This free practice test uses real exam-style questions built from the official TExES frameworks. You'll get a score and a full competency breakdown at the end.
20
Questions
~15
Minutes
Free
No Cost
Section 1 of 2
TExES EC-6 (391) Questions
The next 10 questions cover the Core Subjects EC-6 (391) exam across ELAR, Mathematics, Social Studies, Science, and Fine Arts/Health/PE competencies.
Question 1 of 20 · EC-6 (391)
ELAR — Oral Language
A 5th-grade teacher observes that English learners in her class participate minimally during whole-class discussions even though they demonstrate comprehension during small-group work. The teacher wants to increase these students' participation in academic discourse. Which of the following instructional modifications would best address this goal?
ACalling on English learners more frequently during whole-class instruction to give them additional practice with academic language
BProviding sentence frames and structured partner talk before transitioning to whole-group sharing
CUsing a think-pair-share structure with academic sentence frames so students rehearse responses before sharing with the class
DGrouping English learners together so they can support one another's language development during discussions
C is correct. Think-pair-share with sentence frames gives English learners the structured rehearsal time and linguistic scaffolds needed to participate confidently in whole-class discussion. Option B is close but less complete — it addresses preparation without the rehearsal structure that makes think-pair-share effective. Calling on students more frequently (A) increases anxiety without providing support. Homogeneous grouping (D) limits exposure to proficient English models.
Question 2 of 20 · EC-6 (391)
ELAR — Reading Fluency
A 3rd-grade teacher administers an oral reading fluency probe. A student reads 68 words per minute with 94% accuracy but pauses frequently at multisyllabic words and reads with little expression. The grade-level norm is 90 words per minute. Which of the following interventions should the teacher prioritize first?
ASystematic phonics instruction targeting multisyllabic word patterns, including syllable types and morphemic analysis
BRepeated reading of instructional-level texts with explicit modeling of prosodic reading and timed practice to build rate
CGuided reading instruction in a small group using texts at the student's frustration level to accelerate growth
DComprehension strategy instruction using think-alouds to build meaning-making skills during reading
B is correct. The student's 94% accuracy indicates decoding is largely intact; the primary deficits are rate and prosody — the hallmarks of a fluency gap. Repeated reading with prosody modeling directly addresses these. Option A is a tempting distractor because the student pauses at multisyllabic words, but at 94% accuracy the issue is fluency automaticity, not decoding. Frustration-level texts (C) would increase errors. Comprehension instruction (D) does not address the identified fluency need.
Question 3 of 20 · EC-6 (391)
Mathematics — Number Concepts
A 2nd-grade teacher introduces subtraction with regrouping. After several lessons, most students can correctly apply the standard algorithm but cannot explain why they "borrow" from the tens place. Which of the following should the teacher do next to address this gap?
AProvide additional practice with the standard algorithm using a wider variety of problems
BIntroduce a different algorithm such as partial differences to give students an alternative procedure
CUse number lines to show subtraction as distance between two points on the number line
DReturn to base-ten block representations to connect the physical regrouping action to the algorithm's symbolic notation
D is correct. The students have procedural fluency but lack conceptual understanding. Returning to concrete base-ten blocks bridges the gap between the physical act of regrouping and the symbolic notation of the algorithm. Option C is a reasonable distractor but number lines show subtraction as counting back, not regrouping. Option B adds a procedure without addressing the conceptual gap. Option A reinforces the procedure students already have.
Question 4 of 20 · EC-6 (391)
Social Studies — History
A 4th-grade teacher plans a unit on the Texas Revolution. To develop students' historical thinking skills, the teacher wants to help them distinguish between facts and historical interpretations. Which activity would best support this goal?
APresenting two accounts of the Battle of the Alamo written from different perspectives and guiding students to identify where the accounts agree, disagree, and reflect the author's point of view
BHaving students construct a detailed timeline of events in the Texas Revolution using information from the textbook
CAssigning a research report in which students summarize key causes and effects of the Texas Revolution
DShowing a documentary about Texas independence and having students take notes on the main events presented
A is correct. Comparing multiple perspectives directly teaches students to distinguish between documented facts and historical interpretation — a core historical thinking skill. Option B develops chronological thinking but not interpretive analysis. Option C develops synthesis but not perspective analysis. Option D is a passive activity that presents one interpretation as fact.
Question 5 of 20 · EC-6 (391)
Science — Scientific Inquiry
During a 5th-grade experiment on plant growth, two groups of students obtain results that contradict each other despite following the same procedure. One group's plants grew significantly taller in sandy soil; the other group's plants grew taller in clay soil. The teacher wants to use this discrepancy as a learning opportunity. Which response best models scientific thinking?
AHave both groups repeat the experiment simultaneously to determine which result is correct
BTell students that conflicting results mean the experiment was flawed and model the correct procedure
CFacilitate a class discussion in which students examine each group's variables, controls, and procedures to generate hypotheses explaining the discrepancy
DAverage the two groups' results and use the mean as the class conclusion
C is correct. Discrepant results are a scientifically valuable opportunity to examine variables, controls, and procedures — core practices of scientific inquiry. Facilitating student-driven analysis develops scientific reasoning. Option A is reasonable but simply repeating without analysis misses the learning opportunity. Option B shuts down inquiry. Option D is scientifically invalid.
Question 6 of 20 · EC-6 (391)
ELAR — Reading Comprehension
A 4th-grade student reads a passage about the water cycle fluently and with 98% accuracy. When asked to retell the passage, the student lists several facts but cannot explain the relationships between evaporation, condensation, and precipitation. Which of the following best describes the student's primary reading need?
AThe student needs additional fluency practice to free up cognitive resources for comprehension
BThe student needs vocabulary instruction to understand the technical terms in the passage
CThe student needs phonics instruction to support decoding of multisyllabic science words
DThe student needs instruction in identifying and using text structure to understand the causal relationships between ideas in informational text
D is correct. The student reads fluently and accurately, so decoding and fluency are not the issue. The student can recall facts but cannot explain relationships — this points to a gap in understanding informational text structure, specifically cause-and-effect organization. Option B is a tempting distractor, but there is no evidence of vocabulary difficulty. The student can name the concepts; the gap is in understanding how they connect.
Question 7 of 20 · EC-6 (391)
Mathematics — Problem Solving
A teacher presents this problem to 3rd graders: "There are 24 students going on a field trip. Each van holds 8 students. How many vans are needed?" After solving it, she asks: "Can you think of another way to show this?" Two students share different representations — one draws equal groups, another writes a repeated subtraction. What does this exchange primarily demonstrate about effective mathematics instruction?
AStudents are more likely to use multiplication when they understand the relationship to repeated addition
BEncouraging multiple representations helps students develop flexible mathematical reasoning and understand the connections between operations
CStudents should be guided toward the most efficient strategy rather than allowed to use varied approaches
DProblem-solving tasks are most effective when students work independently before sharing with the class
B is correct. Eliciting multiple representations is a core practice of effective math instruction — it builds flexibility, reveals conceptual understanding, and surfaces the connections between operations (division, multiplication, repeated subtraction). Option A is partially true but too narrow. Option C contradicts the value of multiple strategies. Option D addresses structure, not the mathematical learning shown in the exchange.
Question 8 of 20 · EC-6 (391)
Science — Life Science
A 4th-grade teacher notices that students understand that owls eat mice, but when shown a food web with five organisms, they cannot predict what would happen to the hawk population if the rabbit population declined significantly. Which of the following instructional experiences would most directly develop this type of ecological reasoning?
AHaving students manipulate a physical food web model by removing organism cards and tracing which populations would be affected and in which direction
BPresenting a diagram of a food web and asking students to label producers, primary consumers, and secondary consumers
CShowing a documentary about predator-prey relationships in a specific ecosystem
DReading a textbook section on food webs and answering comprehension questions about the content
A is correct. The student's gap is in systems thinking — understanding cascading effects within a food web. Physically removing organism cards and tracing effects requires students to apply the interdependence concept dynamically, not just recall it. Option B develops vocabulary and identification skills but not predictive reasoning. Options C and D are passive and do not require the student to work through the relationships.
Question 9 of 20 · EC-6 (391)
Fine Arts, Health & PE
A PE teacher notices that during team sports, several students who lack athletic confidence tend to position themselves away from the action, rarely receive passes, and disengage when their team is losing. The teacher wants to restructure activities to promote skill development and inclusion for all students. Which modification would best address this?
AEliminating team competition entirely and replacing it with individual fitness challenges where students track personal improvement
BAssigning less confident students to positions that require less physical contact to build their confidence gradually
CUsing small-sided games with structured rotation rules that ensure all students must touch the ball before a shot can be taken
DPairing less confident students with more skilled peers who can model correct technique during game play
C is correct. Structured small-sided games with mandatory participation rules change the game structure so all students are required to engage — addressing the root cause of disengagement without removing the collaborative sport context. Option A removes competition entirely, which is not necessary. Option B accommodates avoidance rather than building inclusion. Option D is well-intentioned but does not structurally ensure participation.
Question 10 of 20 · EC-6 (391)
Social Studies — Economics
A 3rd-grade teacher is planning a unit on economic concepts including wants, needs, and opportunity cost. The teacher wants students to apply these concepts to real decisions rather than just define them. Which activity would best achieve this goal?
AHaving students sort picture cards into "wants" and "needs" categories and discuss their answers with a partner
BPresenting students with a simulated budget and a list of items to purchase, requiring them to justify their choices and identify what they gave up
CReading a picture book about a character who has to choose between two items and asking students to identify which choice the character made
DCreating a vocabulary chart with definitions and illustrations for wants, needs, goods, services, and opportunity cost
B is correct. A simulated budget decision requires students to apply all three concepts — identifying wants vs. needs, making choices under scarcity, and naming the opportunity cost of their decision. Option A develops categorization but not application. Option C applies the concept to a character, not the student. Option D builds vocabulary but not application or transfer.
Section 2 of 2
TExES STR (293) Questions
The next 10 questions cover the Science of Teaching Reading (293) exam across all four domains: Reading Pedagogy, Foundational Skills, Comprehension, and Analysis and Response.
Question 11 of 20 · STR (293)
Domain I — Reading Pedagogy
A kindergarten teacher is designing reading instruction for the year. Research-based reading instruction should be systematic, sequential, explicit, and strategic. Which of the following classroom practices is most consistent with all four of these characteristics?
AImmersing students in a print-rich classroom environment and reading aloud daily to build vocabulary and a love of reading
BTeaching letter-sound correspondences when students demonstrate readiness and interest, progressing from simple to complex patterns
CUsing leveled readers matched to student reading level and providing guided questions to support comprehension
DFollowing a planned scope and sequence for phonics instruction, directly teaching each pattern with modeling and guided practice, and applying assessment data to adjust pacing
D is correct. Option D demonstrates all four characteristics: a planned scope and sequence (systematic), progressing through patterns in order (sequential), direct teaching with modeling (explicit), and using assessment data to adjust (strategic). Option B is close but teaching "when students demonstrate readiness and interest" makes it child-led rather than systematic. Options A and C are valuable practices but do not represent systematic, explicit phonics instruction.
Question 12 of 20 · STR (293)
Domain II — Foundational Skills: Phonological vs. Phonemic Awareness
A teacher asks a kindergartener to say the word "cat" and then say it again without the /k/ sound. The student responds "at." This task is best described as an assessment of which skill?
APhonological awareness, because it involves manipulating sounds in spoken language
BPhonics, because the student must know which letter represents the /k/ sound in order to remove it
CPhonemic awareness, because it requires the student to isolate and delete a specific phoneme within a spoken word
DPhonological awareness, because syllable deletion and phoneme deletion are both subcategories of the same skill
C is correct. Phoneme deletion — removing a specific sound from a spoken word — is a phonemic awareness task because it works at the level of individual phonemes. Option A is a common distractor because phonemic awareness is a subset of phonological awareness, but on the TExES the distinction matters: phonological awareness is the broad category; phonemic awareness refers specifically to individual phoneme manipulation. Option B is incorrect because the task is entirely oral — no print is involved. Option D incorrectly equates phoneme deletion with syllable deletion.
Question 13 of 20 · STR (293)
Domain II — Foundational Skills: Phonics
A 1st-grade teacher wants to assess whether students have mastered the short vowel CVC pattern before introducing CVCe words. Which assessment would provide the most valid data for this specific purpose?
AA pseudoword decoding task using nonsense CVC words such as "fep," "bim," and "vot"
BAn oral reading fluency probe using a passage with a mix of CVC and CVCe words
CA word recognition assessment using high-frequency CVC words such as "cat," "dog," and "big"
DA spelling assessment asking students to write five CVC words from dictation
A is correct. Pseudoword decoding isolates the phonics pattern being assessed — students cannot rely on memorized whole words, so correct reading of "fep" demonstrates genuine application of the short vowel CVC pattern. Option C uses real words that students may have memorized as sight words, which would not confirm pattern knowledge. Option B includes CVCe words, contaminating the assessment. Option D assesses encoding (spelling), which is related but not the same as decoding.
Question 14 of 20 · STR (293)
Domain II — Foundational Skills: Vocabulary
A 3rd-grade teacher is preparing students to read a science text about ecosystems that contains several Tier 2 words, including "thrives," "diverse," and "sustain." Which approach to pre-teaching these words would best support students' reading comprehension of the text?
AProviding dictionary definitions for each word and asking students to use each in an original sentence before reading
BIntroducing each word in the context of the text, using student-friendly explanations, related examples, and brief discussion of how each word functions within the passage
CHaving students complete a vocabulary worksheet matching each word to its definition prior to reading
DTelling students to use context clues within the text to figure out the meaning of unfamiliar words as they encounter them
B is correct. Introducing words in text context with student-friendly explanations builds the rich, usable word knowledge that supports comprehension. Option A (dictionary definitions + sentences) produces shallow knowledge — students can write a sentence without understanding how the word works in academic text. Option C (matching worksheet) is similarly shallow. Option D (context clues only) is insufficient for Tier 2 words that may not be clearly defined by surrounding text.
Question 15 of 20 · STR (293)
Domain III — Reading Comprehension
After reading a passage, a 4th-grade student can answer questions about what happened in the text but cannot explain why a character made a particular choice or predict what the character might do next. The student's decoding and fluency are at grade level. Which of the following represents the most appropriate instructional response?
AProvide more complex texts to challenge the student and develop deeper engagement with reading
BIncrease vocabulary instruction to ensure the student has the word knowledge needed to make inferences
CUse repeated reading of the same passage to build familiarity with the text and support deeper understanding
DModel inferential thinking using think-alouds that demonstrate how to combine text evidence with background knowledge, then provide guided practice with similar questions
D is correct. The student can recall literal information but cannot make inferences — a gap in higher-order comprehension strategy. Think-alouds make the inferential process explicit and teachable, and guided practice allows the student to apply it. Option B is a common distractor — vocabulary can affect inference, but there is no evidence of vocabulary gaps in this scenario. Option A increases complexity without addressing the strategy gap. Option C builds familiarity but does not teach inference.
Question 16 of 20 · STR (293)
Domain I — Reading Pedagogy: Assessment
A 2nd-grade teacher uses a universal screening measure at the beginning of the year and identifies three students who scored below the benchmark for oral reading fluency. The teacher wants to determine whether these students' low fluency is primarily related to decoding difficulties or to other factors. Which assessment would provide the most useful diagnostic information for this purpose?
AAdminister another oral reading fluency probe using a different passage to confirm the initial results
BConduct a vocabulary assessment to determine whether students have sufficient word knowledge to support fluent reading
CAdminister a phonics survey or word pattern assessment and a listening comprehension task to determine whether the difficulty is code-based or language-based
DObserve the students during independent reading to assess their reading behaviors and engagement
C is correct. To distinguish between code-based and language-based reading difficulties, the teacher needs two pieces of data: a phonics assessment (to determine if decoding is the issue) and a listening comprehension task (to determine if language comprehension is intact). If phonics is weak and listening comprehension is strong, the problem is code-based. If listening comprehension is also weak, the issue extends to language. Option A just confirms the existing finding. Option B assesses one potential factor but not the full diagnostic picture. Option D is observational and informal, not diagnostic.
Question 17 of 20 · STR (293)
Domain II — Foundational Skills: Phonemic Awareness Progression
A kindergarten teacher is planning a phonological awareness lesson sequence. Based on the developmental progression of phonological skills, which order of instruction is most appropriate?
A is correct. Phonological awareness develops along a continuum from larger to smaller units of sound. Students typically develop awareness of larger units first (rhymes, syllables), then move to onset-rime, then individual phonemes (isolation, segmentation), with phoneme manipulation being the most advanced. This progression reflects cognitive development and is supported by research on the sequence of phonological skill acquisition.
Question 18 of 20 · STR (293)
Domain I — Reading Pedagogy: Dyslexia and MTSS
A 2nd-grade student has received Tier 2 intervention for six weeks targeting phonemic awareness and phonics. Progress monitoring data shows minimal growth across three consecutive data points. The student continues to struggle significantly with decoding and blending even simple CVC words. According to a multi-tiered systems of support (MTSS) framework, which of the following is the most appropriate next step?
AContinue the current Tier 2 intervention for an additional six weeks to allow more time for the student to respond
BIntensify support to Tier 3 with more frequent and individualized intervention, and initiate the process of referring the student for a comprehensive evaluation
CMove the student back to Tier 1 instruction since the Tier 2 intervention has not been effective
DChange the Tier 2 intervention program to a different approach and collect data for another six weeks before making further decisions
B is correct. In an MTSS framework, when a student shows minimal response to Tier 2 intervention across multiple data points, the protocol calls for intensifying support (moving to Tier 3) and initiating a referral for comprehensive evaluation — which may identify a learning disability such as dyslexia. Option A delays necessary action. Option C is a regression, not a progression. Option D may be appropriate at some point, but after three flat data points the priority is intensification and referral, not simply switching programs.
Question 19 of 20 · STR (293)
Domain IV — Analysis and Response
A teacher reviews the following data for a 3rd-grade student: oral reading fluency — 62 words per minute (below benchmark of 90); phonics survey — 78% accuracy on grade-level patterns; listening comprehension — above grade level; vocabulary — above grade level. Based on this data pattern, which of the following conclusions is most supported and what instructional response is most appropriate?
AThe student has a language comprehension deficit; instruction should focus on building background knowledge and academic vocabulary
BThe student's low fluency reflects low motivation; the teacher should increase engagement through more interesting texts and choice reading
CThe student has a code-based reading difficulty; instruction should target the specific phonics patterns where accuracy is weak and use repeated reading to build fluency
DThe student's above-average vocabulary and listening comprehension suggest no intervention is needed at this time
C is correct. The Simple View of Reading states that reading comprehension = decoding x language comprehension. This student has strong language comprehension but weak decoding and fluency — a classic code-based profile. The 78% phonics accuracy indicates specific pattern gaps that, combined with below-benchmark fluency, require targeted phonics and fluency instruction. Option A is the opposite of what the data shows — language comprehension is a strength. Option B introduces an unsupported motivational explanation. Option D ignores the significant fluency deficit despite the student's language strengths.
Question 20 of 20 · STR (293)
Domain III — Comprehension: Informational Text Structure
A 4th-grade teacher is reading assessment data and notices that students can retell narrative texts accurately but struggle to summarize informational texts, often listing unrelated details rather than capturing the main idea and supporting details. Which of the following instructional approaches would most directly address this specific gap?
AIncrease the amount of independent reading time students spend with informational texts to build familiarity with the genre
BExplicitly teach signal words and structures common in informational text (e.g., description, sequence, compare/contrast, cause/effect, problem/solution) and model how to use them to identify main ideas during reading
CHave students practice summarizing narrative texts before transitioning to informational texts so they develop a strong foundation in the skill
DProvide graphic organizers for students to complete while reading informational texts to help them organize their notes before writing a summary
B is correct. Students who can summarize narratives but not informational texts typically lack knowledge of informational text structures and the signal words that indicate them. Explicit instruction in these structures and how to use them to identify main ideas directly addresses the identified gap. Option D is a strong distractor — graphic organizers support organization, but without explicit instruction in text structure, students may not know what to put in them. Option A builds exposure but not skill. Option C delays necessary instruction and misidentifies narrative summarizing as the prerequisite.
0
out of 20
Your Results
Here's how you did.
0/10
EC-6 (391)
0/10
STR (293)
0%
Score
EC-6 (391) — Competency Breakdown
STR (293) — Competency Breakdown
Ready to close the gaps?
Your results show exactly which areas to focus on. Legacy Teacher Prep has structured lessons, 300+ practice questions, and a full study plan built around these competencies.