NYSTCE CST Multisubject Part 1 (241)
Exam Questions & Answers (Grade
A+)
Phonics -
correct 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 -
correct 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 -
correct 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 -
correct answer ✅1. Word awareness
2. Responsiveness to rhyme and alliteration during word play
,NYSTCE CST Multisubject Part 1 (241)
Exam Questions & Answers (Grade
A+)
3. Syllable awareness
4. Onset and rime manipulation
5. Phoneme awareness
1. Word awareness -
correct 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 -
correct 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.)
,NYSTCE CST Multisubject Part 1 (241)
Exam Questions & Answers (Grade
A+)
3. Syllable awareness -
correct 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.)
4. Onset and rime manipulation -
correct answer ✅Onset is the initial consonant in a one-syllable
word. Rime includes the remaining sounds, 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.
5. Phonemic awareness -
correct answer ✅This is the student's awareness of the smallest
, NYSTCE CST Multisubject Part 1 (241)
Exam Questions & Answers (Grade
A+)
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").
- Segment the phonemes in two- or three-sound words, moving to
four- and five- sound words as the student becomes proficient (e.g.,
"The word is eyes. Stretch and say the sounds: /ī/ /z/").
- Manipulate phonemes by removing, adding, or substituting
sounds (e.g., "Say smoke without the /m/").
Exam Questions & Answers (Grade
A+)
Phonics -
correct 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 -
correct 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 -
correct 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 -
correct answer ✅1. Word awareness
2. Responsiveness to rhyme and alliteration during word play
,NYSTCE CST Multisubject Part 1 (241)
Exam Questions & Answers (Grade
A+)
3. Syllable awareness
4. Onset and rime manipulation
5. Phoneme awareness
1. Word awareness -
correct 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 -
correct 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.)
,NYSTCE CST Multisubject Part 1 (241)
Exam Questions & Answers (Grade
A+)
3. Syllable awareness -
correct 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.)
4. Onset and rime manipulation -
correct answer ✅Onset is the initial consonant in a one-syllable
word. Rime includes the remaining sounds, 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.
5. Phonemic awareness -
correct answer ✅This is the student's awareness of the smallest
, NYSTCE CST Multisubject Part 1 (241)
Exam Questions & Answers (Grade
A+)
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").
- Segment the phonemes in two- or three-sound words, moving to
four- and five- sound words as the student becomes proficient (e.g.,
"The word is eyes. Stretch and say the sounds: /ī/ /z/").
- Manipulate phonemes by removing, adding, or substituting
sounds (e.g., "Say smoke without the /m/").
