NYSTCE Multi-Subject CST ELA Study Guide with
complete solution
Prereading
All knowledge, skills and experience that come before conventional literacy. Students
gain oral vocabulary, learn sentence structure, develop phonological awareness
Running record
An assessment which measures a child' fluency during oral reading
Balanced Literacy Models
strategies teachers use to allow for different learning styles
Phonological awareness
an awareness of an the ability to manipulate the sounds of spoken words; it is a broad
term that includes identifying and making rhymes, recognizing alliteration, identifying
and working with syllables in spoken words, identifying and working with onsets and
rhymes in spoken syllables.
Phoneme
in a spoken language, the smallest distinctive sound unit
Phonemic Awareness
The ability to hear, identify,and manipulate the individual sounds, phonemes, in oral
language.
5 Major Types of Tasks to develop Phonemic Awareness
1. Recognize sets of works have similar sounds (identifying rhyming words in a
sentence) 2. Learn to examine a set of words to determine which is not like the others,
oddity task) 3. Learn how to blend sounds to create words 4. Divide words into their
phonemes (segmenting words) and count the number of sounds in a word 5. Learn how
to manipulate the sounds in a word by substituting or deleting one or many phonemes
Print Concept
Understanding how text works to communicate a message. Includes handing of books
and orientation of text.
Ways to facilitate print concepts
Combining movement activities to convey bottom, top side. Teach the parts of a book.
Experiences with different fonts and text sizes and the different meanings they have.
Spacing. Writing exercises. Use of meta-language to descibe books.
Track Print
student understands the direction of the text
Alphabet Recognition
being able to identify the letters of the alphabet both capital and lowercase when asked
to do so
Alphabetic principle
the relationship between letters or combinations of letters (graphemes) and sounds
(phonemes)
Letter-sound correspondence
refers to the identification of sounds associated with individual letters and letter
combination.
Short Vowel sounds
,every vowel has two sounds, the vocal cords are more relaxed when producing the
short vowel sound because of this the sounds are often referred to as lax. They can be
heard at the beginning of these words: apple, Ed, igloo, octopus, and umbrella.
Digraph
n. A union of two characters representing a single sound.
Diphthong
n. The sound produced by combining two vowels in to a single syllable or running
together the sounds.
CVC
consonant-vowel-consonant pattern which produces a short vowel sound or a closed
syllable.
Consonant Clusters
- also called blends
- Consonants that occur side by side within the same
syllable.
-No intervening vowel sound
Phonics
teaching reading by training beginners to associate letters with their sound values
Phonograms
Often called word families, these end in high frequency rimes that vary only in the
beginning consonant sound to make a word. For example, back, sack, black and track.
Onset
the part of a syllable (or the one-syllable word) that comes before the vowel (e.g., str in
string)
Rime
The vowel and the ending consonants after the onset
Semantic Cues
Use of knowledge about the subject of the text and words associated with that subject
to identify an unknown word within a text: meaning cues from each sentence and the
evolving whole.
Children use their prior knowledge, sense of the story, and pictures to support their
predicting and confirming the meaning of the text.
Syntactic Cues
hints that rely on language structure or rules (sometimes called grammatical cues)
Grammatical information in a text that readers process to construct meaning.
Content clues
surrounding words that help you figure out the meaning of unfamiliar words
Syllabication
the ability to conceptualize and separate words into their basic pronunciation
components.
word structure
The way in which the parts of a word are arranged together-used to determine a word's
meaning
syllabication rules
rules for forming/dividing words into syllables
syllabication rules
, . To find the number of syllables:Count the number of vowels (a, e, i, o, u and
sometimes y) Subtract any silent vowels (vowel, consonant, -e) Subtract one vowel from
every diphthong.(when two vowels go walking the first one does the talking)Divide
between two double consonants. Never split between digraphs.Usually divide before a
single middle consonant.Divide before the consonant before -le syllable.Divide off any
compound words, prefixes, suffixes and root which have vowel sounds.
ALL syllables have a vowel
compound words
Two or more words combined to create a new word.
prefix
a syllable or word that comes before a root word to change its meaning
Suffix
a group of letters placed at the end of a word to change its meaning
Inflectional suffixes
Indicate possession, gender, number in nouns, tense, voice, person & number & mood
in verbs, and comparison in adjectives; do not change the part of speech of the base. (-
ed, -ing)
Sight-word recognition
1. a word that is immediately recognized as a whole and does not require word analysis
for identification. 2. a word taught as a whole. Note: Words that are phonically irregular
or are important to learn before students have the skills to decode them are often taught
as sight words.
Dolch List
A list of frequently used words compiled by Edward William Dolch, PhD, a major
proponent of the "whole-word" method of beginning reading instruction. Goes up to 3rd
grade
Reading Fluency
ability to decode words quickly and accurately in order to read text with appropriate
word stress, pitch, and intonation pattern (prosody)..
This skill requires automacity of word recognition and reading with prosody to facilitate
comprehension.
Vocabulary
a language user's knowledge of words. Important in Prereading activities. Use graphic
organizers and word webs to introduce and review
domain-Specific vocabulary words
Teacher discusses these when reading nonfiction in order to develop content clues
Visual Clues
helps students construct meaning from unfamiliar text
Context clues
Clues in surrounding text that help the reader determine the meaning of an unknown
word.
Picture walk
A visual clues strategy. Before reading a picture book, teacher invites students to look
at the pictures and try to form an idea about the story. After text is read, discuss the
predictions and how they compared to the actual text
Cloze exercise
complete solution
Prereading
All knowledge, skills and experience that come before conventional literacy. Students
gain oral vocabulary, learn sentence structure, develop phonological awareness
Running record
An assessment which measures a child' fluency during oral reading
Balanced Literacy Models
strategies teachers use to allow for different learning styles
Phonological awareness
an awareness of an the ability to manipulate the sounds of spoken words; it is a broad
term that includes identifying and making rhymes, recognizing alliteration, identifying
and working with syllables in spoken words, identifying and working with onsets and
rhymes in spoken syllables.
Phoneme
in a spoken language, the smallest distinctive sound unit
Phonemic Awareness
The ability to hear, identify,and manipulate the individual sounds, phonemes, in oral
language.
5 Major Types of Tasks to develop Phonemic Awareness
1. Recognize sets of works have similar sounds (identifying rhyming words in a
sentence) 2. Learn to examine a set of words to determine which is not like the others,
oddity task) 3. Learn how to blend sounds to create words 4. Divide words into their
phonemes (segmenting words) and count the number of sounds in a word 5. Learn how
to manipulate the sounds in a word by substituting or deleting one or many phonemes
Print Concept
Understanding how text works to communicate a message. Includes handing of books
and orientation of text.
Ways to facilitate print concepts
Combining movement activities to convey bottom, top side. Teach the parts of a book.
Experiences with different fonts and text sizes and the different meanings they have.
Spacing. Writing exercises. Use of meta-language to descibe books.
Track Print
student understands the direction of the text
Alphabet Recognition
being able to identify the letters of the alphabet both capital and lowercase when asked
to do so
Alphabetic principle
the relationship between letters or combinations of letters (graphemes) and sounds
(phonemes)
Letter-sound correspondence
refers to the identification of sounds associated with individual letters and letter
combination.
Short Vowel sounds
,every vowel has two sounds, the vocal cords are more relaxed when producing the
short vowel sound because of this the sounds are often referred to as lax. They can be
heard at the beginning of these words: apple, Ed, igloo, octopus, and umbrella.
Digraph
n. A union of two characters representing a single sound.
Diphthong
n. The sound produced by combining two vowels in to a single syllable or running
together the sounds.
CVC
consonant-vowel-consonant pattern which produces a short vowel sound or a closed
syllable.
Consonant Clusters
- also called blends
- Consonants that occur side by side within the same
syllable.
-No intervening vowel sound
Phonics
teaching reading by training beginners to associate letters with their sound values
Phonograms
Often called word families, these end in high frequency rimes that vary only in the
beginning consonant sound to make a word. For example, back, sack, black and track.
Onset
the part of a syllable (or the one-syllable word) that comes before the vowel (e.g., str in
string)
Rime
The vowel and the ending consonants after the onset
Semantic Cues
Use of knowledge about the subject of the text and words associated with that subject
to identify an unknown word within a text: meaning cues from each sentence and the
evolving whole.
Children use their prior knowledge, sense of the story, and pictures to support their
predicting and confirming the meaning of the text.
Syntactic Cues
hints that rely on language structure or rules (sometimes called grammatical cues)
Grammatical information in a text that readers process to construct meaning.
Content clues
surrounding words that help you figure out the meaning of unfamiliar words
Syllabication
the ability to conceptualize and separate words into their basic pronunciation
components.
word structure
The way in which the parts of a word are arranged together-used to determine a word's
meaning
syllabication rules
rules for forming/dividing words into syllables
syllabication rules
, . To find the number of syllables:Count the number of vowels (a, e, i, o, u and
sometimes y) Subtract any silent vowels (vowel, consonant, -e) Subtract one vowel from
every diphthong.(when two vowels go walking the first one does the talking)Divide
between two double consonants. Never split between digraphs.Usually divide before a
single middle consonant.Divide before the consonant before -le syllable.Divide off any
compound words, prefixes, suffixes and root which have vowel sounds.
ALL syllables have a vowel
compound words
Two or more words combined to create a new word.
prefix
a syllable or word that comes before a root word to change its meaning
Suffix
a group of letters placed at the end of a word to change its meaning
Inflectional suffixes
Indicate possession, gender, number in nouns, tense, voice, person & number & mood
in verbs, and comparison in adjectives; do not change the part of speech of the base. (-
ed, -ing)
Sight-word recognition
1. a word that is immediately recognized as a whole and does not require word analysis
for identification. 2. a word taught as a whole. Note: Words that are phonically irregular
or are important to learn before students have the skills to decode them are often taught
as sight words.
Dolch List
A list of frequently used words compiled by Edward William Dolch, PhD, a major
proponent of the "whole-word" method of beginning reading instruction. Goes up to 3rd
grade
Reading Fluency
ability to decode words quickly and accurately in order to read text with appropriate
word stress, pitch, and intonation pattern (prosody)..
This skill requires automacity of word recognition and reading with prosody to facilitate
comprehension.
Vocabulary
a language user's knowledge of words. Important in Prereading activities. Use graphic
organizers and word webs to introduce and review
domain-Specific vocabulary words
Teacher discusses these when reading nonfiction in order to develop content clues
Visual Clues
helps students construct meaning from unfamiliar text
Context clues
Clues in surrounding text that help the reader determine the meaning of an unknown
word.
Picture walk
A visual clues strategy. Before reading a picture book, teacher invites students to look
at the pictures and try to form an idea about the story. After text is read, discuss the
predictions and how they compared to the actual text
Cloze exercise
