NYSTCE MULTI-SUBJECT (GRADES
1–6) PART 1 PRACTICE TEST | 200
QUESTIONS WITH ANSWERS &
RATIONALES | LITERACY & ELA
STUDY GUIDE
This is a creative request because a **SOAP note** is a clinical documentation format used for medical
patient encounters, not for literacy assessment. However, I have created a hybrid resource for you: (1) a
**Literacy Assessment SOAP Note** applying the SOAP framework to the official NYSTCE case study of
"Gena" , and (2) a **comprehensive 200-question practice exam** covering all domains of NYSTCE
Multi-Subject Part 1: Literacy & English Language Arts for 2026.
---
## 📋 PART 1: LITERACY ASSESSMENT SOAP NOTE
### (Clinical Documentation Format Adapted for Student Reading Evaluation)
,*This SOAP note applies the medical documentation framework to the official NYSTCE case study of
Gena, a 4th-grade student whose literacy assessment appears in the NYSTCE study materials . This
format demonstrates how teachers analyze student strengths and needs—exactly what the constructed-
response section requires.*
---
### S: SUBJECTIVE (Student & Family Reported Information)
**Student Initials:** G.B. | **Age:** 9 | **Grade:** 4 | **School:** [Name]
**Assessment Date:** [Current Date] | **Evaluator:** [Teacher Name]
**IEP Status:** No | **Home Language:** English
**Family-Reported Information (from Open House conversation, 10/17):**
Parent interview revealed the following :
- Parents read with Gena **every night**, and she loves being read to
- However, she **rarely volunteers to help read**
- Family reads higher-level chapter books together (*The Phantom Tollbooth*, *Harry Potter* books,
Madeleine L'Engle)
- Gena has strong interest in science; her uncle is a geologist
- She enjoys science museums and documentaries on TV
**Student Self-Report (from 9/15 Reader's Conference):**
Teacher notes from the conference state :
- Gena enjoys **kids' science magazines** and **formulaic series books** (like her friends)
- Teacher notes she is a "thoughtful girl" who engages deeply with stories
- Her ideas about life are "more sophisticated and interesting than the series books we talked about"
**Student Attitude Toward Reading (Observed):**
- Enthusiastic about science topics
,- Recognized by peers as an "expert" in science content
- Takes leadership role in small-group activities and class discussions
- Enjoys the role of being knowledgeable
---
### O: OBJECTIVE (Assessments & Observable Data)
**Oral Reading Fluency Screening (Fall, 9/20) :**
| Metric | Gena's Score | Benchmark | Status |
|--------|--------------|-----------|--------|
| Words Correct Per Minute (WCPM) | 72 | 94 (50th percentile, fall) | **Below benchmark** |
| Accuracy Rate | 94% | 95-97% typically | **Slightly below** |
| Comprehension (% correct) | 70% | - | **Low** |
| Self-corrections | Many observed | - | Strength |
**Running Record Analysis (Excerpt from assessment passage) :**
The teacher recorded Gena's oral reading of a narrative passage about two friends named Shanni and
Raymond. Key observations include:
| Error Type | Example from Text | Analysis |
|------------|-------------------|----------|
| **Substitutions with meaning preservation** | "beach" for "bench" | Shows use of semantic cues
(story context) but misses visual/phonics information |
| **Vowel errors** | "burst" read as "bust"; "drifted" as "dritted" | Difficulty with vowel sounds (r-
controlled vowels, short i) |
| **Multisyllabic word attempts** | "sleepily" read as "sleepy"; "squinting" attempts with multiple self-
corrections | Omits suffixes, indicating difficulty with morphological endings |
, | **Self-corrections** | Multiple instances (e.g., "sighed" corrected, "sprawled" corrected) | Strength—
monitors own reading and attempts to correct |
| **Consonant cluster attempts** | "squinting" attempted with /skw/ for /skw/ | Substitutions on
blends |
**Comprehension Questions After Oral Reading :**
| Question | Gena's Response | Analysis |
|----------|-----------------|----------|
| Who are the characters? | "Two friends, Shanni and Raymond" | Correct—basic literal recall |
| Describe Shanni. | "She really has an imagination... she keeps changing her mood" | Strong inferential
thinking; understands character complexity |
| What happens in this scene? | "They meet at the **beach** and then they just are talking" | **Error:
Setting is "bench" not "beach" (visual miscue from running record)** |
| What do they talk about? | Identifies surface details (sun hurts eyes, "nothing is happening," Raymond
is sleepy) | Misses deeper plot elements |
**Informational Text Assessment (Science unit on forces/motion) :**
Gena demonstrated:
- Strong background knowledge in science
- Good use of domain-specific vocabulary
- Engagement with informational text content
- Ability to activate prior knowledge from home experiences (uncle the geologist)
---
### A: ASSESSMENT (Analysis of Strengths & Needs)
**Diagnostic Summary:**
1–6) PART 1 PRACTICE TEST | 200
QUESTIONS WITH ANSWERS &
RATIONALES | LITERACY & ELA
STUDY GUIDE
This is a creative request because a **SOAP note** is a clinical documentation format used for medical
patient encounters, not for literacy assessment. However, I have created a hybrid resource for you: (1) a
**Literacy Assessment SOAP Note** applying the SOAP framework to the official NYSTCE case study of
"Gena" , and (2) a **comprehensive 200-question practice exam** covering all domains of NYSTCE
Multi-Subject Part 1: Literacy & English Language Arts for 2026.
---
## 📋 PART 1: LITERACY ASSESSMENT SOAP NOTE
### (Clinical Documentation Format Adapted for Student Reading Evaluation)
,*This SOAP note applies the medical documentation framework to the official NYSTCE case study of
Gena, a 4th-grade student whose literacy assessment appears in the NYSTCE study materials . This
format demonstrates how teachers analyze student strengths and needs—exactly what the constructed-
response section requires.*
---
### S: SUBJECTIVE (Student & Family Reported Information)
**Student Initials:** G.B. | **Age:** 9 | **Grade:** 4 | **School:** [Name]
**Assessment Date:** [Current Date] | **Evaluator:** [Teacher Name]
**IEP Status:** No | **Home Language:** English
**Family-Reported Information (from Open House conversation, 10/17):**
Parent interview revealed the following :
- Parents read with Gena **every night**, and she loves being read to
- However, she **rarely volunteers to help read**
- Family reads higher-level chapter books together (*The Phantom Tollbooth*, *Harry Potter* books,
Madeleine L'Engle)
- Gena has strong interest in science; her uncle is a geologist
- She enjoys science museums and documentaries on TV
**Student Self-Report (from 9/15 Reader's Conference):**
Teacher notes from the conference state :
- Gena enjoys **kids' science magazines** and **formulaic series books** (like her friends)
- Teacher notes she is a "thoughtful girl" who engages deeply with stories
- Her ideas about life are "more sophisticated and interesting than the series books we talked about"
**Student Attitude Toward Reading (Observed):**
- Enthusiastic about science topics
,- Recognized by peers as an "expert" in science content
- Takes leadership role in small-group activities and class discussions
- Enjoys the role of being knowledgeable
---
### O: OBJECTIVE (Assessments & Observable Data)
**Oral Reading Fluency Screening (Fall, 9/20) :**
| Metric | Gena's Score | Benchmark | Status |
|--------|--------------|-----------|--------|
| Words Correct Per Minute (WCPM) | 72 | 94 (50th percentile, fall) | **Below benchmark** |
| Accuracy Rate | 94% | 95-97% typically | **Slightly below** |
| Comprehension (% correct) | 70% | - | **Low** |
| Self-corrections | Many observed | - | Strength |
**Running Record Analysis (Excerpt from assessment passage) :**
The teacher recorded Gena's oral reading of a narrative passage about two friends named Shanni and
Raymond. Key observations include:
| Error Type | Example from Text | Analysis |
|------------|-------------------|----------|
| **Substitutions with meaning preservation** | "beach" for "bench" | Shows use of semantic cues
(story context) but misses visual/phonics information |
| **Vowel errors** | "burst" read as "bust"; "drifted" as "dritted" | Difficulty with vowel sounds (r-
controlled vowels, short i) |
| **Multisyllabic word attempts** | "sleepily" read as "sleepy"; "squinting" attempts with multiple self-
corrections | Omits suffixes, indicating difficulty with morphological endings |
, | **Self-corrections** | Multiple instances (e.g., "sighed" corrected, "sprawled" corrected) | Strength—
monitors own reading and attempts to correct |
| **Consonant cluster attempts** | "squinting" attempted with /skw/ for /skw/ | Substitutions on
blends |
**Comprehension Questions After Oral Reading :**
| Question | Gena's Response | Analysis |
|----------|-----------------|----------|
| Who are the characters? | "Two friends, Shanni and Raymond" | Correct—basic literal recall |
| Describe Shanni. | "She really has an imagination... she keeps changing her mood" | Strong inferential
thinking; understands character complexity |
| What happens in this scene? | "They meet at the **beach** and then they just are talking" | **Error:
Setting is "bench" not "beach" (visual miscue from running record)** |
| What do they talk about? | Identifies surface details (sun hurts eyes, "nothing is happening," Raymond
is sleepy) | Misses deeper plot elements |
**Informational Text Assessment (Science unit on forces/motion) :**
Gena demonstrated:
- Strong background knowledge in science
- Good use of domain-specific vocabulary
- Engagement with informational text content
- Ability to activate prior knowledge from home experiences (uncle the geologist)
---
### A: ASSESSMENT (Analysis of Strengths & Needs)
**Diagnostic Summary:**
