Bottom-up processing - ANSWER-Perceiving based on noticing separate *defining features* and *assembling*them into a recognizable pattern. Also called data-driven.
Cause-and-effect - ANSWER-Determine *why something happens* as well as the *results*.
Characteristics of prose - ANSWER-*No formal...
nystce cst multi subject 241 exam questions with c
nystce cst multi subject 241 exam questions stuvia
bottom up processing answer perceiving based on
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NYSTCE CST Multi-subject 241
NYSTCE CST Multi-subject 241
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NYSTCE CST Multi-subject 241 Exam Questions With Correct Answers Latest Update
Alphabet recognition - ANSWER-*Can identify the letters of the alphabet* both capital and lowercase when asked to do so
Alphabetic principle - ANSWER-Written language is comprised of *letters (graphemes)* that represent *sounds (phonemes)* in spoken words
Analogical representations - ANSWER-*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 - ANSWER-A strategy taught to help students *use parts of words they have learned* to attack words that are unfamiliar
Anecdotal notes (records) - ANSWER-*Short written observations*made by the teacher while student's work making notes on their progress to look back at later.
Anticipation guides - ANSWER-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 - ANSWER-*Focus on a stimulus.* Involved in all three memory processes: Sensory Memory, Long-Term Memory, and Working Memory.
Automaticity - ANSWER-The ability to perform thoroughly *learned tasks without much mental effort.* Examples include riding a bike and driving a car. Availability vs accessibility - ANSWER-Availability: is info *stored in long term* memory?
Accessibility: *how easily* is info *retrieved*?
Balanced literacy models - ANSWER-Strategies teachers use to allow for *different learning styles*
Bias uncovering - ANSWER-*Question sources* writer uses, use of *fact or opinions* to support claim, what was *left out*, how they *address contrary evidence* or opinions.
Blend - ANSWER-A sequence of *consonants before or after a vowel* in each syllable
Bloom's Taxonomy 1st level - ANSWER-*Remember* (Recognizing, Recalling)
Bloom's Taxonomy 2nd level - ANSWER-*Understand* (Interpreting, Exemplifying, Classifying, Summarizing, Inferring, Comparing, Explaining)
Bloom's Taxonomy 3rd level - ANSWER-*Apply* (Executing, Implementing)
Bloom's Taxonomy 4th level - ANSWER-*Analyze* (Differentiating, Organizing, Attributing)
Bloom's Taxonomy 5th level - ANSWER-*Evaluate* (Checking, Critiquing)
Bloom's Taxonomy 6th level - ANSWER-*Create* (Generating, Planning, Producing)
Bloom's Q for (1) remember - ANSWER-Can the student *recall* the information?
Bloom's Q for (2) understand - ANSWER-Can the student *explain* ideas or concepts?
Bloom's Q for (3) apply - ANSWER-Can the student use the information in a *new way*? Bloom's Q for (4) analyze - ANSWER-Can the student *distinguish* between the *different parts*?
Bloom's Q for (5) evaluate - ANSWER-Can the student *justify* a stand or decision?
Bloom's Q for (6) create - ANSWER-Can the student *create a new product* or point of view?
Bottom-up processing - ANSWER-Perceiving based on noticing separate *defining features* and *assembling*them into a recognizable pattern. Also called data-driven.
Cause-and-effect - ANSWER-Determine *why something happens* as well as the *results*.
Characteristics of prose - ANSWER-*No formal arrangement* but there *may be* some sort of *rhythm*
Chunking - ANSWER-*Grouping items of information*, which expands the amount of information that can be stored in short-term memory.
Closed word sort - ANSWER-The *teacher defines the process* for categorizing the words. This requires students to engage in critical thinking as they examine sight vocabulary, corresponding concepts, or word structure.
Cloze exercise - ANSWER-Involves getting students to *fill in words deliberately omitted* from a passage of text; assists students in the predictions and the use of context clues.
Code - ANSWER-*Notes made on the reading* that highlight *passages that "speak"* to
them personally
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