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Core Subjects EC-6 TEXES Questions with
Detailed Verified Answers
Alphabetic Principle Ans: letters = sounds = words
Phonemic Awareness Ans: ability to hear and distinguish between smallest units of
sound (phonemes)
Emergent Readers Ans: understand print contains meaningful information
Early Readers Ans: mastered reading readiness skills and are beginning to read
simple text with some success; developing an internal list of high-frequency words
Newly Fluent Readers Ans: can read with relative fluency and comprehension; use
several cuing systems (semantic, structural, visual, and grapho-phonemic) to get
meaning from print
Sight Words Ans: words student can recognize without hesitating
Decoding Skills Ans: grouping letters together so you can properly pronounce the
word
Norm Referenced Assessment Ans: designed to compare the performance of groups
of students; limited number of students can score well; percentile scores
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Criterion Referenced Assessment Ans: measures each student against uniform
objectives or criteria (standards); all students can score 100% (STAAR)
Stages of Spelling Development Ans: Scribbling
Mock Letters
Phonetic
Traditional Spelling
Conventional Spelling
Scribbling Ans: children pretend they are writing; child purposely scribbles from left
and often also follows the top to bottom progression
Mock Letters Ans: pseudo letters; children try to create forms that resemble letters,
but cannot always be identified as such
Phonetic Ans: child is able to represent all major sounds with letters, and the
spellings show the sequence of sounds in pronunciations
Traditional Spelling Ans: develop a knowledge of using morphological information or
word structure; sight word training becomes important
Conventional Spelling Ans: almost complete mastery of the most complex sound-
symbol relationships and are increasingly proficient in proofreading their spelling
Stages of Writing Ans: Emerging Writers
Early Writers
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Newly Fluent Writers
Emerging Writers Ans: dictate an idea or a complete story; use initial sounds in
their writing; use pictures, scribbles, symbols, letters, and/or known words to
communicate message; understand that writing symbolizes speech
Early Writers Ans: understand that a written message remains the same each time
it is read; use their knowledge of sounds and letters as they progress through the
stags of spelling development; with modeling and help, incorporate feedback in
revising and editing their writing; use conventional grammar, spelling, capitalization,
and punctuation
Newly Fluent Writers Ans: use prewriting strategies to achieve their purposes;
address a topic or write to a prompt clearly and independently; organize writing to
include a beginning, middle, and end; consistently use conventional grammar,
spelling, capitalization, and punctuation
Reading Comprehension Ans: helping a student who can already read, better
understand what they are reading
Vocabulary Tier 1 Ans: used in daily speech; basic vocabulary words; simple idioms
and speech connectors
Vocabulary Tier 2 Ans: more formal and academic and are learned in school through
direct instruction or during reading; used to explain processes and academic concepts
in the content areas
Vocabulary Tier 3 Ans: technical vocabulary used in the content areas; developed
through direct instruction and through reading and discussion in the content area
Core Subjects EC-6 TEXES Questions with
Detailed Verified Answers
Alphabetic Principle Ans: letters = sounds = words
Phonemic Awareness Ans: ability to hear and distinguish between smallest units of
sound (phonemes)
Emergent Readers Ans: understand print contains meaningful information
Early Readers Ans: mastered reading readiness skills and are beginning to read
simple text with some success; developing an internal list of high-frequency words
Newly Fluent Readers Ans: can read with relative fluency and comprehension; use
several cuing systems (semantic, structural, visual, and grapho-phonemic) to get
meaning from print
Sight Words Ans: words student can recognize without hesitating
Decoding Skills Ans: grouping letters together so you can properly pronounce the
word
Norm Referenced Assessment Ans: designed to compare the performance of groups
of students; limited number of students can score well; percentile scores
, Page | 2
Criterion Referenced Assessment Ans: measures each student against uniform
objectives or criteria (standards); all students can score 100% (STAAR)
Stages of Spelling Development Ans: Scribbling
Mock Letters
Phonetic
Traditional Spelling
Conventional Spelling
Scribbling Ans: children pretend they are writing; child purposely scribbles from left
and often also follows the top to bottom progression
Mock Letters Ans: pseudo letters; children try to create forms that resemble letters,
but cannot always be identified as such
Phonetic Ans: child is able to represent all major sounds with letters, and the
spellings show the sequence of sounds in pronunciations
Traditional Spelling Ans: develop a knowledge of using morphological information or
word structure; sight word training becomes important
Conventional Spelling Ans: almost complete mastery of the most complex sound-
symbol relationships and are increasingly proficient in proofreading their spelling
Stages of Writing Ans: Emerging Writers
Early Writers
, Page | 3
Newly Fluent Writers
Emerging Writers Ans: dictate an idea or a complete story; use initial sounds in
their writing; use pictures, scribbles, symbols, letters, and/or known words to
communicate message; understand that writing symbolizes speech
Early Writers Ans: understand that a written message remains the same each time
it is read; use their knowledge of sounds and letters as they progress through the
stags of spelling development; with modeling and help, incorporate feedback in
revising and editing their writing; use conventional grammar, spelling, capitalization,
and punctuation
Newly Fluent Writers Ans: use prewriting strategies to achieve their purposes;
address a topic or write to a prompt clearly and independently; organize writing to
include a beginning, middle, and end; consistently use conventional grammar,
spelling, capitalization, and punctuation
Reading Comprehension Ans: helping a student who can already read, better
understand what they are reading
Vocabulary Tier 1 Ans: used in daily speech; basic vocabulary words; simple idioms
and speech connectors
Vocabulary Tier 2 Ans: more formal and academic and are learned in school through
direct instruction or during reading; used to explain processes and academic concepts
in the content areas
Vocabulary Tier 3 Ans: technical vocabulary used in the content areas; developed
through direct instruction and through reading and discussion in the content area
