Praxis Teaching Reading: Elementary study plan

Define and distinguish the five essential components of reading (phonological awareness, phonics, fluency, vocabulary, comprehension) in writing, without notes

Sequence the stages of reading development and map each stage to the skills a reader controls at that point

Diagram the phonological-awareness continuum from word/syllable awareness through phoneme manipulation, using original examples at each level

Explain how concepts of print, alphabetic principle, and orthographic knowledge interact to support decoding

Compare explicit, systematic, synthetic, and analytic phonics approaches and state when each is appropriate

Build an original 10-lesson phonics mini-sequence that respects a defensible scope and sequence

Write three original fluency-building activities (modeled reading, repeated reading, performance reading) with progress-monitoring steps

Differentiate instruction for a struggling decoder, an advanced reader, and an English learner in the same lesson plan

Analyze original samples of student reading errors and classify each as phonological, orthographic, or fluency-related

Select the instructional response that matches each error pattern identified

Distinguish phonological awareness from phonemic awareness in scenario-based items and justify each choice

Identify common misconceptions about dyslexia, sight words, and the three-cueing approach and correct them in writing

Classify target words into Tier 1, 2, and 3 and select an appropriate instructional routine for each tier

Describe and contrast direct, indirect, and contextual vocabulary instruction with original examples

Explain how morphological awareness and cognate knowledge support vocabulary growth for diverse learners

Match vocabulary assessment formats to the type of word knowledge being measured

Compare major comprehension models (simple view, construction-integration, transactional) and state what each implies for instruction

Design instruction for before-, during-, and after-reading comprehension strategies with a stated purpose for each

Teach text structure (narrative and the five expository structures) using original graphic organizers

Explain how background knowledge, motivation, and question-answer relationships influence comprehension

Distinguish screening, diagnostic, progress-monitoring, and outcome assessments by purpose, timing, and decision use

Interpret original benchmark and progress-monitoring data to place students into instructional tiers

Select and justify interventions matched to phonemic awareness, phonics, fluency, vocabulary, and comprehension needs

Apply multi-tiered decision rules (including when to move a student in or out of intervention) to three original student cases

Explain how disciplinary literacy differs from content-area reading and give a subject-specific example

Design instruction that integrates reading, writing, speaking, and listening around one science or social studies topic

Select and adapt content-area texts by text complexity, structure, and knowledge demand

Describe strategies that support writing in response to reading, including summary, argument, and explanation

Retake and beat your Week 4 milestone score by at least 10 percentage points

Rank your five weakest sub-domains from practice data and re-teach each with a written summary

Complete two full-length timed practice sets and log every missed item by domain and error type

Write out the decision rules and key definitions you missed most often and rehearse them aloud