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nystce 211 Exam Questions And Answers.
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nystce 211 Exam Questions And Answers.
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nystce 211 Exam Questions AndAnswers
Emergent \literacy \- \correct \Answers \✔✔ \-what \children \do \to \learn \how \to \read \and \write, \what
\a \child \knows \about \reading \and \writing \before \learning, \continues \early \and \keeps \going. \
Authentic \experiences \exposes \children \to \language \and \it \is \critical \in \his \stage
Cues \- \correct \Answers \✔✔ \-readers \use \these \to \construct \meaning
Semantic \cues \- \correct \Answers \✔✔ \-"meaning \cues". \Help \readers \understand \what \language \
means \(symbols, \sounds, \pictures, \word \phrases, \etc)
Syntactic \cues \- \correct \Answers \✔✔ \-This \helps \readers \understand \structure. \Structure \cues \
that \help \readers \understand \how \words \are \organized \into \patterns.
Graphophonic \Cues \- \correct \Answers \✔✔ \-Letter \and \sound \cues \that \help \readers \identify \
individual \letters \or \patterns \or \clusters \of \letters \such \as \root \and \whole \words.
Conventions \of \print \- \correct \Answers \✔✔ \-print \cues \that \enable \readers \to \follow \print
Pragmatic \cues \- \correct \Answers \✔✔ \-Social \and \cultural \functions \of \language \for \different \
purposes. \Different \language \based \on \who \we \are \speaking \to.
Strategies \for \applying \cues \- \correct \Answers \✔✔ \-Sampling; \reading \or \listening
Predicting; \making \an \educated \guess
Confirming; \using \text \into \to \confirm \predictions \
self-correcting; \using \text \info \to \correct \an \initial \prediction \that \was \proven \incorrect
Why \is \an \assessment \collected? \- \correct \Answers \✔✔ \-To \determine \how \well \students \are \
progressing \with \respect \to \specific \aspect \of \learning \
to \help \students \tale \ownership \of \learning \
to \demonstrate \the \effectiveness \of \your \job
, Formative \assessment \- \correct \Answers \✔✔ \-ongoing \and \provides \immediate \feedback \to \
improve \both \teaching \and \learning. \Authentic \based \on \literacy \activities \children \are \engaged \
in. \Informs \teachers \and \learners, \identify \skills \that \need \review, \monitor \student \progress, \
guide \teacher \instruction, \demonstrate \effectiveness \of \instruction.
What \are \some \types \of \formative \assessments? \- \correct \Answers \✔✔ \-Teacher \observations, \
anecdotal \records, \conferences \and \conference \notes, \checklists, \running \records \and \retellings
summative \assessment \examples \- \correct \Answers \✔✔ \-end-of-book \tests, \end-of-unit \tests, \
standardized \tests, \district \assessments
Combination \of \assessment \tools \- \correct \Answers \✔✔ \-improve \fairness \and \effectiveness \of \
classroom \literacy \assessment, \and \develop \a \deep \understanding \of \learners
Independent \reading \level \- \correct \Answers \✔✔ \-accuracy \rate \is \95-100%. \The \students \reading
\is \fluent \and \they \can \comprehend \what \they \read.
instructional \reading \level \- \correct \Answers \✔✔ \-read \and \understand \books \at \their \
instructional \level \with \support \from \teacher \and \use \of \instructional \strategies, \recognize \most \
words \and \reading \won't \always \be \fluent. \Children \comprehend \what \they \read.
Observations \- \correct \Answers \✔✔ \-Ability \to \make \patterns \and \relationships \without \
judgement, \describe \what \can \be \seen.
CAP \- \correct \Answers \✔✔ \-Concepts \of \print
Onset \- \correct \Answers \✔✔ \-Consonant \before \the \vowel
Rime \- \correct \Answers \✔✔ \-Patterns \following \onset, \beginning \with \first \vowel
Consonant \digraph \- \correct \Answers \✔✔ \-When \two \consonants \come \together \to \make \a \
brand \new \sound \(ch)
Running \record \- \correct \Answers \✔✔ \-formative \assessment \used \to \determine \appropriate \level
\of \text \difficulty \and \to \record \what \the \child \does \when \reading \continuous \text. \Contains \
most \helpful \insights \on \strategies \a \child \is \using \to \reconstruct \meaning \and \what \needs \to \
be \taught/learned \next.
Miscues \- \correct \Answers \✔✔ \-Deviations \from \the \text
Questions \for \semantic \cues \- \correct \Answers \✔✔ \-does \it \make \sense?
questions \of \syntactic \cues \- \correct \Answers \✔✔ \-does \it \sound \right? \does \child \attempt \sound
\right?
Cues \for \graphophonic \cues \- \correct \Answers \✔✔ \-does \it \look \right? \Does \the \Childs \attempt \
visually \resemble, \in \any \way, \the \word \in \the \text?
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