Praxis Teaching Reading: K-12 study plan
Praxis Teaching Reading: K-12 · Give each week a clear focus.
8 weeks · About 6 hours per week
Foundational Knowledge and Emergent Literacy
Define and distinguish phonological awareness, phonemic awareness, and phonics, writing a one-sentence contrast for each pair
Map the continuum of phonological awareness from word/syllable awareness through onset-rime to individual phoneme manipulation
Segment and blend phonemes in 20 words of varying complexity, including consonant blends and digraphs, and record accuracy
Explain how oral language, print concepts, and letter-sound knowledge interact in emergent literacy development
Identify the five essential components of reading instruction and state one classroom example of each
Your checkpoint
A one-page phonological awareness continuum chart with 3 example tasks at each level and a 10-item self-quiz scored at 80% or higher
Foundational Knowledge and Emergent Literacy
Describe the alphabetic principle and contrast it with logographic and syllabic writing systems in a short written summary
Sequence the stages of spelling development from pre-alphabetic through orthographic and give two spelling samples per stage
Analyze how concepts of print and book handling are assessed in early readers
Explain the role of invented spelling in emergent literacy and how it informs instruction
Summarize research findings on the importance of explicit, systematic phonics for beginning readers
Your checkpoint
A stage-of-spelling table with two authentic-style sample spellings per stage and a written explanation of the instructional implication for each
Word Analysis and Fluency
Classify syllable types (closed, open, vowel-consonant-e, vowel team, r-controlled, consonant-le) and sort 30 words into the correct categories
Distinguish structural analysis from phonics and apply morphemic analysis to 15 multisyllabic words
Explain the six syllable division rules and mark syllable boundaries in 20 multisyllabic words
Compare synthetic, analytic, and analogy-based phonics approaches and state when each is appropriate
Describe how orthographic knowledge of common and irregular patterns supports decoding
Your checkpoint
A 30-word syllable-type sort with all divisions marked and a written justification for any word that fits more than one pattern
Word Analysis and Fluency
Define fluency in terms of accuracy, automaticity, prosody, and rate, and explain how each component is measured
Compare repeated reading, echo reading, choral reading, and paired reading and state the evidence base for each
Calculate words correct per minute and accuracy percentage from three timed reading samples
Explain the relationship between fluency and comprehension and identify the point at which rate becomes a concern
Describe how to select texts at the appropriate instructional level for fluency practice
Your checkpoint
A fluency data sheet with three timed sample readings, computed WCPM and accuracy, and a written interpretation of each result against grade-level expectations
Vocabulary and Comprehension
Distinguish implicit, explicit, and systematic vocabulary instruction and give a classroom example of each
Apply morphological, contextual, and semantic mapping strategies to teach 10 unfamiliar words
Explain how background knowledge and schema activation affect reading comprehension
Compare narrative and expository text structures and describe how each is taught explicitly
Differentiate literal, inferential, and evaluative comprehension questions using a short passage
Your checkpoint
A 10-word vocabulary lesson outline using at least three different word-learning strategies, plus five comprehension questions labeled by type
Reading Assessment and Instruction
Compare screening, diagnostic, progress-monitoring, and summative assessments and state the purpose of each
Interpret a running record or informal reading inventory and identify a student's instructional reading level
Explain the difference between norm-referenced and criterion-referenced measures and when each is useful
Describe how to use assessment data to form flexible instructional groups and adjust intervention intensity
Identify common reading difficulties (decoding, fluency, comprehension) and match each to an appropriate instructional response
Your checkpoint
A sample student case summary that assigns an instructional reading level, names two priority skill gaps, and prescribes two evidence-based instructional responses
Reading in the Content Areas and Diverse Learners
Explain how disciplinary literacy differs from general content-area reading and give one example per core content area
Describe instructional strategies that support comprehension of expository text in science and social studies
Identify the characteristics of dyslexia, dysgraphia, and language impairment and how each affects reading acquisition
Explain the role of culturally and linguistically responsive instruction and how home language and dialect affect reading assessment
Distinguish accommodations from modifications and give two examples of each for a struggling reader
Your checkpoint
A one-page matrix matching three learner profiles (dyslexia, English learner, speech-language impairment) to specific instructional supports and assessment accommodations
Foundational Knowledge and Emergent Literacy & Word Analysis and Fluency & Vocabulary and Comprehension & Reading Assessment and Instruction & Reading in the Content Areas and Diverse Learners
Review and consolidate notes from all five domains into a single reference sheet organized by domain
Complete a full-length timed practice test and score it by domain
Analyze missed items by domain and identify the two weakest areas for targeted reteaching
Re-teach the two weakest areas using notes and self-generated examples
State the five essential components of reading and the evidence-based instructional principle behind each from memory
Your checkpoint
A scored full-length practice test with a domain-by-domain error analysis and a written reteaching plan for the two weakest domains
Milestones
Week 2: Score at least 80% on a self-made 20-item quiz covering emergent literacy, phonological awareness, and spelling development; if below 80%, redo the week 1-2 goals before moving on
Week 4: Correctly classify at least 27 of 30 words by syllable type and accurately compute WCPM and accuracy on all three fluency samples
Week 6: Score at least 75% on a mixed 30-item practice set drawn from domains 1-4, and submit the case summary with all required components present
Week 8: Achieve at least 75% overall on the full-length practice test with no single domain below 65%, and complete the error analysis and reteaching plan