NYSTCE Multi-Subject English Language Arts Test With Complete Solution

NYSTCE Multi-Subject English Language Arts Semantics - -The meaning and interpretation of words, signs, and sentence structure -Study within linguistics dealing with language and how we understand meaning Nuance - Subtle differences in meaning or shades of meaning we associate with words Consonant blend - Two consonants, such as the letters 'b' and 'l' put together to create one sound, or phoneme Phonics - Teaching method used to help people learn to read and pronounce words by recognizing the sounds that letters and letter groups make Morpheme - Smallest unit of grammar Syntax - -Arrangement of words and sentences to create meaning Prefix - A morpheme that precedes a base morpheme Base Morpheme - Morpheme that gives a word its essential meaning Free Morpeheme - Morpheme that can functional as a stand-alone word. Bound Morpheme - Exclusively attached to a free morpheme for meaning. Prefixes and suffixes are the most common examples Derivational Morphemes - -Can be either a suffix or a prefix, and they have the ability to transform either the function or the meaning of a word -Example: adding the suffix -less to the noun meaning Decoding (Phonics) - -Process of reading words in text -Understand what the letters are, the sounds made by each letter and how they blend together to create words Encoding (Phonics) - -Process of using letter/sound knowledge to write -Necessary to recall sounds and the symbols assigned to letters to write them together to form words. Sound-Spelling - Transcribing speech sounds into written language, whether or not the sounds are in context Phonological Awareness - -Sense of the way letters and sounds connect to each other and operate at the word and even syllable level -Ability to hear, recognize, and manipulate sounds in speech Blending - -Putting sounds together in order to make a word -Read the separate sounds of a word as one cohesive unit Dictation - -Students listen to the teacher saying words or sentences, and they then transcribe what they hear into writing Alphabetic Principle - -Knowledge of letter/sound relationships Teaching the Alphabetic Principle (General Approach) - -Students first need to recognize speech at its most basic level: the individual sounds or phonemes -After determining students are phonemically aware, including the ability to manipulate sound into segments and syllables, teach symbols for sounds (also known as letters). -Practice new letter/sound relationships in reading, writing, manipulatives, etc. Phonological Awareness: 2-4 Years - -Typically no phonological awareness skills until around age 2 -Earliest phonological awareness skills involve rhymes -Between 2-3: recognize rhymes -Between 3-4: begin to make rhymes themselves Phonological Awareness: 4-5 Years - -Identify and count syllables in words -Recognize and create their own onset sounds, like/b/ for 'back' and 'book' -Segment onset sounds and blends, such as /c/ + /at/ is 'cat' -Hear, count, and identify individual sounds in speech, phonemes, as in the word 'back' has three phonemes - /b/a/k/. -All oral skills Phonological Awareness: 5-6 Years - -Discriminate between words that rhyme and don't in a set. For example, in the set 'run, fun, and fat' the non-rhyming word is 'fat'. Isolate and identify beginning and ending sounds. In the word 'fat' a child this age could say the beginning sound is /f/ and end is /t/. -Identify an odd word in a set. In the set 'fat, cat, and cat' the different word is 'fat'. -Blend and segment words with 3-4 phonemes. The word 'hats' would be identified with four sounds - /h/a/t/s/. -Create a list of words that begin with the same sound, such as 'car, candle, cake, cookie, crash'. Phonological Awareness: 6-7 Years - -Manipulate words with syllable substitutions and deletions -Add sounds (form compound words) -Delete and add/substitute single sounds from words