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NYSTCE CST Multi-subject 241 with complete solution
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NYSTCE CST Multi-subject 241 with complete solution
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NYSTCECST
Multi-subject
241
Alphabet
recognition
-
CORRECT
ANSWER-*Can
identify
the
letters
of
the
alphabet*
both
capital
and
lowercase
when
asked
to
do
so
Alphabetic
principle
-
CORRECT
ANSWER-Written
language
is
comprised
of
*letters
(graphemes)*
that
represent
*sounds
(phonemes)*
in
spoken
words
Analogical
representations
-
CORRECT
ANSWER-*Declarative
memories
that
preserve
many
of
the
aspects
of
the
original
stimulus*
(object
or
event).Example:
mental
imagery
i.e.,
when
you
recall
a
mental
picture
of
what
the
something
looked
like.
Analogy-based
phonics
-
CORRECT
ANSWER-A
strategy
taught
to
help
students
*use
parts
of
words
they
have
learned*
to
attack
words
that
are
unfamiliar
Anecdotal
notes
(records)
-
CORRECT
ANSWER-*Short
written
observations*made
by
the
teacher
while
student's
work
making
notes
on
their
progress
to
look
back
at
later.
Anticipation
guides
-
CORRECT
ANSWER-Comprehension
strategy
that
is
*used
before
reading
to
activate
students'
prior
knowledge*
and
build
curiosity
about
a
new
topic.
They
help
students
make
connections
between
new
information
and
prior
knowledge.
Used
to
motivate
reluctant
readers
by
stimulating
their
information
Attention
-
CORRECT
ANSWER-*Focus
on
a
stimulus.*
Involved
in
all
three
memory
processes:
Sensory
Memory,
Long-Term
Memory,
and
Working
Memory.
Automaticity
-
CORRECT
ANSWER-The
ability
to
perform
thoroughly
*learned
tasks
without
much
mental
effort.*
Examples
include
riding
a
bike
and
driving
a
car.
Availability
vs
accessibility
-
CORRECT
ANSWER-Availability:
is
info
*stored
in
long
term*
memory?
Accessibility:
*how
easily*
is
info
*retrieved*? Balanced
literacy
models
-
CORRECT
ANSWER-Strategies
teachers
use
to
allow
for
*different
learning
styles*
Bias
uncovering
-
CORRECT
ANSWER-*Question
sources*
writer
uses,
use
of
*fact
or
opinions*
to
support
claim,
what
was
*left
out*,
how
they
*address
contrary
evidence*
or
opinions.
Blend
-
CORRECT
ANSWER-A
sequence
of
*consonants
before
or
after
a
vowel*
in
each
syllable
Bloom's
1st
level
-
CORRECT
ANSWER-*Remember*
(Recognizing,
Recalling)
Bloom's
2nd
level
-
CORRECT
ANSWER-*Understand*
(Interpreting,
Exemplifying,
Classifying,
Summarizing,
Inferring,
Comparing,
Explaining)
Bloom's
3rd
level
-
CORRECT
ANSWER-*Apply*
(Executing,
Implementing)
Bloom's
4th
level
-
CORRECT
ANSWER-*Analyze*
(Differentiating,
Organizing,
Attributing)
Bloom's
5th
level
-
CORRECT
ANSWER-*Evaluate*
(Checking,
Critiquing)
Bloom's
6th
level
-
CORRECT
ANSWER-*Create*
(Generating,
Planning,
Producing)
Bloom's
Q
for
(1)
remember
-
CORRECT
ANSWER-Can
the
student
*recall*
the
information?
Bloom's
Q
for
(2)
understand
-
CORRECT
ANSWER-Can
the
student
*explain*
ideas
or
concepts?
Bloom's
Q
for
(3)
apply
-
CORRECT
ANSWER-Can
the
student
use
the
information
in
a
*new
way*?
Bloom's
Q
for
(4)
analyze
-
CORRECT
ANSWER-Can
the
student
*distinguish*
between
the
*different
parts*? Bloom's
Q
for
(5)
evaluate
-
CORRECT
ANSWER-Can
the
student
*justify*
a
stand
or
decision?
Bloom's
Q
for
(6)
create
-
CORRECT
ANSWER-Can
the
student
*create
a
new
product*
or
point
of
view?
Bloom's
tasks
for
(1)
remember
-
CORRECT
ANSWER-Define,
duplicate,
list
memorize,
*recall*,
repeat,
reproduce,
state
Bloom's
tasks
for
(2)
understand
-
CORRECT
ANSWER-Classify,
describe,
discuss,
*explain*,
locate,
recognize
Bloom's
tasks
for
(3)
apply
-
CORRECT
ANSWER-Choose,
*demonstrate*,
dramatize,
employ,
illustrate,
interpret,
solve
Bloom's
tasks
for
(4)
analyze
-
CORRECT
ANSWER-*Compare*,
distinguish,
examine,
experiment,
test,
question,
contrast
Bloom's
tasks
for
(5)
evaluate
-
CORRECT
ANSWER-Judge,
select,
choose,
*decide*,
justify,
select,
support,
argue,
verify,
discus,
criticize
Bloom's
tasks
for
(6)
create
-
CORRECT
ANSWER-Construct,
design,
develop,
predict,
compose,
*invent*
Bottom-up
processing
-
CORRECT
ANSWER-Perceiving
based
on
noticing
separate
*defining
features*
and
*assembling*them
into
a
recognizable
pattern.
Also
called
data-driven.
Cause-and-effect
-
CORRECT
ANSWER-Determine
*why
something
happens*
as
well
as
the
*results*.
Characteristics
of
prose
-
CORRECT
ANSWER-*No
formal
arrangement*
but
there
*may
be*
some
sort
of
*rhythm*
Chunking
-
CORRECT
ANSWER-*Grouping
items
of
information*,
which
expands
the
amount
of
information
that
can
be
stored
in
short-term
memory.
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