NYSTCE MULTI-SUBJECT CST
(221.222.245) EXAM QUESTIONS AND
ANSWERS GRADED A+ 2025/2026
Prereading - ANS All knowledge, skills and experience that come before conventional literacy.
Students gain oral vocabulary, learn sentence structure, develop phonological awareness
Running record - ANS An assessment which measures a child' fluency during oral reading
Phonological awareness - ANS an awareness of 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.
Phonemic Awareness - ANS The ability to hear, identify, and manipulate the individual
sounds, in oral language.
5 Major Types of Tasks to develop Phonemic Awareness - ANS 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
1 @COPYRIGHT 2025/2026 ALLRIGHTS RESERVED.
,Print Concept - ANS Understanding how text works to communicate a message. Includes
handing of books and orientation of text.
Ways to facilitate print concepts - ANS 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.
Alphabet Recognition - ANS being able to identify the letters of the alphabet both capital and
lowercase when asked to do so
Alphabetic principle - ANS the relationship between letters or combinations of letters
(graphemes) and sounds (phonemes)
Short Vowel sounds - ANS 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 - ANS n. A union of two characters representing a single sound.
Diphthong - ANS n. The sound produced by combining two vowels in to a single syllable or
running together the sounds.
CVC - ANS consonant-vowel-consonant pattern which produces a short vowel sound or a
closed syllable.
Consonant Clusters - ANS - also called blends
- Consonants that occur side by side within the same
syllable.
-No intervening vowel sound
2 @COPYRIGHT 2025/2026 ALLRIGHTS RESERVED.
,Phonics - ANS the study of the sounds of the letters of the alphabet
Phonograms - ANS 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 - ANS the part of a syllable that comes before the vowel (e.g., str in string)
Rime - ANS The vowel and the ending consonants after the onset
Semantic Cues - ANS 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 - ANS 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 - ANS surrounding words that help you figure out the meaning of unfamiliar
words
prefix - ANS a syllable or word that comes before a root word to change its meaning
Suffix - ANS a group of letters placed at the end of a word to change its meaning
Inflectional suffixes - ANS 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)
3 @COPYRIGHT 2025/2026 ALLRIGHTS RESERVED.
, Sight-word recognition - ANS 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.
Reading Fluency - ANS 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.
domain-Specific vocabulary words - ANS Teacher discusses these when reading nonfiction in
order to develop content clues
Visual Clues - ANS helps students construct meaning from unfamiliar text
Context clues - ANS Clues in surrounding text that help the reader determine the meaning of
an unknown word.
Picture walk - ANS 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 - ANS A context clues strategy. An activity in which students replace words that
have been deleted from a text.
Prior Knowledge - ANS learner's preexisting attitudes, experiences, and knowledge:
Schema - ANS an internal representation of the world. Needs to be activated before learning
something new. K-W-L charts are examples. Field trips and hands-on experiences help to
increase prior knowledge.
used in Jean piaget theory
4 @COPYRIGHT 2025/2026 ALLRIGHTS RESERVED.
(221.222.245) EXAM QUESTIONS AND
ANSWERS GRADED A+ 2025/2026
Prereading - ANS All knowledge, skills and experience that come before conventional literacy.
Students gain oral vocabulary, learn sentence structure, develop phonological awareness
Running record - ANS An assessment which measures a child' fluency during oral reading
Phonological awareness - ANS an awareness of 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.
Phonemic Awareness - ANS The ability to hear, identify, and manipulate the individual
sounds, in oral language.
5 Major Types of Tasks to develop Phonemic Awareness - ANS 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
1 @COPYRIGHT 2025/2026 ALLRIGHTS RESERVED.
,Print Concept - ANS Understanding how text works to communicate a message. Includes
handing of books and orientation of text.
Ways to facilitate print concepts - ANS 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.
Alphabet Recognition - ANS being able to identify the letters of the alphabet both capital and
lowercase when asked to do so
Alphabetic principle - ANS the relationship between letters or combinations of letters
(graphemes) and sounds (phonemes)
Short Vowel sounds - ANS 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 - ANS n. A union of two characters representing a single sound.
Diphthong - ANS n. The sound produced by combining two vowels in to a single syllable or
running together the sounds.
CVC - ANS consonant-vowel-consonant pattern which produces a short vowel sound or a
closed syllable.
Consonant Clusters - ANS - also called blends
- Consonants that occur side by side within the same
syllable.
-No intervening vowel sound
2 @COPYRIGHT 2025/2026 ALLRIGHTS RESERVED.
,Phonics - ANS the study of the sounds of the letters of the alphabet
Phonograms - ANS 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 - ANS the part of a syllable that comes before the vowel (e.g., str in string)
Rime - ANS The vowel and the ending consonants after the onset
Semantic Cues - ANS 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 - ANS 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 - ANS surrounding words that help you figure out the meaning of unfamiliar
words
prefix - ANS a syllable or word that comes before a root word to change its meaning
Suffix - ANS a group of letters placed at the end of a word to change its meaning
Inflectional suffixes - ANS 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)
3 @COPYRIGHT 2025/2026 ALLRIGHTS RESERVED.
, Sight-word recognition - ANS 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.
Reading Fluency - ANS 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.
domain-Specific vocabulary words - ANS Teacher discusses these when reading nonfiction in
order to develop content clues
Visual Clues - ANS helps students construct meaning from unfamiliar text
Context clues - ANS Clues in surrounding text that help the reader determine the meaning of
an unknown word.
Picture walk - ANS 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 - ANS A context clues strategy. An activity in which students replace words that
have been deleted from a text.
Prior Knowledge - ANS learner's preexisting attitudes, experiences, and knowledge:
Schema - ANS an internal representation of the world. Needs to be activated before learning
something new. K-W-L charts are examples. Field trips and hands-on experiences help to
increase prior knowledge.
used in Jean piaget theory
4 @COPYRIGHT 2025/2026 ALLRIGHTS RESERVED.
