NYSTCE CST Multi-subject 241 questions and answers 2023

NYSTCE CST Multi-subject 241 questions and answers 2023Alphabet recognition Can identify the letters of the alphabet both capital and lowercase when asked to do so Alphabetic principle Written language is comprised of letters (graphemes) that represent sounds (phonemes) in spoken words Analogical representations Declarative memories that preserve many of the aspects of the original stimulus (object or event).Example: mental imagery i.e., when you recall a mental picture of what the something looked like. Analogy-based phonics A strategy taught to help students use parts of words they have learned to attack words that are unfamiliar Anecdotal notes (records) Short written observationsmade by the teacher while student's work making notes on their progress to look back at later. 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 Attention Focus on a stimulus. Involved in all three memory processes: Sensory Memory, Long-Term Memory, and Working Memory. Automaticity The ability to perform thoroughly learned tasks without much mental effort. Examples include riding a bike and driving a car. Availability vs accessibility Availability: is info stored in long term memory? Accessibility: how easily is info retrieved? Balanced literacy models Strategies teachers use to allow for different learning styles Bias uncovering Question sources writer uses, use of fact or opinions to support claim, what was left out, how they address contrary evidence or opinions. Blend A sequence of consonants before or after a vowel in each syllable Bloom's 1st level Remember (Recognizing, Recalling) Bloom's 2nd level Understand (Interpreting, Exemplifying, Classifying, Summarizing, Inferring, Comparing, Explaining) Bloom's 3rd level Apply (Executing, Implementing) Bloom's 4th level Analyze (Differentiating, Organizing, Attributing) Bloom's 5th level Evaluate (Checking, Critiquing) Bloom's 6th level Create (Generating, Planning, Producing) Bloom's Q for (1) remember Can the student recall the information? Bloom's Q for (2) understand Can the student explain ideas or concepts? Bloom's Q for (3) apply Can the student use the information in a new way? Bloom's Q for (4) analyze Can the student distinguish between the different parts? Bloom's Q for (5) evaluate Can the student justify a stand or decision? Bloom's Q for (6) create Can the student create a new product or point of view? Bloom's tasks for (1) remember Define, duplicate, list memorize, recall, repeat, reproduce, state Bloom's tasks for (2) understand Classify, describe, discuss, explain, locate, recognize Bloom's tasks for (3) apply Choose, demonstrate, dramatize, employ, illustrate, interpret, solve Bloom's tasks for (4) analyze Compare, distinguish, examine, experiment, test, question, contrast Bloom's tasks for (5) evaluate Judge, select, choose, decide, justify, select, support, argue, verify, discus, criticize Bloom's tasks for (6) create Construct, design, develop, predict, compose, invent Bottom-up processing Perceiving based on noticing separate defining features and assemblingthem into a recognizable pattern. Also called data-driven. Cause-and-effect Determine why something happens as well as the results. Characteristics of prose No formal arrangement but there may be some sort of rhythm Chunking Grouping items of information, which expands the amount of information that can be stored in short-term memory.