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CSET Subtest English

Subjects : cset, english
Instructions:
  • Answer 50 questions in 15 minutes.
  • If you are not ready to take this test, you can study here.
  • Match each statement with the correct term.
  • Don't refresh. All questions and answers are randomly picked and ordered every time you load a test.

This is a study tool. The 3 wrong answers for each question are randomly chosen from answers to other questions. So, you might find at times the answers obvious, but you will see it re-enforces your understanding as you take the test each time.
1. Human brains are structured to make sense of language that belongs to specifically wordly language






2. Sentences that have two clauses that could be independent but are connected by a conjunction.






3. The study of the way sounds function in a language






4. When infants and childrne repeat sounds that are reinforced






5. Early word errors that toddlers make






6. Two letters that make one speech sound - like 'th' or 'sh'






7. The argument that the human brain contains a limited set of rules for organizing language. In turn - there is an assumption that all languages have a common structural basis.






8. Story that is short enough to be read in a single sitting - anything longer than that is a novel or any shorter is a novella






9. Cooing to babbling






10. Sound sequences that convey meanings like the words 'bat' and 'rat'






11. Children systematically represent speech sounds with letters or groups of letters in a logical way - they also attempt to spell - but may not spell correctly - like 'kom' instead of 'come'






12. When children begin to use past tenses and plurals in speeches






13. What the paragraph is all about - usually the first sentence






14. Knows about books and that books tell stories






15. The idea that the written language represents that sounds of spoken languages






16. Language that does not literally mean what it says - like the 'black bat night has flown the coop'






17. The ability to connect two letters together - also known as 'sounding out'






18. The idea of stereotyping - don't trust someone over thirty






19. Developing a phonemic awareness - starts with distinguishing different phonemes - then morphemes and then syntax. Then - children decode words and practice reading texts of ascending difficulty until they become a fluent reader






20. Models of patterns recognizable for their characteristics like the wicked stepmother






21. Can be defined by its agenda and purpose






22. Developed by Stephen Krashen - children can naturally gain a language unconcsciously if exposed to it through a comprehensive input - aka a teacher - that can set a limit to how much the language is learned without overcomplicating the language or lo






23. Awareness that language is something that can be mastered






24. An attack launched against a person and the person's position - 'the candidate is a cowardly man'






25. The act of posting the final work - good writing should be shared and celebrated






26. Works that are invented by the writer






27. A blending of vowel words like 'ou' in 'out






28. During initial instruction - children start to realize that the letter - sound correspondence is a principal...may spell words with a single letter like 'u' instead of 'you'






29. The stage in which a child learns how to spell a word correctly by memory






30. Through spelling tests - teachers can determine the spelling stage that a student is at






31. Graded passages that show at what level a student can read at






32. The phase in which a reader looks over punctuation and spelling and grammatical correctness -






33. A test that evaluates how well the learning has come along






34. Spelling has been traditionally taught through memorization but phonemic awareness may be the key to improving spelling in its five stages of development






35. Attributing human qualities to a non - human animal or object






36. Works that have happened in real life. usually with a purpose and especially to inform






37. The social - physical and cultural backgrounds that affect how language is learned






38. A story that was used to make sense of the world - like a story about a higher power






39. Occurs grades two to three: children can read larger words in print and accuracy and speed in reading are stressed






40. Decoding and creating written words - using proper spelling - also includes the ability to listen - speak - read - and write and obtain and retrieve information






41. Children with low phonological awareness who also have trouble blending speech sounds and segmenting






42. A reference to something outside a work of literature - like to a literary event - person or work






43. The act of transforming one thing into another in a story






44. A technique of pre - writing in which the writer writes any ideas without limit






45. An assumption without argument - Because I always tell the truth - I am not lying to you now.






46. When a vowel is combined with an 'r' like 'or' or 'ur'

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47. When children realize that letters represent sounds - may know only a few letters in the alphabet






48. The realization that occurs in kindergarten that words should be read from left to right






49. Holophrastic speech (one word utters like ball)






50. Increasing fluency. An elementary student acquires 12 words daily!