NYSTCE CST 245 PROFESSIONAL
EVALUATION EXAM QUESTIONS AND
ANSWERS 2026.
⫸ Running record. Ans: An assessment which measures a child'
fluency during oral reading
⫸ Phonological awareness. Ans: 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. Ans: The ability to hear, identify, and
manipulate the individual sounds, in oral language.
⫸ 5 Major Types of Tasks to develop Phonemic Awareness. Ans: 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. Ans: Understanding how text works to
communicate a message. Includes handing of books and orientation of
text.
⫸ Ways to facilitate print concepts. Ans: 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. Ans: being able to identify the letters of the
alphabet both capital and lowercase when asked to do so
⫸ Alphabetic principle. Ans: the relationship between letters or
combinations of letters (graphemes) and sounds (phonemes)
⫸ Short Vowel sounds. Ans: 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. Ans: n. A union of two characters representing a single
sound.
,⫸ Diphthong. Ans: n. The sound produced by combining two vowels
in to a single syllable or running together the sounds.
⫸ CVC. Ans: consonant-vowel-consonant pattern which produces a
short vowel sound or a closed syllable.
⫸ Consonant Clusters. Ans: - also called blends
- Consonants that occur side by side within the same
syllable.
-No intervening vowel sound
⫸ Phonics. Ans: the study of the sounds of the letters of the alphabet
⫸ Phonograms. Ans: 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. Ans: the part of a syllable that comes before the vowel
(e.g., str in string)
⫸ Rime. Ans: The vowel and the ending consonants after the onset
⫸ Semantic Cues. Ans: 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. Ans: 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. Ans: surrounding words that help you figure out the
meaning of unfamiliar words
⫸ prefix. Ans: a syllable or word that comes before a root word to
change its meaning
⫸ Suffix. Ans: a group of letters placed at the end of a word to
change its meaning
⫸ Inflectional suffixes. Ans: 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. Ans: 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.
EVALUATION EXAM QUESTIONS AND
ANSWERS 2026.
⫸ Running record. Ans: An assessment which measures a child'
fluency during oral reading
⫸ Phonological awareness. Ans: 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. Ans: The ability to hear, identify, and
manipulate the individual sounds, in oral language.
⫸ 5 Major Types of Tasks to develop Phonemic Awareness. Ans: 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. Ans: Understanding how text works to
communicate a message. Includes handing of books and orientation of
text.
⫸ Ways to facilitate print concepts. Ans: 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. Ans: being able to identify the letters of the
alphabet both capital and lowercase when asked to do so
⫸ Alphabetic principle. Ans: the relationship between letters or
combinations of letters (graphemes) and sounds (phonemes)
⫸ Short Vowel sounds. Ans: 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. Ans: n. A union of two characters representing a single
sound.
,⫸ Diphthong. Ans: n. The sound produced by combining two vowels
in to a single syllable or running together the sounds.
⫸ CVC. Ans: consonant-vowel-consonant pattern which produces a
short vowel sound or a closed syllable.
⫸ Consonant Clusters. Ans: - also called blends
- Consonants that occur side by side within the same
syllable.
-No intervening vowel sound
⫸ Phonics. Ans: the study of the sounds of the letters of the alphabet
⫸ Phonograms. Ans: 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. Ans: the part of a syllable that comes before the vowel
(e.g., str in string)
⫸ Rime. Ans: The vowel and the ending consonants after the onset
⫸ Semantic Cues. Ans: 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. Ans: 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. Ans: surrounding words that help you figure out the
meaning of unfamiliar words
⫸ prefix. Ans: a syllable or word that comes before a root word to
change its meaning
⫸ Suffix. Ans: a group of letters placed at the end of a word to
change its meaning
⫸ Inflectional suffixes. Ans: 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. Ans: 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.
