TExES Core Subjects EC-6 (291)
Questions and Answers Graded A+
phonemic awareness development ✔✔Awareness of sounds in a language
Awareness of rhymes
Awareness that sentences can be broken down into words, syllables, and sounds
Ability to talk about, reflect upon, and manipulate sounds
Understanding the relationship between written and spoken language
Rhyming, segmenting sentences into words, blending syllables into words, delete/substitute
syllables/sounds from words
phonemes ✔✔the smallest unit of speech that can be used to make one word different from
another word.
,single unit of sound
Vowel-consonant patterns ✔✔In a cvc pattern, the vowel is often a short vowel sound. In a
CVCe word, the vowel is followed by a consonant and then the letter e. The e is usually silent
and the vowel before the e is usually long. In a CVVC word, two vowels appear between two
consonants.
reading comprehension:
A. Literal
B. Inferential
C. Evaluative ✔✔Literal - Readers identify and/or recall relevant information explicitly stated in
the reading selection by
- identifying the order of events or a specific event from a sequence of events.
-identifying details such as key words, phrases or sentences that explicitly state important
characteristics, circumstances, or similarities and differences in characters, times or places.
Inferential - Readers use information explicitly stated in the passage to determine what is not
stated. Readers derive meaning by
,-identifying implicit relationships (relationships not directly stated) such as cause and effect,
sequence-time relationships, comparisons, classifications and generalizations.
-predicting probable future outcomes or actions.
Evaluative - In evaluative comprehension readers analyze and make judgments about what they
read. At this level, readers use evidence from the text to reach conclusions and make
generalizations about the text and its wider implications by
-drawing conclusions about the characteristics, values, and habits of human beings.
-drawing conclusions about the author's motivation or purpose for writing a passage or story
based on evidence in the selection.
Spelling Development: PRECOMMUNICATIVE SPELLING ✔✔"babbling" stage of spelling.
Children use letters for writing words but the letters are strung together randomly. The letters in
precommunicative spelling do not correspond to sounds. Examples: OPSPS = eagle; RTAT =
eighty.
SEMIPHONETIC SPELLERS ✔✔know that letters represent sounds.They perceive and
represent reliable sounds with letters in a type of telegraphic writing. Spellings are often
abbreviated representing initial and / or final sound. Examples: E = eagle; a = eighty.
, PHONETIC SPELLERS ✔✔spell words like they sound.The speller perceives and represents all
of the phonemes in a word, though spellings may be unconventional. Examples: EGL = eagle;
ATE = eighty.
TRANSITIONAL SPELLERS ✔✔think about how words appearr visually;a visual memory of
spelling patterns is apparent. Spellings exhibit conventions of English orthography like vowels in
every syllable, e-marker and vowel digraph patterns, correctly spelled inflectional endings, and
frequent English letter sequences. Examples: EGIL = eagle; EIGHTEE = eighty.
CONVENTIONAL SPELLERS ✔✔develop over years of word study and writing. Correct
spelling can be categorized by instruction levels. For example, correct spelling for a corpus. . .
words that can be spelled by the average fourth grader would be fourth grade level correct
spelling. Place the word in this category if it is listed correctly.
Expository essay ✔✔genre of essay that requires the student to investigate an idea, evaluate
evidence, expound on the idea, and set forth an argument concerning that idea in a clear and
concise manner.
present a fair and balanced analysis of a subject based on facts—with no references to the
writer's opinions or emotions.
Questions and Answers Graded A+
phonemic awareness development ✔✔Awareness of sounds in a language
Awareness of rhymes
Awareness that sentences can be broken down into words, syllables, and sounds
Ability to talk about, reflect upon, and manipulate sounds
Understanding the relationship between written and spoken language
Rhyming, segmenting sentences into words, blending syllables into words, delete/substitute
syllables/sounds from words
phonemes ✔✔the smallest unit of speech that can be used to make one word different from
another word.
,single unit of sound
Vowel-consonant patterns ✔✔In a cvc pattern, the vowel is often a short vowel sound. In a
CVCe word, the vowel is followed by a consonant and then the letter e. The e is usually silent
and the vowel before the e is usually long. In a CVVC word, two vowels appear between two
consonants.
reading comprehension:
A. Literal
B. Inferential
C. Evaluative ✔✔Literal - Readers identify and/or recall relevant information explicitly stated in
the reading selection by
- identifying the order of events or a specific event from a sequence of events.
-identifying details such as key words, phrases or sentences that explicitly state important
characteristics, circumstances, or similarities and differences in characters, times or places.
Inferential - Readers use information explicitly stated in the passage to determine what is not
stated. Readers derive meaning by
,-identifying implicit relationships (relationships not directly stated) such as cause and effect,
sequence-time relationships, comparisons, classifications and generalizations.
-predicting probable future outcomes or actions.
Evaluative - In evaluative comprehension readers analyze and make judgments about what they
read. At this level, readers use evidence from the text to reach conclusions and make
generalizations about the text and its wider implications by
-drawing conclusions about the characteristics, values, and habits of human beings.
-drawing conclusions about the author's motivation or purpose for writing a passage or story
based on evidence in the selection.
Spelling Development: PRECOMMUNICATIVE SPELLING ✔✔"babbling" stage of spelling.
Children use letters for writing words but the letters are strung together randomly. The letters in
precommunicative spelling do not correspond to sounds. Examples: OPSPS = eagle; RTAT =
eighty.
SEMIPHONETIC SPELLERS ✔✔know that letters represent sounds.They perceive and
represent reliable sounds with letters in a type of telegraphic writing. Spellings are often
abbreviated representing initial and / or final sound. Examples: E = eagle; a = eighty.
, PHONETIC SPELLERS ✔✔spell words like they sound.The speller perceives and represents all
of the phonemes in a word, though spellings may be unconventional. Examples: EGL = eagle;
ATE = eighty.
TRANSITIONAL SPELLERS ✔✔think about how words appearr visually;a visual memory of
spelling patterns is apparent. Spellings exhibit conventions of English orthography like vowels in
every syllable, e-marker and vowel digraph patterns, correctly spelled inflectional endings, and
frequent English letter sequences. Examples: EGIL = eagle; EIGHTEE = eighty.
CONVENTIONAL SPELLERS ✔✔develop over years of word study and writing. Correct
spelling can be categorized by instruction levels. For example, correct spelling for a corpus. . .
words that can be spelled by the average fourth grader would be fourth grade level correct
spelling. Place the word in this category if it is listed correctly.
Expository essay ✔✔genre of essay that requires the student to investigate an idea, evaluate
evidence, expound on the idea, and set forth an argument concerning that idea in a clear and
concise manner.
present a fair and balanced analysis of a subject based on facts—with no references to the
writer's opinions or emotions.
