NYSTCE Multi-Subject CST (ELA) – EXAM
STUDY GUIDE 2026/2027 COMPLETE
QUESTIONS WITH VERIFIED CORRECT
ANSWERS || 100% GUARANTEED PASS
Running record
An assessment which measures a child' fluency during oral reading
transactional strategy instruction
give and take between students and teachers as they explore the processes involved in
successful reading comprehension
*The goal of TSI is to have students independently use the comprehension strategies as they
read any text and this goal is for ALL students, not just a few.
Balanced Literacy Models
strategies teachers use to allow for different learning styles
Phonological awareness
Being able to identify and manipulate the parts of oral language like words, syllables, and
onsets and rimes.
includes identifying and making rhymes, recognizing alliteration, identifying and working with
syllables in spoken words, identifying and working with onsets and rhymes in spoken syllables.
Phoneme
-sounds that are combined to make words
-smallest part of spoken language that makes a difference in the meaning of words
Example: check -> (/ch/ /e/ /k/)
Grapheme
,-letter/letter combination that makes a phoneme
-smallest part of written language that represents a phoneme in the spelling of a work
Example: banana -> /b/
Phonemic Awareness
-The ability to hear, identify, and manipulate the individual sounds- phonemes- in oral
language.
-children learn phonemes- the sound of language-before they learn to read
5 Major Types of Tasks to develop Phonemic Awareness
1. Recognize sets of words have similar sounds (identifying rhyming words in a sentence)
2. Examine and identify unlike words (oddity task)
3. Learn how to blend sounds to create words
4. Divide words into their phonemes (segmenting words) and count the number of sounds in a
word
5. Learn how to manipulate the sounds in a word by substituting or deleting one or many
phonemes
Things that contribute to student's reading comprehension
-ability to quickly and accurately read words
-size of vocabulary
-world experiences
Print Concept
ability of emergent readers to recognize and distinguish features of print and how it works
Examples:
-layout (front, back, side of book)
-moving from left to right on page
-differentiating between words and pictures
Ways to facilitate print concepts
-Combining movement activities to convey bottom, top side.
-Teach the parts of a book.
-Experiences with different fonts and text sizes and the different meanings they have.
,-Spacing.
-Writing exercises.
-Use of meta-language to describe books.
Track Print
student understands the direction of the text
Alphabet Recognition
being able to identify the letters of the alphabet both capital and lowercase when asked to do
so
Alphabetic principle
an understanding that letters and letter patterns represent the sounds of spoken words.
-Phonics instruction helps children learn the relationships between the letters of written
language and the sounds of spoken language.
Letter-sound correspondence
refers to the identification of sounds associated with individual letters and letter combination.
short vowel sounds
-sounds that correspond to vowels that occurs individually between or before consonants
-every vowel has two sounds, a short and a long
Examples:
-umbrella, cup
-apple, cat
-igloo
-octopus
-egg, pet
Digraph
combination of two letters that make a single sound, combination of consonants or vowels
Examples:
-"ph" in "phone."
-"ch" in chair
-"kn" in knife
, -"ea" in beach
-"ie" in cried
Diphthong (or gliding vowel)
The sound produced by combining two vowels in to a single syllable or running together the
sounds.
Examples:
-oi in oil
-oa in oat
-au in august
-ue in glue
-oy in joy
CVC
consonant-vowel-consonant pattern which produces a short vowel sound or a closed syllable.
Consonant Clusters
- also called blends
- Consonants that occur side by side within the same
syllable.
-No intervening vowel sound
Phonics
-teaching reading by training beginners to associate letters with their sound values
-relationship between phonemes and graphemes
Systematic and explicit phonics instruction
the direct teaching of a set of letter-sound relationships in a clearly defined sequence
Examples:
1. relationship between sounds and letters: the sound /m/ with the letter m
2. letter combinations such as th or ing
3. spelling patterns such as ea or ie
When should systematic phonics instruction begin?
STUDY GUIDE 2026/2027 COMPLETE
QUESTIONS WITH VERIFIED CORRECT
ANSWERS || 100% GUARANTEED PASS
Running record
An assessment which measures a child' fluency during oral reading
transactional strategy instruction
give and take between students and teachers as they explore the processes involved in
successful reading comprehension
*The goal of TSI is to have students independently use the comprehension strategies as they
read any text and this goal is for ALL students, not just a few.
Balanced Literacy Models
strategies teachers use to allow for different learning styles
Phonological awareness
Being able to identify and manipulate the parts of oral language like words, syllables, and
onsets and rimes.
includes identifying and making rhymes, recognizing alliteration, identifying and working with
syllables in spoken words, identifying and working with onsets and rhymes in spoken syllables.
Phoneme
-sounds that are combined to make words
-smallest part of spoken language that makes a difference in the meaning of words
Example: check -> (/ch/ /e/ /k/)
Grapheme
,-letter/letter combination that makes a phoneme
-smallest part of written language that represents a phoneme in the spelling of a work
Example: banana -> /b/
Phonemic Awareness
-The ability to hear, identify, and manipulate the individual sounds- phonemes- in oral
language.
-children learn phonemes- the sound of language-before they learn to read
5 Major Types of Tasks to develop Phonemic Awareness
1. Recognize sets of words have similar sounds (identifying rhyming words in a sentence)
2. Examine and identify unlike words (oddity task)
3. Learn how to blend sounds to create words
4. Divide words into their phonemes (segmenting words) and count the number of sounds in a
word
5. Learn how to manipulate the sounds in a word by substituting or deleting one or many
phonemes
Things that contribute to student's reading comprehension
-ability to quickly and accurately read words
-size of vocabulary
-world experiences
Print Concept
ability of emergent readers to recognize and distinguish features of print and how it works
Examples:
-layout (front, back, side of book)
-moving from left to right on page
-differentiating between words and pictures
Ways to facilitate print concepts
-Combining movement activities to convey bottom, top side.
-Teach the parts of a book.
-Experiences with different fonts and text sizes and the different meanings they have.
,-Spacing.
-Writing exercises.
-Use of meta-language to describe books.
Track Print
student understands the direction of the text
Alphabet Recognition
being able to identify the letters of the alphabet both capital and lowercase when asked to do
so
Alphabetic principle
an understanding that letters and letter patterns represent the sounds of spoken words.
-Phonics instruction helps children learn the relationships between the letters of written
language and the sounds of spoken language.
Letter-sound correspondence
refers to the identification of sounds associated with individual letters and letter combination.
short vowel sounds
-sounds that correspond to vowels that occurs individually between or before consonants
-every vowel has two sounds, a short and a long
Examples:
-umbrella, cup
-apple, cat
-igloo
-octopus
-egg, pet
Digraph
combination of two letters that make a single sound, combination of consonants or vowels
Examples:
-"ph" in "phone."
-"ch" in chair
-"kn" in knife
, -"ea" in beach
-"ie" in cried
Diphthong (or gliding vowel)
The sound produced by combining two vowels in to a single syllable or running together the
sounds.
Examples:
-oi in oil
-oa in oat
-au in august
-ue in glue
-oy in joy
CVC
consonant-vowel-consonant pattern which produces a short vowel sound or a closed syllable.
Consonant Clusters
- also called blends
- Consonants that occur side by side within the same
syllable.
-No intervening vowel sound
Phonics
-teaching reading by training beginners to associate letters with their sound values
-relationship between phonemes and graphemes
Systematic and explicit phonics instruction
the direct teaching of a set of letter-sound relationships in a clearly defined sequence
Examples:
1. relationship between sounds and letters: the sound /m/ with the letter m
2. letter combinations such as th or ing
3. spelling patterns such as ea or ie
When should systematic phonics instruction begin?
