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NYSTCE Multi-Subject CST (221.222.245) Exam/381 Questions and Answers
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NYSTCE Multi-Subject CST (221.222.245) Exam/381 Questions and Answers
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NYSTCE Multi-Subject CST (221.222.245)Exam/381 Questions and Answers
Prereading - - All knowledge, skills and experience that come before
conventional literacy. Students gain oral vocabulary, learn sentence
structure, develop phonological awareness
-Running record - - An assessment which measures a child' fluency during
oral reading
-Phonological awareness - - an awareness of 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.
-Phonemic Awareness - - The ability to hear, identify, and manipulate the
individual sounds, in oral language.
-5 Major Types of Tasks to develop Phonemic Awareness - - 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 - - Understanding how text works to communicate a
message. Includes handing of books and orientation of text.
-Ways to facilitate print concepts - - 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.
-Alphabet Recognition - - being able to identify the letters of the alphabet
both capital and lowercase when asked to do so
-Alphabetic principle - - the relationship between letters or combinations of
letters (graphemes) and sounds (phonemes)
, -Short Vowel sounds - - 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 - - n. A union of two characters representing a single sound.
-Diphthong - - n. The sound produced by combining two vowels in to a
single syllable or running together the sounds.
-CVC - - consonant-vowel-consonant pattern which produces a short vowel
sound or a closed syllable.
-Consonant Clusters - - - also called blends
- Consonants that occur side by side within the same
syllable.
-No intervening vowel sound
-Phonics - - the study of the sounds of the letters of the alphabet
-Phonograms - - 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 - - the part of a syllable that comes before the vowel (e.g., str in
string)
-Rime - - The vowel and the ending consonants after the onset
-Semantic Cues - - 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 - - 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 - - surrounding words that help you figure out the meaning
of unfamiliar words
-prefix - - a syllable or word that comes before a root word to change its
meaning
, -Suffix - - a group of letters placed at the end of a word to change its
meaning
-Inflectional suffixes - - 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 - - 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.
-Reading Fluency - - 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.
-domain-Specific vocabulary words - - Teacher discusses these when
reading nonfiction in order to develop content clues
-Visual Clues - - helps students construct meaning from unfamiliar text
-Context clues - - Clues in surrounding text that help the reader determine
the meaning of an unknown word.
-Picture walk - - A visual clues strategy. Before reading a picture book,
teacher invites students to look at the pictures and try to form an idea about
the story. After text is read, discuss the predictions and how they compared
to the actual text
-Cloze exercise - - A context clues strategy. An activity in which students
replace words that have been deleted from a text.
-Prior Knowledge - - learner's preexisting attitudes, experiences, and
knowledge:
-Schema - - an internal representation of the world. Needs to be activated
before learning something new. K-W-L charts are examples. Field trips and
hands-on experiences help to increase prior knowledge.
used in Jean piaget theory
-Think-aloud - - A modeling activity in which the teacher verbalizes the
teacher's thoughts while reading; used to model ways in which skilled
readers make predictions, use visualization, related prior knowledge, and
monitor and self-correct their comprehensions.
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