NYSTCE CST 245 EXAMINATION TEST
SOLVED QUESTIONS AND COURSE NOTES
GRADED A+ 2026.
⫸ written or oral retelling. Ans: helps teachers assess a student's
reading comprehension level by checking for literal and inferential
understanding. Focus with recall question, clarifying, extending,
raising the level of questioning
⫸ lack of comprehension. Ans: if students have trouble summarizing
the test, it usually means this
⫸ Affixes. Ans: word parts that are "fixed to" either the beginnings
of words (prefixes) or the ending of words (suffixes). The word
disrespectful has two affixes, a prefix (dis-) and a suffix (-ful).
⫸ Analogy-based phonics. Ans: in this approach, children are taught
to use parts of words they have already learned to read and decode
words they don't know. They apply this strategy when the words share
similar parts in their spellings, for example, reading "screen" by
analogy to "green." Children may be taught a large set of key words
for use in reading new words.
⫸ Analytic phonics. Ans: in this approach, children learn to analyze
letter-sound relationships in previously learned words. They do not
pronounce sounds in isolation.
,⫸ Automaticity. Ans: any skilled and complex behavior that can be
performed rather easily with little attention, effort, or conscious
awareness. These skills become automatic after extended periods of
training. With practice and good instruction, students become
automatic at word recognition, that is, retrieving words from memory,
and are able to focus attention on constructing meaning from the text,
rather than decoding.
⫸ Base words. Ans: words from which many other words are
formed.
⫸ Comprehension strategy instruction. Ans: the explicit teaching of
techniques that are particularly effective for comprehension strategy
instruction. The steps of explicit instruction include direct
explanation, teacher modeling ("think aloud"), guided practice, and
application. Some strategies include direct explanation (the teacher
explains to students why the strategy helps comprehension and when
to apply the strategy), modeling (the teacher models, or demonstrates,
how to apply the strategy, usually by "thinking aloud" while reading
the text that the students are using), guided practice (the teacher
guides and assists students as they learn how and when to apply the
strategy) and application (the teacher helps students practice the
strategy until they can apply it independently).
⫸ Fluency. Ans: the ability to read a text accurately, quickly, and
with proper expression and comprehension. Because fluent readers do
not have to concentrate on decoding words, they can focus their
attention on what the text means.
,⫸ Metacognition. Ans: the process of "thinking about thinking."
⫸ Pre reading. Ans: All knowledge, skills and experience that come
before conventional literacy. Students gain oral vocabulary, learn
sentence structure, develop phonological awareness
⫸ Phoneme. Ans: the smallest units of sound that change the
meanings of spoken words
⫸ Phoneme addition. Ans: in this activity, children make a new word
by adding a phoneme to an existing word. (Teacher: What word do
you have if you add /s/ to the beginning of park? Children: spark.)
⫸ Phoneme blending. Ans: in this activity, children learn to listen to
a sequence of separately spoken phonemes, and then combine the
phonemes to form a word. (Teacher: What word is /b/ /i/ /g/?
Children: /b/ /i/ /g/ is big.)
⫸ Phoneme categorization. Ans: in this activity, children recognize
the word in a set of three or four words that has the "odd" sound.
(Teacher: Which word doesn't belong? bun, bus, rug. Children: Rug
does not belong. It doesn't begin with a /b/.)
⫸ Phoneme deletion. Ans: in this activity, children learn to recognize
the word that remains when a phoneme is removed from another
, word. (Teacher: What issmile without the /s/? Children: Smile without
the /s/ is mile.)
⫸ Phoneme identity. Ans: in this activity, children learn to recognize
the same sounds in different words. (Teacher: What sound is the same
in fix, fall, andfun? Children: The first sound, /f/, is the same.)
⫸ Phoneme isolation. Ans: in this activity, children learn to
recognize and identify individual sounds in a word. (Teacher: What is
the first sound in van? Children: The first sound in van is /v/.)
⫸ Phoneme segmentation. Ans: in this activity, children break a
word into its separate sounds, saying each sound as they tap out or
count it. (Teacher: How many sounds are in grab? Children: /g/ /r/ /a/
/b/. Four sounds.)
⫸ Phoneme substitution. Ans: in this activity, children substitute one
phoneme for another to make a new word. (Teacher: The word is bug.
Change /g/ to /n/. What's the new word? Children: bun.)
⫸ Phonemic awareness. Ans: the ability to notice, think about, and
work with the individual sounds in spoken words. An example of how
beginning readers show us they have phonemic awareness is
combining or blending the separate sounds of a word to say the word
("/c/ /a/ /t/ - cat.")
⫸ Synthetic phonics. Ans: in this instructional approach, children
learn how to convert letters or letter combinations into a sequence of
SOLVED QUESTIONS AND COURSE NOTES
GRADED A+ 2026.
⫸ written or oral retelling. Ans: helps teachers assess a student's
reading comprehension level by checking for literal and inferential
understanding. Focus with recall question, clarifying, extending,
raising the level of questioning
⫸ lack of comprehension. Ans: if students have trouble summarizing
the test, it usually means this
⫸ Affixes. Ans: word parts that are "fixed to" either the beginnings
of words (prefixes) or the ending of words (suffixes). The word
disrespectful has two affixes, a prefix (dis-) and a suffix (-ful).
⫸ Analogy-based phonics. Ans: in this approach, children are taught
to use parts of words they have already learned to read and decode
words they don't know. They apply this strategy when the words share
similar parts in their spellings, for example, reading "screen" by
analogy to "green." Children may be taught a large set of key words
for use in reading new words.
⫸ Analytic phonics. Ans: in this approach, children learn to analyze
letter-sound relationships in previously learned words. They do not
pronounce sounds in isolation.
,⫸ Automaticity. Ans: any skilled and complex behavior that can be
performed rather easily with little attention, effort, or conscious
awareness. These skills become automatic after extended periods of
training. With practice and good instruction, students become
automatic at word recognition, that is, retrieving words from memory,
and are able to focus attention on constructing meaning from the text,
rather than decoding.
⫸ Base words. Ans: words from which many other words are
formed.
⫸ Comprehension strategy instruction. Ans: the explicit teaching of
techniques that are particularly effective for comprehension strategy
instruction. The steps of explicit instruction include direct
explanation, teacher modeling ("think aloud"), guided practice, and
application. Some strategies include direct explanation (the teacher
explains to students why the strategy helps comprehension and when
to apply the strategy), modeling (the teacher models, or demonstrates,
how to apply the strategy, usually by "thinking aloud" while reading
the text that the students are using), guided practice (the teacher
guides and assists students as they learn how and when to apply the
strategy) and application (the teacher helps students practice the
strategy until they can apply it independently).
⫸ Fluency. Ans: the ability to read a text accurately, quickly, and
with proper expression and comprehension. Because fluent readers do
not have to concentrate on decoding words, they can focus their
attention on what the text means.
,⫸ Metacognition. Ans: the process of "thinking about thinking."
⫸ Pre reading. Ans: All knowledge, skills and experience that come
before conventional literacy. Students gain oral vocabulary, learn
sentence structure, develop phonological awareness
⫸ Phoneme. Ans: the smallest units of sound that change the
meanings of spoken words
⫸ Phoneme addition. Ans: in this activity, children make a new word
by adding a phoneme to an existing word. (Teacher: What word do
you have if you add /s/ to the beginning of park? Children: spark.)
⫸ Phoneme blending. Ans: in this activity, children learn to listen to
a sequence of separately spoken phonemes, and then combine the
phonemes to form a word. (Teacher: What word is /b/ /i/ /g/?
Children: /b/ /i/ /g/ is big.)
⫸ Phoneme categorization. Ans: in this activity, children recognize
the word in a set of three or four words that has the "odd" sound.
(Teacher: Which word doesn't belong? bun, bus, rug. Children: Rug
does not belong. It doesn't begin with a /b/.)
⫸ Phoneme deletion. Ans: in this activity, children learn to recognize
the word that remains when a phoneme is removed from another
, word. (Teacher: What issmile without the /s/? Children: Smile without
the /s/ is mile.)
⫸ Phoneme identity. Ans: in this activity, children learn to recognize
the same sounds in different words. (Teacher: What sound is the same
in fix, fall, andfun? Children: The first sound, /f/, is the same.)
⫸ Phoneme isolation. Ans: in this activity, children learn to
recognize and identify individual sounds in a word. (Teacher: What is
the first sound in van? Children: The first sound in van is /v/.)
⫸ Phoneme segmentation. Ans: in this activity, children break a
word into its separate sounds, saying each sound as they tap out or
count it. (Teacher: How many sounds are in grab? Children: /g/ /r/ /a/
/b/. Four sounds.)
⫸ Phoneme substitution. Ans: in this activity, children substitute one
phoneme for another to make a new word. (Teacher: The word is bug.
Change /g/ to /n/. What's the new word? Children: bun.)
⫸ Phonemic awareness. Ans: the ability to notice, think about, and
work with the individual sounds in spoken words. An example of how
beginning readers show us they have phonemic awareness is
combining or blending the separate sounds of a word to say the word
("/c/ /a/ /t/ - cat.")
⫸ Synthetic phonics. Ans: in this instructional approach, children
learn how to convert letters or letter combinations into a sequence of
