CSET Subtest 1 with correct detailed answers
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Phoneme ||- ||correct ||answer || ||smallest ||part ||of ||spoken ||language ||that ||makes ||difference ||in ||the ||
meaning ||of ||words. ||if ||has ||two ||phoneme ||/i/ ||/f/ ||chech ||/ch/ ||/e/ ||/k/
Grapheme ||- ||correct ||answer || ||smallest ||part ||of ||written ||language ||that ||represent ||a ||phoneme ||in ||
the ||spelling ||of ||a ||word
Phonemic ||awareness ||- ||correct ||answer || ||ability ||to ||hear, ||identify, ||and ||manipulate ||the ||individual ||
sounds ||phoneme ||in ||words. ||The ||understanding ||that ||that ||sounds ||work ||together ||to ||make ||words.
||Helps ||in ||reading
Decoding ||- ||correct ||answer || ||analysis ||of ||spoken ||or ||written ||symbols ||in ||order ||to ||understand ||their
||meaning
blending ||- ||correct ||answer || ||when ||children ||combine ||individual ||phonemes ||to ||form ||words.
morpheme ||- ||correct ||answer || ||unit ||of ||meaning ||that ||cannot ||be ||divided ||into ||smaller ||elements ||
such ||as ||the ||word ||"book"
semantics ||- ||correct ||answer || ||the ||analysis ||and ||study ||of ||meaning ||of ||words, ||phrases ||and ||
sentences
syntax ||- ||correct ||answer || ||examination ||of ||various ||ways ||that ||words ||combine ||to ||create ||meaning, ||
the ||study ||of ||how ||sentences ||are ||formed
Fast ||mapping ||- ||correct ||answer || ||young ||children ||are ||able ||to ||use ||context ||to ||arrive ||at ||a ||quick ||
guess ||of ||a ||words ||meaning
, Reading ||assessments ||- ||correct ||answer || ||formal ||and ||informal ||reading ||assessments. ||Aphabet ||
knowledge, ||concepts ||about ||print, ||phonemic ||awareness, ||phonics ||test, ||high ||frequency ||word ||
recognition, ||oral ||reading ||inventory, ||spelling ||inventory.
How ||to ||teach ||phonemic ||awareness ||- ||correct ||answer || ||1. ||teacher ||says ||"im ||going ||to ||say ||the ||
sounds ||in ||the ||word ||jam. ||2. ||say ||the ||word ||out ||loud ||3. ||write ||the ||word ||down, ||4. ||read ||the ||
word ||together
Phonological ||awareness ||- ||correct ||answer || ||not ||the ||same ||as ||phonemic ||awareness. ||Phonemic ||
awareness ||is ||narrow-identifying ||and ||manipulating ||individual ||sounds. ||Phonological ||awareness ||is ||
broad- ||includes ||identifying ||and ||manipulating ||larger ||parts ||of ||spoken ||language ||such ||as ||words, ||
syllables, ||onsets ||and ||rhymes ||as ||well ||as ||phonemes
phonics ||- ||correct ||answer || ||teaches ||children ||the ||relationship ||between ||the ||letters(graphemes) ||of ||
written ||language ||and ||the ||individual ||sounds(phonemes) ||of ||spoken ||language. ||Critisism ||is ||the ||
english ||spellings ||are ||too ||irregular ||for ||phonics ||to ||help.
Teaching ||phonics ||- ||correct ||answer || ||Assess, ||plan, ||explicitly ||teach ||and ||model ||phonics, ||select ||and
||design ||resource ||material, ||provide ||fluency ||practice, ||provide ||ongoing ||assessment.
fluency ||exercises ||- ||correct ||answer || ||student ||adult ||reading, ||choral ||reading, ||tape ||assisted ||reading,
||partner ||reading, ||readers ||theatre
text ||comprehension ||actvities ||- ||correct ||answer || ||monitoring ||comprehension, ||using ||graphic ||and ||
semantic ||organizers, ||answering ||questions, ||generating ||questions, ||recognizing ||story ||structure, ||
summarizing, ||making ||use ||of ||prior ||knowledge, ||usinf ||mental ||imagery
Generes ||in ||writing ||- ||correct ||answer || ||narrative-tells ||a ||story, ||interpretive- ||explains, ||explores ||
impotance ||of ||event, ||descriptive- ||describes ||a ||person ||place ||or ||thing, ||persuasive- ||takes ||a ||stand ||
on ||issue, ||expository- ||inform, ||explains ||a ||subject ||to ||reader
novels ||- ||correct ||answer || ||like ||a ||short ||story ||but ||expands ||on ||plot, ||adds ||subplots, ||deeper ||
characters
|| || || || || ||
Phoneme ||- ||correct ||answer || ||smallest ||part ||of ||spoken ||language ||that ||makes ||difference ||in ||the ||
meaning ||of ||words. ||if ||has ||two ||phoneme ||/i/ ||/f/ ||chech ||/ch/ ||/e/ ||/k/
Grapheme ||- ||correct ||answer || ||smallest ||part ||of ||written ||language ||that ||represent ||a ||phoneme ||in ||
the ||spelling ||of ||a ||word
Phonemic ||awareness ||- ||correct ||answer || ||ability ||to ||hear, ||identify, ||and ||manipulate ||the ||individual ||
sounds ||phoneme ||in ||words. ||The ||understanding ||that ||that ||sounds ||work ||together ||to ||make ||words.
||Helps ||in ||reading
Decoding ||- ||correct ||answer || ||analysis ||of ||spoken ||or ||written ||symbols ||in ||order ||to ||understand ||their
||meaning
blending ||- ||correct ||answer || ||when ||children ||combine ||individual ||phonemes ||to ||form ||words.
morpheme ||- ||correct ||answer || ||unit ||of ||meaning ||that ||cannot ||be ||divided ||into ||smaller ||elements ||
such ||as ||the ||word ||"book"
semantics ||- ||correct ||answer || ||the ||analysis ||and ||study ||of ||meaning ||of ||words, ||phrases ||and ||
sentences
syntax ||- ||correct ||answer || ||examination ||of ||various ||ways ||that ||words ||combine ||to ||create ||meaning, ||
the ||study ||of ||how ||sentences ||are ||formed
Fast ||mapping ||- ||correct ||answer || ||young ||children ||are ||able ||to ||use ||context ||to ||arrive ||at ||a ||quick ||
guess ||of ||a ||words ||meaning
, Reading ||assessments ||- ||correct ||answer || ||formal ||and ||informal ||reading ||assessments. ||Aphabet ||
knowledge, ||concepts ||about ||print, ||phonemic ||awareness, ||phonics ||test, ||high ||frequency ||word ||
recognition, ||oral ||reading ||inventory, ||spelling ||inventory.
How ||to ||teach ||phonemic ||awareness ||- ||correct ||answer || ||1. ||teacher ||says ||"im ||going ||to ||say ||the ||
sounds ||in ||the ||word ||jam. ||2. ||say ||the ||word ||out ||loud ||3. ||write ||the ||word ||down, ||4. ||read ||the ||
word ||together
Phonological ||awareness ||- ||correct ||answer || ||not ||the ||same ||as ||phonemic ||awareness. ||Phonemic ||
awareness ||is ||narrow-identifying ||and ||manipulating ||individual ||sounds. ||Phonological ||awareness ||is ||
broad- ||includes ||identifying ||and ||manipulating ||larger ||parts ||of ||spoken ||language ||such ||as ||words, ||
syllables, ||onsets ||and ||rhymes ||as ||well ||as ||phonemes
phonics ||- ||correct ||answer || ||teaches ||children ||the ||relationship ||between ||the ||letters(graphemes) ||of ||
written ||language ||and ||the ||individual ||sounds(phonemes) ||of ||spoken ||language. ||Critisism ||is ||the ||
english ||spellings ||are ||too ||irregular ||for ||phonics ||to ||help.
Teaching ||phonics ||- ||correct ||answer || ||Assess, ||plan, ||explicitly ||teach ||and ||model ||phonics, ||select ||and
||design ||resource ||material, ||provide ||fluency ||practice, ||provide ||ongoing ||assessment.
fluency ||exercises ||- ||correct ||answer || ||student ||adult ||reading, ||choral ||reading, ||tape ||assisted ||reading,
||partner ||reading, ||readers ||theatre
text ||comprehension ||actvities ||- ||correct ||answer || ||monitoring ||comprehension, ||using ||graphic ||and ||
semantic ||organizers, ||answering ||questions, ||generating ||questions, ||recognizing ||story ||structure, ||
summarizing, ||making ||use ||of ||prior ||knowledge, ||usinf ||mental ||imagery
Generes ||in ||writing ||- ||correct ||answer || ||narrative-tells ||a ||story, ||interpretive- ||explains, ||explores ||
impotance ||of ||event, ||descriptive- ||describes ||a ||person ||place ||or ||thing, ||persuasive- ||takes ||a ||stand ||
on ||issue, ||expository- ||inform, ||explains ||a ||subject ||to ||reader
novels ||- ||correct ||answer || ||like ||a ||short ||story ||but ||expands ||on ||plot, ||adds ||subplots, ||deeper ||
characters
