191 TExES Generalist EC-6 Exam
The Generalist EC-6 Exam is a basic certification test required of Texas teachers in the field of education. The Generalist EC-6 Exam measures competencies in five domains: English Language Arts and Reading, Mathematics, Social Studies, Science, Fine Arts, and Physical Education. The Generalist EC-6 teacher must have a basic familiarity with all subject area content, though all domains are not as heavily weighted as Domain I, the Language Arts and Reading domain, which counts for 32% of the exam content. The Generalist EC-6 exam is five hours long and is administered in either morning or afternoon sessions.
The beginning Generalist EC-6 teacher will be presented with a series of multiple choice questions which must be answered correctly in order to count toward point score. Both incorrect and omitted answers detract from the total score. It is important to focus directly on the subject competencies but also important to understand the descriptive content which characterizes the pedagogical skill tested by the Generalist EC-6 Exam.
Generalist EC-6 Domain Standards in Texas include a foundational knowledge of education, its importance, and its processes within Texas schools. Generalist domain standards require teachers to understand the process by which students acquire language and other cognitive skills. Knowledge of the assessment and development of literacy is essential, as is as a thorough knowledge of content areas in the other four domains.
The English Language Arts and Reading Domain assesses skills in Oral languages, including speaking and listening. Success on the exam requires knowledge of various approaches to phonological and phonemic awareness, alphabetic principle, word analysis and decoding, and methods of literacy development. The EC-6 standard for the Generalist in Language Arts and Reading emphasizes the teaching of reading fluency and comprehension, written communications, and research and inquiry. It also tests the teacher's ability to assess literacy and to develop educational programs through skills of analysis and interpretation of data and instruction. As with all the TExES exams, scores are on a scale of 100-300, with 240 points required to pass.
191 TExES Generalist EC-6 Exam Practice Questions
1. William Bradford's diary about the pilgrims' voyage from England and their landing in Plymouth, Massachusetts in the 17th Century is...
a) Historical fiction about the Mayflower landing.
b) An expository account of land acquisition by the American colonists.
c) A persuasive essay on ocean voyages.
d) A narrative.
2. A first-grade teacher wants her class to understand the concept of "two." The best way for the class to learn the concept is by...
a) Having them sing along with a song such as "Two for Tea."
b) Showing them a series of flash cards containing two birds, two cats, two horses, two of many different animals and, each time, asking in a pleasant voice, "How many?"
c) Writing the number 12200012476072 on the blackboard and having them count the number of times they see "two."
d) Having them search the classroom for a grouping of "two" of anything they can spot.
3. A social studies teacher who wants to generate an understanding of the laws of supply and demand could best do that by...
a) Demonstrating to students why commodities' future prices are usually higher than spot values.
b) Having students silently jot down what they believe is the most popular and the least popular athletic shoe and then do an Internet search of prices.
c) Explaining why gold prices are more expensive than silver prices.
d) Explaining how manufacturing costs in foreign countries are lower in the countries where athletic shoes are made.
4. The characteristics of a "literature circle" are such that...
a) The teacher is the driving force, reads a story aloud, and provides time for classroom groups to discuss the story.
b) The readings strictly follow curriculum guidelines and are teacher-centered, with reinforcement in the form of worksheets on the text.
c) Reading groups are formed on the basis of choice, are collaborative, and guided by student insights and questions.
d) Stories are chosen based on the opportunities they afford to do work on basic skills after being read round-robin.
5. The "due process" laws of the United States most likely had their origins in...
a) The Preamble to the U.S. Constitution
b) Hammurabi's Code
c) The Ten Commandments
d) The Magna Carta
6. A 6th grade teacher wants to develop a lesson plan on the 1960s and wants to include icons of fine arts painting, science, and history of the period. As touchstones for the lesson, the teacher might use
a) Robert Browning, Dwight D. Eisenhower, and Billy Mitchell.
b) Andy Warhol, Lyndon B. Johnson, Yuri Gagarin and John Glenn.
c) John F. Kennedy, the Vietnam War, and Robert Frost.
d) Jonas Salk, Edward Hopper, and Dwight D. Eisenhower.
7. A teacher wants to develop a lesson conveying the difference between instinctive and learned activities. For examples, the teacher could focus attention upon...
a) The process by which a tadpole swims and then develops into a frog that hops.
b) The way a chimpanzee plays a piano compared to the way it eats a banana.
c) The process by which a caterpillar spins a cocoon and then becomes a moth.
d) The way a dog can be taught to sit compared to the way it chases a ball.
8. A teacher tells his class to construct an X-Y graph to depict the number of times a coin he flips lands on heads or tails. The teacher is mostly likely teaching skills...
a) Of graphing and statistical probability.
b) Of whole number graphing.
c) Of critical thinking.
d) Of mean, medians, and averages.
9. A Language Arts teacher conducting a lesson in phonetics in a classroom with three English speaking former Bulgarian students in class should be aware of...
a) Phonetic differences between the Latin and Arabic alphabets.
b) Religious differences between Bulgarian Muslims and Christians.
c) The reserved nature of new immigrants who come to school.
d) Differences between the Latin and Cyrillic alphabets.
10. A usually well-behaved student returns from the lunch period several times and appears highly anxious and fearful. This behavior has been observed by the teacher for several days in a row but, when questioned, the student tells the teacher there is "nothing wrong." The teacher has also noticed that the student runs for the front of the line at the beginning of the lunch procedure. The proper course of action would be to...
a) Notify the school's guidance counselors and then jointly consult with the lunch room monitors and other personnel to see if bullying or other inappropriate behavior occurred during the lunch period.
b) Ask the student to step into the hallway for a "private conference."
c) Give a broad-based lecture to the class notifying them that bullying and harassment will not be tolerated in the school.
d) Write a note or email to the student's parents asking if they have any ideas regarding the cause of the child's discomfiture.
Last Updated: 05/07/2014