Download NYSTCE Multi-Subject CST ELA LATEST 2024 COMPLETE EXAM WITH ANSWERS GRADED A+ and more Exams Social structure and social organization in PDF only on Docsity!
NYSTCE Multi-Subject CST ELA
LATEST 2024 COMPLETE EXAM
WITH ANSWERS GRADED A+
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
- 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
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
Sight-word recognition
- 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 A context clues strategy. An activity in which students replace words that have been deleted from a text. Prior Knowledge learner's preexisting attitudes, experiences, and knowledge: Schema 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. Think-aloud
Look at the details that the author uses to clarify his or her topic Topic Sentence states the main idea of the text; what the paper will be about. In nonfiction, it is often stated directly in the text. To find the central idea in a story requires higher-level thinking skills Details pieces of information that support or tell more about the main idea. Uses words like who, what, where, when , how and why to identify main ideas. News articles are good for practicing. cause-and-effect determining the reason something happens as well as the result of that cause; the cause happens first and the event happens after; events in a plot are often connected by cause and effect. Teachers can elicit information from students by asking questions such as "what made the character do what he did?" Inferential Comprehension Skills skills that assist students to make connections to new info in texts by drawing conclusions, determining relationships, conceptualizing implied ideas. Reading in between the lines. Making inferences requires several reading behaviors: recognizing a pronoun's antecedent, learning unknown words from context clues, identifying bias, etc... concluding Drawing together the main ideas of something and restating them in a succinct way.
generalizing about a characters beliefs, motivations and relationships. , Draw or state a general conclusion from a number or items or instances, making a statement about what several people or things have in common, finding and extending patterns. Inferences conclusions that a reader draws based on clues in the story and his/her own knowledge Ways to model making inferences think-alouds, referents, asking questions that are often "Think and Search". Write down a sequence of events from the story line and ask students to script the missing pieces using what they know about characters, setting and other related clues. Students can read their own sentences and look for referents, context clues and details of events referents the objects, events, ideas, or relationships referred to by the words Fact Something that can be proven Opinion something that is believed to be true. When used to support an argument, position is weakened. Also revelatory of writer's bias and perspective.
prior knowledge to help them make sense of the new information. Helps retention and comprehension K-W-L KWL ("Know", "Want to Know", "Learned") charts encourage students to use prior knowledge and personal curiosity while researching a subject or a topic. This strategy is especially useful in reading classes, but is also useful in plenty of other subjects, like science and social studies. Anticipation Guides comprehension strategy that is used before reading to activate students' prior knowledge and build curiosity about a new topic. They help students make connections between new information and prior knowledge. Used to motivate reluctant readers by stimulating their information word sorts A word-study activity in which words on cards are grouped according to designated categories, as by spelling or vowel patterns, or meanings, etc. Helps students make sense of new vocabulary closed word sort The teacher defines the process for categorizing the words. This requires students to engage in critical thinking as they examine sight vocabulary, corresponding concepts, or word structure. open word sort
Students determine how to categorize the words, thereby becoming involved in an active manipulation of words. double-entry journal A note taking strategy to improve comprehension. This is a double entry record in which a student takes notes and adds reflections while reading any text. A two column format is used. Typically, the left column is used to record specific statements from a test that are important to the reader in understanding the text. The right column is used to record responses and reactions to those statements personal connections How and why we enjoy and appreciate what we read. Help you use your prior knowledge to understand characters, draw conclusions, make generalizations, inferences and understand cause and effect relationships. T-S Text-Self. Part of a code students use to highlight passages they personally relate to code notes made on the reading that highlight passages that "speak" to them personally GRTA Guided reading-thinking activities that offer support by engaging students in the reading and improving comprehension of narrative text. They teach how to make predictions, focus their
Cornel Notes Method Left side is for recording main idea, Right side is for details about the main ideas, bottom = summary Discuss After reading, students should be encouraged to to discuss the reading. Three ways a teacher can help include literature circles, Socratic seminars and fishbowls Literature Circles small groups who read and discuss same materials together (facilitator, connector, summarizer, vocabulary master, illustrator) Teachers provide role sheets but do not direct discussion Paideia Seminars Works best with older students. Conversations about text rick in ideas meant to improve abstract thinking and problem-solving skills. Collaborative work using many different skills. Works with open ended questions Think-aloud benefits Students who understand their own reading behavior are more likely to recognize when they do not understand what they are reading and to adjust using various reading comprehension strategies. Can be done with partner who takes notes, can be done alone with sheet filled out after, can be used by teacher to assess students reading habits. Say Something
A during reading activity that helps students monitor their reading comprehension. In small groups students take turns reading and commenting on text. Shared observations help students get meaning from text Bloom's taxonomy of questions hierarchy of 6 levels of thinking/complexity, ordering of questions ensures each step of inquiry learning is properly scaffolded (knowledge, comprehension, application, analysis, synthesis, evaluation) QAR Question-answer relationship; readers learn how to answer questions, delineate between explicit and implicit information, and draw on background knowledge: "right there," "think and search," "author and you," and "on your own" questions. written or oral retelling helps teachers assess a student's reading comprehension level by checking for literal and inferential understanding. Focus with recall question, clarifying, extending, raising the level of questioning summarize if student have trouble summarizing the test, it usually means lack of comprehension Memory basic operations
- Encoding - how you turn a sensory input into a representation that goes into memory
- Storage - how you retain encoded info in memory
The knowledge and control of one's memory. Long term memory Stores info for very long periods of time, possibly indefinitely. Examples: the name of your favorite candy bar; how to open your bicycle lock; the square root of 144 is 12. Total time hypothesis How much you learn depends on time spent studying. 3 constraints:
- Use full amount of time allotted for study to actually study
- Encode info in a way that is consistent with the way in which you are tested
- Elaborate info - think about it carefully and associate it w/ things Rote learning Learning through repetition (maintenance rehearsal) with little attempt to add or find meaning in the info Distributed learning Learning/study spaced out over several sessions Declarative knowledge
Knowledge of facts stored in semantic to episodic memory. Described as "knowing that" - ex. knowing the sun rises in east. Categorical knowledge is declarative. Semantic memory Long term memories that hold our general knowledge and are not unique to people as individuals, e.g., what a zebra is or what "bitter" means Episodic memory Long term memories that hold knowledge of personally experienced events or episodes. Used when people learn lists of words or need to recall something they learning in a particular personal context. Analogical representations Declarative memories that preserve many of the aspects of the original stimulus (object or event). Most well-known analogical representation is mental imagery i.e., when you recall a mental picture of what the something looked like. Explicit vs. implicit memory Explicit memory - consciously acting to recall/recognize particular info. Ex. trying to remember a list of words you just saw. Implicit memory - recalling/recognizing info w/out consciously being aware of doing so. Ex. remembering meanings of words as you read without trying Levels-of-processing model
