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NES AZ Subtest 1: Part 1 Literacy,
Writing, and Reading Questions and
Correct Answers Latest 2025| A Grade
Save 3 steps of pre-reading - ANS1) preview and questioning
- skim and scan
- read for meaning 4 kinds of writing support - ANSshared, interactive, guided, and independent writing 4 steps to literate based reading - ANS1) teacher assisted
- flexible groups
- response to literature
- informal assessment 4 types of context clues - ANSStructural, Phonic, Semantic, and Syntactical 4 types of reading - ANSReading aloud, guided reading, shared reading, and independent reading 5 Components that develop early childhood literacy - ANSPhonological Awareness, experience with print, experience with using language, letter recognition, storybook reading
5 Pillars of Effective Reading Instruction (The BIG 5) - ANSPhonological Awareness, Phonics, Vocabulary, Fluency, Comprehension 5 stages of the Writing Process - ANSPre-Write, Drafting, Revising, Editing, Publication (Post-Writing) 5 steps of comprehension instruction - ANS1) explicit instruction
- model
- students actively collaborate
- guided practice
- independent use with feedback 5 types of listening - ANS1) discriminative - telling the difference between sounds 2)detailed- remembering what is heard
- understanding- concentrating on the meaning and overall message
- critical- evaluating what is said 5)appreciative- listening to appreciate 5 types of story structure - ANSsetting, main characters, plot, theme, style 6 comprehension strategies - ANS1) predicting 2)thinking aloud
- text structure
- visual representation
- questions
- summarize
Anticipatory Set - ANSThe beginning of the lesson where the teacher provides a hook to catch students attention Antonyms - ANSwords with the opposite meaning Approaches to teaching phonics - ANSSynthetic Approach Analytic Approach On-Set Rime Approach Whole to Part Approach Assessments - ANSA way to check for students understanding Ex: homework, quizzes, tests, projects Basic concepts of print - ANSholding the book the right way, turning the pages left to right, knowing where to begin reading on page, moving eye left to right then going to the next line, pages are read top to bottom, books have fronts and backs Characterization - ANSthe writer reveals the personality of a character can be revealed directly or indirectly Climax - ANShighest or most intense point in the development in a story Closed Syllable - ANSOne vowel followed by one or more consonants Ex: it, catch, trash Conflict - ANSA struggle between 2 opposing forces
Man vs. Man Man vs. Self Man vs. Society Man vs. Nature Conjunction - ANSA word that connects other words together Ex: and, but, or Consonant Blends - ANS2 or 3 consonants that work together to create specific sounds L-blends: gl, fl, bl, sl, pl, spl R-blends: br, tr, gr, cr, fr, dr, pr, spr, thr S-blends: sk, sp, st, sn, sw, str, scr, squ middle/end blends: nd, nt, mp Consonant le or L-consonant syllable - ANSone consonant letter plus the letter "l" followed by then vowel "e" at the end of a word Ex: able, purple context clues - ANSmeanings of unknown words are figured out by examining the word and other parts of the sentence to determine the meaning Decoding - ANSconverting printed words into their spoken forms by using knowledge of letter sound correspondences and word structure Differentiated Instruction - ANSBased on students needs, the students will be paired or work independently
Graphonemic Knowledge - ANSknowledge of letters and letter combinations and the sounds they represent Heterogeneous Groups - ANSStudents who have mixed abilities working together high-frequency words - ANSCommonly used words that are committed to memory Homogenous Groups - ANSGroups of students who have the same skills that work together Homographs - ANSWords that are spelled the same but have different meanings and origins Ex: I read the book vs. I will read the book Homonyms (Homophones) - ANSWords that aren't spelled the same and have different meanings but sound the same Ex: Blue vs. Blew Hyperbole - ANSFigure of speech that is exaggerated Ex: I'm so hungry I could eat a horse Idiomatic Expression (Idioms) - ANSUsed within conversations to describe a exaggerated situation ex: It cost me an arm and a foot to buy that TV
Inferential Comprehension - ANSInferring ideas and cause/effect relationships that are not directly stated in the text "Reading between the lines" Informational Texts - ANSnon-fiction, inform the reader about certain information They include descriptive, sequence, compare and contrast, cause and effect, and problem solution texts Instructional Design or Designing Instruction - ANSMaking learning quicker, easier, and more enjoyable for your students while taking in consideration the learners, content, grade level, goals, and previous knowledge Integration - ANSshowing the relationship of new information to what we know by connecting new words with familiar concepts and experiences Interjection - ANSA word that conveys emotion Ex: Oh! Wow! Ouch! Irregular Words - ANSWords which some or all letter do not represent their most common sounds Learning Outcomes - ANSStatements that specify what students will know or be able to do at the end of a lesson Literal Comprehension - ANSlocating and recognizing information that is directly stated in the text
perception - ANShelps develop automatic knowledge of word meanings that is important to reading comprehension personification - ANSinanimate objects are given human qualities Phoneme Deletion - ANSBeing able to identify when a sounds is deleted from a word Ex: Say top without the "p" "op" Phonemic Awareness - ANSLearning to associate letters with specific sounds Phonemic Identity - ANSRecognizing common sounds in different words Phonemic Isolation - ANSrecognizing the individual sounds in words Phonemic Substitution - ANSTurning one word into another by substituting one phoneme Ex: top --> mop, replace the "t" with "m" Phonic Clues - ANSUsing phonic patterns to determine how to pronounce the word Phonic Patterns - ANSthe language sounds represented by written letters or graphemes
Phonics - ANSAn instructional approach that links the sounds of spoken language to printed letters Phonological Awareness - ANSunderstanding words are composed of sound units and that those units make words Plot - ANSThe main part of the story; why the story is happening; sequence of events Point of View - ANSThe way the author writes the story 1st per, 2nd person, 3rd person Pre-listening (before the teacher reads to his/her students) - ANSEstablish background knowledge, make predictions, state what is already known about the story/text Preposition - ANSA word that sows relationships among nouns, pronouns, and phrases to other words in a sentence (direction, place, time, manner) Ex: to, under, by Primary Source - ANSa document that was produced when the even was happening Ex: The Constitution Principle of Good Instruction - ANS1) Activate prior knowledge
- Determine extend of prior knowledge
- Preteach concepts
- Provide scaffolding
Schema Theory - ANSPrepares children for learning new information that builds on the information that of which they already know Semantic Clues - ANSSearching for synonyms or other phrases that would indicate the meaning of the unknown word Setting - ANSWhere the story takes place Sight Words - ANSwords that are memorized and recognized automatically Sounding Out - ANSProcess of saying each sound that represents a letter then blending those sounds together to make word SQ3R - ANSSURVEY, QUESTION, RETELL, REVIEW Structural Clues - ANSAnalyzing the prefixes, suffixes, and roots of an unknown word to unlock it's meaning Structural Patterns - ANSprefixes and suffixes added to the root words to change their meaning Syllabic Patterns - ANSthe grouping of vowels and consonants that indicate syllabication Syllable - ANSUnit of pronunciation that is organized around a vowel
Synonyms - ANSWords with the same or similar meaning Syntactical Clues - ANSTrying to determine what part of speech an unknown word is and deciding if this helps unlock the meaning of the unknown word Theme - ANSwhat the author is trying to convey; the central idea of the story Tips for developing oral language - ANSInformal conversations with students, language play, rhymes and songs, stories, group talk Tips for Vocabulary Instruction - ANSActivate prior knowledge, preteach vocabulary, restructure reading material, expose students to known words, help students learn context clues, use visuals, use multimedia, engage student in wide reading Tips to teaching ELL students - ANSSheltered language approach, cognates, concrete aids, multicultural material, make relatable Vowel consonant e or E-silent syllable - ANSone vowel letter followed by one consonant letter and a silent "e" at the end of a word Ex: cake, mice Vowel R or R-Controlled Syllable - ANSone vowel letter followed by the consonant "r" Ex: Car, Bird, Germ
