TExES Generalist Ec-6 191 Exam (Practice Test I)

140 Questions | Total Attempts: 2100

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TExES Generalist Ec-6 191 Exam (Practice Test I)


Questions and Answers
  • 1. 
    • A. 

      Two syllables and three phonemes

    • B. 

      One syllable and three phonemes

    • C. 

      Three syllables and six phonemes

    • D. 

      Two syllables and three phonemes

  • 2. 
    All of the following are characteristics of emergent readers EXCEPT:
    • A. 

      Use illustrations in the texts they are reading to aid in their comprehension

    • B. 

      Develop awareness of the story structure

    • C. 

      Represent the stories read through the use of visual images and drawings

    • D. 

      Engage in self correction when text does not make sense to them

  • 3. 
    When teaching English to ELLs of Spanish background, Ms. Rico introduced a list of Greek and Latin prefixes common to Spanish and English. She explained the spelling patterns and the meaning of each of the prefixes. She presented examples of words that contain the prefixes, and led students to decode these based on the meaning of the prefixes. What decoding strategy is Ms. Rico using?
    • A. 

      Contextual

    • B. 

      Structural

    • C. 

      Pictorial

    • D. 

      Syntactic

  • 4. 
    Perform the indicated operation: (–36) – 11.
    • A. 

      47

    • B. 

      25

    • C. 

      -47

    • D. 

      -25

  • 5. 
    Simplify: 6  * 2  +  3  ¸  3
    • A. 

      18

    • B. 

      5

    • C. 

      10

    • D. 

      13

  • 6. 
    If a can weighs 14 oz., how many cans would you need to have a ton? (Round your answer to the nearest ones place and pick the best answer.)
    • A. 

      2,285

    • B. 

      2,286

    • C. 

      2,287

    • D. 

      2,300

  • 7. 
    Which of the following is LEAST likely to lead to illness and disease?
    • A. 

      Stress

    • B. 

      Hydration

    • C. 

      Dietary sugar

    • D. 

      Isolation

  • 8. 
    To apply the concept of time zones, students need to have a clear understanding of
    • A. 

      The International Date Line.

    • B. 

      The Earth's yearly revolution.

    • C. 

      The concept of the meridians of longitude.

    • D. 

      The concept of the parallels of latitude.

  • 9. 
    Mr. Chapman is a third-grade teacher who is working at a school that is implementing a balanced reading program. He will use all of the following reading strategies in his classroom EXCEPT
    • A. 

      Reading to students (read aloud).

    • B. 

      Implementing shared reading, guided reading, and reading workshops.

    • C. 

      Having students engage in independent reading.

    • D. 

      Having students independently decode words in reading and writing.

  • 10. 
    Identify the statement that best describes the country of Iraq.
    • A. 

      It is a linguistically and ethnically homogeneous Muslim nation.

    • B. 

      It is a Muslim nation with multiple ethnic groups within its borders.

    • C. 

      It is located in Southeast Asia.

    • D. 

      It is a province of Pakistan.

  • 11. 
    The Mayflower Compact was one of the earliest agreements to
    • A. 

      Establish a political body and to give that political body the power to act for the good of the colony.

    • B. 

      Establish rules for farming and trading.

    • C. 

      Establish a plan to implement plantation systems.

    • D. 

      Establish a policy for settlement.

  • 12. 
    Scenario: Mr. Jetter organized a lesson to introduce sixth-grade students to the concept of marine habitats. As a focus activity he presented two 25-gallon aquariums. Aquarium A has a variety of aquatic plants, 10 snails, and 25 unique varieties of small fishes. Aquarium B contains a variety of aquatic plants, three snails, and five small fish of the same variety. To implement the lesson, he organized the students in groups of five. Once the groups were formed, students were asked to discuss the appropriateness of the combination of aquatic plants and number of animals. The ultimate goal is to predict the success of the habitats, including successful breeding among animals. What is the main science objective of Mr. Jetter's lesson?
    • A. 

      Guide students to communicate with peers.

    • B. 

      Promote scientific inquiry and problem-solving skills using scientific data.

    • C. 

      Work in cooperative groups.

    • D. 

      Keep students engaged and interested in the scientific concepts presented in class.

  • 13. 
    Scenario: Mr. Jetter organized a lesson to introduce sixth-grade students to the concept of marine habitats. As a focus activity he presented two 25-gallon aquariums. Aquarium A has a variety of aquatic plants, 10 snails, and 25 unique varieties of small fishes. Aquarium B contains a variety of aquatic plants, three snails, and five small fish of the same variety. To implement the lesson, he organized the students in groups of five. Once the groups were formed, students were asked to discuss the appropriateness of the combination of aquatic plants and number of animals. The ultimate goal is to predict the success of the habitats, including successful breeding among animals. After a lengthy discussion, students agreed that Aquarium B had a better chance to establish and maintain a successful habitat. What information led students to arrive at this conclusion?
    • A. 

      The size of the aquarium

    • B. 

      The ratio of plants to animals

    • C. 

      The number of plants

    • D. 

      The number of fish

  • 14. 
    Scenario: Mr. Jetter organized a lesson to introduce sixth-grade students to the concept of marine habitats. As a focus activity he presented two 25-gallon aquariums. Aquarium A has a variety of aquatic plants, 10 snails, and 25 unique varieties of small fishes. Aquarium B contains a variety of aquatic plants, three snails, and five small fish of the same variety. To implement the lesson, he organized the students in groups of five. Once the groups were formed, students were asked to discuss the appropriateness of the combination of aquatic plants and number of animals. The ultimate goal is to predict the success of the habitats, including successful breeding among animals. Students also agreed that Aquarium B has a better chance of successful breeding among the fish. What information did students use to arrive at this conclusion
    • A. 

      The ratio of plants to fish

    • B. 

      The number of fish in each tank

    • C. 

      The size of the tanks

    • D. 

      The types of fishes in each tank

  • 15. 
    By second grade, students are generally guided to discontinue the practice of pointing to the words being read. What is the rationale for this change of strategy?
    • A. 

      Students get tired of pointing to the words while reading.

    • B. 

      Students find this practice annoying and typical of younger children.

    • C. 

      This practice can interfere with the development of reading fluency.

    • D. 

      This practice is archaic and does not seem to help in the reading process.

  • 16. 
    Vocabulary development is a key predictor of success in reading. Identify a strategy that parents can use with preschool children to promote vocabulary development in a fun and relaxed environment.
    • A. 

      Use flash cards and concrete objects to introduce vocabulary words.

    • B. 

      Play a game in which the parent and the child teach each other a new word every day.

    • C. 

      Play games in which children have to name antonyms and synonyms.

    • D. 

      Ask children to memorize a list of vocabulary words every day.

  • 17. 
    • A. 

      Dictating of an idea or a complete story.

    • B. 

      Using initial sounds in their writing.

    • C. 

      Using pictures and scribbles.

    • D. 

      Using conventional spelling in their writing.

  • 18. 
    What causes earthquakes?
    • A. 

      Thermal activity in the core

    • B. 

      The movement of continental plates

    • C. 

      The melting of rocks and minerals

    • D. 

      The movement or rotation of Earth

  • 19. 
    A two-year-old child using a crayon to scribble on manila paper is focusing on
    • A. 

      Expressing his thoughts and ideas.

    • B. 

      Drawing personal symbols that represent objects in the environment.

    • C. 

      The texture of the paper and the color and shape of the marks being made.

    • D. 

      Repeating themes to achieve photographic realism.

  • 20. 
    • A. 

      America

    • B. 

      The Star-Spangled Banner

    • C. 

      Take Me Out to the Ballgame

    • D. 

      America the Beautiful

  • 21. 
    Based on the Individuals with Disabilities Education Act (IDEA), children with crutches or any other types of assistive devices should
    • A. 

      Not be allowed to participate in physical education activities.

    • B. 

      Be allowed to participate like any other student.

    • C. 

      Be provided with appropriate modification for participation in physical education activities.

    • D. 

      Be provided with a special physical education class designed for them.

  • 22. 
    • A. 

      Function as the official body of the U.S. government.

    • B. 

      Regulate trading among colonies.

    • C. 

      Function as a form of representative government.

    • D. 

      Regulate the establishments of religions.

  • 23. 
    A globe is a scale model of the Earth shaped like a sphere. A globe shows sizes and shapes more accurately than
    • A. 

      A compass rose.

    • B. 

      A Mercator projection map.

    • C. 

      A map scale.

    • D. 

      A thematic map.

  • 24. 
    Two paper bags are each filled with four blue marbles and four red marbles. What is the probability of selecting a blue marble from the first bag and a blue marble from the second bag?
    • A. 

      1/4

    • B. 

      2/16

    • C. 

      1/2

    • D. 

      4/8

  • 25. 
    Running records, teacher observations, and speaking checklists are examples of what type of assessment?
    • A. 

      Teacher-developed assessment instruments

    • B. 

      Informal literacy assessment

    • C. 

      Formal literacy assessment

    • D. 

      Objective literacy instruments