NYSTCE Multi-Subject CST ELA Exam
Questions and Answers 100% Correct
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
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.
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. Note:
Words that are phonically irregular or are important to learn before students have the
skills to decode them are often taught as sight words.
Dolch List - ANSWER-A list of frequently used words compiled by Edward William
Dolch, PhD, a major proponent of the "whole-word" method of beginning reading
instruction. Goes up to 3rd grade
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.
Questions and Answers 100% Correct
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
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.
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. Note:
Words that are phonically irregular or are important to learn before students have the
skills to decode them are often taught as sight words.
Dolch List - ANSWER-A list of frequently used words compiled by Edward William
Dolch, PhD, a major proponent of the "whole-word" method of beginning reading
instruction. Goes up to 3rd grade
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.
