MTLE Reading Teacher (Grades K-12) study plan

Map the full Domain 1 and Domain 2 objective list into a personal checklist and rate each objective as confident, shaky, or unknown before studying anything

Define and write out in your own words the five pillars of reading instruction (phonemic awareness, phonics, fluency, vocabulary, comprehension) and how each connects to the other four

Build a phoneme inventory chart and practice counting, blending, segmenting, and manipulating phonemes in 20 sample words of increasing complexity

Distinguish phonological awareness from phonemic awareness by writing a one-paragraph contrast with three classroom examples of each

Sequence phonics skills in a defensible instructional order from letter-sound correspondence through multisyllabic decoding, and justify each step in writing

Classify 25 words by syllable type (closed, open, vowel-consonant-e, vowel team, r-controlled, consonant-le) and mark the division point for each multisyllabic word

Explain the difference between implicit and explicit, systematic phonics instruction and identify which approach the research base supports

Practice applying the six syllable types to decode 15 unfamiliar multisyllabic pseudowords aloud and record your accuracy

Describe how orthographic mapping supports sight word recognition and contrast it with memorization-based approaches

Select and justify three informal assessments that screen for decoding and spelling deficits in early elementary students

Analyze three sample spelling error patterns and name the likely underlying phonics gap each reveals

Draft a Tier 2 small-group phonics lesson outline that includes review, explicit modeling, guided practice, and application

Define fluency as accuracy, automaticity, and prosody, and explain why each component matters for comprehension

Calculate words correct per minute, accuracy percentage, and error rate from three provided oral reading data sets and interpret each score against grade-level benchmarks you state explicitly

Compare repeated reading, echo reading, choral reading, and reader's theater by purpose, grouping, and evidence base

Design a fluency routine that includes modeling, practice, feedback, and progress monitoring across a two-week cycle

Distinguish tiered vocabulary (Tier 1, 2, 3) and select eight Tier 2 words from a short grade-level passage with student-friendly definitions

Compare direct vocabulary instruction, morphological analysis, and contextual word learning by when each is most appropriate

Build a semantic map or concept sort for one academic vocabulary set and explain how it deepens word knowledge beyond definitional recall

Explain how background knowledge and schema activation influence comprehension and list three pre-reading activities that build it

Differentiate the major comprehension strategies (predicting, questioning, visualizing, summarizing, monitoring, inferencing) and match each to the text type where it is most useful

Write a think-aloud script for a short expository passage that models at least four comprehension strategies explicitly

Compare narrative and informational text structures and describe how text structure knowledge supports retelling and summarizing

Design three text-dependent questions at increasing depth-of-knowledge levels for a single short passage

Explain the components of a structured literacy approach and how it differs from balanced literacy in practice

Outline a multi-tiered system of support (Tier 1, 2, 3) and describe the decision rules that move a student between tiers

Interpret screening, diagnostic, and progress-monitoring data by naming the purpose of each and matching three sample scenarios to the correct assessment type

Identify the defining characteristics of dyslexia and other common reading difficulties and state what classroom accommodations follow from each

Take two full-length timed practice tests under exam conditions and log every missed item by domain and objective

Re-teach your five weakest objectives from the logged misses using your own notes and reference sheets, without rereading the same explanations

Write a one-page synthesis connecting the five pillars to assessment and intervention decisions across all four domains

Complete a final self-rating on every objective in your week 1 checklist and flag any remaining unknown as a pre-test review item