NYSTCE CST Multisubject Part 1 (241)
Phonics - ✔✔ correct answer A method of teaching students to read by correlating sounds with letters
or groups of letters in an alphabetic writing system. Children are taught, for example, that the letter n
represents the sound /n/, and that it is the first letter in words such as nose, nice and new.
Phonics - ✔✔ correct answer A method of teaching students to read by correlating sounds with letters
or groups of letters in an alphabetic writing system. Children are taught, for example, that the letter n
represents the sound /n/, and that it is the first letter in words such as nose, nice and new.
Phonological Processing - ✔✔ correct answer The use of phonemes to process spoken and written
language. The broad category of phonological processing includes phonological awareness, phonological
working memory, and phonological retrieval.
Phonological Processing - ✔✔ correct answer The use of phonemes to process spoken and written
language. The broad category of phonological processing includes phonological awareness, phonological
working memory, and phonological retrieval.
Phonological Awareness - ✔✔ correct answer Awareness of the sound structure of a language and the
ability to consciously analyze and manipulate this structure via a range of tasks, such as speech sound
segmentation and blending at the word, onset-rime, syllable, and phonemic levels.
Phonological Awareness - ✔✔ correct answer Awareness of the sound structure of a language and the
ability to consciously analyze and manipulate this structure via a range of tasks, such as speech sound
segmentation and blending at the word, onset-rime, syllable, and phonemic levels.
Development of Phonological Awareness - ✔✔ correct answer 1. Word awareness
2. Responsiveness to rhyme and alliteration during word play
3. Syllable awareness
4. Onset and rime manipulation
5. Phoneme awareness
Development of Phonological Awareness - ✔✔ correct answer 1. Word awareness
2. Responsiveness to rhyme and alliteration during word play
3. Syllable awareness
,NYSTCE CST Multisubject Part 1 (241)
4. Onset and rime manipulation
5. Phoneme awareness
1. Word awareness - ✔✔ correct answer Tracking the words in sentences. Knowledge that words have
meaning. (less important to teach directly)
Strategy: read-aloud, alphabet chants, high-frequency word books
1. Word awareness - ✔✔ correct answer Tracking the words in sentences. Knowledge that words have
meaning. (less important to teach directly)
Strategy: read-aloud, alphabet chants, high-frequency word books
2. Responsiveness to rhyme and alliteration during word play - ✔✔ correct answer Enjoying and reciting
learned rhyming words or alliterative phrases in familiar storybooks or nursery rhymes.
Strategy: poetry books, alphabet chants, picture flashcards w/ objects whose names rhyme.
(Flashcards can be used in sorting and classifying activities.)
2. Responsiveness to rhyme and alliteration during word play - ✔✔ correct answer Enjoying and reciting
learned rhyming words or alliterative phrases in familiar storybooks or nursery rhymes.
Strategy: poetry books, alphabet chants, picture flashcards w/ objects whose names rhyme.
(Flashcards can be used in sorting and classifying activities.)
3. Syllable awareness - ✔✔ correct answer Counting, tapping, blending, or segmenting a word into
syllables.
,NYSTCE CST Multisubject Part 1 (241)
Strategy: Flashcards w/ objects whose names contain different numbers of syllables.
(Flashcards can be used in sorting activity.)
3. Syllable awareness - ✔✔ correct answer Counting, tapping, blending, or segmenting a word into
syllables.
Strategy: Flashcards w/ objects whose names contain different numbers of syllables.
(Flashcards can be used in sorting activity.)
4. Onset and rime manipulation - ✔✔ correct answer Onset is the initial consonant in a one-syllable
word. Rime includes the remaining sounds, including the vowel and any sounds that follow. The ability to
produce a rhyming word depends on understanding that rhyming words have the same rime.
Recognizing a rhyme is much easier than producing a rhyme.
Strategy: Blending and substitution activities.
4. Onset and rime manipulation - ✔✔ correct answer Onset is the initial consonant in a one-syllable
word. Rime includes the remaining sounds, including the vowel and any sounds that follow. The ability to
produce a rhyming word depends on understanding that rhyming words have the same rime.
Recognizing a rhyme is much easier than producing a rhyme.
Strategy: Blending and substitution activities.
5. Phonemic awareness - ✔✔ correct answer This is the student's awareness of the smallest units of
sound in a word. It also refers to a student's ability to segment, blend, and manipulate these units.
- Identify and match the initial sounds in words, then the final and middle sounds (e.g., "Which picture
begins with /m/?"; "Find another picture that ends in /r/").
, NYSTCE CST Multisubject Part 1 (241)
- Segment and produce the initial sound, then the final and middle sounds (e.g., "What sound does zoo
start with?"; "Say the last sound in milk"; "Say the vowel sound in rope").
- Blend sounds into words (e.g., "Listen: /f/ /ē/ /t/. Say it fast").
- Segment the phonemes in two- or three-sound words, moving to four- and five- sound words as the
student becomes proficient (e.g., "The word is eyes. Stretch and say the sounds: /ī/ /z/").
- Manipulate phonemes by removing, adding, or substituting sounds (e.g., "Say smoke without the
/m/").
Strategy: listening to alliterative passages, blending and segmenting words, and manipulating sounds in
words through substitution, deletion, and addition of phonemics. Elkonin boxes are provided for tactile
blending and segmenting activities.
5. Phonemic awareness - ✔✔ correct answer This is the student's awareness of the smallest units of
sound in a word. It also refers to a student's ability to segment, blend, and manipulate these units.
- Identify and match the initial sounds in words, then the final and middle sounds (e.g., "Which picture
begins with /m/?"; "Find another picture that ends in /r/").
- Segment and produce the initial sound, then the final and middle sounds (e.g., "What sound does zoo
start with?"; "Say the last sound in milk"; "Say the vowel sound in rope").
- Blend sounds into words (e.g., "Listen: /f/ /ē/ /t/. Say it fast").
- Segment the phonemes in two- or three-sound words, moving to four- and five- sound words as the
student becomes proficient (e.g., "The word is eyes. Stretch and say the sounds: /ī/ /z/").
- Manipulate phonemes by removing, adding, or substituting sounds (e.g., "Say smoke without the
/m/").
Phonics - ✔✔ correct answer A method of teaching students to read by correlating sounds with letters
or groups of letters in an alphabetic writing system. Children are taught, for example, that the letter n
represents the sound /n/, and that it is the first letter in words such as nose, nice and new.
Phonics - ✔✔ correct answer A method of teaching students to read by correlating sounds with letters
or groups of letters in an alphabetic writing system. Children are taught, for example, that the letter n
represents the sound /n/, and that it is the first letter in words such as nose, nice and new.
Phonological Processing - ✔✔ correct answer The use of phonemes to process spoken and written
language. The broad category of phonological processing includes phonological awareness, phonological
working memory, and phonological retrieval.
Phonological Processing - ✔✔ correct answer The use of phonemes to process spoken and written
language. The broad category of phonological processing includes phonological awareness, phonological
working memory, and phonological retrieval.
Phonological Awareness - ✔✔ correct answer Awareness of the sound structure of a language and the
ability to consciously analyze and manipulate this structure via a range of tasks, such as speech sound
segmentation and blending at the word, onset-rime, syllable, and phonemic levels.
Phonological Awareness - ✔✔ correct answer Awareness of the sound structure of a language and the
ability to consciously analyze and manipulate this structure via a range of tasks, such as speech sound
segmentation and blending at the word, onset-rime, syllable, and phonemic levels.
Development of Phonological Awareness - ✔✔ correct answer 1. Word awareness
2. Responsiveness to rhyme and alliteration during word play
3. Syllable awareness
4. Onset and rime manipulation
5. Phoneme awareness
Development of Phonological Awareness - ✔✔ correct answer 1. Word awareness
2. Responsiveness to rhyme and alliteration during word play
3. Syllable awareness
,NYSTCE CST Multisubject Part 1 (241)
4. Onset and rime manipulation
5. Phoneme awareness
1. Word awareness - ✔✔ correct answer Tracking the words in sentences. Knowledge that words have
meaning. (less important to teach directly)
Strategy: read-aloud, alphabet chants, high-frequency word books
1. Word awareness - ✔✔ correct answer Tracking the words in sentences. Knowledge that words have
meaning. (less important to teach directly)
Strategy: read-aloud, alphabet chants, high-frequency word books
2. Responsiveness to rhyme and alliteration during word play - ✔✔ correct answer Enjoying and reciting
learned rhyming words or alliterative phrases in familiar storybooks or nursery rhymes.
Strategy: poetry books, alphabet chants, picture flashcards w/ objects whose names rhyme.
(Flashcards can be used in sorting and classifying activities.)
2. Responsiveness to rhyme and alliteration during word play - ✔✔ correct answer Enjoying and reciting
learned rhyming words or alliterative phrases in familiar storybooks or nursery rhymes.
Strategy: poetry books, alphabet chants, picture flashcards w/ objects whose names rhyme.
(Flashcards can be used in sorting and classifying activities.)
3. Syllable awareness - ✔✔ correct answer Counting, tapping, blending, or segmenting a word into
syllables.
,NYSTCE CST Multisubject Part 1 (241)
Strategy: Flashcards w/ objects whose names contain different numbers of syllables.
(Flashcards can be used in sorting activity.)
3. Syllable awareness - ✔✔ correct answer Counting, tapping, blending, or segmenting a word into
syllables.
Strategy: Flashcards w/ objects whose names contain different numbers of syllables.
(Flashcards can be used in sorting activity.)
4. Onset and rime manipulation - ✔✔ correct answer Onset is the initial consonant in a one-syllable
word. Rime includes the remaining sounds, including the vowel and any sounds that follow. The ability to
produce a rhyming word depends on understanding that rhyming words have the same rime.
Recognizing a rhyme is much easier than producing a rhyme.
Strategy: Blending and substitution activities.
4. Onset and rime manipulation - ✔✔ correct answer Onset is the initial consonant in a one-syllable
word. Rime includes the remaining sounds, including the vowel and any sounds that follow. The ability to
produce a rhyming word depends on understanding that rhyming words have the same rime.
Recognizing a rhyme is much easier than producing a rhyme.
Strategy: Blending and substitution activities.
5. Phonemic awareness - ✔✔ correct answer This is the student's awareness of the smallest units of
sound in a word. It also refers to a student's ability to segment, blend, and manipulate these units.
- Identify and match the initial sounds in words, then the final and middle sounds (e.g., "Which picture
begins with /m/?"; "Find another picture that ends in /r/").
, NYSTCE CST Multisubject Part 1 (241)
- Segment and produce the initial sound, then the final and middle sounds (e.g., "What sound does zoo
start with?"; "Say the last sound in milk"; "Say the vowel sound in rope").
- Blend sounds into words (e.g., "Listen: /f/ /ē/ /t/. Say it fast").
- Segment the phonemes in two- or three-sound words, moving to four- and five- sound words as the
student becomes proficient (e.g., "The word is eyes. Stretch and say the sounds: /ī/ /z/").
- Manipulate phonemes by removing, adding, or substituting sounds (e.g., "Say smoke without the
/m/").
Strategy: listening to alliterative passages, blending and segmenting words, and manipulating sounds in
words through substitution, deletion, and addition of phonemics. Elkonin boxes are provided for tactile
blending and segmenting activities.
5. Phonemic awareness - ✔✔ correct answer This is the student's awareness of the smallest units of
sound in a word. It also refers to a student's ability to segment, blend, and manipulate these units.
- Identify and match the initial sounds in words, then the final and middle sounds (e.g., "Which picture
begins with /m/?"; "Find another picture that ends in /r/").
- Segment and produce the initial sound, then the final and middle sounds (e.g., "What sound does zoo
start with?"; "Say the last sound in milk"; "Say the vowel sound in rope").
- Blend sounds into words (e.g., "Listen: /f/ /ē/ /t/. Say it fast").
- Segment the phonemes in two- or three-sound words, moving to four- and five- sound words as the
student becomes proficient (e.g., "The word is eyes. Stretch and say the sounds: /ī/ /z/").
- Manipulate phonemes by removing, adding, or substituting sounds (e.g., "Say smoke without the
/m/").
