NYSTCE CST Multisubject Part 1 (241) Already Passed 2023

Phonics - ANSWERSA method of teaching students to read by correlating sounds with letters or groups of letters in an alphabetic writing system. Children are taught, for example, that the letter n represents the sound /n/, and that it is the first letter in words such as nose, nice and new. Phonological Awareness - ANSWERSAwareness of the sound structure of a language and the ability to consciously analyze and manipulate this structure via a range of tasks, such as speech Phonological Processing - ANSWERSThe use of phonemes to process spoken and written language. The broad category of phonological processing includes phonological awareness, phonological working memory, and phonological retrieval. sound segmentation and blending at the word, onset-rime, syllable, and phonemic levels. Development of Phonological Awareness - ANSWERS1. Word awareness 2. Responsiveness to rhyme and alliteration during word play 3. Syllable awareness 4. Onset and rime manipulation 5. Phoneme awareness 1. Word awareness - ANSWERSTracking the words in sentences. Knowledge that words have meaning. (less important to teach directly) Strategy: read-aloud, alphabet chants, high-frequency word books 2. Responsiveness to rhyme and alliteration during word play - ANSWERSEnjoying and reciting learned rhyming words or alliterative phrases in familiar storybooks or nursery rhymes. Strategy: poetry books, alphabet chants, picture flashcards w/ objects whose names rhyme. (Flashcards can be used in sorting and classifying activities.) 3. Syllable awareness - ANSWERSCounting, tapping, blending, or segmenting a word into syllables. Strategy: Flashcards w/ objects whose names contain different numbers of syllables. (Flashcards can be used in sorting activity.) 4. Onset and rime manipulation - ANSWERSOnset is the initial consonant in a one-syllable word. Rime includes the remaining sounds, including the vowel and any sounds that follow. The ability to produce a rhyming word depends on understanding that rhyming words have the same rime. Recognizing a rhyme is much easier than producing a rhyme. Strategy: Blending and substitution activities. 5. Phonemic awareness - ANSWERSThis is the student's awareness of the smallest units of sound in a word. It also refers to a student's ability to segment, blend, and manipulate these units. - Identify and match the initial sounds in words, then the final and middle sounds (e.g., "Which picture begins with /m/?"; "Find another picture that ends in /r/"). - Segment and produce the initial sound, then the final and middle sounds (e.g., "What sound does zoo start with?"; "Say the last sound in milk"; "Say the vowel sound in rope"). - Blend sounds into words (e.g., "Listen: /