TExES STR 293 study plan

Sequence the phonological-awareness continuum from word level to phoneme level and label one instructional activity for each of the four levels.

Segment, count, and manipulate phonemes in 25 self-generated words, including 10 multisyllabic words, writing the correct phoneme count beside each.

Differentiate phonemic awareness from phonics in five written contrast statements that each name a distinct example task.

Sort a self-generated set of 40 words into six phonics categories (CVC, consonant digraph, consonant blend, silent-e, vowel team, r-controlled) and mark the irregular ones.

Explain in writing why systematic, explicit phonics instruction outperforms incidental approaches, citing at least three instructional design features.

Label the six syllable types and divide 30 multisyllabic words using syllable-division rules, showing each division step.

Break 20 words into morphemes (base word, prefix, suffix) and state how each morpheme changes meaning or part of speech.

Categorize 25 high-frequency words as decodable, temporarily irregular, or permanently irregular and select a teaching routine for each category.

Define fluency's three components (accuracy, rate, prosody) and draft a scoring rubric with observable descriptors at three performance levels.

Match each of the five developmental spelling stages to two sample misspellings you construct and one instructional implication per stage.

Identify and describe the five essential components of reading instruction and explain how each is assessed and taught.

Write a scripted 45-minute lesson that applies gradual release (model, guided practice, independent application) with at least four embedded checks for understanding.

Design three differentiation moves for one lesson, each tied to a specific learner need (decoding gap, language background, advanced reader).

Outline a classroom routine that builds motivation and engagement, naming three research-supported practices and one way to measure each.

Compare screening, diagnostic, and progress-monitoring assessments by purpose, timing, and the decision each one drives.

Administer or simulate a running record on a 100-word passage and compute accuracy rate, error rate, and self-correction ratio.

Analyze a 10-error oral reading sample and classify each error (graphophonemic, semantic, syntactic, self-corrected) with an instructional next step.

Interpret three sample score reports (percentile rank, stanine, standard score) and translate each into a plain-language instructional statement.

Group six hypothetical students into flexible instructional groups using assessment data and justify each placement in one sentence.

Distinguish three tiers of vocabulary words and select five Tier 2 words from a self-chosen read-aloud text with student-friendly definitions.

Write a 7-step explicit vocabulary routine (context, definition, examples, non-examples, practice, application) and apply it to two words.

Explain how background knowledge and academic language support comprehension, naming three pre-reading activities and the knowledge each builds.

Design a read-aloud plan for an informational text with three text-dependent questions sequenced from literal to inferential.

Map five comprehension strategies (predicting, questioning, visualizing, summarizing, monitoring) to a before-during-after reading frame with one cue per strategy per phase.

Compare narrative and expository text structures and create a graphic organizer for each of the four expository structures (description, sequence, compare-contrast, cause-effect).

Write six inference prompts for a short passage: three literal, two inferential, one evaluative, and label the evidence a reader must use for each.

Evaluate two passages of differing complexity using three text-complexity dimensions (quantitative, qualitative, reader-task) and state one scaffolding move per gap.

Draft a summary of a 300-word passage in 25 words or fewer and identify the two summarization rules you applied.

Differentiate reliability from validity and construct three classroom examples of each, naming the threat demonstrated.

Design a multi-tier intervention plan for one struggling reader that specifies tier, intensity, duration, and a progress-monitoring schedule with a decision rule.

Graph eight weeks of fictional progress-monitoring data and state whether the student is responding, using an aimline and at least two data-based decision points.

Match six assessment instruments (informal reading inventory, curriculum-based measurement, phonics inventory, vocabulary probe, comprehension retell, spelling inventory) to the skill each measures and one limitation each has.

Explain how assessment data determines flexible grouping, intervention changes, and referral, in a three-paragraph written response.

Complete two full-length timed practice tests under exam conditions and record score, pacing per question, and domain-level percent correct.

Consolidate every missed item into a single error log organized by domain, tagging each error as content gap, misread, or elimination error.

Re-teach the three weakest subskills identified in the error log by writing a one-page explanation and answering 10 new self-generated questions per subskill.

Explain aloud, without notes, one foundational-skill concept, one comprehension concept, and one assessment concept, each in under 90 seconds.