NYSTCE CST Multisubject Part 1 Latest

NYSTCE CST Multisubject Part 1 (241) Latest Update - 150 Questions and 100% Verified Correct Answers Guaranteed A+

1. Cooing - CORRECT ANSWER: As early as six weeks, infants begin to make cooing

sounds, resemble vowel sounds. Children are learning to make sounds by manipulating their tongues, mouths, and breathing.

1. Emerging pre-reader - CORRECT ANSWER: The emergent pre-reader sits on

'beloved laps,' samples and learns from a full range of multiple sounds, words, concepts, images, stories, exposure to print, literacy materials, and just plain talk during the first five years of life. The major insight in this period is that reading never just happens to anyone. Emerging reading arises out of years of perceptions, increasing conceptual and social development, and cumulative exposures to oral and written language.

By the end of this stage, the child "pretends" to read, can - over time - retell a story when looking at pages of book previously read to him/her, can names letters of alphabet; can recognise some signs; can prints own name; and plays with books, pencils and paper. The child acquires skills by being read to by an adult (or older child) who responds to the child's questions and who warmly appreciates the child's interest in books and reading. The child understand thousands of words they hear by age 6 but can read few if any of them.

• Preliterate - CORRECT ANSWER: Before children can read, write, or spell, they must

first acquire some fundamental understandings about language. This process occurs during the preliterate stage. As children experience the printed page, both as a result of watching books being read and of exploring books on their own, they develop concepts of print. For example, they become aware that English words are written from left to right and flow from the top to the bottom of the page. Beginning writing experiences might include "pretend writing" with scribbles or random marks that eventually become more linear. Children then learn to write actual letters, often beginning with their own names, showing words as strings of letters or letter-like symbols. These activities lay the foundation for the language skills that are developed in the next stage.

• Scribbling - CORRECT ANSWER: Scribbling looks like random assortment of marks

on a child's paper. Sometimes the marks are large, circular, and random, and resemble drawing. Although the marks do not resemble print, they are significant because the young writer uses them to show ideas.

1. Word awareness - CORRECT ANSWER: Tracking the words in sentences.

Knowledge that words have meaning. (less important to teach directly)

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Strategy: read-aloud, alphabet chants, high-frequency word books

1984 by George Orwell (1949) - CORRECT ANSWER: The year 1984 has come and

gone, but George Orwell's prophetic, nightmarish vision in 1949 of the world we were becoming is timelier than ever. 1984 is still the great modern classic of "negative utopia" -a startlingly original and haunting novel that creates an imaginary world that is completely convincing, from the first sentence to the last four words. No one can deny the novel's hold on the imaginations of whole generations, or the power of its admonitions -a power that seems to grow, not lessen, with the passage of time.

2. Babbling - CORRECT ANSWER: Around 4-6 mo, they begin to babble making

repeated consonant-vowel sounds. More complex babbling develops around 8-10 mo.

2. Letter-like Symbols - CORRECT ANSWER: Letter-like forms emerge, sometimes

randomly placed, and are interspersed with numbers. The children can tell about their own drawings or writings. In this stage, spacing is rarely present.

2. Novice reader - CORRECT ANSWER: In this stage, the child is learning the

relationships between letters and sounds and between printed and spoken words. The child starts to read simple text containing high frequency words and phonically regular words, and uses emerging skills and insights to "sound out" new one-syllable words.There is direct instruction in letter-sound relations (phonics). The child is being read to on a level above what a child can read independently to develop more advanced language patterns, vocabulary and concepts. In late Stage 2, most children can understand up to 4000 or more words when heard but can read about 600.

2. Phonetic - CORRECT ANSWER: The second developmental stage is auditory. As

children are increasingly exposed to language, they develop phonemic awareness—the ability to distinguish the individual sounds that make up spoken words in English. They then relate these sounds to print by understanding that letters represent sounds, letters make up words, and that each word looks different.

In the phonetic stage, most instruction involves helping children match individual sounds in words to their corresponding letters, usually starting with their own names. They often use all capital letters and spell words incorrectly. For example, they may spell KAT for cat, MI for my, LUV for love, and U for you. Silent letters in words like bake or lamb may be omitted. Instructors welcome these spellings as an indication that the student is beginning to understand sound-to-letter correspondence. Children arrive at the end of the phonetic stage once they have learned the basic rules of phonics and can actively apply them to both reading and spelling.

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.

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Strategy: poetry books, alphabet chants, picture flashcards w/ objects whose names rhyme.

(Flashcards can be used in sorting and classifying activities.)

• Decoding reader - CORRECT ANSWER: In this stage, the child is reading simple,

familiar stories and selections with increasing fluency. This is done by consolidating the basic decoding elements, sight vocabulary, and meaning in the reading of familiar stories and selections. There is direct instruction in advanced decoding skills as well as wide reading of familiar, interesting materials. The child is still being read to at levels above their own independent reading level to develop language, vocabulary and concepts. In late Stage 3, about 3000 words can be read and understood and about 9000 are known when heard. Listening is still more effective than reading.

3. One-Word Stage - CORRECT ANSWER: Around 1 yr, children begin to produce

word-like units. Known as idiomorphs (invented word). Use a stable language unit to communicate meaning.

• Skill Development - CORRECT ANSWER: This third developmental stage is the most

difficult, the most critical, and the longest for emerging spellers. It usually begins by the end of first grade, once children have cracked the basic phonetic code and are progressing rapidly in reading. As students learn the phonics rules needed to develop reading skill, they are able to apply these rules to their spelling. Problems often arise, however, when children become aware of words that are not spelled phonetically, such as house, there, and said. Phonics rules need to be de-emphasized at this stage because they are no longer needed to help the student learn to read. In fact, over- teaching phonics at this stage can actually create unnecessary confusion in spelling.The overriding neurological principle is that, because of the numerous inconsistencies in our language, new and different spellings must be connected to context in order for the new information to be linked correctly and permanently to long-term memory. As students encounter new vocabulary over several grade levels, spelling skill increases as they apply consistent strategies to master more complex spelling patterns and a greater number of irregularly-spelled words.

The critical thing to remember is that this is a stage—a developmental link to the stages that follow. Children are often in the skill-development stage through the late elementary years. It may seem repetitious to practice the same skills over and over again, year after year; however, if students do not master these skills, it is very difficult for them to move ahead in spelling development.

• Strings of Letters - CORRECT ANSWER: In the strings-of-letters phase, students

write some legible letters that tell us they know more about writing. Students are developing awareness of the sound-to-symbol relationship, although they are not matching most sounds. Students usually write in capital letters and have not yet begun spacing.

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