SPANISH CSET SUBTEST 1 UPDATED EXAM
SCRIPT 2026 FULL QUESTIONS AND CORRECT
ANSWERS ALREADY PASSED
◉ The Emergent Reader: Age. Answer: Early childhood to pre-K (pre-
alphabetic)
◉ The Emergent Reader: Developmental Expectation. Answer: -
Beginning of awareness that text progresses from left to right
-Children scribble and recognize distinctive visual clues in
environmental print, such as letters in their names
◉ The Emergent Reader: Reading Instruction. Answer: Begin phonemic
awareness:
-Help to recognize print in environment
-Help to make predictions in stories
-Observe pretending to read
-Help to recognize letter shapes
◉ The Beginning Reader: Age. Answer: K to 2nd/3rd grade (alphabetic)
,◉ The Beginning Reader: Developmental Expectation. Answer: -Letters
are associated with sounds
-Children begin to read simple CVC words (such as mat, sun, pin)
-They usually represent such words with a single sound, and later spell
with the first and last consonant: for example, CT for cat
-When writing later, vowels are included in each syllable
-Children now rhyme and blend words
-When reading later, they begin to recognize "chunks," or phonograms.
◉ The Beginning Reader: Reading Instruction. Answer: Systematic and
explicit instruction, including:
-Phonics, phonemic awareness, blending, decoding
-Vocabulary word-attack skills, spelling
-Text comprehension
-Listening and writing
◉ The Fluent Reader: Age. Answer: 4th to 8th grade (orthographic)
◉ The Fluent Reader: Developmental Expectation. Answer: -Students
read larger units of print and use analogy to decode larger words
-Decoding becomes fluent
-Reading, accuracy and speed are stressed
,◉ The Fluent Reader: Reading Instruction. Answer: Systematic and
explicit instruction, including:
-Word-attack skills (multisyllabic words)
-Decoding
-Spelling and vocabulary
-Fluency
-Text comprehension (context skills)
-Utilizing metacognition
◉ The Remedial Reader: Age. Answer: 3rd to 8th grade (students who
do not demonstrate competency)
◉ The Remedial Reader: Developmental Expectation. Answer: -The key
approach to successful reading programs is preventive rather than
remedial while understanding that there is a full range of learners in the
classroom
-Therefore, students who are struggling to read are taught from the same
systematic framework taught in the early grades of successful readers
◉ The Remedial Reader: Reading Instruction. Answer: Includes re-
teaching all of the modalities taught as a "beginning reader" and
emphasizing:
-Assessment of identified reading weaknesses
-Teaching explicit strategies based on diagnosis
, -Linking instruction to prior knowledge
-Increasing instruction time
-Dividing skills into smaller steps while providing reinforcement and
positive feedback
◉ Phoneme. Answer: -The smallest unit of sound/part of spoken
language that makes a difference in the meaning of words
-English has about 41
-Sometimes represented by more than one letter
Examples: "oh" (/o/), "if" (/i/ /f/), "stop" (/s/ /t/ /o/ /p/), "check" (/ch/ /e/
/k/)
◉ Phoneme Manipulation. Answer: Working with phonemes in words,
including blending phonemes to make words, segmenting words into
phonemes, deleting phonemes from words, adding phonemes to words,
or substituting one phoneme for another to make a new word
◉ Grapheme. Answer: -The smallest part of written language that
represents a phoneme in the spelling of a word
-May be just one letter (such as b, d, f, p, s) or several letters (such as ch,
sh, th, -ck, ea, -igh)
SCRIPT 2026 FULL QUESTIONS AND CORRECT
ANSWERS ALREADY PASSED
◉ The Emergent Reader: Age. Answer: Early childhood to pre-K (pre-
alphabetic)
◉ The Emergent Reader: Developmental Expectation. Answer: -
Beginning of awareness that text progresses from left to right
-Children scribble and recognize distinctive visual clues in
environmental print, such as letters in their names
◉ The Emergent Reader: Reading Instruction. Answer: Begin phonemic
awareness:
-Help to recognize print in environment
-Help to make predictions in stories
-Observe pretending to read
-Help to recognize letter shapes
◉ The Beginning Reader: Age. Answer: K to 2nd/3rd grade (alphabetic)
,◉ The Beginning Reader: Developmental Expectation. Answer: -Letters
are associated with sounds
-Children begin to read simple CVC words (such as mat, sun, pin)
-They usually represent such words with a single sound, and later spell
with the first and last consonant: for example, CT for cat
-When writing later, vowels are included in each syllable
-Children now rhyme and blend words
-When reading later, they begin to recognize "chunks," or phonograms.
◉ The Beginning Reader: Reading Instruction. Answer: Systematic and
explicit instruction, including:
-Phonics, phonemic awareness, blending, decoding
-Vocabulary word-attack skills, spelling
-Text comprehension
-Listening and writing
◉ The Fluent Reader: Age. Answer: 4th to 8th grade (orthographic)
◉ The Fluent Reader: Developmental Expectation. Answer: -Students
read larger units of print and use analogy to decode larger words
-Decoding becomes fluent
-Reading, accuracy and speed are stressed
,◉ The Fluent Reader: Reading Instruction. Answer: Systematic and
explicit instruction, including:
-Word-attack skills (multisyllabic words)
-Decoding
-Spelling and vocabulary
-Fluency
-Text comprehension (context skills)
-Utilizing metacognition
◉ The Remedial Reader: Age. Answer: 3rd to 8th grade (students who
do not demonstrate competency)
◉ The Remedial Reader: Developmental Expectation. Answer: -The key
approach to successful reading programs is preventive rather than
remedial while understanding that there is a full range of learners in the
classroom
-Therefore, students who are struggling to read are taught from the same
systematic framework taught in the early grades of successful readers
◉ The Remedial Reader: Reading Instruction. Answer: Includes re-
teaching all of the modalities taught as a "beginning reader" and
emphasizing:
-Assessment of identified reading weaknesses
-Teaching explicit strategies based on diagnosis
, -Linking instruction to prior knowledge
-Increasing instruction time
-Dividing skills into smaller steps while providing reinforcement and
positive feedback
◉ Phoneme. Answer: -The smallest unit of sound/part of spoken
language that makes a difference in the meaning of words
-English has about 41
-Sometimes represented by more than one letter
Examples: "oh" (/o/), "if" (/i/ /f/), "stop" (/s/ /t/ /o/ /p/), "check" (/ch/ /e/
/k/)
◉ Phoneme Manipulation. Answer: Working with phonemes in words,
including blending phonemes to make words, segmenting words into
phonemes, deleting phonemes from words, adding phonemes to words,
or substituting one phoneme for another to make a new word
◉ Grapheme. Answer: -The smallest part of written language that
represents a phoneme in the spelling of a word
-May be just one letter (such as b, d, f, p, s) or several letters (such as ch,
sh, th, -ck, ea, -igh)
