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NYSTCE Multi-Subject CST ELA Questions And Answers. NYSTCE Multi-Subject CST ELA Questions And Answers. NYSTCE Multi-Subject CST ELA Questions And Answers. NYSTCE Multi-Subject CST ELA Questions And Answers.

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  • August 24, 2024
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NYSTCE Multi-Subject CST ELA
Questions And Answers




Prereading \- \correct \Answers \✔✔ \-All \knowledge, \skills \and \experience \that \come \before \
conventional \literacy. \Students \gain \oral \vocabulary, \learn \sentence \structure, \develop \
phonological \awareness

Running \record \- \correct \Answers \✔✔ \-An \assessment \which \measures \a \child' \fluency \during \
oral \reading

Balanced \Literacy \Models \- \correct \Answers \✔✔ \-strategies \teachers \use \to \allow \for \different \
learning \styles

Phonological \awareness \- \correct \Answers \✔✔ \-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 \- \correct \Answers \✔✔ \-in \a \spoken \language, \the \smallest \distinctive \sound \unit

Phonemic \Awareness \- \correct \Answers \✔✔ \-The \ability \to \hear, \identify,and \manipulate \the \
individual \sounds, \phonemes, \in \oral \language.

5 \Major \Types \of \Tasks \to \develop \Phonemic \Awareness \- \correct \Answers \✔✔ \-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 \- \correct \Answers \✔✔ \-Understanding \how \text \works \to \communicate \a \
message. \Includes \handing \of \books \and \orientation \of \text.

Ways \to \facilitate \print \concepts \- \correct \Answers \✔✔ \-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 \- \correct \Answers \✔✔ \-student \understands \the \direction \of \the \text

Alphabet \Recognition \- \correct \Answers \✔✔ \-being \able \to \identify \the \letters \of \the \alphabet \
both \capital \and \lowercase \when \asked \to \do \so

Alphabetic \principle \- \correct \Answers \✔✔ \-the \relationship \between \letters \or \combinations \of \
letters \(graphemes) \and \sounds \(phonemes)

Letter-sound \correspondence \- \correct \Answers \✔✔ \-refers \to \the \identification \of \sounds \
associated \with \individual \letters \and \letter \combination.

Short \Vowel \sounds \- \correct \Answers \✔✔ \-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 \- \correct \Answers \✔✔ \-n. \A \union \of \two \characters \representing \a \single \sound.

Diphthong \- \correct \Answers \✔✔ \-n. \The \sound \produced \by \combining \two \vowels \in \to \a \
single \syllable \or \running \together \the \sounds.

CVC \- \correct \Answers \✔✔ \-consonant-vowel-consonant \pattern \which \produces \a \short \vowel \
sound \or \a \closed \syllable.

Consonant \Clusters \- \correct \Answers \✔✔ \-- \also \called \blends

- \Consonants \that \occur \side \by \side \within \the \same \

syllable.

-No \intervening \vowel \sound

Phonics \- \correct \Answers \✔✔ \-teaching \reading \by \training \beginners \to \associate \letters \with \
their \sound \values

Phonograms \- \correct \Answers \✔✔ \-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 \- \correct \Answers \✔✔ \-the \part \of \a \syllable \(or \the \one-syllable \word) \that \comes \before
\the \vowel \(e.g., \str \in \string)


Rime \- \correct \Answers \✔✔ \-The \vowel \and \the \ending \consonants \after \the \onset

, Semantic \Cues \- \correct \Answers \✔✔ \-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 \- \correct \Answers \✔✔ \-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 \- \correct \Answers \✔✔ \-surrounding \words \that \help \you \figure \out \the \meaning \
of \unfamiliar \words

Syllabication \- \correct \Answers \✔✔ \-the \ability \to \conceptualize \and \separate \words \into \their \
basic \pronunciation \components.

word \structure \- \correct \Answers \✔✔ \-The \way \in \which \the \parts \of \a \word \are \arranged \
together-used \to \determine \a \word's \meaning

syllabication \rules \- \correct \Answers \✔✔ \-rules \for \forming/dividing \words \into \syllables

syllabication \rules \- \correct \Answers \✔✔ \-. \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 \- \correct \Answers \✔✔ \-Two \or \more \words \combined \to \create \a \new \word.

prefix \- \correct \Answers \✔✔ \-a \syllable \or \word \that \comes \before \a \root \word \to \change \its \
meaning

Suffix \- \correct \Answers \✔✔ \-a \group \of \letters \placed \at \the \end \of \a \word \to \change \its \
meaning

Inflectional \suffixes \- \correct \Answers \✔✔ \-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 \- \correct \Answers \✔✔ \-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: \

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