NYSTCE CST 245 LATEST 2026 STUDY GUIDE
QUESTIONS AND ANSWERS GUARANTEE A+
✔✔Phonics - ✔✔the study of the sounds of the letters of the alphabet
✔✔Phonograms - ✔✔Often called word families, these end in high frequency rimes that
vary only in the beginning consonant sound to make a word. For example, back, sack,
black and track.
✔✔Onset - ✔✔the part of a syllable that comes before the vowel (e.g., str in string)
✔✔Rime - ✔✔The vowel and the ending consonants after the onset
✔✔Semantic Cues - ✔✔Use of knowledge about the subject of the text and words
associated with that subject to identify an unknown word within a text: meaning cues
from each sentence and the evolving whole.
Children use their prior knowledge, sense of the story, and pictures to support their
predicting and confirming the meaning of the text.
✔✔Syntactic Cues - ✔✔hints that rely on language structure or rules (sometimes called
grammatical cues) Grammatical information in a text that readers process to construct
meaning.
✔✔Content clues - ✔✔surrounding words that help you figure out the meaning of
unfamiliar words
✔✔prefix - ✔✔a syllable or word that comes before a root word to change its meaning
✔✔Suffix - ✔✔a group of letters placed at the end of a word to change its meaning
✔✔Inflectional suffixes - ✔✔Indicate possession, gender, number in nouns, tense,
voice, person & number & mood in verbs, and comparison in adjectives; do not change
the part of speech of the base. (-ed, -ing)
✔✔Sight-word recognition - ✔✔1. a word that is immediately recognized as a whole and
does not require word analysis for identification. 2. a word taught as a whole.
✔✔Reading Fluency - ✔✔ability to decode words quickly and accurately in order to read
text with appropriate word stress, pitch, and intonation pattern (prosody)..
This skill requires automacity of word recognition and reading with prosody to facilitate
comprehension.
✔✔domain-Specific vocabulary words - ✔✔Teacher discusses these when reading
nonfiction in order to develop content clues
,✔✔Visual Clues - ✔✔helps students construct meaning from unfamiliar text
✔✔Context clues - ✔✔Clues in surrounding text that help the reader determine the
meaning of an unknown word.
✔✔Picture walk - ✔✔A visual clues strategy. Before reading a picture book, teacher
invites students to look at the pictures and try to form an idea about the story. After text
is read, discuss the predictions and how they compared to the actual text
✔✔Cloze exercise - ✔✔A context clues strategy. An activity in which students replace
words that have been deleted from a text.
✔✔Prior Knowledge - ✔✔learner's preexisting attitudes, experiences, and knowledge:
✔✔Schema - ✔✔an internal representation of the world. Needs to be activated before
learning something new. K-W-L charts are examples. Field trips and hands-on
experiences help to increase prior knowledge.
used in Jean piaget theory
✔✔Think-aloud - ✔✔A modeling activity in which the teacher verbalizes the teacher's
thoughts while reading; used to model ways in which skilled readers make predictions,
use visualization, related prior knowledge, and monitor and self-correct their
comprehensions.
✔✔Literal comprehension - ✔✔refers to the understanding of information that is
explicitly stated in a written passage. (main idea, sequence of events, knowledge of
vocabulary, details and cause-effect patterns)
✔✔Identifying the sequence of events - ✔✔When a student can recognize the order
that actions or ideas occurred in a text and then recall them in chronological order.
Words such as now, before, first, following and since are important.
✔✔Story walk - ✔✔teacher walks through story, pointing out order of events as they
happened
✔✔Story map - ✔✔A graphic organizer of major events and ideas from a story to help
guide students' thinking and heighten their awareness of the structure of stories. The
teacher can model this process by filling out a chart on an overhead while reading. Or
students can complete a chart individually or in groups after a story is read, illustrating
or noting characters, setting, compare/contrast, problem/solution, climax, conflict, and
so forth.
✔✔Inferential Comprehension Skills - ✔✔skills that assist students to make connections
to new info in texts by drawing conclusions, determining relationships, conceptualizing
, implied ideas. Reading in between the lines. Making inferences requires several reading
behaviors: recognizing a pronoun's antecedent, learning unknown words from context
clues, identifying bias, etc...
✔✔Inferences - ✔✔conclusions that a reader draws based on clues in the story and
his/her own knowledge
✔✔Ways to model making inferences - ✔✔think-alouds, referents, asking questions that
are often "Think and Search". Write down a sequence of events from the story line and
ask students to script the missing pieces using what they know about characters, setting
and other related clues. Students can read their own sentences and look for referents,
context clues and details of events
✔✔Faulty reasoning - ✔✔an argument based on stereotypes, generalizations, loaded
words or opinions.
✔✔Loaded word - ✔✔Word used to evoke very strong positive or negative attitudes
toward a person, group, or idea by using connotation
✔✔Schema theory - ✔✔Students make meaning by using their previous experiences to
understand new ones. For students to comprehend and interpret their readings,
teachers must help students activate prior knowledge to help them make sense of the
new information. Helps retention and comprehension
✔✔K-W-L - ✔✔KWL ("Know", "Want to Know", "Learned") charts encourage students to
use prior knowledge and personal curiosity while researching a subject or a topic. This
strategy is especially useful in reading classes, but is also useful in plenty of other
subjects, like science and social studies.
✔✔Anticipation Guides - ✔✔comprehension strategy that is used before reading to
activate students' prior knowledge and build curiosity about a new topic. They help
students make connections between new information and prior knowledge. Used to
motivate reluctant readers by stimulating their information
✔✔word sorts - ✔✔A word-study activity in which words on cards are grouped
according to designated categories, as by spelling or vowel patterns, or meanings, etc.
Helps students make sense of new vocabulary
✔✔double-entry journal - ✔✔A note taking strategy to improve comprehension. This is a
double entry record in which a student takes notes and adds reflections while reading
any text. A two column format is used. Typically, the left column is used to record
specific statements from a test that are important to the reader in understanding the
text. The right column is used to record responses and reactions to those statements
QUESTIONS AND ANSWERS GUARANTEE A+
✔✔Phonics - ✔✔the study of the sounds of the letters of the alphabet
✔✔Phonograms - ✔✔Often called word families, these end in high frequency rimes that
vary only in the beginning consonant sound to make a word. For example, back, sack,
black and track.
✔✔Onset - ✔✔the part of a syllable that comes before the vowel (e.g., str in string)
✔✔Rime - ✔✔The vowel and the ending consonants after the onset
✔✔Semantic Cues - ✔✔Use of knowledge about the subject of the text and words
associated with that subject to identify an unknown word within a text: meaning cues
from each sentence and the evolving whole.
Children use their prior knowledge, sense of the story, and pictures to support their
predicting and confirming the meaning of the text.
✔✔Syntactic Cues - ✔✔hints that rely on language structure or rules (sometimes called
grammatical cues) Grammatical information in a text that readers process to construct
meaning.
✔✔Content clues - ✔✔surrounding words that help you figure out the meaning of
unfamiliar words
✔✔prefix - ✔✔a syllable or word that comes before a root word to change its meaning
✔✔Suffix - ✔✔a group of letters placed at the end of a word to change its meaning
✔✔Inflectional suffixes - ✔✔Indicate possession, gender, number in nouns, tense,
voice, person & number & mood in verbs, and comparison in adjectives; do not change
the part of speech of the base. (-ed, -ing)
✔✔Sight-word recognition - ✔✔1. a word that is immediately recognized as a whole and
does not require word analysis for identification. 2. a word taught as a whole.
✔✔Reading Fluency - ✔✔ability to decode words quickly and accurately in order to read
text with appropriate word stress, pitch, and intonation pattern (prosody)..
This skill requires automacity of word recognition and reading with prosody to facilitate
comprehension.
✔✔domain-Specific vocabulary words - ✔✔Teacher discusses these when reading
nonfiction in order to develop content clues
,✔✔Visual Clues - ✔✔helps students construct meaning from unfamiliar text
✔✔Context clues - ✔✔Clues in surrounding text that help the reader determine the
meaning of an unknown word.
✔✔Picture walk - ✔✔A visual clues strategy. Before reading a picture book, teacher
invites students to look at the pictures and try to form an idea about the story. After text
is read, discuss the predictions and how they compared to the actual text
✔✔Cloze exercise - ✔✔A context clues strategy. An activity in which students replace
words that have been deleted from a text.
✔✔Prior Knowledge - ✔✔learner's preexisting attitudes, experiences, and knowledge:
✔✔Schema - ✔✔an internal representation of the world. Needs to be activated before
learning something new. K-W-L charts are examples. Field trips and hands-on
experiences help to increase prior knowledge.
used in Jean piaget theory
✔✔Think-aloud - ✔✔A modeling activity in which the teacher verbalizes the teacher's
thoughts while reading; used to model ways in which skilled readers make predictions,
use visualization, related prior knowledge, and monitor and self-correct their
comprehensions.
✔✔Literal comprehension - ✔✔refers to the understanding of information that is
explicitly stated in a written passage. (main idea, sequence of events, knowledge of
vocabulary, details and cause-effect patterns)
✔✔Identifying the sequence of events - ✔✔When a student can recognize the order
that actions or ideas occurred in a text and then recall them in chronological order.
Words such as now, before, first, following and since are important.
✔✔Story walk - ✔✔teacher walks through story, pointing out order of events as they
happened
✔✔Story map - ✔✔A graphic organizer of major events and ideas from a story to help
guide students' thinking and heighten their awareness of the structure of stories. The
teacher can model this process by filling out a chart on an overhead while reading. Or
students can complete a chart individually or in groups after a story is read, illustrating
or noting characters, setting, compare/contrast, problem/solution, climax, conflict, and
so forth.
✔✔Inferential Comprehension Skills - ✔✔skills that assist students to make connections
to new info in texts by drawing conclusions, determining relationships, conceptualizing
, implied ideas. Reading in between the lines. Making inferences requires several reading
behaviors: recognizing a pronoun's antecedent, learning unknown words from context
clues, identifying bias, etc...
✔✔Inferences - ✔✔conclusions that a reader draws based on clues in the story and
his/her own knowledge
✔✔Ways to model making inferences - ✔✔think-alouds, referents, asking questions that
are often "Think and Search". Write down a sequence of events from the story line and
ask students to script the missing pieces using what they know about characters, setting
and other related clues. Students can read their own sentences and look for referents,
context clues and details of events
✔✔Faulty reasoning - ✔✔an argument based on stereotypes, generalizations, loaded
words or opinions.
✔✔Loaded word - ✔✔Word used to evoke very strong positive or negative attitudes
toward a person, group, or idea by using connotation
✔✔Schema theory - ✔✔Students make meaning by using their previous experiences to
understand new ones. For students to comprehend and interpret their readings,
teachers must help students activate prior knowledge to help them make sense of the
new information. Helps retention and comprehension
✔✔K-W-L - ✔✔KWL ("Know", "Want to Know", "Learned") charts encourage students to
use prior knowledge and personal curiosity while researching a subject or a topic. This
strategy is especially useful in reading classes, but is also useful in plenty of other
subjects, like science and social studies.
✔✔Anticipation Guides - ✔✔comprehension strategy that is used before reading to
activate students' prior knowledge and build curiosity about a new topic. They help
students make connections between new information and prior knowledge. Used to
motivate reluctant readers by stimulating their information
✔✔word sorts - ✔✔A word-study activity in which words on cards are grouped
according to designated categories, as by spelling or vowel patterns, or meanings, etc.
Helps students make sense of new vocabulary
✔✔double-entry journal - ✔✔A note taking strategy to improve comprehension. This is a
double entry record in which a student takes notes and adds reflections while reading
any text. A two column format is used. Typically, the left column is used to record
specific statements from a test that are important to the reader in understanding the
text. The right column is used to record responses and reactions to those statements
