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NYSTCE CST Multisubject Part 1 (241) Exam- 121 Complete Q’s and A’s
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NYSTCE CST Multisubject Part 1 (241) Exam- 121 Complete Q’s and A’s
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NYSTCE CST Multisubject Part 1(241) Exam- 121 Complete Q’s and
A’s
Phonics - -A 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 Processing - -The use of phonemes to process spoken and
written language. The broad category of phonological processing includes
phonological awareness, phonological working memory, and phonological
retrieval.
-Phonological Awareness - -Awareness 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 sound segmentation and blending at the
word, onset-rime, syllable, and phonemic levels.
-Development of Phonological Awareness - -1. 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 - -Tracking 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 - -Enjoying
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 - -Counting, 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 - -Onset 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 - -This 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: /f/ /ē/ /t/. Say it fast").
- Segment the phonemes in two- or three-sound words, moving to four- and
five- sound words as the student becomes proficient (e.g., "The word is eyes.
Stretch and say the sounds: /ī/ /z/").
- Manipulate phonemes by removing, adding, or substituting sounds (e.g.,
"Say smoke without the /m/").
Strategy: listening to alliterative passages, blending and segmenting words,
and manipulating sounds in words through substitution, deletion, and
addition of phonemics. Elkonin boxes are provided for tactile blending and
segmenting activities.
-Phonological Working Memory - -Involves storing phoneme information in a
temporary, short-term memory store. This phonemic information is then
readily available for manipulation during phonological awareness tasks.
-Phonological Retrieval - -Phonological retrieval is the ability to recall the
phonemes associated with specific graphemes, which can be assessed by
rapid naming tasks.
, -Phoneme Manipulation Task (Strategy) - -Tasks that tap into phonological
processing, such as phoneme manipulation tasks (say "cat" without the kuh),
have proven to be some of the strongest correlates and predictors of
learning to read.
-Orthographic Processing - -Defined as "the ability to form, store, and
access orthographic representations." Orthography is the methodology of
writing a language, which primarily consists of
spelling, but includes, contractions, punctuation and capitalization.
-Semantic Processing - -Encode the meaning of a word and relate it to
similar words with similar meaning.
-Syntactic Processing - -The order and arrangement of words in phrases and
sentences; you might depend in part on syntactic processing to know the
difference between "The cat is on the mat" and "The mat is on the cat."
-Discourse Processing - -Focus on the ways in which readers and listeners
comprehend language.
-Development of Oral Language - -1. Cooing
2. Babbling
3. One-Word Stage
4. Telegraphic Stage
5. Beginning Oral Fluency
-1. Cooing - -As early as six weeks, infants begin to make cooing sounds,
resemble vowel sounds. Children are learning to make sounds by
manipulating their tongues, mouths, and breathing.
-2. Babbling - -Around 4-6 mo, they begin to babble making repeated
consonant-vowel sounds. More complex babbling develops around 8-10 mo.
-3. One-Word Stage - -Around 1 yr, children begin to produce word-like
units. Known as idiomorphs (invented word). Use a stable language unit to
communicate meaning.
-4. Telegraphic Stage - -Toddlers string several words together. i.e. "go bye-
bye" or "cookie all gone"
-5. Beginning Oral Fluency - -By age 3-4, children are moderately fluent in
language used at home.
-Development of Reading - -1. Emerging pre-reader (6 mo to 6 yrs)
2. Novice reader (6-7 yrs)
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