NYSTCE Multi Subject 1-6 Part 1. Questions with answers, Graded A

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NYSTCE Multi Subject 1-6 Part 1. Questions with answers, Graded A Phonics - ✔✔-A method of teaching students to read by correlating sounds with letters/groups of letters Phonological Processin... g - ✔✔-The use of phonemes to process spoken and written language Phonological Awareness - ✔✔-Awareness of the sound structure of a language and the ability to analyze and manipulate the structure. Phonological Working Memory - ✔✔-storing phoneme information in a temporary short-term memory store Phonological Retrieval - ✔✔-ability to retrieve phonological information about words Word Awareness - ✔✔-Tracking the words in sentences knowledge that words have meaning. Strategy: Read Aloud, Alphabet Books, high frequency word books Responsiveness to Rhyme and alliteration during word play - ✔✔-Enjoying and reciting learned Rhyming words or alliterative phrases in familiar storybooks/nursery rhymes. Syllable Awareness - ✔✔-Counting, tapping, blending, or segmenting a word into syllables. Onset and Rime Manipulation - ✔✔-Onset is the initial consonant in a one-syllable word. Rime includes the remaining sounds including the vowel and any sounds that follow. Phonemic Awareness - ✔✔-Students awareness of the smallest unit of sounds in a word. Also refers to the ability to segment, blend, and manipulate these units. Phoneme Manipulation - ✔✔-Tasks that tap into phonological processing, such as phoneme manipulation tasks (say "cat" without the Kuh) Orthographic Processing - ✔✔-Defined as "the ability to form, store, and access orthographic representations." Orthography is the methodology of writing a language, which primarily consists of spelling, but includes, contractions, punctuation and capitalization. Semantic Processing - ✔✔-Encode the meaning of a word and relate it to similar words with similar meaning. Syntactic Processing - ✔✔-The order and arrangement of words in phrases and sentences; you might depend in part on syntactic processing to know the difference between "The cat is on the mat" and "The mat is on the cat." Discourse Processing - ✔✔-Focus on the ways in which readers and listeners comprehend language. Development of Oral Language - ✔✔-1. Cooing 2. Babbling 3. One-Word Stage 4. Telegraphic Stage 5. Beginning Oral Fluency 1) Cooing - ✔✔-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. 2) Babbling - ✔✔-Around 4-6 mo, they begin to babble making repeated consonant-vowel sounds. More complex babbling develops around 8-10 mo. 3) One-Word Stage - ✔✔-Around 1 yr, children begin to produce word-like units. Known as idiomorphs (invented word). Use a stable language unit to communicate meaning. 4) Telegraphic Stage - ✔✔-Toddlers string several words together. i.e. "go bye-bye" or "cookie all gone" 5) Beginning Oral Fluency - ✔✔-By age 3-4, children are moderately fluent in language used at home. Development of Reading - ✔✔-1. Emerging pre-reader (6 mo to 6 yrs) 2. Novice reader (6-7 yrs) 3. Decoding reader (7-9 yrs) 4. Fluent, comprehending reader (9-15 yrs) 5. Expert reader (16 yrs +) 1) Emerging Pre-Reader - ✔✔-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. 2) Novice Reader - ✔✔-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 onesyllable 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. 3) Decoding Reader - ✔✔-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. 4. Fluent, comprehending reader - ✔✔-By this stage, reading is used to learn new ideas in order to gain new knowledge, to experience new feelings, to learn new attitudes, and to explore issues from one or more perspectives. Reading includes the study of textbooks, reference works, trade books, newspapers, and magazines that contain new ideas and values, unfamiliar vocabulary and syntax. There is a systematic study of word meaning, and learners are guided to react to texts through discussions, answering questions, generating questions, writing, and more. At beginning of Stage 4, listening comprehension of the same material is still more effective than reading comprehension. By the end of Stage 4, reading and listening are about equal for those who read very well, reading may be more efficient. Fluency - ✔✔-Ability to read a text accurately, quickly, and with expression. Reading sounds like talking Development of Fluency - ✔✔-Strategies: Choral Reading Cloze Reading Read Alouds Development of Spelling - ✔✔-1. Preliterate 2. Phonetic 3. Skill Development 4. Word Extension 5. Derivational Constancy 1) Preliterate - ✔✔-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. 2) Phonetic - ✔✔-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. 3) Skill Development - ✔✔-This stage is the most difficult, the most critical. Usually begins by the end of first grade Problems arise when they realize that not all words are spelled phonetically Phonic rules need to be de-emphasized 4) Word Extension - ✔✔-Focuses on syllables within words as well as prefixes/suffixes Children struggle with issues such as doubling consonants when changing the endings (pot/potting, but look/looking) Dropping the final "e" (love/loving, excit/excitement) 5) Derivational Constancy - ✔✔-Explores the related words-those with the same derivation/origin. Development of Written Expression - ✔✔-1. Scribbling 2. Letter-like Symbols 3. Strings of Letters 4. Beginning Sounds Emerge 5. Consonants Represent Words 6. Initial, Middle, and Final Sounds 7. Transitional Phases 8. Standard Spelling 1) Scribbling - ✔✔-Looks like random assortment of marks on paper young child uses them to show ideas 2. Letter-like Symbols - ✔✔-Letter-like forms emerge, sometimes randomly placed and interspersed with numbers 3) Strings of Letters - ✔✔-Students write some legible letters that tell us they know more Awareness of sound-to syllable 4) Beginning Sounds Emerge - ✔✔-Students begin to see the differences between a letter and a word but they may not use spacing between words 5) Consonants Represent Words - ✔✔-Students begin to leave spaces between their words, may often mix upper/lowercase letters begin using punctuation 6) Initial, Middle, and Final Sounds - ✔✔-Students in this phase may spell correctly some sight words, siblings' names, and environmental print, but other words are spelled the way they sounds. Children easily hear sounds in words, and their writing is very readable. [Show More]

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