7/21/25, 8:48
PM
TEXES 268 CONSTRUCTED RESPONSE EXAM QUESTIONS
AND ANSWERS WITH COMPLETE SOLUTIONS VERIFIED
LATEST UPDATE GRADED A++ 2025/2026
Terms in this set (31)
CR#1 Pacing Practice adjust the pace of the lesson so that the
most challenging concepts receive the
most time and attention
When planning for instruction, identify
CR#1 Pacing Action the concepts that have already been
mastered by students so more time can
be devoted to new or more challenging
concepts
CR#1 Questioning What factors do you use to help you
determine the pacing of your lesson plan,
and how do you know you need to
adjust the pacing during instruction?
CR#1 Alignment Align the rigor of 1 or more major
Practice elements with the expected rigor or the
component that is at the desired rigor
level (exit ticket, objective...)
When designing a plan for reteaching a concept,
CR#1 Alignment Action break down the wording of the
1/
6
, 7/21/25, 8:48
PM
TEKS to identify the rigor level
expectations so the instruction practice
will provide specific rigor.
CR#1 Alignment What steps do you take to ensure
Question alignment in your lessons, activities, and
assessment tools?
CR#1 Explicit Teach a challenging skill or concept
Instruction Practice explicitly so that students have a crisp
understanding of this new learning.
When planning for small group
CR#1 Explicit instruction, articulate how the missed
Instruction Action concept can be taught explicitly and plan
for repeated opportunities for students to
demonstrate their understanding of this
particular concept.
CR#1 Explicit How do you know if your students fully
Instruction Question understand each concept before moving
to the exit ticket?
Bloom's Taxonomy remembering, understanding, applying, analyzing,
evaluating, creating
Step 1: Create a
CR#4 Multistep Order Shared Vision
Step 2: Provide
Support/PD
Step 3:
2/
6
PM
TEXES 268 CONSTRUCTED RESPONSE EXAM QUESTIONS
AND ANSWERS WITH COMPLETE SOLUTIONS VERIFIED
LATEST UPDATE GRADED A++ 2025/2026
Terms in this set (31)
CR#1 Pacing Practice adjust the pace of the lesson so that the
most challenging concepts receive the
most time and attention
When planning for instruction, identify
CR#1 Pacing Action the concepts that have already been
mastered by students so more time can
be devoted to new or more challenging
concepts
CR#1 Questioning What factors do you use to help you
determine the pacing of your lesson plan,
and how do you know you need to
adjust the pacing during instruction?
CR#1 Alignment Align the rigor of 1 or more major
Practice elements with the expected rigor or the
component that is at the desired rigor
level (exit ticket, objective...)
When designing a plan for reteaching a concept,
CR#1 Alignment Action break down the wording of the
1/
6
, 7/21/25, 8:48
PM
TEKS to identify the rigor level
expectations so the instruction practice
will provide specific rigor.
CR#1 Alignment What steps do you take to ensure
Question alignment in your lessons, activities, and
assessment tools?
CR#1 Explicit Teach a challenging skill or concept
Instruction Practice explicitly so that students have a crisp
understanding of this new learning.
When planning for small group
CR#1 Explicit instruction, articulate how the missed
Instruction Action concept can be taught explicitly and plan
for repeated opportunities for students to
demonstrate their understanding of this
particular concept.
CR#1 Explicit How do you know if your students fully
Instruction Question understand each concept before moving
to the exit ticket?
Bloom's Taxonomy remembering, understanding, applying, analyzing,
evaluating, creating
Step 1: Create a
CR#4 Multistep Order Shared Vision
Step 2: Provide
Support/PD
Step 3:
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6
