CSET
CSET Multiple Subject Subtest 1 Exam Study
Questions and Answers Graded A+ 2025
What is a simple definition of scaffolding in the context of language and literacy
development?
A. Scaffolding is a temporary means of support to assist students with more
complex tasks in reading, writing, thinking, and understanding until they are ready
to proceed at a higher level on their own.
B. Scaffolding is a technique used with students that provide needed instruction to
complete literacy tasks.
C. Scaffolding in the context of language and literacy development provides
students with the necessary skills in order to function within a classroom.
D. Scaffolding is a means to assess English Language Learner students so they can
function within the regular classroom and achieve proficiency in quickly
developing reading and reading comprehension skills. -Correct Answers ✔-A.
Scaffolding is a temporary means of support to assist students with more complex
tasks in reading, writing, thinking, and understanding until they are ready to
proceed at a higher level on their own.
Mr. Gutierrez, a third-grade teacher, is developing his daily schedule as well as his
long-range classroom goals. According to the California Language Arts
Framework, what is the minimum amount of time per day to be allocated for
language arts instruction?
A. 3.5 hours
B. 2.5 hours
C. 1.5 hours
D. half an hour -Correct Answers ✔-B. 2.5 hours
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According to the California Language Arts Framework, in an effective primary
language arts program, a daily minimum of 2.5 hours of instructional time should
be allotted to language arts instruction in grades K-3. In 4th-8th grade, 2 hours (or
two periods) of instructional time are allocated to language arts instruction daily
through core instructional periods or within a self-contained classroom.
While teaching an art lesson in a Project Head Start classroom, the teacher walks in
the room to observe the children's paintings. Raymond holds up his painting and
exclaims "This tree was made by me!" Next Melanie holds up her painting, saying,
"I make it!" Nicole eagerly displays her painting and says, "I paint my hands," and
David shows his painting and says, "Me paint."
Based on language development and the understanding of syntax, which response
most closely exhibits the speech pattern of a 5-year old?
A. "This tree was made by me!"
B. "I make it!"
C. "I paint my hands."
D. "Me paint." -Correct Answers ✔-A. "This tree was made by me!"
A 5-year old, unlike a preschooler, knows how to speak with correct syntax. A 2-
year old uses just enough words to get his meaning across (telegraphic speech),
such as this two-word sentence, while a 5-year old has the ability to combine
words into phrases and sentences.
A 2-year old child points to his favorite book and says, "book." Which of the
following responses by his mother represents the best method to help this child
develop linguistically correct speech patterns?
A. Speaking naturally, "Yes, this is your favorite book; it's called Goodnight
Moon."
B. Speaking with infant-directed speech, "Yes, book."
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C. After careful thought, "Yes, this is your favorite book; it's called Goodnight
Moon."
D. Speaking with infant-directed speech, "Yes, this is your favorite book; it's called
Goodnight Moon." -Correct Answers ✔-A. Speaking naturally, "Yes, this is your
favorite book; it's called Goodnight Moon."
Strategies to help improve a child's natural ability to speak linguistically correct
English include 1) recasting - rephrasing what the child said in a different way; 2)
expanding - restating in a linguistically correct form; 3) labeling - identifying what
is said; 4) echoing - repeating the one- or two-word sentences the child has said.
A fifth-grade teacher is trying to increase the prosody of Ralph and Elvia, both
second-language learners. How could the teacher best address their needs?
A. By using timers to record repeated silent readings and plotting reading rates on
graphs
B. By providing differentiated instruction in prosody during English Language
Learner time
C. By practicing automaticity and reading rate at a fluency station during Universal
Access time.
D. By modeling reading with appropriate phrasing and expression -Correct
Answers ✔-D. By modeling reading with appropriate phrasing and expression
An effective teacher knows that explicit, systematic strategies for building prosody
(reading with expression) include modeling ands phrase-cued reading. Silent
reading is less likely to have an impact on fluent reading than oral reading.
Irena is an English Language Learner who joins Ms. Acosta's seventh-grade class
mid-year. Following a round of assessments, Ms. Acosta determines that Irena
decodes extremely well and reads fluently. However, her comprehension
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performance is inconsistent. Sometimes she seems to understand everything in a
grade-level text, while other times she has difficulty retelling a story with
accuracy. Ms. Acosta then assess Irena's vocabulary knowledge and notes some
weak areas. What are some logical next steps for instruction?
A. Provide Irena easier reading material that is at her instructional reading level.
B. Place Irena in a group with other English Language Learners. They should focus
on vocabulary and phonics instruction.
C. Provide systematic vocabulary and phonemic awareness instruction. Irena needs
more exposure to the sounds of the English language.
D. Use this information to plan appropriate vocabulary and acad -Correct Answers
✔-D. Use this information to plan appropriate vocabulary and academic language
interventions in relation to Irena's specific reading needs.
A teacher should never assume that all ELL have the same needs and must be
assigned to the same groups.
A first-grade teacher plans a mid-year reading lesson for a class with many ELLs
from a diverse sociocultural backgrounds. Which of the following should the
teacher consider first before preparing her lesson?
A. Preparing visual tools (e.g., pictures, illustrations, diagrams)
B. Preparing a portfolio for each child with strategies for individual instructional
needs
C. Preparing strategies for teaching reading lessons written in their native
language(s) to meet their individual needs
CSET
CSET Multiple Subject Subtest 1 Exam Study
Questions and Answers Graded A+ 2025
What is a simple definition of scaffolding in the context of language and literacy
development?
A. Scaffolding is a temporary means of support to assist students with more
complex tasks in reading, writing, thinking, and understanding until they are ready
to proceed at a higher level on their own.
B. Scaffolding is a technique used with students that provide needed instruction to
complete literacy tasks.
C. Scaffolding in the context of language and literacy development provides
students with the necessary skills in order to function within a classroom.
D. Scaffolding is a means to assess English Language Learner students so they can
function within the regular classroom and achieve proficiency in quickly
developing reading and reading comprehension skills. -Correct Answers ✔-A.
Scaffolding is a temporary means of support to assist students with more complex
tasks in reading, writing, thinking, and understanding until they are ready to
proceed at a higher level on their own.
Mr. Gutierrez, a third-grade teacher, is developing his daily schedule as well as his
long-range classroom goals. According to the California Language Arts
Framework, what is the minimum amount of time per day to be allocated for
language arts instruction?
A. 3.5 hours
B. 2.5 hours
C. 1.5 hours
D. half an hour -Correct Answers ✔-B. 2.5 hours
CSET
,CSET
According to the California Language Arts Framework, in an effective primary
language arts program, a daily minimum of 2.5 hours of instructional time should
be allotted to language arts instruction in grades K-3. In 4th-8th grade, 2 hours (or
two periods) of instructional time are allocated to language arts instruction daily
through core instructional periods or within a self-contained classroom.
While teaching an art lesson in a Project Head Start classroom, the teacher walks in
the room to observe the children's paintings. Raymond holds up his painting and
exclaims "This tree was made by me!" Next Melanie holds up her painting, saying,
"I make it!" Nicole eagerly displays her painting and says, "I paint my hands," and
David shows his painting and says, "Me paint."
Based on language development and the understanding of syntax, which response
most closely exhibits the speech pattern of a 5-year old?
A. "This tree was made by me!"
B. "I make it!"
C. "I paint my hands."
D. "Me paint." -Correct Answers ✔-A. "This tree was made by me!"
A 5-year old, unlike a preschooler, knows how to speak with correct syntax. A 2-
year old uses just enough words to get his meaning across (telegraphic speech),
such as this two-word sentence, while a 5-year old has the ability to combine
words into phrases and sentences.
A 2-year old child points to his favorite book and says, "book." Which of the
following responses by his mother represents the best method to help this child
develop linguistically correct speech patterns?
A. Speaking naturally, "Yes, this is your favorite book; it's called Goodnight
Moon."
B. Speaking with infant-directed speech, "Yes, book."
CSET
,CSET
C. After careful thought, "Yes, this is your favorite book; it's called Goodnight
Moon."
D. Speaking with infant-directed speech, "Yes, this is your favorite book; it's called
Goodnight Moon." -Correct Answers ✔-A. Speaking naturally, "Yes, this is your
favorite book; it's called Goodnight Moon."
Strategies to help improve a child's natural ability to speak linguistically correct
English include 1) recasting - rephrasing what the child said in a different way; 2)
expanding - restating in a linguistically correct form; 3) labeling - identifying what
is said; 4) echoing - repeating the one- or two-word sentences the child has said.
A fifth-grade teacher is trying to increase the prosody of Ralph and Elvia, both
second-language learners. How could the teacher best address their needs?
A. By using timers to record repeated silent readings and plotting reading rates on
graphs
B. By providing differentiated instruction in prosody during English Language
Learner time
C. By practicing automaticity and reading rate at a fluency station during Universal
Access time.
D. By modeling reading with appropriate phrasing and expression -Correct
Answers ✔-D. By modeling reading with appropriate phrasing and expression
An effective teacher knows that explicit, systematic strategies for building prosody
(reading with expression) include modeling ands phrase-cued reading. Silent
reading is less likely to have an impact on fluent reading than oral reading.
Irena is an English Language Learner who joins Ms. Acosta's seventh-grade class
mid-year. Following a round of assessments, Ms. Acosta determines that Irena
decodes extremely well and reads fluently. However, her comprehension
CSET
, CSET
performance is inconsistent. Sometimes she seems to understand everything in a
grade-level text, while other times she has difficulty retelling a story with
accuracy. Ms. Acosta then assess Irena's vocabulary knowledge and notes some
weak areas. What are some logical next steps for instruction?
A. Provide Irena easier reading material that is at her instructional reading level.
B. Place Irena in a group with other English Language Learners. They should focus
on vocabulary and phonics instruction.
C. Provide systematic vocabulary and phonemic awareness instruction. Irena needs
more exposure to the sounds of the English language.
D. Use this information to plan appropriate vocabulary and acad -Correct Answers
✔-D. Use this information to plan appropriate vocabulary and academic language
interventions in relation to Irena's specific reading needs.
A teacher should never assume that all ELL have the same needs and must be
assigned to the same groups.
A first-grade teacher plans a mid-year reading lesson for a class with many ELLs
from a diverse sociocultural backgrounds. Which of the following should the
teacher consider first before preparing her lesson?
A. Preparing visual tools (e.g., pictures, illustrations, diagrams)
B. Preparing a portfolio for each child with strategies for individual instructional
needs
C. Preparing strategies for teaching reading lessons written in their native
language(s) to meet their individual needs
CSET
