NYSTCE CST Multisubject Part 1 (241)
NYSTCE CST Multisubject Part 3 (245)
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Phonics - 🧠 ANSWER ✔✔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 - 🧠 ANSWER ✔✔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 - 🧠 ANSWER ✔✔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 - 🧠 ANSWER ✔✔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 - 🧠 ANSWER ✔✔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 - 🧠 ANSWER
✔✔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.)
Syllable awareness - 🧠 ANSWER ✔✔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.)
Onset and rime manipulation - 🧠 ANSWER ✔✔Onset is the initial
consonant in a one-syllable word. Rime includes the remaining sounds,
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STATEMENT. ALL RIGHTS RESERVED
3
, 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.
Phonemic awareness - 🧠 ANSWER ✔✔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").
NYSTCE CST Multisubject Part 3 (245)
2025 Expert Verified | Ace the Test
Phonics - 🧠 ANSWER ✔✔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 - 🧠 ANSWER ✔✔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 - 🧠 ANSWER ✔✔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 - 🧠 ANSWER ✔✔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 - 🧠 ANSWER ✔✔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 - 🧠 ANSWER
✔✔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.)
Syllable awareness - 🧠 ANSWER ✔✔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.)
Onset and rime manipulation - 🧠 ANSWER ✔✔Onset is the initial
consonant in a one-syllable word. Rime includes the remaining sounds,
COPYRIGHT©NINJANERD 2025/2026. YEAR PUBLISHED 2025. COMPANY REGISTRATION NUMBER: 619652435. TERMS OF USE. PRIVACY
STATEMENT. ALL RIGHTS RESERVED
3
, 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.
Phonemic awareness - 🧠 ANSWER ✔✔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").
