation, and spelling with proficiency.
Distinguish the effective use of sentence variety.
Interpret figurative language (such as idioms or figures of speech).
Implement the connotation and denotation of key words.
Utilize general academic and domain-specific language.
Knowledge of Pedagogical Content for Teaching Language Arts (24%)
Choose proper methods for teaching the conventions of standard English (such as grammar, usage, capitalization, punctuation, spelling).
choose methods to engage students in an assortment of collaborative discussions.
Identify proper methods to teach students how to understand literary and informational texts.
Identify proper methods to teach students how to evaluate literary and informational texts.
Choose proper methods to teach students to evaluate the purpose of information presented in multimedia literacies and formats.
Pick effective strategies to teach students to speak and listen in partnership with generating ideas and integrating knowledge.
Identify and implement methods for teaching the writing process (such as prewriting, drafting, revising, editing, proofreading, publishing).
Identify methods for teaching the research process (such as gathering relevant information, synthesizing, paraphrasing, citing information, avoiding plagiarism).
Knowledge of Various Assessments and Use of Corresponding Data to Drive Instrumental Decisions Within Language Arts (14%)
Identify proper and effective, formal and informal assessment tools in language arts.
Choose proper formal and informal assessments to differentiate instruction as needed.
Evaluate results of formal and informal assessments to identify students' strengths and needs.
Evaluate results of formal and informal assessments to recommend modifications and accommodations appropriate to instruction and student achievement.
Identify ways to share the results of student assessment data with students and stakeholders.
Knowledge and Application of the Collaborative Process of Reading and Writing (12%)
Implement proper instructional methods to teach the reading and writing processes for an assortment of discipline-specific tasks, purposes, and audiences.
Choose proper instructional methods to teach writing and speaking in response to literary and informational texts (such as images, sound, performance, oral presentations).
Implement methods for teaching the research process (such as gathering relevant information, synthesizing, paraphrasing, citing information, avoiding plagiarism).
Determine how text structure (such as compare-contrast, cause and effect, chronological) influences comprehension.
Determine the meaning of a word, phrase, paragraph, or text based on its context.
Demonstration of the ability to respond critically through an analysis of a literary selection (essay section - 100%)
Demonstrate the ability to organize ideas around a clear and coherent thesis statement.
Integrate relevant details and ample textual evidence to support the thesis statement.
Demonstrate skilled use of postsecondary level standard written English (such as varied word choice and syntax, semantics, language conventions).
Utilize proper style to enhance the reader's interest and understanding.
FTCE Middle Grades English 5-9 Study Guide: Essay
The FTCE English 5-9 essay section is titled: Demonstration of the ability to respond critically through an analysis of a literary selection. Of the several skills required, candidates must show they can create a clear and coherent thesis statement, as well as integrate relevant details and ample textual evidence to support a thesis statement.
Candidates should demonstrate skilled use of postsecondary level standard written English and utilize proper style to enhance the reader's interest and understanding in order to do well on the essay portion of the exam.
FTCE Middle Grade English 5-9 Exam Registration and Logistics
Before studying for the FTCE middle grades English 5-9 exam, candidates may want to find out all the relevant information about FTCE registration such as scheduling, cost, length, and the required FTCE scores.
How to Register
Complete the following in order to register for the FTCE exam:
Log in to your FTCE/FELE account. First-time users will be required to create an account.
Click Register for the FTCE/FELE to select a test, answer background questions, and agree to testing policies.
Under Open Registrations, click Schedule to select the test site, date, and time (these factors will vary).
Review your registration and submit your payment of $150 using a credit, debit, or check card. Registration fees can be paid using a credit card (VISA, MasterCard, or American Express) or a debit or check card that shows a VISA or MasterCard logo and can be used without the entry of a personal identification number (PIN).
The FTCE middle grades English 5-9 exam costs $150. If only one section is not passed, test takers must pay $75 to retake that section. If neither section is passed, test takers must pay the FTCE retake fee amounting to $150 in order to retake the exam.
Testing dates, times, and sites are chosen during registration and depend on availability. Because the FTCE middle grades English 5-9 exam is computer-based, there are FTCE testing locations throughout Florida and nationwide.
This exam is made up of two sections. The multiple-choice section allows for 1 hour and 30 minutes to complete the 72 questions. The essay section allows for 1 hour to complete. Any time taken for breaks during the FTCE test is considered part of the available testing time.
The passing score for the FTCE middle grades English 5-9 exam is 200. This exam utilized a scaled score, meaning candidates' raw scores (the number of questions answered correctly) is converted to a common measure. This allows multiple forms of a test to share a common minimum FTCE passing score. On the essay section, test takers must score at least 8 out of 12 points. Candidates must pass both sections in order to pass.
There are 72 multiple-choice questions and 1 essay response for this exam. The purpose of the essay section is for candidates to demonstrate their ability, in the allowed time, to create and write an original essay that entirely addresses the topic in an effective, well-organized manner, with good grammar and spelling. The essay must be typed. Examinees are not allowed to submit handwritten responses unless they have requested and have been approved for alternative testing arrangements.
FTCE Middle Grades English 5-9 Practice Test
FTCE English 5-9 study guides are available online and are invaluable, but don't just study--practice! Test takers will benefit from taking the FTCE middle grades English 5-9 practice test, which can be found for free online. Taking the FTCE practice test is beneficial to identify a test taker's baseline knowledge, measure progress after studying, and to simulate test day, including pacing in order to answering all questions in a timely manner. After completing practice exams before the actual FTCE test, candidates should try focusing on the sections in which they scored the least and review any necessary material to increase their understanding in these areas.
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