NYSTCE CST MULTISUBJECT PART 1
(241), NYSTCE CST MULTISUBJECT
PART 3 (245) 2026/2027 ACTUAL
QUESTIONS WITH VERIFIED ANSWERS.
Act it Out - correct answer-Students can take turns acting out
one of the vocabulary words, while the other students guess
the word. In order for charades with vocabulary words to work,
students need some basis in the vocabulary, so teachers
should schedule the game of charades a few days after
students first get their vocabulary words.
Word Walls - correct answer-- Provide an approach to
meaningful teaching of vocabulary
with an emphasis on student engagement and higher level
thinking skills;
- Build vocabulary, thereby improving reading comprehension
and writing style;
- Reinforce understanding of subject-specific terminology with a
focus on students internalizing key concepts;
- Help students improve spelling and awareness of spelling
patterns;
- Provide visual cues for students;
- Encourage increased student independence when reading
,and writing.
Teachers can use a word wall for individual, small group, or
whole class activities.
Bridging - correct answer-Establishing a link between the
students prior knowledge and the material. Strategies: Think-
pair-share, quick-writes, and anticipatory charts.
Schema-Building - correct answer-Helping students see the
relationships between various concepts. Strategies: Compare
and contrast, jigsaw learning, peer teaching, and projects.
Modeling - correct answer-Speaking slowly and clearly,
modeling the language you want students to use, and providing
samples of student work.
KWL Chart - correct answer-Graphic organizer designed to help
in learning. The letters KWL are an acronym, for what students,
in the course of a lesson, already know, want to know, and
ultimately learn.
,Assignments and Activities for Instruction in Language
Knowledge - correct answer-Quick writes, word sorts, journal
writing, jigsaw, peer observation
Factors Affecting Text Comprehension - correct answer-- Lack
fluency to achieve comprehension
- Lack comprehension strategies, such as generating
questions, summarizing, and clarifying misunderstandings
- Learned strategies only in the context of reading narrative
texts
- Students are not familiar with the text used in middle and high
school
Making Connections - correct answer-Text-to-Self/Text/World
Visualizing - correct answer-This strategy involves the ability of
readers to make mental images of a text as a way to
understand processes or events they encounter during reading.
This ability can be an indication that a reader understands the
text. Some research suggests that readers who visualize as
they read are better able to recall what they have read than
those who do not visualize.
, Questioning - correct answer-This strategy involves readers
asking themselves questions throughout the reading of text.
The ability of readers to ask themselves relevant questions as
they read is especially valuable in helping them to integrate
information, identify main ideas, and summarize information.
Asking the right questions allows good readers to focus on the
most important information in a text.
Four types of questions:
1. Right There
2. Think and Search - recall of facts
3. Author and You - students must understand text and relate to
prior knowledge
4. On Your Own - based on prior knowledge
Encourage students to develop their own question about the
text. (Provide students with examples that teachers sometimes
ask students)
Inferring - correct answer-Authors do not always provide
complete descriptions of, or explicit information about a topic,
setting, character, or event. However, they often provide clues
that readers can use to "read between the lines"—by making
inferences that combine information in the text with their
schema.
(241), NYSTCE CST MULTISUBJECT
PART 3 (245) 2026/2027 ACTUAL
QUESTIONS WITH VERIFIED ANSWERS.
Act it Out - correct answer-Students can take turns acting out
one of the vocabulary words, while the other students guess
the word. In order for charades with vocabulary words to work,
students need some basis in the vocabulary, so teachers
should schedule the game of charades a few days after
students first get their vocabulary words.
Word Walls - correct answer-- Provide an approach to
meaningful teaching of vocabulary
with an emphasis on student engagement and higher level
thinking skills;
- Build vocabulary, thereby improving reading comprehension
and writing style;
- Reinforce understanding of subject-specific terminology with a
focus on students internalizing key concepts;
- Help students improve spelling and awareness of spelling
patterns;
- Provide visual cues for students;
- Encourage increased student independence when reading
,and writing.
Teachers can use a word wall for individual, small group, or
whole class activities.
Bridging - correct answer-Establishing a link between the
students prior knowledge and the material. Strategies: Think-
pair-share, quick-writes, and anticipatory charts.
Schema-Building - correct answer-Helping students see the
relationships between various concepts. Strategies: Compare
and contrast, jigsaw learning, peer teaching, and projects.
Modeling - correct answer-Speaking slowly and clearly,
modeling the language you want students to use, and providing
samples of student work.
KWL Chart - correct answer-Graphic organizer designed to help
in learning. The letters KWL are an acronym, for what students,
in the course of a lesson, already know, want to know, and
ultimately learn.
,Assignments and Activities for Instruction in Language
Knowledge - correct answer-Quick writes, word sorts, journal
writing, jigsaw, peer observation
Factors Affecting Text Comprehension - correct answer-- Lack
fluency to achieve comprehension
- Lack comprehension strategies, such as generating
questions, summarizing, and clarifying misunderstandings
- Learned strategies only in the context of reading narrative
texts
- Students are not familiar with the text used in middle and high
school
Making Connections - correct answer-Text-to-Self/Text/World
Visualizing - correct answer-This strategy involves the ability of
readers to make mental images of a text as a way to
understand processes or events they encounter during reading.
This ability can be an indication that a reader understands the
text. Some research suggests that readers who visualize as
they read are better able to recall what they have read than
those who do not visualize.
, Questioning - correct answer-This strategy involves readers
asking themselves questions throughout the reading of text.
The ability of readers to ask themselves relevant questions as
they read is especially valuable in helping them to integrate
information, identify main ideas, and summarize information.
Asking the right questions allows good readers to focus on the
most important information in a text.
Four types of questions:
1. Right There
2. Think and Search - recall of facts
3. Author and You - students must understand text and relate to
prior knowledge
4. On Your Own - based on prior knowledge
Encourage students to develop their own question about the
text. (Provide students with examples that teachers sometimes
ask students)
Inferring - correct answer-Authors do not always provide
complete descriptions of, or explicit information about a topic,
setting, character, or event. However, they often provide clues
that readers can use to "read between the lines"—by making
inferences that combine information in the text with their
schema.
