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NYSTCE 211 EXAM || MOST RECENT EXAM ACTUAL
COMPLETE REAL VERIFIED EXAM QUESTIONS AND
CORRECT ANSWERS (VERIFIED ANSWERS)
ALREADY GRADED A+ | GUARANTEED SUCCESS!!
NEWEST EXAM!!!!
1. A four-year-old child has not yet grasped the alphabetic
principle. Which statement is the most likely explanation of
the child's ability to recognize some printed words in the
environment (e.g., a popular brand name; a stop sign)? -
Answer-C.The child is familiar with graphic elements
associated with the words.
Correct Response: C. This question requires the examinee
to demonstrate knowledge of language and literacy
development, including major components of reading
development. A working understanding of the alphabetic
principle, the recognition that letter patterns in written
words represent the component sounds in spoken words,
is an essential step in learning to decode printed words in
English and an important milestone in early reading
development. Children who have not yet developed this
recognition do not attend to individual letters or use letter
sequence to identify words. They may nevertheless be
able to recognize some printed words encountered
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frequently in their environment, such as the names of
products appearing in distinctive logos or the word start
italics stop end italics on a traffic sign, by virtue of their
distinctive and consistent appearance, i.e., by virtue of
graphic features associated with the words (e.g., colors
and shapes in a stop sign, prominent visual characteristics
on a label) and their environmental context.
Read the script below for a student's oral presentation;
then answer the question that follows.
1A mbira is an African musical instrument made of metal
keys mounted on a wooden board. 2I learned about this
instrument when I visited Ethiopia last summer. 3A
traditional mbira has about 25 keys. 4Originally, the keys
were made from rock that contained iron ore. 5Today, they
are often made from recycled steel materials such as
bicycle spokes. 6We recycle cans at school. 7Players hold
the instrument with both hands and strike the keys with
their thumbs. 8Each key produces a different note. -
Answer-C. Removing Sentence 6
This question requires the examinee to analyze and
evaluate elements of an effective oral presentation that
support listener comprehension and analysis. The
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sentence "We recycle cans at school" presents extraneous
information that is unrelated to the presentation topic.
Removing Sentence 6 would support listeners'
comprehension by keeping them focused on the topic
rather than causing them to wonder about the connection
between recycling cans and making mbiras from recycled
steel
In addition to reading aloud a variety of books to the whole
class, a prekindergarten teacher regularly reads aloud and
discusses books with groups of two or three children.
Small-group read-alouds are generally more effective than
whole-group read-alouds in promoting children's robust
vocabulary development primarily because a small-group
setting is more likely to encourage young children to: -
Answer-D. engage in conversation about a book's content.
This question requires the examinee to apply knowledge
of developmentally appropriate research- and evidence-
based instructional practices for providing opportunities to
hear, read, and use new vocabulary in a variety of
meaningful contexts to develop the depth of understanding
of words. A robust vocabulary entails a deep
understanding of a wide variety of words that occur more
often in written texts or academic discourse than in
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everyday speech. Depth of vocabulary knowledge
includes an understanding of the meaning and usage of
words in relationship to other words. Convergent research
indicates that depth of word knowledge develops from
multiple opportunities to hear and use new words in
meaningful ways. A small-group read-aloud provides more
opportunities for children to actively participate in
discussing the text with their peers and teacher than are
possible in a large-group setting. This activity promotes
vocabulary development.
A first-grade teacher meets with a student and uses a "big
book" as an anchor text. The teacher asks the student to
look at the book, identify what the book is about, and
explain why the student thinks so. Then, the teacher asks
if the student is able to read any of the words on one of
the pages. The teacher is most likely trying to assess the
student's knowledge of: - Answer-A.print concepts.
A. This question requires the examinee to apply
knowledge of developmentally appropriate evidence-
based assessment and instructional practices to promote
students' understanding of print concepts. The teacher is
assessing the student's familiarity with print. Can the
student recognize that print carries meaning? By asking
NYSTCE 211 EXAM || MOST RECENT EXAM ACTUAL
COMPLETE REAL VERIFIED EXAM QUESTIONS AND
CORRECT ANSWERS (VERIFIED ANSWERS)
ALREADY GRADED A+ | GUARANTEED SUCCESS!!
NEWEST EXAM!!!!
1. A four-year-old child has not yet grasped the alphabetic
principle. Which statement is the most likely explanation of
the child's ability to recognize some printed words in the
environment (e.g., a popular brand name; a stop sign)? -
Answer-C.The child is familiar with graphic elements
associated with the words.
Correct Response: C. This question requires the examinee
to demonstrate knowledge of language and literacy
development, including major components of reading
development. A working understanding of the alphabetic
principle, the recognition that letter patterns in written
words represent the component sounds in spoken words,
is an essential step in learning to decode printed words in
English and an important milestone in early reading
development. Children who have not yet developed this
recognition do not attend to individual letters or use letter
sequence to identify words. They may nevertheless be
able to recognize some printed words encountered
,2|Page
frequently in their environment, such as the names of
products appearing in distinctive logos or the word start
italics stop end italics on a traffic sign, by virtue of their
distinctive and consistent appearance, i.e., by virtue of
graphic features associated with the words (e.g., colors
and shapes in a stop sign, prominent visual characteristics
on a label) and their environmental context.
Read the script below for a student's oral presentation;
then answer the question that follows.
1A mbira is an African musical instrument made of metal
keys mounted on a wooden board. 2I learned about this
instrument when I visited Ethiopia last summer. 3A
traditional mbira has about 25 keys. 4Originally, the keys
were made from rock that contained iron ore. 5Today, they
are often made from recycled steel materials such as
bicycle spokes. 6We recycle cans at school. 7Players hold
the instrument with both hands and strike the keys with
their thumbs. 8Each key produces a different note. -
Answer-C. Removing Sentence 6
This question requires the examinee to analyze and
evaluate elements of an effective oral presentation that
support listener comprehension and analysis. The
,3|Page
sentence "We recycle cans at school" presents extraneous
information that is unrelated to the presentation topic.
Removing Sentence 6 would support listeners'
comprehension by keeping them focused on the topic
rather than causing them to wonder about the connection
between recycling cans and making mbiras from recycled
steel
In addition to reading aloud a variety of books to the whole
class, a prekindergarten teacher regularly reads aloud and
discusses books with groups of two or three children.
Small-group read-alouds are generally more effective than
whole-group read-alouds in promoting children's robust
vocabulary development primarily because a small-group
setting is more likely to encourage young children to: -
Answer-D. engage in conversation about a book's content.
This question requires the examinee to apply knowledge
of developmentally appropriate research- and evidence-
based instructional practices for providing opportunities to
hear, read, and use new vocabulary in a variety of
meaningful contexts to develop the depth of understanding
of words. A robust vocabulary entails a deep
understanding of a wide variety of words that occur more
often in written texts or academic discourse than in
, 4|Page
everyday speech. Depth of vocabulary knowledge
includes an understanding of the meaning and usage of
words in relationship to other words. Convergent research
indicates that depth of word knowledge develops from
multiple opportunities to hear and use new words in
meaningful ways. A small-group read-aloud provides more
opportunities for children to actively participate in
discussing the text with their peers and teacher than are
possible in a large-group setting. This activity promotes
vocabulary development.
A first-grade teacher meets with a student and uses a "big
book" as an anchor text. The teacher asks the student to
look at the book, identify what the book is about, and
explain why the student thinks so. Then, the teacher asks
if the student is able to read any of the words on one of
the pages. The teacher is most likely trying to assess the
student's knowledge of: - Answer-A.print concepts.
A. This question requires the examinee to apply
knowledge of developmentally appropriate evidence-
based assessment and instructional practices to promote
students' understanding of print concepts. The teacher is
assessing the student's familiarity with print. Can the
student recognize that print carries meaning? By asking
