MTTC Reading (005) study plan

Map the MTTC Reading (005) subareas against your current knowledge by writing a one-page self-audit that rates your confidence (1-5) on phonological and phonemic awareness, phonics and word analysis, fluency, vocabulary, comprehension, and assessment.

Define and correctly distinguish phonemic awareness from phonics in writing, giving three classroom examples of each and one example that is commonly mislabeled.

Segment, blend, delete, and substitute phonemes in 15 practice words (including digraphs, blends, and r-controlled vowels), recording each response and checking accuracy.

Classify the six syllable types and apply them to 25 multisyllabic words, marking the division point and the vowel sound in each.

Build a personal glossary of 20 core reading terms (e.g., phoneme, grapheme, morpheme, onset-rime, orthographic mapping) with a one-sentence definition and an instructional example for each.

Explain the alphabetic principle and the continuum from phonemic awareness to phonics to orthographic mapping, writing a 200-word summary without notes.

Identify and correct errors in 20 teacher-written phonics generalizations (e.g., silent-e, vowel teams, soft c and g, doubling rule, y as a vowel), noting at least two common exceptions to each.

Analyze 10 invented or authentic student spelling errors and name the underlying phonics or orthographic misconception each reveals.

Sequence phonics instruction for a K-2 progression, ordering 12 skills from easiest to most complex and justifying three placement decisions.

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

Calculate words correct per minute (WCPM) and accuracy percentage from three provided running-record scenarios, then classify each reader as at risk, emerging, or proficient relative to grade-level benchmarks you look up and cite.

Describe three evidence-based fluency routines (e.g., repeated reading, paired reading, performance reading) and state the grade band and materials each suits.

Distinguish fluency problems caused by word-recognition deficits from those caused by comprehension or attention issues, using three short reader profiles.

Explain the role of prosody in meaning-making and identify two observable prosody indicators you would listen for.

Differentiate implicit and explicit vocabulary instruction and classify 10 instructional activities accordingly.

Apply morphological analysis to 15 unfamiliar words, identifying prefixes, roots, and suffixes and predicting meaning from the parts.

Select and justify Tier 2 words from a short grade-level passage, explaining why each is more instructionally valuable than surrounding Tier 1 or Tier 3 words.

Design a 5-day vocabulary routine that includes context clues, morphology, and multiple exposures, and state how you would assess retention.

Explain how breadth and depth of vocabulary knowledge each contribute to comprehension, citing at least two instructional implications.

Distinguish literal, inferential, and evaluative comprehension questions and write three of each for a single short passage.

Explain how narrative and expository text structures (e.g., story grammar, compare-contrast, cause-effect, problem-solution) support comprehension, and diagram two passages using their structures.

Model a think-aloud for one comprehension strategy (e.g., questioning, summarizing, monitoring), scripting at least eight teacher statements that make the invisible reasoning visible.

Describe the gradual release of responsibility (modeling, guided practice, independent application) and map three comprehension strategies onto it.

Identify what a reader's retelling reveals about comprehension and write a three-level rubric for scoring a retelling.

Distinguish screening, diagnostic, progress-monitoring, and outcome assessments and match four sample instruments to their correct purpose.

Interpret a provided data set (e.g., a class set of oral reading fluency scores and a phonics inventory) to group students into three flexible instructional groups with stated criteria.

Explain the difference between norm-referenced and criterion-referenced measures and state one appropriate use for each.

Describe how to use assessment data to inform instruction without over-identifying students, naming two safeguards against misclassification.

Compare at least three evidence-based interventions for struggling readers and state the reader profile each best serves.

Integrate the five essential components of reading instruction into a single 90-minute balanced literacy block, allocating minutes and justifying each allocation.

Explain how to support English learners and students with dyslexia or other reading disabilities within each component, naming two specific accommodations per component.

Distinguish the major approaches to reading instruction (systematic explicit phonics, whole language, balanced literacy) and state the evidence base and limitations of each.

Analyze three short classroom scenarios and identify the instructional decision that most likely impedes student reading growth, justifying each with research-based reasoning.

Review your weeks 1-6 self-audit and errors, and re-rate your confidence on each subarea, flagging the two weakest for targeted review.

Take two full-length timed practice tests under exam conditions and record raw scores by subarea.

Analyze every missed or guessed item, labeling the cause as content gap, misread question, or distractor trap, and write a corrective note for each.

Re-teach your two flagged weak areas from week 7 by writing a one-page summary of each from memory and checking it against your notes.

Build a one-page formula and terminology sheet you can review in the final 48 hours before the test.

Draft a test-day plan covering pacing per item, when to flag and return, and how to handle items you cannot answer.