NYSTCE 211 questions and answers
Emergent literacy - ANS-what children do to learn how to read and write, what a child
knows about reading and writing before learning, continues early and keeps going.
Authentic experiences exposes children to language and it is critical in his stage
Cues - ANS-readers use these to construct meaning
Semantic cues - ANS-"meaning cues". Help readers understand what language means
(symbols, sounds, pictures, word phrases, etc)
Syntactic cues - ANS-This helps readers understand structure. Structure cues that help
readers understand how words are organized into patterns.
Graphophonic Cues - ANS-Letter and sound cues that help readers identify individual
letters or patterns or clusters of letters such as root and whole words.
Conventions of print - ANS-print cues that enable readers to follow print
Pragmatic cues - ANS-Social and cultural functions of language for different purposes.
Different language based on who we are speaking to.
Strategies for applying cues - ANS-Sampling; reading or listening
Predicting; making an educated guess
Confirming; using text into to confirm predictions
self-correcting; using text info to correct an initial prediction that was proven incorrect
Why is an assessment collected? - ANS-To determine how well students are
progressing with respect to specific aspect of learning
to help students tale ownership of learning
to demonstrate the effectiveness of your job
Formative assessment - ANS-ongoing and provides immediate feedback to improve
both teaching and learning. Authentic based on literacy activities children are engaged
in. Informs teachers and learners, identify skills that need review, monitor student
progress, guide teacher instruction, demonstrate effectiveness of instruction.
What are some types of formative assessments? - ANS-Teacher observations,
anecdotal records, conferences and conference notes, checklists, running records and
retellings
summative assessment examples - ANS-end-of-book tests, end-of-unit tests,
standardized tests, district assessments
, Combination of assessment tools - ANS-improve fairness and effectiveness of
classroom literacy assessment, and develop a deep understanding of learners
Independent reading level - ANS-accuracy rate is 95-100%. The students reading is
fluent and they can comprehend what they read.
instructional reading level - ANS-read and understand books at their instructional level
with support from teacher and use of instructional strategies, recognize most words and
reading won't always be fluent. Children comprehend what they read.
Observations - ANS-Ability to make patterns and relationships without judgement,
describe what can be seen.
CAP - ANS-Concepts of print
Onset - ANS-Consonant before the vowel
Rime - ANS-Patterns following onset, beginning with first vowel
Consonant digraph - ANS-When two consonants come together to make a brand new
sound (ch)
Running record - ANS-formative assessment used to determine appropriate level of text
difficulty and to record what the child does when reading continuous text. Contains most
helpful insights on strategies a child is using to reconstruct meaning and what needs to
be taught/learned next.
Miscues - ANS-Deviations from the text
Questions for semantic cues - ANS-does it make sense?
questions of syntactic cues - ANS-does it sound right? does child attempt sound right?
Cues for graphophonic cues - ANS-does it look right? Does the Childs attempt visually
resemble, in any way, the word in the text?
Approximations - ANS-an educated guess based on what the child knows
Graphemes - ANS-written/printed representation of sound
Phoneme - ANS-smallest unit of sounds
Vowel blending - ANS-2 vowels that appear together and represent a blending of the
sounds often associated with each letter (pour/toy)
Emergent literacy - ANS-what children do to learn how to read and write, what a child
knows about reading and writing before learning, continues early and keeps going.
Authentic experiences exposes children to language and it is critical in his stage
Cues - ANS-readers use these to construct meaning
Semantic cues - ANS-"meaning cues". Help readers understand what language means
(symbols, sounds, pictures, word phrases, etc)
Syntactic cues - ANS-This helps readers understand structure. Structure cues that help
readers understand how words are organized into patterns.
Graphophonic Cues - ANS-Letter and sound cues that help readers identify individual
letters or patterns or clusters of letters such as root and whole words.
Conventions of print - ANS-print cues that enable readers to follow print
Pragmatic cues - ANS-Social and cultural functions of language for different purposes.
Different language based on who we are speaking to.
Strategies for applying cues - ANS-Sampling; reading or listening
Predicting; making an educated guess
Confirming; using text into to confirm predictions
self-correcting; using text info to correct an initial prediction that was proven incorrect
Why is an assessment collected? - ANS-To determine how well students are
progressing with respect to specific aspect of learning
to help students tale ownership of learning
to demonstrate the effectiveness of your job
Formative assessment - ANS-ongoing and provides immediate feedback to improve
both teaching and learning. Authentic based on literacy activities children are engaged
in. Informs teachers and learners, identify skills that need review, monitor student
progress, guide teacher instruction, demonstrate effectiveness of instruction.
What are some types of formative assessments? - ANS-Teacher observations,
anecdotal records, conferences and conference notes, checklists, running records and
retellings
summative assessment examples - ANS-end-of-book tests, end-of-unit tests,
standardized tests, district assessments
, Combination of assessment tools - ANS-improve fairness and effectiveness of
classroom literacy assessment, and develop a deep understanding of learners
Independent reading level - ANS-accuracy rate is 95-100%. The students reading is
fluent and they can comprehend what they read.
instructional reading level - ANS-read and understand books at their instructional level
with support from teacher and use of instructional strategies, recognize most words and
reading won't always be fluent. Children comprehend what they read.
Observations - ANS-Ability to make patterns and relationships without judgement,
describe what can be seen.
CAP - ANS-Concepts of print
Onset - ANS-Consonant before the vowel
Rime - ANS-Patterns following onset, beginning with first vowel
Consonant digraph - ANS-When two consonants come together to make a brand new
sound (ch)
Running record - ANS-formative assessment used to determine appropriate level of text
difficulty and to record what the child does when reading continuous text. Contains most
helpful insights on strategies a child is using to reconstruct meaning and what needs to
be taught/learned next.
Miscues - ANS-Deviations from the text
Questions for semantic cues - ANS-does it make sense?
questions of syntactic cues - ANS-does it sound right? does child attempt sound right?
Cues for graphophonic cues - ANS-does it look right? Does the Childs attempt visually
resemble, in any way, the word in the text?
Approximations - ANS-an educated guess based on what the child knows
Graphemes - ANS-written/printed representation of sound
Phoneme - ANS-smallest unit of sounds
Vowel blending - ANS-2 vowels that appear together and represent a blending of the
sounds often associated with each letter (pour/toy)
