TExES English as a Second Language (ESL) Supplemental (154) Test Alignment

Why Test Alignment Matters for Your TExES English as a Second Language (ESL) Supplemental Study Guide

Certification test standards are broad, but the exam questions are very specific. Our team of curriculum experts uses the 240 Study Guide Creation Process to ensure the most aligned, specific content for your TExES English as a Second Language (ESL) Supplemental (154) test — so you are not wasting time on broad subject review that may not show up on exam day.

Why 240 is the best choice for the TExES 154 study guide

Built around the official exam framework
Organized by the competencies actually used on the exam
Shows exactly what is covered and where depth is partial
Includes aligned questions, flashcards, study materials, and videos
Helps candidates study what is actually tested instead of broad generic content

Transparent coverage is a strength. We show where the guide is strong, where depth is partial, and where a gap has been identified so you can make an informed study decision.

How to Read This Alignment Review

3Domains

51Competencies reviewed

89%Test-aligned

40Covered

11Partially covered

0Gaps

CoveredCompetency is comprehensively supported by the guide.
Partially coveredCore content is covered, but some depth gaps remain.
Coverage gap identifiedA content gap has been identified.

This study guide is based on the current official exam framework. We review and update alignment whenever the official framework changes so candidates are always studying current, accurate material.

LANGUAGE CONCEPTS AND LANGUAGE ACQUISITION (Domain I)Partially covered

SMR I.001 · The ESL teacher understands fundamental language concepts and knows the structure and conventions of the English language.104 questions · 14 materials · 50 cards · 7 videosPartially covered

Official competency	Matching 240 topics	Alignment	Qs	Mats	Cards	Vids	Notes
A. Understands the nature of language and basic concepts of language systems (e.g., phonology, morphology, syntax, lexicon, semantics, discourse, pragmatics) and uses this understanding to facilitate student learning in the ESL classroom.	ESL.Levels of Language; ELA.Basic Linguistic Concepts; ESL.Word Formation; ESL.Discourse; ESL.Manners of Articulation; ELA.Skill - Basic Linguistic Concepts	Covered	57	6	28	3	Covered by 6 topics (57 questions, 6 materials, 28 cards, 3 videos).
B. Knows the functions and registers of language (e.g., social versus academic language) in English and uses this knowledge to develop and modify instructional materials, deliver instruction and promote ESL students’ English-language proficiency.	ESL.Registers of Language; ESL.Cummins Quadrants	Covered	16	2	6	1	Covered by 2 topics (16 questions, 2 materials, 6 cards, 1 videos).
C. Understands the interrelatedness of listening, speaking, reading and writing and uses this understanding to develop ESL students’ English-language proficiency.	P.Foundations of ELL Instruction	Partially covered	7	1	0	1	Partial coverage by 1 topic (7 questions, 1 materials, 0 cards, 1 videos); limited supporting content.
D. Knows the structure of the English language (e.g., word formation, grammar, vocabulary and syntax) and the patterns and conventions of written and spoken English and uses this knowledge to model and provide instruction to develop the foundation of English mechanics necessary to understand content-based instruction and accelerated learning of English in accordance with the English Language Proficiency Standards (ELPS).	ELA.ELL Teaching - Proper Writing and Grammar Conventions; ELA.Types of Pronouns; ELA.Modals; ELA.Modifiers; ESL.Types of Sentences (Grammar)	Covered	24	5	16	2	Covered by 5 topics (24 questions, 5 materials, 16 cards, 2 videos).

SMR I.002 · The ESL teacher understands the processes of first-language (L1) and second-language (L2) acquisition and the interrelatedness of L1 and L2 development.138 questions · 14 materials · 78 cards · 8 videosCovered

Official competency	Matching 240 topics	Alignment	Qs	Mats	Cards	Vids	Notes
A. Knows theories, concepts and research related to L1 and L2 acquisition.	ESL.BICS vs CALP; ESL.Krashen's 5 Hypotheses	Covered	14	2	9	2	Covered by 2 topics (14 questions, 2 materials, 9 cards, 2 videos).
B. Uses knowledge of theories, concepts and research related to L1 and L2 acquisition to select effective, appropriate methods and strategies for promoting students’ English-language development at various stages.	ESL.Sheltered Instruction; ESL.Natural Approach; ESL.CALLA Approach; ESL.Nativist Theory; ESL.Social Interactionist Theory; ESL.Other Language Approaches	Covered	45	6	26	1	Covered by 6 topics (45 questions, 6 materials, 26 cards, 1 videos).
C. Knows cognitive processes (e.g., memorization, categorization, generalization, metacognition) involved in synthesizing and internalizing language rules for second-language acquisition.	ESL.Stages of Second Language Acquisition; ESL.Cognitive Processes for Language Rules	Covered	30	2	12	1	Covered by 2 topics (30 questions, 2 materials, 12 cards, 1 videos).
D. Analyzes the interrelatedness of first- and second-language acquisition and ways in which L1 may affect development of L2.	ESL.Interrelatedness; ESL.Common Behaviors of English Language Learners	Covered	34	2	13	2	Covered by 2 topics (34 questions, 2 materials, 13 cards, 2 videos).
E. Knows common difficulties (e.g., idiomatic expressions; L1 interference in syntax, phonology and morphology) experienced by ESL students in learning English and effective strategies for helping students overcome those difficulties.	ESL.Common Areas of Difficulty; ESL.Teaching Syntax and Semantics	Covered	15	2	23	2	Covered by 2 topics (15 questions, 2 materials, 23 cards, 2 videos).

ESL INSTRUCTION AND ASSESSMENT (Domain II)Partially covered

SMR II.003 · The ESL teacher understands ESL teaching methods and uses this knowledge to plan and implement effective, developmentally appropriate instruction.84 questions · 8 materials · 40 cards · 3 videosPartially covered

Official competency	Matching 240 topics	Alignment	Qs	Mats	Cards	Vids	Notes
A. Knows applicable Texas Essential Knowledge and Skills (TEKS) and the English Language Proficiency Standards (ELPS) and knows how to design and implement appropriate instruction to address the domains of listening, speaking and reading and writing.	ESL.TEKS and ELPS	Partially covered	2	1	2	0	Partial coverage by 1 topic (2 questions, 1 materials, 2 cards, 0 videos); limited supporting content.
B. Knows effective instructional methods and techniques for the ESL classroom, and selects and uses instructional methods, resources and materials appropriate for addressing specified instructional goals and promoting learning in students with diverse characteristics and needs.	ESL.Characteristics of Effective Methods - ESL; ESL.General Best Practices; ESL.Teaching Vocabulary	Covered	58	3	21	1	Covered by 3 topics (58 questions, 3 materials, 21 cards, 1 videos).
C. Applies knowledge of effective practices, resources and materials for providing content-based ESL instruction, engaging students in critical thinking and fostering students’ communicative competence.	ESL.Content-Based ESL Instruction; ESL.Communicative Competence	Covered	18	2	13	2	Covered by 2 topics (18 questions, 2 materials, 13 cards, 2 videos).
D. Knows how to integrate technological tools and resources into the instructional process to facilitate and enhance student learning.	ESL.Teaching Technology	Partially covered	6	1	4	0	Partial coverage by 1 topic (6 questions, 1 materials, 4 cards, 0 videos); limited supporting content.
E. Applies effective classroom management and teaching strategies for a variety of ESL environments and situations.	P.ELL Classroom Management Basics	Partially covered	0	1	1	0	Partial coverage by 1 topic (0 questions, 1 materials, 1 cards, 0 videos); limited supporting content.

SMR II.004 · The ESL teacher understands how to promote students’ communicative language development in English.190 questions · 17 materials · 38 cards · 4 videosPartially covered

Official competency	Matching 240 topics	Alignment	Qs	Mats	Cards	Vids	Notes
A. Knows applicable Texas Essential Knowledge and Skills (TEKS) and the English Language Proficiency Standards (ELPS) and knows how to design and implement appropriate instruction to address the proficiency level descriptors for the beginning, intermediate, advanced and advanced-high levels in the listening and speaking domains.	P.Texas ELPS V2; P.Texas ELPS - Reading and Writing; P.Texas ELPS - Listening and Speaking; P.Texas ELPS V3	Covered	70	4	2	0	Covered by 4 topics (70 questions, 4 materials, 2 cards, 0 videos).
B. Understands the role of the linguistic environment and conversational support in second-language development and uses this knowledge to provide a rich, comprehensible language environment with supported opportunities for communication in English.	ESL.Rich Linguistic Environment; ESL.Providing Feedback	Covered	11	2	3	1	Covered by 2 topics (11 questions, 2 materials, 3 cards, 1 videos).
C. Applies knowledge of practices, resources and materials that are effective in promoting students’ communicative competence in English.	ELA.ELL Strategies - Oral Language; ELA.ELL Strategies - Phonics and Word Analysis; ELA.ELL Assessment - Reading Comprehension	Covered	49	3	12	1	Covered by 3 topics (49 questions, 3 materials, 12 cards, 1 videos).
D. Understands the interrelatedness of listening, speaking, reading and writing and uses this knowledge to select and use effective strategies for developing students’ oral language proficiency in English in accordance with the ELPS.	ESL.Integration of Language Skills; ELA.ELL Importance of - Phonological Awareness on Spelling	Covered	12	2	4	0	Covered by 2 topics (12 questions, 2 materials, 4 cards, 0 videos).
E. Applies knowledge of effective strategies for helping ESL students transfer language skills from L1 to L2.	ESL.Sheltered Instruction; ESL.Krashen's 5 Hypotheses; ESL.Natural Approach; ESL.CALLA Approach; ESL.Nativist Theory	Covered	32	5	14	2	Covered by 5 topics (32 questions, 5 materials, 14 cards, 2 videos).
F. Applies knowledge of individual differences (e.g., developmental characteristics, cultural and language background, academic strengths, learning styles) to select focused, targeted and systematic second language acquisition instruction to English-language learners in grade 3 or higher who are at the beginning or intermediate level of English-language proficiency in listening and/or speaking in accordance with the ELPS.	ESL.Factors Affecting ESL Students	Covered	16	1	4	0	Covered by 1 topic (16 questions, 1 materials, 4 cards, 0 videos).
G. Knows how to provide appropriate feedback in response to students’ developing English-language skills.	ESL.Providing Feedback	Partially covered	6	1	0	1	Partial coverage by 1 topic (6 questions, 1 materials, 0 cards, 1 videos); limited supporting content.

SMR II.005 · The ESL teacher understands how to promote students’ literacy development in English.136 questions · 11 materials · 30 cards · 1 videosPartially covered

Official competency	Matching 240 topics	Alignment	Qs	Mats	Cards	Vids	Notes
A. Knows applicable Texas Essential Knowledge and Skills (TEKS) and the English Language Proficiency Standards (ELPS) and knows how to design and implement appropriate instruction to address the proficiency level descriptors for the beginning, intermediate, advanced and advanced-high levels in the reading and writing domains.	P.Texas ELPS V2; P.Texas ELPS - Reading and Writing; P.Texas ELPS - Listening and Speaking; P.Texas ELPS V3	Covered	70	4	2	0	Covered by 4 topics (70 questions, 4 materials, 2 cards, 0 videos).
B. Understands the interrelatedness of listening, speaking, reading and writing and uses this knowledge to select and use effective strategies for developing students’ literacy in English.	ESL.Integration of Language Skills; ELA.ELL Importance of - Phonological Awareness on Spelling	Covered	12	2	4	0	Covered by 2 topics (12 questions, 2 materials, 4 cards, 0 videos).
C. Understands that English is an alphabetic language and applies effective strategies for developing ESL students’ phonological knowledge and skills (e.g., phonemic awareness skills, knowledge of English letter-sound associations, knowledge of common English phonograms) and sight-word vocabularies (e.g., phonetically irregular words, high-frequency words).	ESL.Phonological Awareness	Covered	4	1	13	0	Covered by 1 topic (4 questions, 1 materials, 13 cards, 0 videos).
D. Knows factors that affect ESL students’ reading comprehension (e.g., vocabulary, text structures, cultural references) and applies effective strategies for facilitating ESL students’ reading comprehension in English.	ELA.ELL Strategies - Reading Comprehension	Covered	18	1	3	0	Covered by 1 topic (18 questions, 1 materials, 3 cards, 0 videos).
E. Applies knowledge of effective strategies for helping students transfer literacy knowledge and skills from L1 to L2.	ESL.Literacy Knowledge Transfer	Covered	13	1	6	0	Covered by 1 topic (13 questions, 1 materials, 6 cards, 0 videos).
F. Applies knowledge of individual differences (e.g., developmental characteristics, cultural and language background, academic strengths, learning styles) to select focused, targeted and systematic second language acquisition instruction to English-language learners in grade 3 or higher who are at the beginning or intermediate level of English-language proficiency in reading and/or writing in accordance with the ELPS.	P.Teaching Reading and Writing for ELLs	Covered	15	1	0	1	Covered by 1 topic (15 questions, 1 materials, 0 cards, 1 videos).
G. Knows personal factors that affect ESL students’ English literacy development (e.g., interrupted schooling, literacy status in the primary language, prior literacy experiences) and applies effective strategies for addressing those factors.	ESL.Teaching - Issues with Literacy	Partially covered	4	1	2	0	Partial coverage by 1 topic (4 questions, 1 materials, 2 cards, 0 videos); limited supporting content.

SMR II.006 · The ESL teacher understands how to promote students’ content-area learning, academic-language development and achievement across the curriculum.88 questions · 7 materials · 13 cards · 1 videosPartially covered

Official competency	Matching 240 topics	Alignment	Qs	Mats	Cards	Vids	Notes
A. Applies knowledge of effective practices, resources and materials for providing content-based ESL instruction that is linguistically accommodated (communicated, sequenced and scaffolded) to the student’s levels of English- language proficiency; engaging students in critical thinking; and developing students’ cognitive-academic language proficiency across content areas.	ESL.Linguistic Accommodations; ESL.TX Instructional Accommodations Checklist; P.Adaptations for Diversity - ELL	Covered	71	3	7	0	Covered by 3 topics (71 questions, 3 materials, 7 cards, 0 videos).
B. Knows instructional delivery practices that are effective in facilitating ESL students’ application of various learning strategies (e.g., preteaching key vocabulary; helping students apply familiar concepts from their cultural backgrounds and prior experiences to new learning; using metacognition, using hands-on and other experiential learning strategies; using realia, media and other visual supports [graphic organizers] to introduce and/or reinforce concepts) across content areas.	ESL.Reciprocal Teaching; ESL.Graphic Organizers	Partially covered	5	2	2	0	Partial coverage by 2 topics (5 questions, 2 materials, 2 cards, 0 videos); limited supporting content.
C. Applies knowledge of individual differences (e.g., developmental characteristics, cultural and language background, academic strengths, learning styles) to select instructional strategies and resources that facilitate ESL students’ cognitive-academic language development and content-area learning.	ESL.Content-Based ESL Instruction	Covered	9	1	4	1	Covered by 1 topic (9 questions, 1 materials, 4 cards, 1 videos).
D. Knows personal factors that affect ESL students’ content-area learning (e.g., prior learning experiences, familiarity with specialized language and vocabulary, familiarity with the structure and uses of textbooks and other print resources) and applies effective strategies for addressing those factors.	ESL.Teaching - Issues with Content-Based	Partially covered	3	1	1	0	Partial coverage by 1 topic (3 questions, 1 materials, 1 cards, 0 videos); limited supporting content.

SMR II.007 · The ESL teacher understands formal and informal assessment procedures and instruments used in ESL programs and uses assessment results to plan and adapt instruction.39 questions · 6 materials · 21 cards · 1 videosPartially covered

Official competency	Matching 240 topics	Alignment	Qs	Mats	Cards	Vids	Notes
A. Knows basic concepts, issues and practices related to test design, development and interpretation and uses this knowledge to select, adapt and develop assessments for different purposes in the ESL program (e.g., diagnosis, program evaluation, proficiency).	ESL.TX ESL Program Process; ESL.TX ESL Program Goals; ESL.TX ESL Program - 3 Domains	Covered	15	3	6	0	Covered by 3 topics (15 questions, 3 materials, 6 cards, 0 videos).
B. Applies knowledge of formal and informal assessments used in the ESL classroom and knows their characteristics, uses and limitations.	ESL.Types of Assessment	Covered	14	1	11	1	Covered by 1 topic (14 questions, 1 materials, 11 cards, 1 videos).
C. Knows standardized tests commonly used in ESL programs in Texas and knows how to interpret their results.	ESL.TX TELPAS	Partially covered	1	1	3	0	Partial coverage by 1 topic (1 questions, 1 materials, 3 cards, 0 videos); limited supporting content.
D. Knows state-mandated Limited English Proficient (LEP) policies, including the role of the Language Proficiency Assessment Committee (LPAC), and procedures for implementing LPAC recommendations for LEP identification, placement and exit.	ESL.TX ESL Program Process	Covered	11	1	2	0	Covered by 1 topic (11 questions, 1 materials, 2 cards, 0 videos).
E. Understands relationships among state-mandated standards, instruction and assessment in the ESL classroom.	ESL.Using Assessment to Adjust Instruction	Covered	9	1	1	0	Covered by 1 topic (9 questions, 1 materials, 1 cards, 0 videos).
F. Knows how to use ongoing assessment to plan and adjust instruction that addresses individual student needs and enables ESL students to achieve learning goals.	ESL.Types of Assessment; ESL.Using Assessment to Adjust Instruction	Covered	23	2	12	1	Covered by 2 topics (23 questions, 2 materials, 12 cards, 1 videos).

FOUNDATIONS OF ESL EDUCATION, CULTURAL AWARENESS AND FAMILY AND COMMUNITY INVOLVEMENT (Domain III)Partially covered

SMR III.008 · The ESL teacher understands the foundations of ESL education and types of ESL programs.31 questions · 5 materials · 33 cards · 1 videosPartially covered

Official competency	Matching 240 topics	Alignment	Qs	Mats	Cards	Vids	Notes
A. Knows the historical, theoretical and policy foundations of ESL education and uses this knowledge to plan, implement and advocate for effective ESL programs.	ESL.History of ESL Programs Nationally; ESL.History of ESL Programs - Court Cases; ESL.TX History of ESL Programs	Covered	16	3	16	1	Covered by 3 topics (16 questions, 3 materials, 16 cards, 1 videos).
B. Knows types of ESL programs (e.g., self-contained, pull-out, newcomer centers, dual language, immersion), their characteristics, their goals and research findings on their effectiveness	ESL.Types of ESL Programs	Covered	13	1	18	0	Covered by 1 topic (13 questions, 1 materials, 18 cards, 0 videos).
C. Applies knowledge of the various types of ESL programs to make appropriate instructional and management decisions.	ESL.Applying the Types of ESL Programs in TX	Partially covered	2	1	0	0	Partial coverage by 1 topic (2 questions, 1 materials, 0 cards, 0 videos); limited supporting content.
D. Applies knowledge of research findings related to ESL education, including research on instructional and management practices in ESL programs, to assist in planning and implementing effective ESL programs.	ESL.Applying the Types of ESL Programs in TX	Partially covered	2	1	0	0	Partial coverage by 1 topic (2 questions, 1 materials, 0 cards, 0 videos); limited supporting content.

SMR III.009 · The ESL teacher understands factors that affect ESL students’ learning and implements strategies for creating an effective multicultural and multilingual learning environment.91 questions · 7 materials · 31 cards · 3 videosCovered

Official competency	Matching 240 topics	Alignment	Qs	Mats	Cards	Vids	Notes
A. Understands cultural and linguistic diversity in the ESL classroom and other factors that may affect students’ learning of academic content, language and culture (e.g., age, developmental characteristics, academic strengths and needs, preferred learning styles, personality, sociocultural factors, home environment, attitude, exceptionalities).	ESL.Cultural Contact	Covered	12	1	6	0	Covered by 1 topic (12 questions, 1 materials, 6 cards, 0 videos).
B. Knows how to create an effective multicultural and multilingual learning environment that addresses the affective, linguistic and cognitive needs of ESL students and facilitates students’ learning and language acquisition.	ESL.Learning Styles; ESL.Multicultural Classroom; ESL.Student Motivation	Covered	34	3	17	2	Covered by 3 topics (34 questions, 3 materials, 17 cards, 2 videos).
C. Knows factors that contribute to cultural bias (e.g., stereotyping, prejudice, ethnocentrism) and knows how to create a culturally responsive learning environment.	ESL.Avoiding Cultural Bias	Covered	7	1	5	0	Covered by 1 topic (7 questions, 1 materials, 5 cards, 0 videos).
D. Demonstrates sensitivity to students’ diverse cultural and socioeconomic backgrounds and shows respect for language differences.	ESL.Multicultural Classroom; ESL.Multilingual Classroom; P.Adaptations for Diversity - Cultural Differences	Covered	57	3	10	2	Covered by 3 topics (57 questions, 3 materials, 10 cards, 2 videos).
E. Applies strategies for creating among students an awareness of and respect for linguistic and cultural diversity.	ESL.Multicultural Classroom; ESL.Multilingual Classroom; P.Adaptations for Diversity - Cultural Differences	Covered	57	3	10	2	Covered by 3 topics (57 questions, 3 materials, 10 cards, 2 videos).

SMR III.010 · The ESL teacher knows how to serve as an advocate for ESL students and facilitate family and community involvement in their education.54 questions · 4 materials · 7 cards · 0 videosCovered

Official competency	Matching 240 topics	Alignment	Qs	Mats	Cards	Notes
A. Applies knowledge of effective strategies advocating educational and social equity for ESL students (e.g., participating in LPAC and Admission, Review and Dismissal [ARD] meetings, serving on Site-Based Decision Making [SBDM] committees, serving as a resource for teachers).	ESL.TX ESL Program Process; ESL.TX ESL Teacher Roles	Covered	18	2	4	Covered by 2 topics (18 questions, 2 materials, 4 cards, 0 videos).
B. Understands the importance of family involvement in the education of ESL students and knows how to facilitate parent/guardian participation in their children’s education and school activities.	ESL.Family and Community Involvement	Covered	27	1	1	Covered by 1 topic (27 questions, 1 materials, 1 cards, 0 videos).
C. Applies skills for communicating and collaborating effectively with the parents/guardians of ESL students in a variety of educational contexts.	ESL.Communicating Assessment Results	Covered	9	1	2	Covered by 1 topic (9 questions, 1 materials, 2 cards, 0 videos).
D. Knows how community members and resources can positively affect student learning in the ESL program and is able to access community resources to enhance the education of ESL students.	ESL.Family and Community Involvement	Covered	27	1	1	Covered by 1 topic (27 questions, 1 materials, 1 cards, 0 videos).

How 240 Creates The TExES English as a Second Language (ESL) Supplemental (154) Study Guide

Every 240 study guide starts with the official exam framework. From there, we organize lessons, practice, and study tools around the categories the exam uses to measure candidate knowledge.

Review the official exam framework

We begin with the standards, domains, competencies, objectives, or content categories published by the testing authority.

Map the tested categories

We map every major area the exam is designed to cover so the guide reflects the real structure of the test.

Build lessons around tested content

We create study materials to support the official blueprint, not broad filler content.

Cross-check practice against exam expectations

We review practice content against the framework and real exam patterns so preparation stays targeted.

Review and update as standards change

When official frameworks change, we review guides and update alignment as needed.

Reviewed by subject-matter experts and maintained to reflect current standards.

Why 240 Is Better Than Other Generic Study Guides

Not all study guides are built the same way. Here is what separates a test-aligned guide from a generic one — and why it matters when you are preparing for the TExES English as a Second Language (ESL) Supplemental.

Generic prep

Covers broad subject areas without structure
No clear connection to the official exam framework
Practice questions may not reflect the real test format
May not update when official standards change

Can be helpful for quick, broad review

240 test-aligned TExES 154 prep

Every lesson maps to an official domain or competency
Built directly from the official exam framework
Practice questions aligned to what the exam actually measures
A clear study path by tested category
Study smarter and enter test day more prepared

FAQs About the TExES English as a Second Language (ESL) Supplemental Study Guide

The questions teacher candidates ask us most often about the TExES English as a Second Language (ESL) Supplemental study guide.

Is 240 a good study guide for TExES English as a Second Language (ESL) Supplemental?

240 is a strong option because the guide is built around the official exam framework and shows detailed alignment by SMR and competency.

How closely does 240 align to the TExES 154 exam?

This guide is 89% aligned based on a competency-by-competency review of the official framework and the study resources included in the guide.

Does 240 cover every competency?

This page shows coverage transparently across covered, partially covered, and identified gaps so candidates can see exactly how the guide maps to the exam.

What does “partially covered” mean?

Partially covered means the guide addresses the core parts of a competency, but some depth or subtopics may still be limited.

240's TExES English as a Second Language (ESL) Supplemental Study Guide Is 89% Test-Aligned

TExES 154

Coverage by content domain

Honest about depth

Reviewed as exams change