TExES English Language Arts And Reading 8-12

37 Questions | Total Attempts: 1218

SettingsSettingsSettings
TExES Quizzes & Trivia

TExES practice test ELA 8-12


Questions and Answers
  • 1. 
    An English teacher wants to promote students' ability to analyze the traits and motivation of characters in a novel the students are reading. Which of the following activities would most effectively integrate writing with reading to address this goal?
    • A. 

      Students write a letter from one character to another in which they describe their character's feelings at an important point in the novel.

    • B. 

      Students choose a major event in the novel and rewrite it as a short play, with stage directions and dialogue for the characters.

    • C. 

      Students work in small groups to brainstorm lists of adjectives describing each of the major characters in the novel.

    • D. 

      Students create a timeline for the story and use it to summarize the actions of two major characters at appropriate points in the plot.

  • 2. 
    A high school English teacher is collaborating with a biology teacher to address the reading needs of an English Language Learner. The biology teacher has observed that the student's knowledge of scientific vocabulary is very limited. The English teacher advises the biologyteacher to provide explicit instruction on key vocabulary words before and after the student reads assigned texts. Which of the following additional activities would be most effective in improving the student's knowledge of scientific vocabulary?
    • A. 

      Partner activities in which students quiz each other about the definitions of scientific terminology in assigned texts

    • B. 

      Heterogeneous small-group activities in which students look up scientific terms in the dictionary and then report their findings to the class

    • C. 

      Writing activities in which students consult the textbook glossary to write answers to questions about assigned readings

    • D. 

      Small-group activities that involve discussion and hands-on experience relating to scientific concepts students are studying

  • 3. 
    A high school student with writing difficulties is usually able to identify an appropriate writing topic and participates well in prewriting activities such as group brainstorming and semantic mapping. The student becomes anxious, however, during the initial stages of writing and oftencomplains of "writer's block." Which of the following approaches would be most helpful in addressing this student's writing needs?
    • A. 

      Engaging the student in a discussion about common reasons for "writer's block" and reassuring him that this is not unusual

    • B. 

      Having the student prepare a detailed outline of main ideas and supporting details before he begins to write

    • C. 

      Allowing the student to tape record his compositions until he becomes more comfortable with the writing process

    • D. 

      Having the student journal, freewrite, and quickwrite in preparation for more formal writing

  • 4. 
    Which of the following sentences contains an error in agreement?
    • A. 

      Neither of the locations is appealing.

    • B. 

      The criteria for this assessment are currently under review.

    • C. 

      Each of the prototypes were flawed.

    • D. 

      The impetus for these reforms has arisen at the local level.

  • 5. 
    Which of the following major changes in the English language occurred during the sixteenth and seventeenth centuries?
    • A. 

      Extensive borrowing of Latin and Greek words into English

    • B. 

      Infusion of French vocabulary into English

    • C. 

      Extensive compounding of native English words

    • D. 

      Infusion of Old Norse vocabulary into English

  • 6. 
    An English teacher frequently has students perform semantic mapping activities before and after assigned readings. Which of the following statements best explains the primary rationale for this instructional strategy?
    • A. 

      Presenting textual information in several visual formats makes the information more accessible to students by accommodating diverse learning styles.

    • B. 

      Diagramming textual information improves students' writing skills by promoting their use of effective text structures and accurate writing conventions.

    • C. 

      Organizing reading material in new ways highlights connections among ideas and enhances students' shortterm and long-term recall of the material.

    • D. 

      Arranging textual information in graphic formats encourages students to use context cues to clarify the meaning of content-specific vocabulary in the text.

  • 7. 
    As a word identification strategy, structural analysis would be most effective in helping students determine the meaning of which of the following words?
    • A. 

      Sartorial

    • B. 

      Wisteria

    • C. 

      Haberdasher

    • D. 

      Bibliophile

  • 8. 
    A tenth-grade English teacher plans instruction to improve students' comprehension of nonfiction texts by helping the students recognize common text structures (e.g., comparison and contrast, cause and effect, chronological order). Which of the following instructionalstrategies would be most effective for this purpose?
    • A. 

      Helping students identify the topic sentence of each paragraph in a variety of nonfiction texts

    • B. 

      Teaching students to look for words that identify the introduction, body, and conclusion

    • C. 

      Helping students understand how the key content vocabulary in a selection defines the text structure

    • D. 

      Teaching students to look for signal words often associated with different text structures

  • 9. 
    An eighth-grade student with reading difficulties is having trouble distinguishing between main ideas and supporting details in nonfiction texts. Which of the following instructional strategies would be most effective in addressing this need?
    • A. 

      Giving the student a copy of the text and modeling how to underline the topic sentence of each paragraph

    • B. 

      Modeling for the student how to take detailed notes when reading nonfiction texts

    • C. 

      Providing the student with graphic organizers to guide note taking and discussion of nonfiction texts

    • D. 

      Prompting the student to give an oral summary of information in the text immediately after reading

  • 10. 
    Ms. Lennox, a social studies teacher, and Mr. Vale, an English teacher, work with a group of students. Early in the school year, Ms. Lennox mentions that the students are having difficulty retaining information from their geography textbook.Which of the following would be the most appropriate advice for Mr. Vale to give Ms. Lennox?
    • A. 

      Have the students concentrate on transitional words to keep track of the relationship among ideas.

    • B. 

      Encourage the students to focus on the last sentence of each paragraph to extract summary information.

    • C. 

      Have the students read each assignment slowly, looking up definitions of unfamiliar terms.

    • D. 

      Encourage the students to preview the text to anticipate its content and recall related knowledge.

  • 11. 
    A high school English language arts teacher distributes photocopies of a challenging nonfiction passage. Reading the passage silently, students annotate the text by jotting down comments and questions in the margin of the passage. Students then share and discuss their annotations in small groups. This activity is likely to promote students' reading proficiency primarily by:
    • A. 

      Improving students' awareness of the organizational patterns that structure nonfiction texts.

    • B. 

      Helping students identify and analyze elements of style in nonfiction texts.

    • C. 

      Improving students' ability to write formal summaries of informational texts.

    • D. 

      Helping students apply metacognitive skills to monitor comprehension.

  • 12. 
    Read the poem below by Langston Hughes; then answer the question that follows.The Negro Speaks of RiversI've known rivers:I've known rivers ancient as the world and older than theflow of human blood in human veins.My soul has grown deep like the rivers.I bathed in the Euphrates when dawns were young.I built my hut near the Congo and it lulled me to sleep.I looked upon the Nile and raised the pyramids above it.I heard the singing of the Mississippi when Abe Lincolnwent down to New Orleans, and I've seen its muddybosom turn all golden in the sunset.I've known rivers:Ancient, dusky rivers.My soul has grown deep like the rivers.How does Hughes use voice to construct meaning in this poem?
    • A. 

      By using the first person singular, Hughes conveys the distinctiveness of his personal experience.

    • B. 

      By using the first person singular, Hughes makes the poem sound more like informal speech.

    • C. 

      By repeating the words "I" and "I've" at the beginning of most lines, Hughes uses voice to establish the rhythm of the poem.

    • D. 

      By using the first person singular to represent a whole race, Hughes conveys the sense of his people speaking as one.

  • 13. 
    Read the sonnet below by Francesco Petrarca (Petrarch) (1304–1374); then answer thequestion that follows.Great Is My Envy of YouGreat is my envy of you, earth, in your greedHolding her in invisible embrace,Denying me the look of the sweet faceWhere I found peace from all my strife at need!Great is my envy of heaven which can leadAnd lock within itself in avariceThat spirit from its lovely biding-placeAnd leave so many others here to bleed!Great is my envy of those souls whose rewardIs the gentle heaven of her company,Which I so fiercely sought beneath these skies!Great is my envy of death whose curt hard swordCarried her whom I called my life away;Me he disdains, and mocks me from her eyes!Petrarch has been called the first writer to represent a Renaissance view of the world, rather than a medieval one. Which element of this poem provides the clearest support for that claim?
    • A. 

      The association of death with avarice

    • B. 

      The presumption that souls live on after death

    • C. 

      The emphasis on the earthy and sensuous

    • D. 

      The personification of abstract concepts

  • 14. 
    Read the passage below from Northanger Abbey (1798) by Jane Austen; then answer thequestion that follows.No one who had ever seen Catherine Morland in her infancy would have supposed her born tobe a heroine. Her situation in life, the character of her father and mother, her own person anddisposition, were all equally against her. Her father was a clergyman, without being neglected,or poor, and a very respectable man, though his name was Richard—and he had never beenhandsome. He had a considerable independence besides two good livings—and he was not in theleast addicted to locking up his daughters. Her mother was a woman of useful plain sense, with agood temper, and, what is more remarkable, with a good constitution. She had three sons beforeCatherine was born; and instead of dying in bringing the latter into the world, as anybody mightexpect, she still lived on—lived to have six children more—to see them growing up around her,and enjoy excellent health herself.This passage satirizes elements of which genre?
    • A. 

      Chivalric romance

    • B. 

      Gothic novel

    • C. 

      Sentimental comedy

    • D. 

      Picaresque novel

  • 15. 
    Read the excerpt below, from "A Vision Beyond Time and Place" by N. Scott Momaday;then answer the question that follows.When my father was a boy, an old man used to come to [my grandfather] Mammedaty'shouse and pay his respects. He was a lean old man in braids and was impressive in his ageand bearing. His name was Cheney, and he was an arrowmaker. Every morning, my fathertells me, Cheney would paint his wrinkled face, go out, and pray aloud to the rising sun.I often think of old man Cheney, and of his daily devotion to the sun. He was a man whosaw very deeply into the distance, I believe, one whose vision extended far beyond thephysical boundaries of his time and place. In his mind's eye he could integrate all therealities and illusions of the earth and sky; they became for him profoundly intelligibleand whole.Most Indian people are able to see in these terms. It is indeed the basis upon which theyidentify themselves as individuals and as a race. When old man Cheney looked into thesunrise, he saw as far into himself, I suspect, as he saw into the distance. He knewcertainly of his existence and of his place in the scheme of things.In contrast, most of us in this society are afflicted with a kind of cultural nearsightedness.. . . [W]e do not see beyond the buildings and billboards that seem at times to be themonuments of our civilization, and consequently we fail to see into the nature and meaningof our own humanity. Now, more than ever, we might do well to enter upon a vision questof our own, that is, a quest after vision itself.Which of the following best describes the author's meaning of the Native American "vision" he discusses in this essay?
    • A. 

      A firm conviction of the uniqueness of Native American culture

    • B. 

      A psychological insight into the common needs of all human beings

    • C. 

      A unifying perception of the interconnectedness of all things

    • D. 

      A philosophical awareness of the illusion of the material world

  • 16. 
    Before his twelfth-grade students begin reading the Anglo-Saxon epic Beowulf, the adventures of a mythic Norse warriorhero, the teacher has students write about their personal definitions of heroism. This activity is likely to benefit students primarily by:
    • A. 

      Stimulating student engagement with an important theme in a work they are about to read.

    • B. 

      Helping the teacher assess the students' knowledge of British literary history.

    • C. 

      Encouraging students to use the informal essay as a vehicle for personal expression.

    • D. 

      Providing the teacher with material to use in helping students understand the values of a different society.

  • 17. 
    A high school English teacher plans instruction to address the writing needs of a student who has difficulty constructing unified paragraphs. Which of the following skills would be most helpful for the teacher to focus on first?
    • A. 

      Varying sentence structure

    • B. 

      Using transitional words

    • C. 

      Developing a topic sentence

    • D. 

      Identifying relevant details

  • 18. 
    Which of the following students would benefit most from the use of word processing equipment for writing?
    • A. 

      Alice, who often needs the teacher's help in choosing a writing topic

    • B. 

      Bernardo, who repeatedly confuses words that have the same pronunciation but are spelled differently

    • C. 

      Delia, who has difficulty making logical transitions between paragraphs

    • D. 

      Neil, who is often discouraged by the time-consuming process of revision

  • 19. 
    Which of the following computer applications would best help students improve their skill in revising written work?
    • A. 

      The editing tools of a word processing program

    • B. 

      The reference materials in a CD-ROM encyclopedia

    • C. 

      The drills created by a spelling software program

    • D. 

      The browser program used to search the Internet

  • 20. 
    Which of the following comments by an English teacher would best facilitate student writing during the drafting and revising stages?
    • A. 

      If you think your writing is ready to be published, there can be no spelling, grammar, or punctuation errors in the final version.

    • B. 

      When you state a position in your writing, you should include three details to support your thesis.

    • C. 

      If you need to find a better way to express your ideas, there is nothing wrong with making changes or starting over.

    • D. 

      When people read and evaluate your writing, you should make some of the changes they suggest.

  • 21. 
    Read the paragraph below from a twelfth-grade student's paper; then answer the questionthat follows.1Many people in our community want to see a new youth center built on Henry Street.2When it comes to activities and entertainment, the teens in this town have too few options.3It is good that the mayor and chief of police support the center, but actions speak louderthan words. 4They are the people who are in a position to move the project forward.Which of the following sentences in the paragraph shown above should the student revise to eliminate the use of a cliché?
    • A. 

      Sentence 1

    • B. 

      Sentence 2

    • C. 

      Sentence 3

    • D. 

      Sentence 4

  • 22. 
    Mr. Robinson is planning a writing workshop to improve students' writing skills. During a typical class period, which of the following classroom activities should receive the greatest emphasis?
    • A. 

      Whole-class instruction, because this is the most efficient means of introducing students to conventions of writing

    • B. 

      Student writing, because devoting substantial amounts of time to writing practice helps develop writing skills

    • C. 

      Group discussion of student work, because students need to learn how to write with a real purpose for a real audience

    • D. 

      Student-teacher conferences and peer feedback, because beginning writers need critical review of their work

  • 23. 
    • A. 

      The Catskills are beautiful but not particularly tall; Slide Mountain, their tallest peak, rises only 4,024 feet above sea level.

    • B. 

      Asher B. Durand, in particular, experimented with the misty light and craggy views of the Catskills in his romantic representations of them.

    • C. 

      During the early twentieth century, developers capitalized on the beauty of the Catskills by building posh resorts there.

    • D. 

      Later artists such as Albert Bierstadt followed the example of the Hudson River School in painting landscapes of the American West.

  • 24. 
    Students in a high school English class are learning about similarities and differences between oral and written communication. Which of the following guidelines would be important for students to follow when adapting a written essay for oral presentation?
    • A. 

      Use shorter, less complex sentences, and reinforce the main ideas through repetition.

    • B. 

      Create a varied tone for the presentation by alternating sentences in the active and passive voice.

    • C. 

      Maintain an appropriate level of formality by avoiding any use of first-person pronouns.

    • D. 

      Include as many details and illustrations as possible in the presentation.

  • 25. 
    An English language arts teacher designs an activity in which students watch a twenty-minute film with the sound turned off. Periodically, the teacher stops the film, and students discuss what they have seen. This instructional activity is most likely to promote students' critical-viewing skills in which of the following ways?
    • A. 

      Focusing students' attention on differences between visual messages and oral communication

    • B. 

      Helping students identify common film cliches by focusing attention on key images in short film segments

    • C. 

      Focusing students' attention on the relationship between visual imagery and narration in film

    • D. 

      Helping students interpret and evaluate visual images in film by focusing attention on visual effects