NES EAS Reading (NT001) study plan

Map the five essential components of reading (phonemic awareness, phonics, fluency, vocabulary, comprehension) to at least three instructional implications for each

Distinguish literary from informational text structures and list the comprehension demands each places on K-6 readers

Build a one-page timeline contrasting behaviorist, cognitive, and sociocultural views of literacy development

Identify the three cueing systems (graphophonic, syntactic, semantic) in five sample sentences and explain how each supports word identification

Differentiate main idea, theme, and topic in ten short passages and justify each choice in one sentence

Sequence literal, inferential, and evaluative questions for a single grade-level passage

Explain how narrative elements (character, setting, plot, conflict, resolution) and expository text features (headings, captions, diagrams) each guide comprehension

Describe three research-supported comprehension strategies (e.g., reciprocal teaching, think-alouds, graphic organizers) and the grade band where each fits best

Compare direct, indirect, and context-based vocabulary instruction and state when each is most effective

Apply morphological analysis to decode and define ten academic words using prefixes, roots, and suffixes

Distinguish Tier 1, 2, and 3 words and select five Tier 2 words from a grade-level text with justification

Explain how wide reading, semantic mapping, and structured discussion each build depth of word knowledge

Contrast phonological awareness, phonemic awareness, and phonics with a concrete classroom example of each

Segment, blend, delete, and substitute phonemes in ten spoken words and record the exact sequence of sounds

Classify the six syllable types and apply syllabication rules to 15 multisyllabic words

Sequence phonics instruction from letter-sound correspondence through digraphs, blends, vowel teams, and r-controlled patterns

Identify high-frequency irregular words and explain why they require explicit, cumulative review

Analyze common orthographic patterns (silent-e, vowel teams, diphthongs, consonant doubling) and predict the errors each pattern typically produces

Diagnose five invented spellings and place each student on a developmental spelling stage

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

Compare repeated reading, echo reading, choral reading, and reader's theater by purpose and grade-level fit

Calculate words correct per minute and set a reasonable 8-week fluency goal from a baseline

Design three phonemic awareness activities that require no print and target blending, segmenting, and manipulation respectively

Explain how oral language (syntax, vocabulary, discourse) underpins later reading comprehension and describe two classroom routines that strengthen it

Plan a structured discussion that builds academic language using sentence frames and accountable talk moves

Distinguish language difference from language disorder and identify when a referral is appropriate

Distinguish screening, diagnostic, progress-monitoring, and summative assessments by purpose and timing

Interpret a running record, an informal reading inventory, and a curriculum-based measure to identify a reader's instructional level

Place a hypothetical student in Tier 1, 2, or 3 using data and justify the decision with at least two data points

Explain how writing development (emergent spelling through conventional composition) connects to reading development

Synthesize all seven domains into a single concept map linking theory, assessment, and instruction

Complete two timed 40-question practice sets and log every missed item by domain

Re-teach your three weakest subskills using your own notes and verify with a fresh set of items

Write a one-page exam-day strategy plan covering pacing, flagging, and how to handle scenario-based items