NYSTCE Multi Subject CST (ELA) – EXAM STUDY
GUIDE 2026/2027 COMPLETE QUESTIONS
WITH VERIFIED CORRECT ANSWERS || 100%
GUARANTEED PASS
cPrereading - 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
Balanced Literacy Models - ANSWER strategies teachers use to allow for different learning
styles
Phonological awareness - ANSWER an awareness of an 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.
Phoneme - ANSWER in a spoken language, the smallest distinctive sound unit
Phonemic Awareness - ANSWER The ability to hear, identify,and manipulate the individual
sounds, phonemes, 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.
Track Print - ANSWER student understands the direction of the text
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)
Letter-sound correspondence - ANSWER refers to the identification of sounds associated
with individual letters and letter combination.
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 teaching reading by training beginners to associate letters with their
sound values
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 (or the one-syllable word) 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
Syllabication - ANSWER the ability to conceptualize and separate words into their basic
pronunciation components.
word structure - ANSWER The way in which the parts of a word are arranged together-used
to determine a word's meaning
syllabication rules - ANSWER rules for forming/dividing words into syllables
syllabication rules - ANSWER . To find the number of syllables:Count the number of vowels
(a, e, i, o, u and sometimes y) Subtract any silent vowels (vowel, consonant, -e) Subtract one
vowel from every diphthong.(when two vowels go walking the first one does the talking)Divide
between two double consonants. Never split between digraphs.Usually divide before a single
middle consonant.Divide before the consonant before -le syllable.Divide off any compound
words, prefixes, suffixes and root which have vowel sounds.
ALL syllables have a vowel
compound words - ANSWER Two or more words combined to create a new word.
GUIDE 2026/2027 COMPLETE QUESTIONS
WITH VERIFIED CORRECT ANSWERS || 100%
GUARANTEED PASS
cPrereading - 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
Balanced Literacy Models - ANSWER strategies teachers use to allow for different learning
styles
Phonological awareness - ANSWER an awareness of an 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.
Phoneme - ANSWER in a spoken language, the smallest distinctive sound unit
Phonemic Awareness - ANSWER The ability to hear, identify,and manipulate the individual
sounds, phonemes, 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.
Track Print - ANSWER student understands the direction of the text
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)
Letter-sound correspondence - ANSWER refers to the identification of sounds associated
with individual letters and letter combination.
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 teaching reading by training beginners to associate letters with their
sound values
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 (or the one-syllable word) 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
Syllabication - ANSWER the ability to conceptualize and separate words into their basic
pronunciation components.
word structure - ANSWER The way in which the parts of a word are arranged together-used
to determine a word's meaning
syllabication rules - ANSWER rules for forming/dividing words into syllables
syllabication rules - ANSWER . To find the number of syllables:Count the number of vowels
(a, e, i, o, u and sometimes y) Subtract any silent vowels (vowel, consonant, -e) Subtract one
vowel from every diphthong.(when two vowels go walking the first one does the talking)Divide
between two double consonants. Never split between digraphs.Usually divide before a single
middle consonant.Divide before the consonant before -le syllable.Divide off any compound
words, prefixes, suffixes and root which have vowel sounds.
ALL syllables have a vowel
compound words - ANSWER Two or more words combined to create a new word.
