NES Elementary Education Subtest 1 Practice Test Questions and Answers

NES Elementary Education Subtest 1 Practice Test Questions and Answers Critical stage of language development between birth and the early elementary school years where children develop skills important for conventional literacy - ANSWER Emergent Literacy LEA - ANSWER Language Experience Approach discriminative listening - ANSWER Singling out one sound from a noisy environment aesthetic listening - ANSWER Listening that is performed for enjoyment and pleasure critical listening - ANSWER to evaluate a message efferent listening - ANSWER Listening to understand a message phoneme - ANSWER in language, the smallest distinctive sound unit graphemes - ANSWER a written symbol that is used to represent speech orthography - ANSWER a method of representing the sounds of a language by written or printed symbols A is a basic unit of speech sounds that can be divided into two parts—onsets and rimes. - ANSWER syllable onset - ANSWER the consonant sound that precedes the vowel of the syllable rime - ANSWER the vowel and any consonant sound that follows the onset. Standard American English contains about basic phonemes, although differences in regional pronunciation and dialect can generate more. - ANSWER 42 is a term used to characterize the knowledge that emergent readers have about how printed language works and how print can be used to represent language. - ANSWER Concepts of print Concepts of print are fundamental understandings important to becoming literate and include literacy conventions such as - ANSWER Holding a book the right way Turning the pages from right to left Knowing where to begin reading on a page Moving one's eyes from left to right and then to going back to the beginning of the next line down Knowing that pages are read from top to bottom Understanding that books have a front and back ANSWER Model what readers do when they read a text aloud. Point to words as they read. Explain what the punctuation is for. Encourage students to take part in the reading activity (pointing to the words, or turning the pages). , the idea that written letters and letter patterns can be used to represent speech sounds. - ANSWER the alphabetic principle automaticity - ANSWER the ability to recognize words quickly, effortlessly, and accurately Competency 2 - ANSWER requires an understanding of effective instruction in phonics and word analysis skills to support the development of reading fluency. prosody - ANSWER the study of poetic meter and the art of versification Systematic sight word instruction - ANSWER is focused on promoting students' automatic recognition of words that occur with the highest frequency in texts, including words that follow regular phonics patterns as well as those that do not. morpheme - ANSWER in language, the smallest unit that carries meaning Basic syllable patterns (7) - ANSWER closed (bad), open (hi), vowel- consonant-silent e (bike), vowel teams (loan), r-controlled (car), consonant - le (table), others (sion, tion, ture, etc) prosodic - ANSWER of or relating to the rhythmic aspect of language or to the suprasegmental phonemes of pitch and stress and juncture and nasalization and voicing Prosodic Reading - ANSWER Reading with expression Teachers can use three key indicators of fluency to assess students' fluency development - ANSWER Accuracy Rate Prosody Choral Reading - ANSWER All students, directed by the teacher or another student, read aloud together as a choir would sing together. Echo reading. - ANSWER The teacher or a skilled student partner reads a text aloud sentence-by-sentence or line-by-line (in poetry), and has students chorally mimic his or her style. Repeated reading. - ANSWER Students read a passage several times as their teacher offers suggestions of areas for improvement (e.g., accuracy, rate, rhythm, intonation, phrasing). Paired reading. - ANSWER One student reads the text silently and then reads the passage aloud to his or her partner. The listener offers constructive feedback and the reader reads the text a second time. Competency 3 - ANSWER addresses the instructional strategies and skills that research identifies as effective in teaching reading comprehension and vocabulary. words are basic words which are usually learned at home or in a student's community - ANSWER Tier I words are a large group of high frequency words which often appear in different contexts and can serve students in important ways - ANSWER Tier II words are used with lower frequency but are important in the context of content areas or are domain-specific words - ANSWER Tier III Competency 4 - ANSWER addresses the idea that there are different types of texts and graphic resources. Different texts and graphic resources are used for a variety of and teachers must offer experiences with a wide assortment of text in reading instruction to help students develop into capable readers. There are five organizational patterns common to information texts: - ANSWER description, sequence, comparison, cause-and-effect, and problem-solution. student differentiates between the types of questions asked and seeks answers that satisfy literal, inferential, or evaluative comprehension questions. Raphael's four types of questions are: - ANSWER Right there questions. These are answers to literal questions students will find right in the text. Think and search questions. Answers that students will find in the text but will need to hunt for them. Often, these are inferential questions. Author and me questions. These questions are a combination of ideas the author shares and some the reader thinks of. These questions are inferential and applied. On my own questions. Answers for these questions require that readers critically analyze what is read, draw some conclusions, and come up with applied, evaluative responses.