NYSTCE Multi Subject CST (221, 222, 245) –
EXAM STUDY GUIDE 2026/2027
COMPLETE QUESTIONS WITH VERIFIED
CORRECT ANSWERS
|| 100% GUARANTEED PASS
Prereading - ANSWER All knowledge, skills and experience that come before conventional
literacy. Students gain oral vocabulary, learn sentence structure, develop phonological
awareness
Running record - ANSWER An assessment which measures a child' fluency during oral
reading
Phonological awareness - ANSWER an awareness of the ability to manipulate the sounds of
spoken words; it is a broad term that 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.
Phonemic Awareness - ANSWER The ability to hear, identify, and manipulate the individual
sounds, in oral language.
5 Major Types of Tasks to develop Phonemic Awareness - ANSWER 1. Recognize sets of
works have similar sounds (identifying rhyming words in a sentence)
2. Learn to examine a set of words to determine which is not like the others, 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
Print Concept - ANSWER Understanding how text works to communicate a message.
Includes handing of books and orientation of text.
Ways to facilitate print concepts - ANSWER 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 descibe
books.
Alphabet Recognition - ANSWER being able to identify the letters of the alphabet both
capital and lowercase when asked to do so
Alphabetic principle - ANSWER the relationship between letters or combinations of letters
(graphemes) and sounds (phonemes)
Short Vowel sounds - ANSWER every vowel has two sounds, the vocal cords are more
relaxed when producing the short vowel sound because of this the sounds are often referred to
as lax. They can be heard at the beginning of these words: apple, Ed, igloo, octopus, and
umbrella.
Digraph - ANSWER n. A union of two characters representing a single sound.
Diphthong - ANSWER n. The sound produced by combining two vowels in to a single syllable
or running together the sounds.
,CVC - ANSWER consonant-vowel-consonant pattern which produces a short vowel sound or
a closed syllable.
Consonant Clusters - ANSWER - also called blends
- Consonants that occur side by side within the same
syllable.
-No intervening vowel sound
Phonics - ANSWER the study of the sounds of the letters of the alphabet
Phonograms - ANSWER Often called word families, these end in high frequency rimes that
vary only in the beginning consonant sound to make a word. For example, back, sack, black and
track.
Onset - ANSWER the part of a syllable that comes before the vowel (e.g., str in string)
Rime - ANSWER The vowel and the ending consonants after the onset
Semantic Cues - ANSWER Use of knowledge about the subject of the text and words
associated with that subject to identify an unknown word within a text: meaning cues from
each sentence and the evolving whole.
Children use their prior knowledge, sense of the story, and pictures to support their predicting
and confirming the meaning of the text.
Syntactic Cues - ANSWER hints that rely on language structure or rules (sometimes called
grammatical cues) Grammatical information in a text that readers process to construct meaning.
, Content clues - ANSWER surrounding words that help you figure out the meaning of
unfamiliar words
prefix - ANSWER a syllable or word that comes before a root word to change its meaning
Suffix - ANSWER a group of letters placed at the end of a word to change its meaning
Inflectional suffixes - ANSWER Indicate possession, gender, number in nouns, tense, voice,
person & number & mood in verbs, and comparison in adjectives; do not change the part of
speech of the base. (-ed, -ing)
Sight-word recognition - ANSWER 1. a word that is immediately recognized as a whole and
does not require word analysis for identification. 2. a word taught as a whole.
Reading Fluency - ANSWER ability to decode words quickly and accurately in order to read
text with appropriate word stress, pitch, and intonation pattern (prosody)..
This skill requires automacity of word recognition and reading with prosody to facilitate
comprehension.
domain-Specific vocabulary words - ANSWER Teacher discusses these when reading
nonfiction in order to develop content clues
Visual Clues - ANSWER helps students construct meaning from unfamiliar text
Context clues - ANSWER Clues in surrounding text that help the reader determine the
meaning of an unknown word.
EXAM STUDY GUIDE 2026/2027
COMPLETE QUESTIONS WITH VERIFIED
CORRECT ANSWERS
|| 100% GUARANTEED PASS
Prereading - ANSWER All knowledge, skills and experience that come before conventional
literacy. Students gain oral vocabulary, learn sentence structure, develop phonological
awareness
Running record - ANSWER An assessment which measures a child' fluency during oral
reading
Phonological awareness - ANSWER an awareness of the ability to manipulate the sounds of
spoken words; it is a broad term that 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.
Phonemic Awareness - ANSWER The ability to hear, identify, and manipulate the individual
sounds, in oral language.
5 Major Types of Tasks to develop Phonemic Awareness - ANSWER 1. Recognize sets of
works have similar sounds (identifying rhyming words in a sentence)
2. Learn to examine a set of words to determine which is not like the others, 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
Print Concept - ANSWER Understanding how text works to communicate a message.
Includes handing of books and orientation of text.
Ways to facilitate print concepts - ANSWER 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 descibe
books.
Alphabet Recognition - ANSWER being able to identify the letters of the alphabet both
capital and lowercase when asked to do so
Alphabetic principle - ANSWER the relationship between letters or combinations of letters
(graphemes) and sounds (phonemes)
Short Vowel sounds - ANSWER every vowel has two sounds, the vocal cords are more
relaxed when producing the short vowel sound because of this the sounds are often referred to
as lax. They can be heard at the beginning of these words: apple, Ed, igloo, octopus, and
umbrella.
Digraph - ANSWER n. A union of two characters representing a single sound.
Diphthong - ANSWER n. The sound produced by combining two vowels in to a single syllable
or running together the sounds.
,CVC - ANSWER consonant-vowel-consonant pattern which produces a short vowel sound or
a closed syllable.
Consonant Clusters - ANSWER - also called blends
- Consonants that occur side by side within the same
syllable.
-No intervening vowel sound
Phonics - ANSWER the study of the sounds of the letters of the alphabet
Phonograms - ANSWER Often called word families, these end in high frequency rimes that
vary only in the beginning consonant sound to make a word. For example, back, sack, black and
track.
Onset - ANSWER the part of a syllable that comes before the vowel (e.g., str in string)
Rime - ANSWER The vowel and the ending consonants after the onset
Semantic Cues - ANSWER Use of knowledge about the subject of the text and words
associated with that subject to identify an unknown word within a text: meaning cues from
each sentence and the evolving whole.
Children use their prior knowledge, sense of the story, and pictures to support their predicting
and confirming the meaning of the text.
Syntactic Cues - ANSWER hints that rely on language structure or rules (sometimes called
grammatical cues) Grammatical information in a text that readers process to construct meaning.
, Content clues - ANSWER surrounding words that help you figure out the meaning of
unfamiliar words
prefix - ANSWER a syllable or word that comes before a root word to change its meaning
Suffix - ANSWER a group of letters placed at the end of a word to change its meaning
Inflectional suffixes - ANSWER Indicate possession, gender, number in nouns, tense, voice,
person & number & mood in verbs, and comparison in adjectives; do not change the part of
speech of the base. (-ed, -ing)
Sight-word recognition - ANSWER 1. a word that is immediately recognized as a whole and
does not require word analysis for identification. 2. a word taught as a whole.
Reading Fluency - ANSWER ability to decode words quickly and accurately in order to read
text with appropriate word stress, pitch, and intonation pattern (prosody)..
This skill requires automacity of word recognition and reading with prosody to facilitate
comprehension.
domain-Specific vocabulary words - ANSWER Teacher discusses these when reading
nonfiction in order to develop content clues
Visual Clues - ANSWER helps students construct meaning from unfamiliar text
Context clues - ANSWER Clues in surrounding text that help the reader determine the
meaning of an unknown word.
