NYSTCE Multi-Subject CST ELA Exam
with Accurate Solutions
Prereading - correct Answer-All knowledge, skills and experience that come before
conventional literacy. Students gain oral vocabulary, learn sentence structure, develop
phonological awareness
Running record - correct Answer-An assessment which measures a child' fluency during
oral reading
Balanced Literacy Models - correct Answer-strategies teachers use to allow for different
learning styles
Phonological awareness - correct Answer-an awareness of an the ability to manipulate
the sounds of spoken words; it is a broad term that includes identifying and making
rhymes, recognizing alliteration, identifying and working with syllables in spoken words,
identifying and working with onsets and rhymes in spoken syllables.
Phoneme - correct Answer-in a spoken language, the smallest distinctive sound unit
Phonemic Awareness - correct Answer-The ability to hear, identify,and manipulate the
individual sounds, phonemes, in oral language.
5 Major Types of Tasks to develop Phonemic Awareness - correct Answer-1. Recognize
sets of works have similar sounds (identifying rhyming words in a sentence) 2. Learn to
examine a set of words to determine which is not like the others, oddity task) 3. Learn
how to blend sounds to create words 4. Divide words into their phonemes (segmenting
words) and count the number of sounds in a word 5. Learn how to manipulate the
sounds in a word by substituting or deleting one or many phonemes
Print Concept - correct Answer-Understanding how text works to communicate a
message. Includes handing of books and orientation of text.
Ways to facilitate print concepts - correct Answer-Combining movement activities to
convey bottom, top side. Teach the parts of a book. Experiences with different fonts and
text sizes and the different meanings they have. Spacing. Writing exercises. Use of
meta-language to descibe books.
Track Print - correct Answer-student understands the direction of the text
,Alphabet Recognition - correct Answer-being able to identify the letters of the alphabet
both capital and lowercase when asked to do so
Alphabetic principle - correct Answer-the relationship between letters or combinations of
letters (graphemes) and sounds (phonemes)
Letter-sound correspondence - correct Answer-refers to the identification of sounds
associated with individual letters and letter combination.
Short Vowel sounds - correct Answer-every vowel has two sounds, the vocal cords are
more relaxed when producing the short vowel sound because of this the sounds are
often referred to as lax. They can be heard at the beginning of these words: apple, Ed,
igloo, octopus, and umbrella.
Digraph - correct Answer-n. A union of two characters representing a single sound.
Diphthong - correct Answer-n. The sound produced by combining two vowels in to a
single syllable or running together the sounds.
CVC - correct Answer-consonant-vowel-consonant pattern which produces a short
vowel sound or a closed syllable.
Consonant Clusters - correct Answer-- also called blends
- Consonants that occur side by side within the same
syllable.
-No intervening vowel sound
Phonics - correct Answer-teaching reading by training beginners to associate letters
with their sound values
Phonograms - correct Answer-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 - correct Answer-the part of a syllable (or the one-syllable word) that comes
before the vowel (e.g., str in string)
Rime - correct Answer-The vowel and the ending consonants after the onset
Semantic Cues - correct Answer-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 - correct Answer-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 - correct Answer-surrounding words that help you figure out the meaning
of unfamiliar words
Syllabication - correct Answer-the ability to conceptualize and separate words into their
basic pronunciation components.
word structure - correct Answer-The way in which the parts of a word are arranged
together-used to determine a word's meaning
syllabication rules - correct Answer-rules for forming/dividing words into syllables
syllabication rules - correct Answer-. To find the number of syllables:Count the number
of vowels (a, e, i, o, u and sometimes y) Subtract any silent vowels (vowel, consonant, -
e) Subtract one vowel from every diphthong.(when two vowels go walking the first one
does the talking)Divide between two double consonants. Never split between
digraphs.Usually divide before a single middle consonant.Divide before the consonant
before -le syllable.Divide off any compound words, prefixes, suffixes and root which
have vowel sounds.
ALL syllables have a vowel
compound words - correct Answer-Two or more words combined to create a new word.
prefix - correct Answer-a syllable or word that comes before a root word to change its
meaning
Suffix - correct Answer-a group of letters placed at the end of a word to change its
meaning
Inflectional suffixes - correct Answer-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 - correct Answer-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.
Note: Words that are phonically irregular or are important to learn before students have
the skills to decode them are often taught as sight words.
Dolch List - correct Answer-A list of frequently used words compiled by Edward William
Dolch, PhD, a major proponent of the "whole-word" method of beginning reading
instruction. Goes up to 3rd grade
with Accurate Solutions
Prereading - correct Answer-All knowledge, skills and experience that come before
conventional literacy. Students gain oral vocabulary, learn sentence structure, develop
phonological awareness
Running record - correct Answer-An assessment which measures a child' fluency during
oral reading
Balanced Literacy Models - correct Answer-strategies teachers use to allow for different
learning styles
Phonological awareness - correct Answer-an awareness of an the ability to manipulate
the sounds of spoken words; it is a broad term that includes identifying and making
rhymes, recognizing alliteration, identifying and working with syllables in spoken words,
identifying and working with onsets and rhymes in spoken syllables.
Phoneme - correct Answer-in a spoken language, the smallest distinctive sound unit
Phonemic Awareness - correct Answer-The ability to hear, identify,and manipulate the
individual sounds, phonemes, in oral language.
5 Major Types of Tasks to develop Phonemic Awareness - correct Answer-1. Recognize
sets of works have similar sounds (identifying rhyming words in a sentence) 2. Learn to
examine a set of words to determine which is not like the others, oddity task) 3. Learn
how to blend sounds to create words 4. Divide words into their phonemes (segmenting
words) and count the number of sounds in a word 5. Learn how to manipulate the
sounds in a word by substituting or deleting one or many phonemes
Print Concept - correct Answer-Understanding how text works to communicate a
message. Includes handing of books and orientation of text.
Ways to facilitate print concepts - correct Answer-Combining movement activities to
convey bottom, top side. Teach the parts of a book. Experiences with different fonts and
text sizes and the different meanings they have. Spacing. Writing exercises. Use of
meta-language to descibe books.
Track Print - correct Answer-student understands the direction of the text
,Alphabet Recognition - correct Answer-being able to identify the letters of the alphabet
both capital and lowercase when asked to do so
Alphabetic principle - correct Answer-the relationship between letters or combinations of
letters (graphemes) and sounds (phonemes)
Letter-sound correspondence - correct Answer-refers to the identification of sounds
associated with individual letters and letter combination.
Short Vowel sounds - correct Answer-every vowel has two sounds, the vocal cords are
more relaxed when producing the short vowel sound because of this the sounds are
often referred to as lax. They can be heard at the beginning of these words: apple, Ed,
igloo, octopus, and umbrella.
Digraph - correct Answer-n. A union of two characters representing a single sound.
Diphthong - correct Answer-n. The sound produced by combining two vowels in to a
single syllable or running together the sounds.
CVC - correct Answer-consonant-vowel-consonant pattern which produces a short
vowel sound or a closed syllable.
Consonant Clusters - correct Answer-- also called blends
- Consonants that occur side by side within the same
syllable.
-No intervening vowel sound
Phonics - correct Answer-teaching reading by training beginners to associate letters
with their sound values
Phonograms - correct Answer-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 - correct Answer-the part of a syllable (or the one-syllable word) that comes
before the vowel (e.g., str in string)
Rime - correct Answer-The vowel and the ending consonants after the onset
Semantic Cues - correct Answer-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 - correct Answer-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 - correct Answer-surrounding words that help you figure out the meaning
of unfamiliar words
Syllabication - correct Answer-the ability to conceptualize and separate words into their
basic pronunciation components.
word structure - correct Answer-The way in which the parts of a word are arranged
together-used to determine a word's meaning
syllabication rules - correct Answer-rules for forming/dividing words into syllables
syllabication rules - correct Answer-. To find the number of syllables:Count the number
of vowels (a, e, i, o, u and sometimes y) Subtract any silent vowels (vowel, consonant, -
e) Subtract one vowel from every diphthong.(when two vowels go walking the first one
does the talking)Divide between two double consonants. Never split between
digraphs.Usually divide before a single middle consonant.Divide before the consonant
before -le syllable.Divide off any compound words, prefixes, suffixes and root which
have vowel sounds.
ALL syllables have a vowel
compound words - correct Answer-Two or more words combined to create a new word.
prefix - correct Answer-a syllable or word that comes before a root word to change its
meaning
Suffix - correct Answer-a group of letters placed at the end of a word to change its
meaning
Inflectional suffixes - correct Answer-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 - correct Answer-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.
Note: Words that are phonically irregular or are important to learn before students have
the skills to decode them are often taught as sight words.
Dolch List - correct Answer-A list of frequently used words compiled by Edward William
Dolch, PhD, a major proponent of the "whole-word" method of beginning reading
instruction. Goes up to 3rd grade
