NYSTCE 211 STUDY GUIDE
Emergent literacy - Answers- what children do to learn how to read and write, what a
child knows about reading and writing before learning, continues early and keeps going.
Authentic experiences exposes children to language and it is critical in his stage
Cues - Answers- readers use these to construct meaning
Semantic cues - Answers- "meaning cues". Help readers understand what language
means (symbols, sounds, pictures, word phrases, etc)
Syntactic cues - Answers- This helps readers understand structure. Structure cues that
help readers understand how words are organized into patterns.
Graphophonic Cues - Answers- Letter and sound cues that help readers identify
individual letters or patterns or clusters of letters such as root and whole words.
Conventions of print - Answers- print cues that enable readers to follow print
Pragmatic cues - Answers- Social and cultural functions of language for different
purposes. Different language based on who we are speaking to.
Strategies for applying cues - Answers- Sampling; reading or listening
Predicting; making an educated guess
Confirming; using text into to confirm predictions
self-correcting; using text info to correct an initial prediction that was proven incorrect
What are some types of formative assessments? - Answers- Teacher observations,
anecdotal records, conferences and conference notes, checklists, running records and
retellings
summative assessment examples - Answers- end-of-book tests, end-of-unit tests,
standardized tests, district assessments
Combination of assessment tools - Answers- improve fairness and effectiveness of
classroom literacy assessment, and develop a deep understanding of learners
Independent reading level - Answers- accuracy rate is 95-100%. The students reading
is fluent and they can comprehend what they read.
instructional reading level - Answers- read and understand books at their instructional
level with support from teacher and use of instructional strategies, recognize most
words and reading won't always be fluent. Children comprehend what they read.
Observations - Answers- Ability to make patterns and relationships without judgement,
describe what can be seen.
, CAP - Answers- Concepts of print
Onset - Answers- Consonant before the vowel
Rime - Answers- Patterns following onset, beginning with first vowel
Consonant digraph - Answers- When two consonants come together to make a brand
new sound (ch)
Running record - Answers- formative assessment used to determine appropriate level
of text difficulty and to record what the child does when reading continuous text.
Contains most helpful insights on strategies a child is using to reconstruct meaning and
what needs to be taught/learned next.
Miscues - Answers- Deviations from the text
Questions for semantic cues - Answers- does it make sense?
questions of syntactic cues - Answers- does it sound right? does child attempt sound
right?
Cues for graphophonic cues - Answers- does it look right? Does the Childs attempt
visually resemble, in any way, the word in the text?
Approximations - Answers- an educated guess based on what the child knows
Graphemes - Answers- written/printed representation of sound
Phoneme - Answers- smallest unit of sounds
Vowel blending - Answers- 2 vowels that appear together and represent a blending of
the sounds often associated with each letter (pour/toy)
vowel digraph - Answers- consists of two vowels that together represent one sound-
like the oa in boat that makes the long o sound.
Vowel diphthong - Answers- two vowels that produce two sounds that glide into one
another (blouse, towel)
Reading process - Answers- Refers to in-the-head actions that all readers use in order
to understand the text in front of them (the thinking the readers are engaged in)
Reading product - Answers- Students are taught skills and strategies when they are
learning to read something, they are more able to understand how those
skills/strategies again
Emergent literacy - Answers- what children do to learn how to read and write, what a
child knows about reading and writing before learning, continues early and keeps going.
Authentic experiences exposes children to language and it is critical in his stage
Cues - Answers- readers use these to construct meaning
Semantic cues - Answers- "meaning cues". Help readers understand what language
means (symbols, sounds, pictures, word phrases, etc)
Syntactic cues - Answers- This helps readers understand structure. Structure cues that
help readers understand how words are organized into patterns.
Graphophonic Cues - Answers- Letter and sound cues that help readers identify
individual letters or patterns or clusters of letters such as root and whole words.
Conventions of print - Answers- print cues that enable readers to follow print
Pragmatic cues - Answers- Social and cultural functions of language for different
purposes. Different language based on who we are speaking to.
Strategies for applying cues - Answers- Sampling; reading or listening
Predicting; making an educated guess
Confirming; using text into to confirm predictions
self-correcting; using text info to correct an initial prediction that was proven incorrect
What are some types of formative assessments? - Answers- Teacher observations,
anecdotal records, conferences and conference notes, checklists, running records and
retellings
summative assessment examples - Answers- end-of-book tests, end-of-unit tests,
standardized tests, district assessments
Combination of assessment tools - Answers- improve fairness and effectiveness of
classroom literacy assessment, and develop a deep understanding of learners
Independent reading level - Answers- accuracy rate is 95-100%. The students reading
is fluent and they can comprehend what they read.
instructional reading level - Answers- read and understand books at their instructional
level with support from teacher and use of instructional strategies, recognize most
words and reading won't always be fluent. Children comprehend what they read.
Observations - Answers- Ability to make patterns and relationships without judgement,
describe what can be seen.
, CAP - Answers- Concepts of print
Onset - Answers- Consonant before the vowel
Rime - Answers- Patterns following onset, beginning with first vowel
Consonant digraph - Answers- When two consonants come together to make a brand
new sound (ch)
Running record - Answers- formative assessment used to determine appropriate level
of text difficulty and to record what the child does when reading continuous text.
Contains most helpful insights on strategies a child is using to reconstruct meaning and
what needs to be taught/learned next.
Miscues - Answers- Deviations from the text
Questions for semantic cues - Answers- does it make sense?
questions of syntactic cues - Answers- does it sound right? does child attempt sound
right?
Cues for graphophonic cues - Answers- does it look right? Does the Childs attempt
visually resemble, in any way, the word in the text?
Approximations - Answers- an educated guess based on what the child knows
Graphemes - Answers- written/printed representation of sound
Phoneme - Answers- smallest unit of sounds
Vowel blending - Answers- 2 vowels that appear together and represent a blending of
the sounds often associated with each letter (pour/toy)
vowel digraph - Answers- consists of two vowels that together represent one sound-
like the oa in boat that makes the long o sound.
Vowel diphthong - Answers- two vowels that produce two sounds that glide into one
another (blouse, towel)
Reading process - Answers- Refers to in-the-head actions that all readers use in order
to understand the text in front of them (the thinking the readers are engaged in)
Reading product - Answers- Students are taught skills and strategies when they are
learning to read something, they are more able to understand how those
skills/strategies again
