NYSTCE CST Multi -subject 241 . Exam Predic tor. Complete Coverage. Rated A . Alphabet recognition - ✔✔-*Can identify the letters of the alphabet* both capital and lowercase when asked to do so Alphabetic principle - ✔✔-Written language is comprised of *letters (graphemes)* that represent *sounds (phonemes)* in spoken words Analogical representations - ✔✔-*Declarative memories that preserve many of the aspects of the original stimulus* (object or event).Example: mental imagery i.e., when you recall a mental picture of what the something looked like. Analogy -based phonics - ✔✔-A strategy taught to help students *use parts of words they have learned* to attack words that are unfamiliar Anecdotal notes (records) - ✔✔-*Short written observations*made by the teacher while student's work making notes on their progress to look back at later. Anticipation guides - ✔✔-Comprehension strategy that is *used before reading to activate students' prior knowledge* and build curiosity about a new topic. They help students make connections between new information and prior knowledge. Used to motivate reluctant readers by stimulating their information Attention - ✔✔-*Focus on a stimulus.* Involved in all three memory processes: Sensory Memory, Long -
Term Memory, and Working Memory. Automaticity - ✔✔-The ability to perform thoroughly *learned t asks without much mental effort.* Examples include riding a bike and driving a car. Availability vs accessibility - ✔✔-Availability: is info *stored in long term* memory? Accessibility: *how easily* is info *retrieved*? Balanced literacy models - ✔✔-Strategies teachers use to allow for *different learning styles* Bias uncovering - ✔✔-*Question sources* writer uses, use of *fact or opinions* to support claim, what was *left out*, how they *address contrary evidence* or opinions. Blend - ✔✔-A sequence of *consonants before or after a vowel* in each syllable Bloom's 1st level - ✔✔-*Remember* (Recognizing, Recalling) Bloom's 2nd level - ✔✔-*Understand* (Interpreting, Exemplifying, Classifying, Summarizing, Inferring, Comparing, Explaining) Bloom's 3rd lev el - ✔✔-*Apply* (Executing, Implementing) Bloom's 4th level - ✔✔-*Analyze* (Differentiating, Organizing, Attributing) Bloom's 5th level - ✔✔-*Evaluate* (Checking, Critiquing) Bloom's 6th level - ✔✔-*Create* (Generating, Planning, Producing) Bloom's Q for (1) remember - ✔✔-Can the student *recall* the information? Bloom's Q for (2) understand - ✔✔-Can the student *explain* ideas or concepts? Bloom's Q for (3) apply - ✔✔-Can the student use the information in a *new way*? Bloom's Q for (4) a nalyze - ✔✔-Can the student *distinguish* between the *different parts*? Bloom's Q for (5) evaluate - ✔✔-Can the student *justify* a stand or decision? Bloom's Q for (6) create - ✔✔-Can the student *create a new product* or point of view? Bloom's tasks for (1) remember - ✔✔-Define, duplicate, list memorize, *recall*, repeat, reproduce, state Bloom's tasks for (2) understand - ✔✔-Classify, describe, discuss, *explain*, locate, recognize Bloom's tasks for (3) apply - ✔✔-Choose, *demonstrate*, dramatize, employ, illustrate, interpret, solve Bloom's tasks for (4) analyze - ✔✔-*Compare*, distinguish, examine, experiment, test, question, contrast Bloom's tasks for (5) evaluate - ✔✔-Judge, select, choose, *decide*, justify, select, support, argue, verify, di scus, criticize Bloom's tasks for (6) create - ✔✔-Construct, design, develop, predict, compose, *invent* Bottom -up processing - ✔✔-Perceiving based on noticing separate *defining features* and *assembling*them into a recognizable pattern. Also called dat a-driven. Cause -and-effect - ✔✔-Determine *why something happens* as well as the *results*. Characteristics of prose - ✔✔-*No formal arrangement* but there *may be* some sort of *rhythm* Chunking - ✔✔-*Grouping items of information*, which expands the amount of information that can be stored in short -term memory.
