240's MTTC Upper Elementary (3-6) Education Subtest 2: Literacy Study Guide Is 98% Test-Aligned
240's MTTC Upper Elementary (3-6) Education Subtest 2: Literacy study guide is built around the official exam framework so you can study what is actually tested. This page shows exactly how the guide maps to the real exam — SMR by SMR and competency by competency — so you can see where coverage is strongest, where some depth gaps remain, and how each part of the guide supports your prep.
98%
test-aligned
59
Fully covered
3
Partially covered
0
Coverage gap
Based on a competency-by-competency review of the official framework and the lessons, practice questions, flashcards, videos, and study materials included in this guide.
1389
Practice Questions
276
Flashcards
60
Study Materials
20
Videos
Why Test Alignment Matters for Your MTTC Upper Elementary (3-6) Education Subtest 2: Literacy Study Guide
Certification test standards are broad, but the exam questions are very specific. Our team of curriculum experts uses the 240 Study Guide Creation Process to ensure the most aligned, specific content for your MTTC Upper Elementary (3-6) Education Subtest 2: Literacy (122) test — so you are not wasting time on broad subject review that may not show up on exam day.
Why 240 Is the Best Choice for the MTTC 122 Study Guide
- Built around the official exam framework
- Organized by the competencies actually used on the exam
- Shows exactly what is covered and where depth is partial
- Includes aligned questions, flashcards, study materials, and videos
- Helps candidates study what is actually tested instead of broad generic content
Transparent coverage is a strength. We show where the guide is strong, where depth is partial, and where a gap has been identified so you can make an informed study decision.
How to Read This Alignment Review
3 domains · 62 competencies reviewed · 98% test-aligned
Covered— competency is comprehensively supported by the guide
Partially covered— core content is covered, but some depth gaps remain
Coverage gap identified— a content gap has been identified
This study guide is based on the current official exam framework
We review and update alignment whenever the official framework changes so candidates are always studying current, accurate material.
LITERACY IN CONTEXT (DOMAIN I)
Partially covered
SMR I.1 Literacy Learning Environments
51 Qs3 Materials14 Cards1 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of methods to facilitate learners' access to a range of age-appropriate contemporary and classical digital and print materials of a variety of genres (e.g., informative/explanatory texts, narrative texts, signage including environmental print, poetry) and media (e.g., books, magazines, digital texts, audio text, speech-to-text technologies) for both in-school and out-of-school literacy. | ELA.Developing Readers | Covered | 27 | 1 | 5 | 1 | Covered by 1 topic (27 questions, 1 materials, 5 cards, 1 videos). |
| b. Demonstrate knowledge of methods to create a variety of organized, safe, and respectful learning spaces and opportunities for learning that foster collaborative and meaningful literacy experiences (e.g., class meeting space, small-group area, furniture arrangement, writing center, reading areas, safe/appropriate use of digital technologies). | ELA.Developing Readers | Covered | 27 | 1 | 5 | 1 | Covered by 1 topic (27 questions, 1 materials, 5 cards, 1 videos). |
| c. Demonstrate knowledge of methods to make accessible and actively use word-learning artifacts (e.g., interactive word walls across disciplines, themes, general academic and discipline-specific vocabulary; online dictionaries and thesauruses). | ELA.Resources - Word Analysis Skills | Covered | 12 | 1 | 6 | 0 | Covered by 1 topic (12 questions, 1 materials, 6 cards, 0 videos). |
| d. Demonstrate knowledge of methods to use materials and space to foster literacy and disciplinary inquiry (e.g., class question wall, classroom library, flexible seating, mapping graphic representations against explanations in text, inquiry notebooks, online resources). | ELA.Developing Readers | Covered | 27 | 1 | 5 | 1 | Covered by 1 topic (27 questions, 1 materials, 5 cards, 1 videos). |
| e. Demonstrate knowledge of methods to support and guide integration of digital technologies to aid learners' literacy and learning across disciplines (e.g., opportunities to create digital artifacts of learning, interactive simulations, digital narrative and informational texts, digital presentations). | ELA.Teaching Technology - Literacy Skills | Covered | 12 | 1 | 3 | 0 | Covered by 1 topic (12 questions, 1 materials, 3 cards, 0 videos). |
| f. Demonstrate knowledge of methods to identify and use a variety of flexible grouping strategies based on the literacy task and learners' specific literacy strengths, needs, prior knowledge, interests, and other factors. | ELA.Developing Readers | Covered | 27 | 1 | 5 | 1 | Covered by 1 topic (27 questions, 1 materials, 5 cards, 1 videos). |
| g. Demonstrate knowledge of methods to teach, model, facilitate, and provide independent practice with opportunities to use literacy for positive social interactions (e.g., solving conflicts, negotiating in collaborative projects). | ELA.Developing Readers | Covered | 27 | 1 | 5 | 1 | Covered by 1 topic (27 questions, 1 materials, 5 cards, 1 videos). |
| h. Demonstrate knowledge of methods to identify and use a range of digital and non-digital tools to support socialization, oral language, writing development, word study, vocabulary, fluency, and comprehension. | ELA.Developing Readers | Covered | 27 | 1 | 5 | 1 | Covered by 1 topic (27 questions, 1 materials, 5 cards, 1 videos). |
SMR I.2 Culturally Responsive Practices in Literacy
74 Qs4 Materials14 Cards2 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate understanding of the importance of learners' use of their first or home language(s) and dialect(s) and development of additional languages and literacies, and design instruction that builds on learners' use of their first or home language(s). | ELA.ELL Strategies - Reading Comprehension; ELA.ELL Strategies - Oral Language | Covered | 40 | 2 | 4 | 1 | Covered by 2 topics (40 questions, 2 materials, 4 cards, 1 videos). |
| b. Demonstrate knowledge of methods to select instructional materials and resources, including print and digital texts, that value and reflect the multidimensionality of diversity represented in society and learners. | ELA.Culturally Responsive Reading Instruction | Covered | 20 | 1 | 5 | 1 | Covered by 1 topic (20 questions, 1 materials, 5 cards, 1 videos). |
| c. Demonstrate knowledge of methods to support learners' interactions with and provide access to high-interest, self-selected reading and writing materials with a range of text complexity across socially, culturally, and linguistically diverse texts. | ELA.Culturally Responsive Reading Instruction | Covered | 20 | 1 | 5 | 1 | Covered by 1 topic (20 questions, 1 materials, 5 cards, 1 videos). |
| d. Demonstrate knowledge of culturally responsive methods to engage learners in the creation and use of visual representations of thinking and learning (e.g., anchor charts; graphic organizers; personal artifacts, such as learning/response journals; visible thinking routines). | ELA.Writing to Support Reading | Covered | 14 | 1 | 5 | 0 | Covered by 1 topic (14 questions, 1 materials, 5 cards, 0 videos). |
SMR I.3 Literacy Curriculum Design and Assessment
163 Qs7 Materials44 Cards2 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate understanding of inherent connections of literacy processes—reading, writing, speaking, listening, viewing, and visually representing—and that the literacy processes are related in complex ways; are integrated in the service of meaningful communication (e.g., to entertain, to persuade, to inform/explain, to argue); and should be addressed by building on their reciprocity. | ELA.Integration of Language Skills | Covered | 17 | 1 | 4 | 0 | Covered by 1 topic (17 questions, 1 materials, 4 cards, 0 videos). |
| b. Demonstrate understanding that assessment of individual components of literacy is valuable, and demonstrate the ability to administer and interpret the results of multiple formative and summative assessments that examine the literacy processes. | ELA.Types of Assessment | Covered | 51 | 1 | 18 | 1 | Covered by 1 topic (51 questions, 1 materials, 18 cards, 1 videos). |
| c. Demonstrate understanding that a learner's assessed literacy proficiency depends on a number of factors (e.g., background knowledge related to a text's topic, motivation and engagement, features of the literacy task) and that this information will be used to help inform instructional decision-making through the selection and use of research-supported instructional techniques that focus on multiple literacy processes simultaneously. | ELA.Factors Affecting Reading Development | Partially covered | 7 | 1 | 0 | 0 | Partial coverage by 1 topic (7 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| d. Demonstrate knowledge of methods to design or adapt and implement literacy curricula that support literacy learning for whole class, small groups, and individual learners in all literacy processes. | ELA.Differentiation in Reading Instruction | Covered | 24 | 1 | 8 | 0 | Covered by 1 topic (24 questions, 1 materials, 8 cards, 0 videos). |
| e. Demonstrate knowledge of the impact of language on learners' social and academic development and their developing identities as readers and writers, and plan and implement instruction accordingly. | ELA.Differentiation in Reading Instruction | Covered | 24 | 1 | 8 | 0 | Covered by 1 topic (24 questions, 1 materials, 8 cards, 0 videos). |
| f. Demonstrate the ability to identify and value learners' multiple ways of communicating, in- and out-of-school discourses, and variations in language expression, and leverage these to provide appropriate literacy instructional practices and social development of individual learners. | ELA.Differentiation in Reading Instruction | Covered | 24 | 1 | 8 | 0 | Covered by 1 topic (24 questions, 1 materials, 8 cards, 0 videos). |
| g. Demonstrate knowledge and understanding of state standards and competencies applicable to literacy learning as detailed for grades 3–6 in the Michigan K–12 Standards for English Language Arts3. | ELA.Process of Learning - Literacy | Covered | 22 | 1 | 7 | 0 | Covered by 1 topic (22 questions, 1 materials, 7 cards, 0 videos). |
| h. Demonstrate knowledge of methods to provide specific, constructive feedback that targets learners' most critical needs during the literacy processes. | P.Effective Feedback | Covered | 25 | 1 | 5 | 1 | Covered by 1 topic (25 questions, 1 materials, 5 cards, 1 videos). |
| i. Demonstrate the ability to identify reasonable goals and expectations for learners that align with their literacy and academic development. | ELA.Process of Learning - Literacy | Covered | 22 | 1 | 7 | 0 | Covered by 1 topic (22 questions, 1 materials, 7 cards, 0 videos). |
| j. Demonstrate knowledge of methods to select texts of varying complexity that align with instructional purposes (e.g., independent practice, study of author's craft and structure, integration of knowledge and ideas). | ELA.Measures of Text Complexity - Three-Part Model | Covered | 17 | 1 | 3 | 0 | Covered by 1 topic (17 questions, 1 materials, 3 cards, 0 videos). |
SMR I.4 Motivation and Engagement
24 Qs2 Materials7 Cards0 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate an understanding that literacy motivation and engagement develop through meaningful interactions with individuals and information, combined with experiences, including various inquiry activities in which the learner asks and seeks answers to their own and academic questions across disciplines. | ELA.Effective ELA Learning Environment | Covered | 11 | 1 | 6 | 0 | Covered by 1 topic (11 questions, 1 materials, 6 cards, 0 videos). |
| b. Demonstrate knowledge of methods to assess literacy motivation and engagement through interviews or questionnaires with the learner, which may be supplemented by teacher observation of learner affect and actions, writing, logs, or academic work. | ELA.Effective ELA Learning Environment | Covered | 11 | 1 | 6 | 0 | Covered by 1 topic (11 questions, 1 materials, 6 cards, 0 videos). |
| c. Demonstrate the ability to select and use research-supported instructional practices to foster intrinsic literacy motivation, including setting expectations for classroom participation; assuring opportunities for developing self-efficacy through scaffolding, text, and task selection, differentiation, goal-setting, and self-monitoring; offering learners substantive options, choices, and input into learning activities; and arranging collaborative activities that foster literacy learning through social interactions. | ELA.Promoting a Love of Reading | Covered | 13 | 1 | 1 | 0 | Covered by 1 topic (13 questions, 1 materials, 1 cards, 0 videos). |
| d. Apply knowledge of methods to provide a variety of meaningful purposes for curricular units and tasks; provide continual encouragement for academic and personal attainment and interests; emphasize the utility, value, and enjoyment of literacy and literacy tasks (e.g., word inquiry, reading of high-interest texts, critical inquiry); and build interpersonal relationships with learners that encourage mutual trust and commitment. | ELA.Promoting a Love of Reading | Covered | 13 | 1 | 1 | 0 | Covered by 1 topic (13 questions, 1 materials, 1 cards, 0 videos). |
LITERACY SKILLS–INSTRUCTION AND PRACTICES (DOMAIN II)
Covered
SMR II.5 Print Concepts and Decoding: Phonological Awareness, Phonics
260 Qs10 Materials53 Cards4 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate understanding that print concepts are foundational knowledge about how print, in general, and books in particular, "work," including, but not limited to, knowledge of parts of texts; that phonological awareness is a set of foundational oral language skills that involves conscious awareness of sounds within the speech stream and the segmentation and blending of sounds and has reciprocal relationships with word reading, spelling, and vocabulary; and that phonics is a connection between individual and groups of graphemes (letter symbols) and phonemes (letter sounds) that, among other things, allows readers to translate written symbols into meaningful words (decoding). | ELA.Teaching - Concepts of Print; ELA.Phonological Awareness; ELA.Teaching - Phonics and Decoding | Covered | 109 | 3 | 34 | 2 | Covered by 3 topics (109 questions, 3 materials, 34 cards, 2 videos). |
| b. Demonstrate understanding that some print-concept, phonological awareness, and decoding skills are language-specific, not universal (e.g., English and Arabic have different directionality); understanding of the common and fluid developmental progression of phonological awareness skills, including multiple levels of sounds within words, expectations by grade level, and the differences among various phonological manipulations; and understanding that phonics relies in part on a base of phonological awareness skills and developing reciprocally with those skills. | ELA.Teaching - Concepts of Print; ELA.Diversity of Written Language and Effect on Literacy Development; ELA.Teaching - Phonological Awareness; ELA.Impact of Phonological Awareness on Literacy | Covered | 96 | 4 | 30 | 1 | Covered by 4 topics (96 questions, 4 materials, 30 cards, 1 videos). |
| c. Demonstrate knowledge of strategies and methods for measuring print-concept, phonological awareness, and decoding skills using observation and assessment tools that engage learners in demonstrating these skills in acts of reading and writing, being cognizant of the language(s) and dialect(s) spoken; and demonstrate knowledge of how to decide whether to seek appropriate intervention resources and instructional support from an appropriate specialist. | ELA.Assessment and Intervention - Phonological Awareness; ELA.Assessment and Intervention - Phonics and Word Analysis; ELA.Differentiation and Intervention - Print Concepts and Alphabetic Knowledge | Covered | 63 | 3 | 12 | 0 | Covered by 3 topics (63 questions, 3 materials, 12 cards, 0 videos). |
| d. Demonstrate the ability to identify and use research-supported instructional techniques and targeted interventions to develop print-concept, phonological awareness, and decoding skills. | ELA.Teaching - Concepts of Print; ELA.Teaching - Phonological Awareness; ELA.Teaching - Phonics and Decoding; ELA.Process of Learning - Decoding | Covered | 138 | 4 | 36 | 3 | Covered by 4 topics (138 questions, 4 materials, 36 cards, 3 videos). |
SMR II.6 Spelling
64 Qs3 Materials28 Cards1 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate understanding that spelling is a connection between individual and groups of phonemes (letter sounds) and graphemes (letter symbols) and morphemes (meaning units) that, among other things, allows readers to translate thoughts into written words (encoding); that spelling instruction enables writing and also improves the specific reading skills of decoding and word reading and whose influences include phonological, orthographic, and morphological knowledge. | ELA.Teaching - Spelling | Covered | 26 | 1 | 19 | 0 | Covered by 1 topic (26 questions, 1 materials, 19 cards, 0 videos). |
| b. Demonstrate understanding that spelling develops through a series of common and fluid stages, with phases within each stage, and through explicit instruction in reading and writing across disciplines and that spelling development relies particularly on developing phonological, advanced phonics, morphological, orthographic, and vocabulary knowledge. | ELA.Process of Learning - Spelling | Covered | 18 | 1 | 6 | 1 | Covered by 1 topic (18 questions, 1 materials, 6 cards, 1 videos). |
| c. Demonstrate the ability to use diagnostic and formative assessments to inform instruction, being cognizant of the language(s) and dialect(s) spoken by the learner, including assessments of knowledge of more complex sound-letter relationships; stage of spelling development; and spelling performance within meaningful writing, recognizing that spelling performance may reveal information about learners' phonemic, phonics, morphological, orthographic, and vocabulary knowledge, and demonstrate knowledge of how to decide whether to seek appropriate intervention resources and instructional support from an appropriate specialist. | ELA.Assessment and Intervention - Spelling | Covered | 20 | 1 | 8 | 0 | Covered by 1 topic (20 questions, 1 materials, 8 cards, 0 videos). |
| d. Demonstrate the ability to identify and use engaging and multimodal, research-supported instructional techniques, including practices that simultaneously address morphology and spelling, to explicitly teach, model, provide guided and independent practice with, and provide feedback regarding spelling strategies (e.g., mental graphemic representations, word ladders, word maps, word sorting); involving learners in synthesis, analysis, and manipulations of graphemes, morphemes, and syntax within and across words; and providing multiple and varied opportunities for fluent application in meaningful reading and writing across disciplines. | ELA.Teaching - Spelling | Covered | 26 | 1 | 19 | 0 | Covered by 1 topic (26 questions, 1 materials, 19 cards, 0 videos). |
SMR II.7 Syntax
134 Qs7 Materials37 Cards2 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate understanding that syntax is an oral and written language concept comprising a set of principles that govern phrase and sentence structure, which varies across languages and dialects; that in formal English syntax, these principles specify the relation of word order and meaning; and that the grammar of the language indicates how words are combined to convey meanings. | ELA.Parts of Speech; ELA.Types of Sentences (Grammar) | Covered | 49 | 2 | 19 | 1 | Covered by 2 topics (49 questions, 2 materials, 19 cards, 1 videos). |
| b. Demonstrate understanding that syntax involves knowledge of parts of speech (e.g., verb, noun, adverb) and word order (which may vary from learners' home languages); that phrases and sentences vary in complexity (simple, compound, complex, compound/complex); and that analysis of syntax helps to link structure and meaning. | ELA.Oral Language to Support Reading and Writing | Covered | 20 | 1 | 1 | 0 | Covered by 1 topic (20 questions, 1 materials, 1 cards, 0 videos). |
| c. Demonstrate understanding that syntactic knowledge develops through social interactions in home languages and dialects that may or may not parallel formal English syntax, and thus may develop differently in a school setting when formal academic language expectations are different from home and community languages; that in oral and written academic language, learners' attention is directed to the relation of word order and sentence structure and meaning; and that learners acquire facility in manipulating words, phrases, and clauses within sentences to place emphasis on particular words and ideas and to communicate increasingly complex ideas across disciplines. | ELA.Teaching - Spoken vs Written English | Covered | 11 | 1 | 9 | 0 | Covered by 1 topic (11 questions, 1 materials, 9 cards, 0 videos). |
| d. Demonstrate knowledge of assessment tools and methods, such as checklists and rubrics for written language samples, as well as listening for difficulties in oral language samples, and demonstrate knowledge of how to decide whether to seek appropriate intervention resources and instructional support from an appropriate specialist. | ELA.Assessment - Oral Language; ELA.Assessment and Intervention - Proper Writing and Grammar Conventions | Covered | 35 | 2 | 5 | 0 | Covered by 2 topics (35 questions, 2 materials, 5 cards, 0 videos). |
| e. Demonstrate the ability to identify and use research-supported instructional techniques (e.g., modeling, sentence framing, sentence expanding, sentence combining) to provide authentic opportunities during reading and writing to examine how specific syntactic constructions function in texts and learners' writing across disciplines. | ELA.Teaching - Oral Language | Covered | 19 | 1 | 4 | 1 | Covered by 1 topic (19 questions, 1 materials, 4 cards, 1 videos). |
SMR II.8 Vocabulary
106 Qs5 Materials22 Cards1 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate understanding that vocabulary is an oral and written language construct that is central to everyday and academic language, which includes general and discipline-specific vocabulary and involves knowledge of word meanings and the conceptual knowledge across disciplines that underlies them; that it includes understanding multiple meanings across contexts, figurative language, and morphological structure of words; and that it is central to oral language, academic language, reading comprehension, and written composition. | ELA.Teaching - Increasing Vocabulary | Covered | 53 | 1 | 14 | 1 | Covered by 1 topic (53 questions, 1 materials, 14 cards, 1 videos). |
| b. Demonstrate understanding that vocabulary develops through oral language, wide reading, inquiry, experiences, explicit and implicit instruction (including explicit instruction in word meanings, vocabulary strategies [e.g., looking for a possible synonym in the sentence], and deliberate analysis of the morphemic composition of words). Demonstrate understanding that vocabulary also develops through deliberate analysis of the morphemic composition of words with particular complexity for learners whose home language is not the language of instruction. | ELA.Teaching - Increasing Vocabulary Using Writing | Covered | 11 | 1 | 4 | 0 | Covered by 1 topic (11 questions, 1 materials, 4 cards, 0 videos). |
| c. Demonstrate the ability to examine learners' breadth and depth of academic language, including how morphology relates to academic vocabulary knowledge, recognizing that learners may have knowledge of vocabulary not in the language of instruction; assess vocabulary through engagement in purposeful reading, writing, and oral language tasks; and demonstrate knowledge of how to decide whether to seek appropriate intervention resources and instructional support from an appropriate specialist. | ELA.Assessment - Vocabulary; ELA.Intervention - Vocabulary | Covered | 31 | 2 | 6 | 0 | Covered by 2 topics (31 questions, 2 materials, 6 cards, 0 videos). |
| d. Demonstrate the ability to identify and use multimodal, research-supported instructional techniques to develop vocabulary, including for learners whose home language is not the language of instruction, through a large volume of oral and written language exposure (e.g., through conversation, read-aloud, audio books, silent reading, wide reading, and inquiry); selecting appropriate words for instruction; providing accessible, explicit explanation of the meaning of words; providing multiple exposures to new words through text and oral language; explicitly teaching morphology (e.g., root words, prefixes, affixes, inflections) and etymology (i.e., word origins); and other techniques. | ELA.Teaching - Increasing Vocabulary; ELA.Choosing Targeted Vocabulary Words | Covered | 64 | 2 | 16 | 1 | Covered by 2 topics (64 questions, 2 materials, 16 cards, 1 videos). |
LITERACY PROCESSES–INSTRUCTION AND PRACTICES (DOMAIN III)
Partially covered
SMR III.9 Reading Fluency
133 Qs6 Materials27 Cards2 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate understanding that fluency entails accuracy, automaticity, and prosody; its role in reading development; and reciprocal relationships with background knowledge, motivation, orthographic knowledge, morphological awareness, word recognition, syntax, and reading comprehension (although strong fluency does not guarantee reading comprehension). | ELA.Measures of Fluency; ELA.Impact of Fluency on Comprehension | Covered | 29 | 2 | 5 | 1 | Covered by 2 topics (29 questions, 2 materials, 5 cards, 1 videos). |
| b. Demonstrate understanding that fluency development entails progression in phonological and orthographic awareness; rapid processing; and aspects of expression, including volume, phrasing, smoothness, and appropriate pace (which may vary based on what is being read, the purpose for reading, and other factors) within and across texts. | ELA.Impact of Phonics and Word Decoding on Fluency and Vocabulary | Covered | 6 | 1 | 10 | 0 | Covered by 1 topic (6 questions, 1 materials, 10 cards, 0 videos). |
| c. Demonstrate knowledge of methods to assess each dimension of reading fluency (accuracy, automaticity, and prosody), orally and silently (for automaticity); this can best be accomplished by using tasks that also incorporate an evaluation of reading comprehension (e.g., through comprehension questions and dialogic conversations about the reading). | ELA.Process of Learning and Intervention - Reading Fluency; ELA.Assessment - Reading Fluency | Covered | 51 | 2 | 9 | 1 | Covered by 2 topics (51 questions, 2 materials, 9 cards, 1 videos). |
| d. Demonstrate the ability to identify and use multimodal, research-supported instructional techniques to build reading fluency (e.g., repeated reading, partner reading, listening to models of fluent reading, reading texts of increasing difficulty, reading while listening to recorded books) and encourage an increase in time spent reading (oral and silent), in coordination with techniques that build word knowledge and skills from foundational to fluency. | ELA.Teaching - Reading Fluency | Covered | 47 | 1 | 13 | 0 | Covered by 1 topic (47 questions, 1 materials, 13 cards, 0 videos). |
SMR III.10 Comprehension
135 Qs4 Materials30 Cards2 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate understanding that comprehension is the ultimate purpose of reading instruction and involves the ability to extract and construct meaning through interaction and involvement with oral, written, and visual language separately or in combination with one another. | ELA.Fundamentals of Reading Comprehension | Partially covered | 5 | 1 | 1 | 1 | Partial coverage by 1 topic (5 questions, 1 materials, 1 cards, 1 videos); limited supporting content. |
| b. Demonstrate understanding that comprehension of oral, print, visual, and digital texts develops through the integration of many areas, including language development (e.g., morphological knowledge and awareness, vocabulary depth and breadth), word knowledge development, and, in the case of written language, development in fluency, written textual knowledge, comprehension strategies, metacognition, and attitudes specific to written and visual language (e.g., a disposition to read actively to construct meaning through interaction with text), and working memory and executive functioning skills, such as attention and processing speed. | ELA.Fundamentals of Reading Comprehension | Partially covered | 5 | 1 | 1 | 1 | Partial coverage by 1 topic (5 questions, 1 materials, 1 cards, 1 videos); limited supporting content. |
| c. Demonstrate understanding of methods to assess learners' reading comprehension through tasks including questioning, retelling, dialogic conversations, summarizing, and application tasks (e.g., following a procedure while reading a procedural text), decide whether to seek appropriate intervention resources and instructional support from an appropriate specialist, and recognize that not all comprehension difficulties have the same cause nor do they require the same instructional responses. | ELA.Assessment - Reading Comprehension | Covered | 28 | 1 | 7 | 0 | Covered by 1 topic (28 questions, 1 materials, 7 cards, 0 videos). |
| d. Demonstrate the ability to identify and use research-supported instructional techniques to develop comprehension, including instruction in all literacy standards (e.g., vocabulary, fluency) and daily time for learners to read in motivating and engaging contexts for the purposes of building disciplinary knowledge and/or advancing personal interests; comprehension strategy instruction; modeling and guiding learners to be metacognitive while reading; instruction in text search, navigation, and evaluation; focused, high-quality discussion of the meanings of text; text structure and feature instruction; and application tasks (e.g., building an argument from textual evidence). | ELA.Teaching - Reading Comprehension (All Texts) | Covered | 94 | 1 | 20 | 1 | Covered by 1 topic (94 questions, 1 materials, 20 cards, 1 videos). |
| e. Demonstrate understanding of methods for assessing and instructing the three categories of comprehension in the National Assessment of Educational Progress: locate and recall, integrate and interpret, and critique and evaluate to select and analyze texts for their affordances and challenges, including for specific disciplinary contexts. | ELA.Teaching - Small-Group Reading Texts | Covered | 8 | 1 | 3 | 0 | Covered by 1 topic (8 questions, 1 materials, 3 cards, 0 videos). |
SMR III.11 Composition
134 Qs5 Materials25 Cards1 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate understanding that composition is the process of conveying meaning and communicating information across disciplines and for discipline-specific purposes (e.g., opinion, informative/explanatory, narrative, argument) through oral, written (print or digital), and/or visual language, separately or in combination, and that it is important to active citizenship, many professions, and daily life. | ELA.Writing Types and Various Contexts | Covered | 52 | 1 | 12 | 0 | Covered by 1 topic (52 questions, 1 materials, 12 cards, 0 videos). |
| b. Demonstrate understanding that written composition develops in a manner that varies across disciplines, genres, and modes of communication; may be influenced by a learner's home language(s) or dialect(s); and integrates many areas of language (e.g., morphological, vocabulary, and syntax knowledge), word knowledge, textual knowledge, and knowledge of composition strategies; and that it requires applications of writing conventions to construct clear and coherent writing in which the development, organization, and style are appropriate for specific tasks, purposes, and audiences across disciplines. | ELA.Teaching - Proper Writing and Grammar Conventions | Covered | 15 | 1 | 0 | 0 | Covered by 1 topic (15 questions, 1 materials, 0 cards, 0 videos). |
| c. Demonstrate understanding of methods to assess the overall quality of a learner's composition (the effectiveness of a specific piece of writing for a specific purpose and audience), print or digital, through observation, checklists, rubrics, and other tools and, if warranted by oral and/or written language difficulties, decide whether to seek appropriate intervention resources and instructional support from an appropriate specialist; and recognize that not all composition difficulties have the same cause nor do they require the same instructional responses. | ELA.Assessment - Writing Skills | Covered | 20 | 1 | 2 | 0 | Covered by 1 topic (20 questions, 1 materials, 2 cards, 0 videos). |
| d. Demonstrate the ability to identify and use research-supported instructional techniques—being cognizant of each child's experiences, strengths, needs, and interests—to develop learners' written composition, including daily time to write across disciplines in motivating and engaging contexts with multiple and varied opportunities to set writing goals and increase stamina; and provide opportunities to offer, receive, and incorporate feedback from multiple sources, including adults and peers. | ELA.Teaching - Writing Skills | Covered | 20 | 1 | 2 | 0 | Covered by 1 topic (20 questions, 1 materials, 2 cards, 0 videos). |
| e. Demonstrate knowledge of instruction in writing processes and strategies—being cognizant of each child's experiences, strengths, needs, and interests—particularly those involving researching, planning, drafting, revising, and editing writing in print and digital contexts; opportunities to study text models and non-models and to write a variety of texts for a variety of purposes (e.g., opinion, informative/explanatory, narrative, argumentative) and audiences, including for building knowledge and engaging in disciplinary practices (e.g., scientific explanations, historical arguments), with scaffolding and with attention to disciplinary context; and explicit instruction in writing conventions, handwriting, keyboarding, word processing, and additional relevant areas within the composition standard. | ELA.Teaching - Stages of the Writing Process | Covered | 27 | 1 | 10 | 1 | Covered by 1 topic (27 questions, 1 materials, 10 cards, 1 videos). |
SMR III.12 Speaking and Listening
111 Qs4 Materials24 Cards2 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate understanding that speaking and listening involve receptive and expressive communication skills, including, and not limited to, engaging in high-quality discussions of topics and the meaning and critical analysis of texts across disciplines to support and extend comprehension of multiple and multimodal texts; reporting on a topic; adapting speech to a variety of contexts and tasks, using formal language when appropriate to task and situation; and interpreting multiple perspectives and information presented in diverse media and formats. | ELA.Active Listening | Covered | 25 | 1 | 1 | 1 | Covered by 1 topic (25 questions, 1 materials, 1 cards, 1 videos). |
| b. Demonstrate understanding that speaking and listening develop through integrated and reciprocal relationships with reading, viewing, composing, and representing information in diverse media and formats across disciplines. | ELA.Active Listening | Covered | 25 | 1 | 1 | 1 | Covered by 1 topic (25 questions, 1 materials, 1 cards, 1 videos). |
| c. Demonstrate knowledge of how to assess speaking and listening through observation, discussion protocols, narrative retellings, checklists, rubrics, and other tools and of how to use intermediary outcomes toward overall quality of expressive and receptive communication, including appropriate use of academic vocabulary, syntax, pragmatics, organization, ideation, voice, discussion moves, and use of reasons and evidence to support claims. | ELA.Oral Presentation Skills; ELA.Teaching - Oral Presentation Skills | Covered | 62 | 2 | 20 | 0 | Covered by 2 topics (62 questions, 2 materials, 20 cards, 0 videos). |
| d. Demonstrate the ability to identify and use research-supported instructional techniques—being cognizant of each child's experiences, strengths, needs, and interests—to provide learners opportunities across disciplines to engage in discussions to promote comprehension of complex information from multiple perspectives; to communicate information, understanding, concepts, and ideas to diverse audiences; and to engage in read-alouds and text-based discussions of age-appropriate books and other materials, print or digital. | ELA.Oral Presentation Skills; ELA.Teaching - Oral Presentation Skills | Covered | 62 | 2 | 20 | 0 | Covered by 2 topics (62 questions, 2 materials, 20 cards, 0 videos). |
| e. Demonstrate knowledge of how to use discussion moves (e.g., linking learners' ideas, probing learners' thinking, having learners return to the text to support claims about the ideas in the text)—being cognizant of each child's experiences, strengths, needs, and interests—that help provide continuity and extend the discussion of the ideas in the text; how to provide tasks or discussion routines learners know how to follow when they engage in small-group discussions; and how to provide regular opportunities for peer-assisted learning, especially for emergent English learners (e.g., by pairing learners at different levels of English proficiency). | P.Using Groups | Covered | 24 | 1 | 3 | 1 | Covered by 1 topic (24 questions, 1 materials, 3 cards, 1 videos). |
How 240 Creates The MTTC Upper Elementary (3-6) Education Subtest 2: Literacy (122) Study Guide
Learn more →Every 240 study guide starts with the official exam framework. From there, we organize lessons, practice, and study tools around the categories the exam uses to measure candidate knowledge.
1
Review the official exam framework
We begin with the standards, domains, competencies, objectives, or content categories published by the testing authority.
2
Map the tested categories
We map every major area the exam is designed to cover so the guide reflects the real structure of the test.
3
Build lessons around tested content
We create study materials to support the official blueprint, not broad filler content.
4
Cross-check practice against exam expectations
We review practice content against the framework and real exam patterns so preparation stays targeted.
5
Review and update as standards change
When official frameworks change, we review guides and update alignment as needed.
Reviewed by subject-matter experts and maintained to reflect current standards.
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You're not on this journey alone. Our 240 teachers have firsthand experience with these exams. Real teachers with real experience are behind the scenes to help guide you into the classroom where YOU belong.
Why 240 Is Better Than Other Generic Study Guides
Not all study guides are built the same way. Here is what separates a test-aligned guide from a generic one — and why it matters when you are preparing for the MTTC Upper Elementary (3-6) Education Subtest 2: Literacy.
Generic
Generic Prep
✕Covers broad subject areas without structure
✕No clear connection to the official exam framework
✕Practice questions may not reflect the real test format
✕May not update when official standards change
~Can be helpful for quick, broad review
Test-aligned
240 Test-Aligned MTTC 122 Prep
✓Every lesson maps to an official domain or competency
✓Built directly from the official exam framework
✓Practice questions aligned to what the exam actually measures
✓A clear study path by tested category
✓Study smarter and enter test day more prepared
FAQs About the MTTC Upper Elementary (3-6) Education Subtest 2: Literacy Study Guide
The questions teacher candidates ask us most often about the MTTC Upper Elementary (3-6) Education Subtest 2: Literacy study guide.
1
Is 240 a good study guide for MTTC Upper Elementary (3-6) Education Subtest 2: Literacy?
240 is a strong option because the guide is built around the official exam framework and shows detailed alignment by SMR and competency.
2
How closely does 240 align to the MTTC 122 exam?
This guide is 98% aligned based on a competency-by-competency review of the official framework and the study resources included in the guide.
3
Does 240 cover every competency?
This page shows coverage transparently across covered, partially covered, and identified gaps so candidates can see exactly how the guide maps to the exam.
4
What does “partially covered” mean?
Partially covered means the guide addresses the core parts of a competency, but some depth or subtopics may still be limited.
Study What's Actually on the MTTC 122 Exam
Start with a study guide built around the real exam. 240's guide maps lessons and study tools to official competencies so you can prepare more efficiently and more confidently.