Is 240 a good study guide for the TExES English Language Arts and Reading 4-8 (217)?

Yes. The 240 study guide is built around the official exam framework and this page shows detailed alignment domain by domain and competency by competency.

TExES English Language Arts and Reading 4-8 (217) Study Guide Alignment

Q: How closely does 240 align to the TExES English Language Arts and Reading 4-8 (217) exam?

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

Q: Does 240 cover every competency?

Coverage is shown transparently across covered, partially covered, and identified gaps: 136 covered, 18 partially covered, and 9 gaps across 163 competencies.

Q: 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.

Why Test Alignment Matters for Your TExES English Language Arts and Reading 4-8 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 Language Arts and Reading 4-8 (217) 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 217 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

5 domains · 163 competencies reviewed · 89% test-aligned

Covered— competency is comprehensively supported by the guide

Partially covered— core content is covered, but some depth gaps remain

Coverage gap identified— a 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.

FOUNDATIONS OF READING (DOMAIN I) Partially covered

SMR I.001 (Foundations of Teaching Reading): Understand research-based, evidence-based, and culturally relevant foundational concepts, principles, and best practices related to reading instruction and assessment.

217 Qs15 Materials77 Cards4 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
A. Demonstrate knowledge of scientifically based reading research (e.g., key findings of the National Reading Panel, the National Early Literacy Panel, the National Literacy Panel for Language Minority Children and Youth), including the key research-based components of reading instruction (i.e., phonemic awareness, phonics, fluency, vocabulary, and text comprehension) and the essential roles that oral language, writing, and motivation play in promoting reading development.	ELA.Effective ELA Learning Environment	Covered	11	1	6	0	Covered by 1 topic (11 questions, 1 materials, 6 cards, 0 videos).
B. Apply knowledge of the interconnected nature of listening, speaking, reading, writing, and thinking by planning reading instruction that reflects an integrated model of literacy.	ELA.Integration of Language Skills; ELA.Teaching - Active Reading	Covered	37	2	7	1	Covered by 2 topics (37 questions, 2 materials, 7 cards, 1 videos).
C. Recognize the importance of planning and managing reading instruction in ways that not only promote all students' learning and skill development in reading but also nurture their development as lifelong readers and their self-concept as readers by creating strong associations between reading and feelings of pleasure, engagement, and self-efficacy.	ELA.Promoting a Love of Reading	Covered	13	1	1	0	Covered by 1 topic (13 questions, 1 materials, 1 cards, 0 videos).
D. Apply knowledge of key principles of reading instruction, including basing instruction on the standards outlined in the Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading (ELAR) (Grades 4–8); making instructional decisions based on ongoing assessment results that align the content of reading passages used in assessments to content that has been taught in order to effectively evaluate students' comprehension; designing and implementing developmentally appropriate, standards-driven instruction that reflects evidence-based best practices; and ensuring that reading instruction is systematic, sequential, and explicit.	ELA.Planning and Adjusting Reading Instruction	Covered	24	1	9	0	Covered by 1 topic (24 questions, 1 materials, 9 cards, 0 videos).
E. Demonstrate knowledge of factors that can affect reading development, including the role of selected content, the amount of time all students spend daily engaged in reading, the amount of screen time all students engage in daily, a reading curriculum that emphasizes building background knowledge and providing regular practice with complex texts and academic vocabulary rather than overreliance on memorization, the reading of whole texts rather than worksheets, and the use of culturally responsive instructional practices.	ELA.Factors Affecting Reading Development	Partially covered	7	1	0	0	Partial coverage by 1 topic (7 questions, 1 materials, 0 cards, 0 videos); limited supporting content.
F. Demonstrate knowledge of key factors to consider in planning and delivering differentiated instruction and flexible grouping to address the assessed needs of all students (e.g., students with limited prior experiences with literacy, students with exceptional needs, English learners [ELs], students who are experiencing difficulty, students who are performing above grade level, students who are gifted and talented), including the prerequisite knowledge and skills required for all students to be able to benefit from instruction, the pacing of instruction, the complexity of the content or skills to be taught, and the scaffolds needed to support all students' learning.	ELA.Differentiation in Language Arts Instruction	Covered	11	1	8	0	Covered by 1 topic (11 questions, 1 materials, 8 cards, 0 videos).
G. Demonstrate knowledge of tiered instructional models used in Texas classrooms (e.g., Response to Intervention [RtI]), including basic components of these models (e.g., using research-based interventions, progress monitoring, shared responsibility and decision making).	None	Coverage gap identified	0	0	0	0	No matching topic found in the study guide.
H. Demonstrate knowledge of distinguishing characteristics of dyslexia and dysgraphia, including early indicators of dyslexia and dysgraphia, and demonstrate familiarity with evidence-based instructional strategies and best practices that help support the literacy development of students with identified delays in reading and spelling.	ELA.Dyslexia and Related Disorders (TX)	Covered	11	1	12	0	Covered by 1 topic (11 questions, 1 materials, 12 cards, 0 videos).
I. Demonstrate knowledge of basic concepts related to second-language acquisition as described in the TEKS for ELAR (Grades 4–8) (e.g., recognizing that general education teachers have a shared responsibility in promoting English learners' English language development; that an English learner's English language proficiency level does not relate to the student's grade level; that English learners acquire a new language best when they are provided with multiple, incremental opportunities to expand and extend their English language skills as they build on their strengths in the home language).	ESL.Stages of Second Language Acquisition	Covered	20	1	6	1	Covered by 1 topic (20 questions, 1 materials, 6 cards, 1 videos).
J. Demonstrate knowledge of research-based strategies and best practices for supporting English learners' oral language, literacy, and concept development across academic disciplines as described in the TEKS for ELAR (Grades 4–8) (e.g., identifying and aligning relevant language objectives with content-area lessons; using appropriate scaffolds, particularly visual cues, to support understanding).	ELA.Adaptations for Diversity - ELL	Covered	15	1	3	0	Covered by 1 topic (15 questions, 1 materials, 3 cards, 0 videos).
K. Demonstrate knowledge of various instructional technologies (e.g., hardware, software, applications) that may be used to support all students' reading development, instruction, engagement, and motivation to read.	ELA.Teaching Technology - Literacy Skills	Covered	12	1	3	0	Covered by 1 topic (12 questions, 1 materials, 3 cards, 0 videos).
L. Demonstrate knowledge of criteria for evaluating curricular resources and student-selected materials for independent reading (e.g., evidence of effectiveness, appropriateness for all students' age and developmental levels), using research-based strategies and best practices.	ELA.Developing Readers	Covered	27	1	5	1	Covered by 1 topic (27 questions, 1 materials, 5 cards, 1 videos).
M. Demonstrate knowledge of key assessment concepts (e.g., validity, reliability, equity in testing) and the characteristics, uses, and limitations of standardized criterion-referenced and norm-referenced tests to assess reading development and identify reading difficulties.	ELA.Fair Assessment	Covered	11	1	6	1	Covered by 1 topic (11 questions, 1 materials, 6 cards, 1 videos).
N. Demonstrate knowledge of key purposes and characteristics of different types of reading assessment, including screening or entry-level assessment, formative or progress-monitoring assessment, summative assessment, diagnostic assessment, and pre- and post-assessment.	ELA.Reading Assessment - Texas	Covered	10	1	13	0	Covered by 1 topic (10 questions, 1 materials, 13 cards, 0 videos).
O. Demonstrate knowledge of how to create challenging, engaging, accessible, relevant learning experiences for all students that enable them to engage in individual and collaborative critical thinking and problem solving and to apply disciplinary and cross-disciplinary knowledge to real-world problems.	None	Coverage gap identified	0	0	0	0	No matching topic found in the study guide.
P. Apply principles for maintaining a safe, supportive environment that embraces and supports all learners and in which all students are expected to reach high levels of achievement.	ELA.Effective ELA Learning Environment	Covered	11	1	6	0	Covered by 1 topic (11 questions, 1 materials, 6 cards, 0 videos).
Q. Apply principles for collaborating with other educational professionals, communicating regularly with stakeholders, communicating with all students and families about student progress, and engaging in self-reflective and ethical practices as an educator.	ELA.Communicating Assessment Results	Covered	8	1	3	0	Covered by 1 topic (8 questions, 1 materials, 3 cards, 0 videos).

SMR I.002 (Foundational Reading Skills): Understand concepts, principles, and best practices related to the development of foundational reading skills, and demonstrate knowledge of developmentally appropriate, research- and evidence-based assessment and instructional practices to promote all students' development of grade-level foundational reading skills.

252 Qs11 Materials31 Cards4 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
A. Demonstrate knowledge of the interrelationships between oral language and literacy development and various ways in which oral language provides a critical foundation for reading skills and comprehension development, including factors that affect oral language development (e.g., familial, cultural, educational, socioeconomic, linguistic, and developmental characteristics).	ELA.Oral Language to Support Reading and Writing	Covered	20	1	1	0	Covered by 1 topic (20 questions, 1 materials, 1 cards, 0 videos).
B. Demonstrate knowledge of the phonological awareness continuum as described in the TEKS for ELAR (Grades 4–8) and apply knowledge of the phonological awareness continuum in order to plan and deliver instruction that is systematic and sequential.	ELA.Teaching - Phonological Awareness	Covered	47	1	12	1	Covered by 1 topic (47 questions, 1 materials, 12 cards, 1 videos).
C. Demonstrate knowledge of the role of phonological and phonemic awareness in the development of literacy in an alphabetic language.	ELA.Phonological Awareness; ELA.Impact of Phonological Awareness on Literacy	Covered	48	2	13	1	Covered by 2 topics (48 questions, 2 materials, 13 cards, 1 videos).
D. Demonstrate knowledge of the alphabetic principle and the role of the alphabetic principle in reading development (e.g., interrelationships between letter-sound correspondence, phonemic awareness, and beginning decoding).	ELA.Teaching - Alphabetic Knowledge and Principle	Covered	33	1	5	1	Covered by 1 topic (33 questions, 1 materials, 5 cards, 1 videos).
E. Demonstrate knowledge of the role of phonics and other word identification skills in all students' development of accurate, automatic decoding; the role of accurate, automatic decoding in reading fluency and comprehension; the reciprocity between decoding and encoding; the importance of sequencing instruction in phonics according to the increasing complexity and relative utility of linguistic units; and the importance of providing all students with explicit, systematic instruction in phonics and frequent practice with applying new decoding skills in connected text.	ELA.Process of Learning - Decoding; ELA.Teaching - Word Identification Skills	Covered	45	2	13	1	Covered by 2 topics (45 questions, 2 materials, 13 cards, 1 videos).
F. Demonstrate knowledge of the continuum of phonics skills as described in the TEKS for ELAR (Grades 4–8) and of research-based strategies and best practices for delivering explicit, systematic phonics instruction.	ELA.TEKS Benchmarking - Phonics Skills (4-8)	Partially covered	0	1	0	0	Partial coverage by 1 topic (0 questions, 1 materials, 0 cards, 0 videos); limited supporting content.
G. Apply knowledge of tools and techniques for formally and informally assessing all students' development in foundational reading skills.	ELA.Assessment and Intervention - Phonological Awareness; ELA.Assessment - Concepts of Print and Alphabetic Knowledge; ELA.Assessment and Intervention - Phonics and Word Analysis	Covered	59	3	7	0	Covered by 3 topics (59 questions, 3 materials, 7 cards, 0 videos).
H. Interpret the results of ongoing assessments in foundational reading skills and use the results to inform instructional planning and delivery, including differentiated strategies, explicit instruction, and interventions.	ELA.Assessment and Intervention - Phonological Awareness; ELA.Assessment - Concepts of Print and Alphabetic Knowledge; ELA.Assessment and Intervention - Phonics and Word Analysis	Covered	59	3	7	0	Covered by 3 topics (59 questions, 3 materials, 7 cards, 0 videos).

SMR I.003 (Word Analysis Skills and Reading Fluency): Understand concepts, principles, and best practices related to the development of word analysis skills and fluency, and demonstrate knowledge of developmentally appropriate, research- and evidence-based assessment and instructional practices to promote all students' development of grade-level word analysis skills and reading fluency.

301 Qs13 Materials72 Cards6 VideosCovered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
A. Demonstrate knowledge of best practices for developing all students' accurate, automatic decoding and spelling of words with specific orthographic patterns and rules, including regular and irregular plurals and words with consonant changes.	ELA.Teaching - Phonics and Decoding; ELA.Teaching - Spelling	Covered	73	2	31	1	Covered by 2 topics (73 questions, 2 materials, 31 cards, 1 videos).
B. Demonstrate knowledge of the role of high-frequency words in accurate, automatic decoding of grade-level text and knowledge of best practices for promoting all students' accurate, automatic decoding and spelling of grade-level high-frequency words, including high-frequency words that are not phonetically regular.	ELA.Teaching - High-Frequency Words	Covered	19	1	5	0	Covered by 1 topic (19 questions, 1 materials, 5 cards, 0 videos).
C. Demonstrate knowledge of best practices for promoting all students' accurate, automatic decoding and spelling of words that contain common inflectional endings (e.g., -s, -ed, -ing, -er, -est), including teaching common orthographic guidelines related to inflections and connecting an inflectional ending to its grammatical meaning.	ELA.Teaching - Phonics and Decoding	Covered	47	1	14	1	Covered by 1 topic (47 questions, 1 materials, 14 cards, 1 videos).
D. Demonstrate knowledge of best practices for promoting all students' accurate, automatic decoding and spelling of common homophones, homographs, and contractions.	ELA.Teaching - Spelling	Covered	26	1	19	0	Covered by 1 topic (26 questions, 1 materials, 19 cards, 0 videos).
E. Demonstrate knowledge of common syllable types in English (e.g., closed, silent e, open, vowel team); common syllable division patterns; advanced syllable division patterns; and best practices for developing all students' accurate, automatic decoding and spelling of multisyllabic words.	ELA.Syllable Awareness for Spelling and Pronunciation	Covered	15	1	7	1	Covered by 1 topic (15 questions, 1 materials, 7 cards, 1 videos).
F. Demonstrate knowledge of best practices for teaching accurate, automatic decoding and spelling of morphemes, as well as other more advanced elements, including multisyllabic words with multiple sound-spelling patterns.	ELA.Word Analysis from Roots and Affixes	Covered	25	1	11	1	Covered by 1 topic (25 questions, 1 materials, 11 cards, 1 videos).
G. Recognize that decoding and encoding skills are reciprocal and develop synchronously during the early stages of literacy development, and demonstrate knowledge of the characteristics of all students at various stages of spelling development.	ELA.Process of Learning - Spelling	Covered	18	1	6	1	Covered by 1 topic (18 questions, 1 materials, 6 cards, 1 videos).
H. Demonstrate knowledge of key concepts related to reading fluency, including the key indicators of fluency (i.e., accuracy, rate, and prosody); the role of automaticity in reading fluency; interrelationships between accuracy, rate, and automaticity; the role of fluency in reading comprehension; interrelationships between prosody and comprehension; the importance of providing explicit and frequent instruction in fluency to all students at all stages of reading development; and the importance of varying fluency instruction for all students at different stages of development in decoding.	ELA.Impact of Fluency on Comprehension; ELA.Measures of Fluency; ELA.Teaching - Reading Fluency; ELA.Process of Learning and Intervention - Reading Fluency	Covered	103	4	16	1	Covered by 4 topics (103 questions, 4 materials, 16 cards, 1 videos).
I. Demonstrate knowledge of common factors that disrupt reading fluency (e.g., limited phonics knowledge; lack of automaticity in key decoding skills; limited recognition of grade-level, high-frequency words; unfamiliarity with a text's content, vocabulary, and/or grammatical structures), and apply knowledge of strategies for addressing these factors.	ELA.Process of Learning and Intervention - Reading Fluency	Covered	27	1	3	0	Covered by 1 topic (27 questions, 1 materials, 3 cards, 0 videos).
J. Demonstrate knowledge of best practices for promoting all students' accuracy in order to enhance reading fluency and comprehension (e.g., reteaching grade-level decoding skills or high-frequency words not yet mastered).	ELA.Teaching - Reading Fluency	Covered	47	1	13	0	Covered by 1 topic (47 questions, 1 materials, 13 cards, 0 videos).
K. Demonstrate knowledge of best practices for promoting all students' reading rate and automaticity in order to enhance reading fluency and comprehension.	ELA.Teaching - Reading Fluency	Covered	47	1	13	0	Covered by 1 topic (47 questions, 1 materials, 13 cards, 0 videos).
L. Apply knowledge of strategies for evaluating and sequencing texts for reading instruction according to text complexity (i.e., quantitative and qualitative dimensions and reader and task variables) and supporting students' ability to access increasingly complex texts.	ELA.Matching Readers to Text; ELA.Measures of Text Complexity - Three-Part Model	Covered	25	2	10	0	Covered by 2 topics (25 questions, 2 materials, 10 cards, 0 videos).
M. Demonstrate knowledge of guidelines for evaluating texts in terms of readability, content, length, format, illustrations, and other pertinent factors; and apply knowledge of ways to provide appropriate grade-level texts for independent reading.	ELA.Matching Readers to Text; ELA.Measures of Text Complexity - Three-Part Model	Covered	25	2	10	0	Covered by 2 topics (25 questions, 2 materials, 10 cards, 0 videos).
N. Demonstrate knowledge of best practices for promoting all students' prosody (i.e., reading with appropriate phrasing, expression, and intonation) in order to enhance reading fluency and comprehension (e.g., providing explicit teacher modeling of prosody, engaging students in echo reading and phrase-cued reading).	ELA.Teaching - Reading Fluency; ELA.Process of Learning and Intervention - Reading Fluency	Covered	74	2	15	0	Covered by 2 topics (74 questions, 2 materials, 15 cards, 0 videos).
O. Apply knowledge of tools and techniques for formally and informally assessing all students' development of word analysis skills and fluency development.	ELA.Assessment - Reading Fluency	Covered	24	1	6	1	Covered by 1 topic (24 questions, 1 materials, 6 cards, 1 videos).
P. Interpret the results of ongoing assessments in word analysis skills and fluency development and use the results to inform instructional planning and delivery, including differentiated strategies, explicit instruction, and interventions.	ELA.Process of Learning and Intervention - Reading Fluency	Covered	27	1	3	0	Covered by 1 topic (27 questions, 1 materials, 3 cards, 0 videos).

SMR I.004 (Vocabulary Development): Understand concepts, principles, and best practices related to vocabulary development, and demonstrate knowledge of developmentally appropriate, research- and evidence-based assessment and instructional practices to promote all students' development of grade-level vocabulary knowledge and skills.

218 Qs12 Materials46 Cards4 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
A. Demonstrate knowledge of the importance of vocabulary in supporting all students' reading comprehension, ability to engage in self-sustained reading, and overall academic achievement.	ELA.Importance of - Vocabulary and Reading Skills	Covered	14	1	4	0	Covered by 1 topic (14 questions, 1 materials, 4 cards, 0 videos).
B. Demonstrate knowledge of the continuum of vocabulary development as described in the TEKS for ELAR (Grades 4–8), including the importance of providing all students with frequent, repeated exposures to and opportunities to use new vocabulary in meaningful contexts.	ELA.TEKS Benchmarking - Vocabulary Development (4-8)	Partially covered	0	1	0	0	Partial coverage by 1 topic (0 questions, 1 materials, 0 cards, 0 videos); limited supporting content.
C. Demonstrate knowledge of factors that influence vocabulary development (e.g., familial, cultural, educational, socioeconomic, linguistic, and developmental characteristics), including the importance of frequent and wide (i.e., varied) reading in vocabulary development.	ELA.Factors Affecting Vocabulary Development	Covered	10	1	7	0	Covered by 1 topic (10 questions, 1 materials, 7 cards, 0 videos).
D. Demonstrate knowledge of the distinctions between various tiers of vocabulary (i.e., Tier One—everyday, Tier Two—general academic, and Tier Three—discipline-specific) and the importance of explicitly teaching all students new Tier Two and Tier Three words that are key to understanding a new concept or comprehending a new text, while also identifying any relevant Tier One words with which all students may be unfamiliar and explicitly teaching these words.	ELA.Three Tiers of Words	Covered	21	1	3	1	Covered by 1 topic (21 questions, 1 materials, 3 cards, 1 videos).
E. Recognize the essential role that background knowledge, including schema and vocabulary, plays in a reader's ability to make inferences from text, make connections within and across texts, and learn through reading.	ELA.Choosing Targeted Vocabulary Words	Covered	11	1	3	0	Covered by 1 topic (11 questions, 1 materials, 3 cards, 0 videos).
F. Demonstrate knowledge of criteria for selecting words for explicit word study (e.g., a word's utility and frequency within a discipline or across disciplines) and apply strategies for providing all students with multiple opportunities to use new Tier Two and Tier Three words in a variety of settings.	ELA.Word Relationships	Covered	5	1	7	1	Covered by 1 topic (5 questions, 1 materials, 7 cards, 1 videos).
G. Demonstrate knowledge of best practices for promoting all students' ability to identify, use, and explain the meaning of grade-level antonyms, synonyms, homophones, idioms, adages, and puns.	ELA.Teaching - Determining Meaning of Words; ELA.Teaching - Common Idioms and Foreign Phrases	Covered	61	2	14	1	Covered by 2 topics (61 questions, 2 materials, 14 cards, 1 videos).
H. Demonstrate knowledge of best practices for promoting all students' ability to use context within and beyond a sentence to help infer the meaning of an unfamiliar word or to determine the meaning of a multiple-meaning word, including using different types of context clues.	ELA.Teaching - Determining Meaning of Words; ELA.Teaching - Increasing Vocabulary; ELA.Resources - Word Analysis Skills	Covered	117	3	26	2	Covered by 3 topics (117 questions, 3 materials, 26 cards, 2 videos).
I. Demonstrate understanding of the importance of teaching all students independent word-learning strategies, including structural/morphemic analysis (e.g., knowledge of common Greek and Latin roots and affixes), contextual analysis, and use of print and digital resources, in order to promote their ability to engage in self-sustained reading of assigned or self-selected grade-level texts in multiple genres.	ELA.Assessment - Vocabulary; ELA.Intervention - Vocabulary	Covered	31	2	6	0	Covered by 2 topics (31 questions, 2 materials, 6 cards, 0 videos).
J. Apply knowledge of tools and techniques for formally and informally assessing all students' development of vocabulary knowledge and skills.	ELA.Assessment - Vocabulary	Covered	16	1	2	0	Covered by 1 topic (16 questions, 1 materials, 2 cards, 0 videos).
K. Interpret the results of ongoing assessments in vocabulary development and use the results to inform instructional planning and delivery, including differentiated strategies, explicit instruction, and interventions.	ELA.Intervention - Vocabulary	Covered	15	1	4	0	Covered by 1 topic (15 questions, 1 materials, 4 cards, 0 videos).

TEXT COMPREHENSION AND ANALYSIS (DOMAIN II) Partially covered

SMR II.005 (Reading Comprehension Development): Understand concepts, principles, and best practices related to the development of reading comprehension, and demonstrate knowledge of developmentally appropriate, research- and evidence-based assessment and instructional practices to promote all students' development of grade-level reading comprehension strategies.

299 Qs11 Materials87 Cards5 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
A. Demonstrate knowledge of factors influencing reading comprehension (e.g., oral language development, including listening comprehension skills; academic language development, including vocabulary and grammatical knowledge and skills; decoding skills; reading fluency; ability to monitor for understanding; background knowledge relevant to a text's topic or setting; level of English language proficiency; prior literacy experiences with other texts of the same genre or text type).	ELA.Intervention - Reading Comprehension	Covered	15	1	8	0	Covered by 1 topic (15 questions, 1 materials, 8 cards, 0 videos).
B. Recognize the essential role background knowledge (including vocabulary knowledge) plays in a reader's ability to make inferences from text, to make connections within and across texts, and to learn through reading; and apply knowledge of strategies for systematically supporting students in accumulating background knowledge through the reading of informational texts (e.g., reading aloud and discussing a wide range of informational texts with students, having students read and discuss multiple informational texts related to a given topic, helping English learners connect background knowledge from their home language and experiences to reading contexts in English, providing explicit explanations of content and Tier Three vocabulary relevant to a text, engaging students in hands-on learning and academic discussions related to a text's topic, encouraging and supporting students' independent reading of informational texts) to promote students' reading comprehension and deepen their understanding of appropriately complex texts.	ELA.Intervention - Reading Comprehension	Covered	15	1	8	0	Covered by 1 topic (15 questions, 1 materials, 8 cards, 0 videos).
C. Demonstrate knowledge of reading comprehension as an active process of constructing meaning at varying levels (i.e., literal, inferential, evaluative, and synthesis).	ELA.Teaching - Reading Comprehension (Informational Texts)	Covered	40	1	42	0	Covered by 1 topic (40 questions, 1 materials, 42 cards, 0 videos).
D. Demonstrate knowledge of the components of text complexity, including quantitative measures (e.g., word length, sentence length) and qualitative measures (e.g., text structure, author's purpose).	ELA.Measures of Text Complexity - Three-Part Model	Covered	17	1	3	0	Covered by 1 topic (17 questions, 1 materials, 3 cards, 0 videos).
E. Demonstrate knowledge of the interrelationships between the various components of reading and the importance of promoting all students' development of various dimensions of reading comprehension (e.g., listening comprehension, background knowledge, vocabulary development, literary analysis, analysis of informational text, responses to text) at all stages of reading development.	ELA.Fundamentals of Reading Comprehension	Partially covered	5	1	1	1	Partial coverage by 1 topic (5 questions, 1 materials, 1 cards, 1 videos); limited supporting content.
F. Demonstrate knowledge of the challenges and supports in a text (e.g., pictures, predictability, decodability, text structure) and strategies for evaluating and sequencing texts for reading instruction according to text complexity, including strategies that promote all students' self-sustained reading of increasingly complex texts and their ability to self-select appropriate texts for independent reading, inquiry, and research.	ELA.Developing Readers	Covered	27	1	5	1	Covered by 1 topic (27 questions, 1 materials, 5 cards, 1 videos).
G. Demonstrate knowledge of best practices for promoting all students' ability to apply metacognitive reading comprehension strategies (e.g., establishing a purpose for reading, generating questions, making and correcting or confirming predictions, creating mental images, making text connections, making inferences, evaluating details, synthesizing information, monitoring comprehension) to literary and informational texts.	ELA.Process of Learning and Intervention - Reading Fluency	Covered	27	1	3	0	Covered by 1 topic (27 questions, 1 materials, 3 cards, 0 videos).
H. Demonstrate knowledge of the role of teacher-guided focused reading and rereading in developing all students' ability to comprehend increasingly complex texts, including key components of a research-based focused-reading routine or protocol (e.g., using text-dependent questions and annotation; rereading a text for different levels of meaning; grounding text analysis in textual evidence).	ELA.Cross-Curricular Applications - Reading Comprehension (General); ELA.Levels of Comprehension	Covered	33	2	26	2	Covered by 2 topics (33 questions, 2 materials, 26 cards, 2 videos).
I. Demonstrate knowledge of best practices for promoting all students' ability to engage in independent self-sustained reading with fluency and comprehension for increasing periods of time (e.g., by explicitly teaching students self-monitoring skills, comprehension repair strategies, strategies for self-selecting appropriate texts).	ELA.Developing Readers	Covered	27	1	5	1	Covered by 1 topic (27 questions, 1 materials, 5 cards, 1 videos).
J. Demonstrate knowledge of best practices for teaching all students how to vary approaches to reading a text fluently according to the purpose for reading (e.g., activating background knowledge; skimming for gist; scanning for specific information; focused reading for deep understanding).	ELA.Teaching - Reading Comprehension (All Texts)	Covered	94	1	20	1	Covered by 1 topic (94 questions, 1 materials, 20 cards, 1 videos).
K. Demonstrate knowledge of best practices for promoting all students' ability to use listening, speaking, reading, writing, and thinking skills to respond to a variety of sources, using multiple texts (e.g., describing personal connections to a variety of sources; comparing sources within and across genres; using text evidence to support responses; retelling, paraphrasing, and summarizing texts in a meaningful way; interacting through note taking, annotating, or freewriting; responding with appropriate vocabulary and tone; discussing explicit or implicit text meanings; reflecting on and adjusting responses as new evidence is presented; defending or challenging authors' claims using relevant text evidence).	ELA.Writing to Support Reading	Covered	14	1	5	0	Covered by 1 topic (14 questions, 1 materials, 5 cards, 0 videos).
L. Demonstrate knowledge of explicit, research-based strategies, tools, and techniques for formally and informally assessing students' ability to gain and enhance their understanding of increasingly complex texts.	ELA.Assessment - Reading Comprehension	Covered	28	1	7	0	Covered by 1 topic (28 questions, 1 materials, 7 cards, 0 videos).
M. Interpret the results of ongoing assessments in reading comprehension and reading comprehension strategies and use the results to inform instructional planning and delivery, including differentiated strategies, explicit instruction, and interventions.	ELA.Assessment - Reading Comprehension	Covered	28	1	7	0	Covered by 1 topic (28 questions, 1 materials, 7 cards, 0 videos).

SMR II.006 (Reading Literary Texts): Understand the genre-specific characteristics, structures, and purposes of diverse traditional, contemporary, and classical literary texts; analyze how authors use these elements and characteristics to achieve specific purposes; and demonstrate knowledge of research-based strategies and best practices for promoting students' ability to engage in text-based analyses of a range of complex literary texts.

140 Qs9 Materials133 Cards3 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
A. Apply knowledge of the elements and characteristics of literary genres from diverse cultures, including realistic fiction, science fiction, literary nonfiction, children's literature (e.g., fables, tall tales), drama, and various forms of poetry (e.g., epic, lyric, humorous), and of research-based strategies and best practices for promoting students' ability to identify the elements and characteristics of literary genres.	ELA.Advanced Literary Genres	Covered	20	1	47	0	Covered by 1 topic (20 questions, 1 materials, 47 cards, 0 videos).
B. Apply knowledge of how to incorporate rigorous questioning methods into instruction when planning and executing lessons that involve reading literary texts.	ELA.Teaching - Literary Analysis	Covered	39	1	17	1	Covered by 1 topic (39 questions, 1 materials, 17 cards, 1 videos).
C. Analyze how authors use literary elements, including imagery, literal and figurative language (e.g., simile, metaphor, personification, hyperbole), sound devices (e.g., alliteration, assonance), and literary point of view (e.g., omniscient, limited) to achieve specific purposes.	ELA.Skill - Author's Use of Literary Devices	Covered	11	1	11	0	Covered by 1 topic (11 questions, 1 materials, 11 cards, 0 videos).
D. Apply knowledge of how to use text evidence to infer the theme(s) of a literary text and to analyze how themes are developed in literary texts.	ELA.Teaching - Literary Analysis	Covered	39	1	17	1	Covered by 1 topic (39 questions, 1 materials, 17 cards, 1 videos).
E. Analyze and compare linear plot elements (e.g., rising action, climax, falling action) and nonlinear plot elements (e.g., foreshadowing, flashbacks).	ELA.Narrative Techniques	Covered	10	1	22	0	Covered by 1 topic (10 questions, 1 materials, 22 cards, 0 videos).
F. Analyze how the setting of a literary text, including historical and cultural settings, influences character and plot development in the text.	ELA.Teaching - Literary Analysis	Covered	39	1	17	1	Covered by 1 topic (39 questions, 1 materials, 17 cards, 1 videos).
G. Analyze how playwrights develop characters and dramatic action through dialogue, staging, and the use of acts and scenes.	ELA.Teaching - Dramatic Literature	Covered	8	1	26	0	Covered by 1 topic (8 questions, 1 materials, 26 cards, 0 videos).
H. Analyze how authors use language to contribute to mood and voice in literary texts.	ELA.Teaching - Literary Analysis	Covered	39	1	17	1	Covered by 1 topic (39 questions, 1 materials, 17 cards, 1 videos).
I. Demonstrate knowledge of research-based strategies and best practices for using the continuum of development in the comprehension and analysis of literary texts as described in the TEKS for ELAR (Grades 4–8) to guide instruction.	ELA.TEKS Benchmarking - Reading Comprehension (4-8)	Partially covered	0	1	0	0	Partial coverage by 1 topic (0 questions, 1 materials, 0 cards, 0 videos); limited supporting content.
J. Demonstrate knowledge of research-based strategies and best practices for promoting students' ability to respond to a range of literary texts using text-based evidence to support an appropriate response.	ELA.Teaching - Literary Response Writing Skills	Covered	4	1	13	0	Covered by 1 topic (4 questions, 1 materials, 13 cards, 0 videos).
K. Demonstrate knowledge of research-based strategies and best practices for promoting all students' ability to comprehend and analyze a range of literary texts, including identifying a text's key ideas and details; analyzing an author's purpose for writing; identifying story elements, such as characters, plot, setting, and theme; analyzing an author's craft, such as word choice and use of imagery and figurative language; and using evidence from a literary text to support responses.	ELA.Teaching - Literary Analysis	Covered	39	1	17	1	Covered by 1 topic (39 questions, 1 materials, 17 cards, 1 videos).
L. Demonstrate knowledge of research-based strategies and best practices for promoting all students' comprehension of literary texts at all three comprehension levels (i.e., literal, inferential, and evaluative) and for promoting critical thinking about literary texts (e.g., synthesizing information to create new understandings; asking and having all students generate questions related to bias, such as which voices and perspectives are stated, implied, and/or absent in a text).	ELA.Levels of Comprehension	Covered	20	1	3	2	Covered by 1 topic (20 questions, 1 materials, 3 cards, 2 videos).
M. Demonstrate knowledge of research-based strategies and best practices for differentiating instruction in the comprehension and analysis of literary texts (e.g., story mapping, graphic representations, audio recordings of texts, collaborative group work, dialogic journals) to address the assessed needs of all students.	ELA.Assessment - Reading Comprehension	Covered	28	1	7	0	Covered by 1 topic (28 questions, 1 materials, 7 cards, 0 videos).

SMR II.007 (Reading Informational and Argumentative Texts): Understand the elements and characteristics of informational and argumentative texts, analyze how authors use these elements and characteristics to achieve specific purposes, and demonstrate knowledge of research-based strategies and best practices for promoting students' ability to engage in text-based analyses of complex informational and argumentative texts.

238 Qs11 Materials96 Cards3 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
A. Apply knowledge of informational text structures (e.g., descriptive, comparison/contrast, cause/effect, sequential, chronological), informational text features (e.g., subtitles, bold or italicized text), and informational graphic features (e.g., maps, charts, diagrams), and demonstrate knowledge of research-based strategies and best practices for promoting students' ability to engage in text-based analyses of the characteristics and structural elements of complex informational texts.	ELA.Types of Organization; ELA.Informational Text Features	Covered	40	2	25	1	Covered by 2 topics (40 questions, 2 materials, 25 cards, 1 videos).
B. Apply knowledge of how to incorporate rigorous questioning methods into instruction when planning and executing lessons that involve reading informational and argumentative texts.	ELA.Teaching - Reading Comprehension (Informational Texts)	Covered	40	1	42	0	Covered by 1 topic (40 questions, 1 materials, 42 cards, 0 videos).
C. Identify the author's purpose and message within an informational or argumentative text and analyze how the text's structure contributes to the author's purpose.	ELA.Teaching - Reading Comprehension (Informational Texts)	Covered	40	1	42	0	Covered by 1 topic (40 questions, 1 materials, 42 cards, 0 videos).
D. Analyze an author's use of craft (e.g., word choice, use of rhetorical devices) in an informational or argumentative text.	ELA.Teaching - Reading Comprehension (Informational Texts)	Covered	40	1	42	0	Covered by 1 topic (40 questions, 1 materials, 42 cards, 0 videos).
E. Identify and analyze the central/controlling idea(s) of an informational text.	ELA.Teaching - Reading Comprehension (Informational Texts)	Covered	40	1	42	0	Covered by 1 topic (40 questions, 1 materials, 42 cards, 0 videos).
F. Interpret and evaluate information presented in various formats (e.g., graphs, time lines, sidebars).	ELA.Teaching - Graphic Representations of Informational Text	Covered	8	1	6	0	Covered by 1 topic (8 questions, 1 materials, 6 cards, 0 videos).
G. Apply knowledge of the characteristics and structures of argumentative texts.	ELA.Teaching - Argumentative Text Analysis	Covered	26	1	17	0	Covered by 1 topic (26 questions, 1 materials, 17 cards, 0 videos).
H. Analyze the claim in an argumentative text, including analyzing how the author uses various types of evidence to support the argument.	ELA.Teaching - Argumentative Text Analysis	Covered	26	1	17	0	Covered by 1 topic (26 questions, 1 materials, 17 cards, 0 videos).
I. Analyze the counterargument in an argumentative text.	ELA.Teaching - Argumentative Text Analysis	Covered	26	1	17	0	Covered by 1 topic (26 questions, 1 materials, 17 cards, 0 videos).
J. Distinguish between fact and opinion and between logical fallacies (e.g., bandwagon appeals, circular reasoning) and rhetorical devices (e.g., analogy, juxtaposition).	ELA.Teaching - Reading Comprehension (Informational Texts); ELA.Skill - Fact vs Opinion	Covered	60	2	45	1	Covered by 2 topics (60 questions, 2 materials, 45 cards, 1 videos).
K. Determine the intended audience or readers of an argumentative text.	ELA.Teaching - Reading Comprehension (Informational Texts)	Covered	40	1	42	0	Covered by 1 topic (40 questions, 1 materials, 42 cards, 0 videos).
L. Apply knowledge of the characteristics of multimodal and digital informational and argumentative texts.	ELA.Teaching Technology - Literacy Skills	Covered	12	1	3	0	Covered by 1 topic (12 questions, 1 materials, 3 cards, 0 videos).
M. Demonstrate knowledge of research-based strategies and best practices for using the continuum of development in the comprehension and analysis of informational and argumentative texts as described in the TEKS for ELAR (Grades 4–8) to guide instruction.	ELA.TEKS Benchmarking - Reading Comprehension (4-8)	Partially covered	0	1	0	0	Partial coverage by 1 topic (0 questions, 1 materials, 0 cards, 0 videos); limited supporting content.
N. Demonstrate knowledge of research-based strategies and best practices for promoting all students' ability to comprehend and analyze informational and argumentative texts, including identifying text structures, identifying central/controlling ideas and supporting evidence, using textual and graphic features to gain information, identifying an author's purpose and intended audience, analyzing an author's use of craft, distinguishing facts from opinions, and identifying the claim in an argumentative text.	ELA.Teaching - Literary Analysis	Covered	39	1	17	1	Covered by 1 topic (39 questions, 1 materials, 17 cards, 1 videos).
O. Demonstrate knowledge of research-based strategies and best practices for promoting all students' comprehension of informational and argumentative texts at all comprehension levels (i.e., literal, inferential, evaluative, and synthesis) and for promoting critical thinking about informational and argumentative texts (e.g., synthesizing information to create new understandings; asking and having all students generate higher-order questions about a text, such as questions related to voices or perspectives stated, implied, and/or absent in a text or questions about the credibility of a text).	ELA.Teaching - Reading Comprehension Advanced	Covered	25	1	2	0	Covered by 1 topic (25 questions, 1 materials, 2 cards, 0 videos).
P. Demonstrate knowledge of research-based strategies and best practices for differentiating instruction in the comprehension and analysis of informational and argumentative texts to address the assessed needs of all students.	ELA.Assessment - Reading Comprehension	Covered	28	1	7	0	Covered by 1 topic (28 questions, 1 materials, 7 cards, 0 videos).

ORAL AND WRITTEN COMMUNICATION (DOMAIN III) Partially covered

SMR III.008 (Composition): Understand the characteristics of various genres of written text; apply knowledge of strategies for developing well-organized, engaging, written texts that achieve specific purposes for specific audiences; and apply knowledge of research-based strategies and best practices for promoting students' ability to develop well-organized, engaging, written texts that achieve specific purposes for specific audiences.

299 Qs15 Materials63 Cards3 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
A. Demonstrate knowledge of predictable stages in the development of written language and writing conventions and recognize the possibility of individual variations.	ELA.Stages of Writing Development	Covered	24	1	5	0	Covered by 1 topic (24 questions, 1 materials, 5 cards, 0 videos).
B. Apply knowledge of how to incorporate rigorous questioning methods into instruction when planning and executing lessons that involve oral and written communication.	ELA.Teaching - Generating Ideas for Writing	Covered	8	1	0	0	Covered by 1 topic (8 questions, 1 materials, 0 cards, 0 videos).
C. Apply knowledge of genres (e.g., personal narrative, fiction, informational texts, argumentative texts, correspondence that reflects an opinion, requests information, or registers a complaint in a business or friendly structure) and of strategies for selecting the most appropriate genre for a specific topic, purpose, and audience.	ELA.Writing Types and Various Contexts; ELA.Teaching - Writing Types and Various Contexts	Covered	87	2	14	0	Covered by 2 topics (87 questions, 2 materials, 14 cards, 0 videos).
D. Apply knowledge of strategies for generating ideas for writing (e.g., brainstorming, freewriting, mapping, background reading).	ELA.Teaching - Generating Ideas for Writing	Covered	8	1	0	0	Covered by 1 topic (8 questions, 1 materials, 0 cards, 0 videos).
E. Apply knowledge of strategies for using a purposeful structure that includes an introduction, transitions, coherence within and across paragraphs, and a conclusion.	ELA.Skill - Pick Opening Line (Prompt)	Covered	21	1	0	1	Covered by 1 topic (21 questions, 1 materials, 0 cards, 1 videos).
F. Apply knowledge of strategies for developing an engaging idea with relevant, specific facts and details.	ELA.Teaching - Details and Main Ideas in Writing	Covered	14	1	1	0	Covered by 1 topic (14 questions, 1 materials, 1 cards, 0 videos).
G. Apply knowledge of strategies for developing a clear central/controlling idea or thesis statement.	ELA.Teaching - Details and Main Ideas in Writing	Covered	14	1	1	0	Covered by 1 topic (14 questions, 1 materials, 1 cards, 0 videos).
H. Apply knowledge of strategies for writing a claim, using evidence to support the claim and reasoning to tie the claim to the evidence.	ELA.Teaching - Persuasive Writing Skills	Covered	19	1	14	0	Covered by 1 topic (19 questions, 1 materials, 14 cards, 0 videos).
I. Apply knowledge of strategies for revising a draft to enhance organization, coherence, clarity, style, word choice and sentence variety.	ELA.Skill - Evaluate Writing	Covered	25	1	6	1	Covered by 1 topic (25 questions, 1 materials, 6 cards, 1 videos).
J. Apply knowledge of strategies for editing drafts using standard conventions of English (e.g., complete complex sentences, subject-verb and pronoun-antecedent agreement, appropriate use of verb tense and voice, correct spelling and punctuation).	ELA.Teaching - Revision and Editing Skills	Covered	11	1	2	0	Covered by 1 topic (11 questions, 1 materials, 2 cards, 0 videos).
K. Apply knowledge of how to compose correspondence that expresses an opinion, registers a complaint, or requests information using a formal and informal structure.	ELA.Teaching - Communicating for Different Purposes	Covered	8	1	6	0	Covered by 1 topic (8 questions, 1 materials, 6 cards, 0 videos).
L. Demonstrate knowledge of research-based strategies and best practices for instruction at all stages of the writing process, including the use of technology to promote all students' writing skills.	ELA.Teaching - Stages of the Writing Process; ELA.Teaching Technology - Writing Skills	Covered	47	2	18	1	Covered by 2 topics (47 questions, 2 materials, 18 cards, 1 videos).
M. Demonstrate knowledge of the role of self-assessment in the writing process (e.g., for clarity, comprehensiveness, interest) and of strategies for modeling self-assessment techniques.	ELA.Teaching - Self and Peer Writing Assessment	Covered	15	1	9	0	Covered by 1 topic (15 questions, 1 materials, 9 cards, 0 videos).
N. Demonstrate knowledge of research-based strategies and best practices for using the continuum of development of writing skills as described in the TEKS for ELAR (Grades 4–8) to guide instruction.	ELA.TEKS Benchmarking - Writing (4-8)	Partially covered	0	1	0	0	Partial coverage by 1 topic (0 questions, 1 materials, 0 cards, 0 videos); limited supporting content.
O. Demonstrate knowledge of research-based strategies and best practices for differentiating writing instruction to address the assessed needs of all students.	ELA.Assessment - Writing Skills	Covered	20	1	2	0	Covered by 1 topic (20 questions, 1 materials, 2 cards, 0 videos).
P. Demonstrate knowledge of strategies and best practices for assessing all students' writing development and for using assessment data to inform future instruction in writing.	ELA.Assessment - Writing Skills	Covered	20	1	2	0	Covered by 1 topic (20 questions, 1 materials, 2 cards, 0 videos).

SMR III.009 (Inquiry and Research): Demonstrate knowledge of strategies for conducting focused inquiry and research and presenting the results in an appropriate, responsible, and ethical manner and of research-based strategies and best practices for promoting students' ability to conduct focused inquiry and research and present the results in an appropriate, responsible, and ethical manner.

145 Qs7 Materials42 Cards3 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
A. Apply knowledge of inquiry and research skills (e.g., using text organizers, taking notes, outlining, previewing, summarizing) and their significance for student learning and achievement.	ELA.The Research Process	Covered	24	1	11	0	Covered by 1 topic (24 questions, 1 materials, 11 cards, 0 videos).
B. Apply knowledge of strategies for generating and clarifying questions for formal and informal inquiry and for refining major research questions as necessary.	ELA.Teaching - The Research Process	Covered	31	1	8	0	Covered by 1 topic (31 questions, 1 materials, 8 cards, 0 videos).
C. Apply knowledge of strategies for developing and following a research plan.	ELA.Teaching - The Research Process	Covered	31	1	8	0	Covered by 1 topic (31 questions, 1 materials, 8 cards, 0 videos).
D. Apply knowledge of strategies for locating, identifying, and gathering relevant information from a variety of print and digital sources.	ELA.Credible Sources	Covered	29	1	6	1	Covered by 1 topic (29 questions, 1 materials, 6 cards, 1 videos).
E. Apply knowledge of distinctions between primary and secondary sources.	ELA.Types of Sources	Covered	20	1	4	1	Covered by 1 topic (20 questions, 1 materials, 4 cards, 1 videos).
F. Apply knowledge of strategies for evaluating sources for reliability, credibility, and bias, including omission, and for faulty reasoning (e.g., loaded language).	ELA.Teaching - The Research Process	Covered	31	1	8	0	Covered by 1 topic (31 questions, 1 materials, 8 cards, 0 videos).
G. Apply knowledge of strategies for synthesizing information from a variety of sources.	ELA.Teaching - The Research Process	Covered	31	1	8	0	Covered by 1 topic (31 questions, 1 materials, 8 cards, 0 videos).
H. Apply knowledge of how to paraphrase, quote from, and cite source material ethically.	ELA.Proper Use of Source Information	Covered	19	1	6	1	Covered by 1 topic (19 questions, 1 materials, 6 cards, 1 videos).
I. Apply knowledge of strategies for determining the appropriate mode of delivery (e.g., written, oral, multimodal) to present results of inquiry and research.	ELA.Teaching - The Research Process	Covered	31	1	8	0	Covered by 1 topic (31 questions, 1 materials, 8 cards, 0 videos).
J. Demonstrate knowledge of research-based strategies and best practices for using the continuum of development of inquiry and research skills as described in the TEKS for ELAR (Grades 4–8) to guide instruction.	ELA.TEKS Benchmarking - Inquiry and Research (4-8)	Partially covered	0	1	0	0	Partial coverage by 1 topic (0 questions, 1 materials, 0 cards, 0 videos); limited supporting content.
K. Demonstrate knowledge of instructional strategies and best practices for promoting all students' ability to conduct focused inquiry and research across the curriculum.	ELA.Teaching - The Research Process	Covered	31	1	8	0	Covered by 1 topic (31 questions, 1 materials, 8 cards, 0 videos).
L. Demonstrate knowledge of instructional strategies and best practices for promoting all students' ability to present the results of inquiry in a well-organized and ethical manner.	ELA.Oral Presentation Skills	Covered	22	1	15	0	Covered by 1 topic (22 questions, 1 materials, 15 cards, 0 videos).

SMR III.010 (Listening and Speaking): Demonstrate knowledge of strategies for critical listening and collaborative speaking and of research-based strategies and best practices for promoting students' skills in critical listening and collaborative speaking, including using differentiation strategies that are culturally and academically appropriate for all students.

61 Qs4 Materials10 Cards1 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
A. Apply knowledge of strategies for listening actively and purposefully to interpret messages in a variety of contexts.	ELA.Active Listening	Covered	25	1	1	1	Covered by 1 topic (25 questions, 1 materials, 1 cards, 1 videos).
B. Apply knowledge of strategies for listening critically to analyze and evaluate a speaker's message.	ELA.Active Listening	Covered	25	1	1	1	Covered by 1 topic (25 questions, 1 materials, 1 cards, 1 videos).
C. Apply knowledge of strategies for communicating ideas effectively in culturally appropriate contexts (e.g., by using eye contact, speaking rate, volume, enunciation, and natural gestures).	ELA.Teaching - Oral Communication in the Classroom	Covered	19	1	5	0	Covered by 1 topic (19 questions, 1 materials, 5 cards, 0 videos).
D. Apply knowledge of strategies for working collaboratively with others and for participating in collaborative discussions (e.g., eliciting and considering suggestions, taking notes, identifying points of agreement and disagreement).	ELA.Teaching - Oral Communication in the Classroom	Covered	19	1	5	0	Covered by 1 topic (19 questions, 1 materials, 5 cards, 0 videos).
E. Demonstrate knowledge of research-based strategies and best practices for using the continuum of development of listening and speaking skills as described in the TEKS for ELAR (Grades 4–8) to guide instruction.	ELA.TEKS Benchmarking - Listening and Speaking (4-8)	Partially covered	2	1	0	0	Partial coverage by 1 topic (2 questions, 1 materials, 0 cards, 0 videos); limited supporting content.
F. Demonstrate knowledge of instructional strategies and best practices for promoting all students' skills in active, critical listening and collaborative speaking, including the use of technology to promote oral communication skills.	ELA.Teaching - Oral Communication in the Classroom	Covered	19	1	5	0	Covered by 1 topic (19 questions, 1 materials, 5 cards, 0 videos).
G. Demonstrate knowledge of instructional strategies and best practices for assessing all students' skills in critical listening and collaborative speaking and for using assessment data to inform instruction.	ELA.Assessment - Oral Language	Covered	15	1	5	0	Covered by 1 topic (15 questions, 1 materials, 5 cards, 0 videos).

EDUCATING ALL LEARNERS AND PROFESSIONAL PRACTICE (DOMAIN IV) Partially covered

SMR IV.011 (Differentiation Strategies in Planning and Practice): Understand how to identify and implement developmentally and culturally appropriate strategies and data-driven practices to effectively teach and engage all learners.

121 Qs11 Materials49 Cards4 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
A. Demonstrate knowledge of the principles of universal design for learning (UDL) and how to apply UDL guidelines to incorporate the flexibility necessary to maximize learning opportunities for all students.	ELA.Universal Design for Learning	Partially covered	2	1	0	0	Partial coverage by 1 topic (2 questions, 1 materials, 0 cards, 0 videos); limited supporting content.
B. Apply knowledge of effective methods for fostering students' active participation and individual academic success in one-to-one, small-group, and large-group settings and for facilitating all students' inclusion in various settings (e.g., academic, social).	ELA.Instructional Flexibility; ELA.Types of Assessment	Covered	53	2	18	1	Covered by 2 topics (53 questions, 2 materials, 18 cards, 1 videos).
C. Apply knowledge of activities and instruction that build on students' individual interests, primary language, experiences, and prior knowledge; respond to students' strengths and needs; and promote the development of prerequisite skills and positive dispositions toward learning in the content areas.	ELA.Teaching Diverse Students	Partially covered	2	1	0	0	Partial coverage by 1 topic (2 questions, 1 materials, 0 cards, 0 videos); limited supporting content.
D. Demonstrate knowledge of how and when to adjust and scaffold instruction, instructional activities, and assessment in response to various types of feedback from students.	ELA.Using Assessment to Adjust Instruction	Covered	8	1	0	1	Covered by 1 topic (8 questions, 1 materials, 0 cards, 1 videos).
E. Demonstrate knowledge of how to identify, select, and implement appropriate and effective accommodations for students with 504 plans or Individualized Education Programs (IEPs), including collaborating with other professionals to meet the needs of all students.	ELA.Adaptations for Diversity - Disabilities	Covered	10	1	9	0	Covered by 1 topic (10 questions, 1 materials, 9 cards, 0 videos).
F. Demonstrate knowledge of the various categories of disabilities as outlined in the Individuals with Disabilities Education Act (IDEA) and of Child Find obligations and educational implications specific to children with unique learning differences (e.g., developmental delays, autism spectrum disorder, dyslexia, intellectual disabilities, behavioral/emotional challenges, specific learning disabilities).	Sped.Classifications of Disabilities	Covered	30	1	22	1	Covered by 1 topic (30 questions, 1 materials, 22 cards, 1 videos).
G. Demonstrate knowledge of the Code of Ethics and Standard Practices for Texas Educators, as well as school-specific policies and procedures.	ELA.Digital Communication with Students; P.Texas Administrative Code of Ethics	Covered	8	2	0	0	Covered by 2 topics (8 questions, 2 materials, 0 cards, 0 videos).
H. Demonstrate knowledge of best practices for communicating consistently, clearly, and respectfully with all members of the campus community, administrators, and staff.	ELA.Collaboration and Communication	Partially covered	4	1	2	0	Partial coverage by 1 topic (4 questions, 1 materials, 2 cards, 0 videos); limited supporting content.
I. Demonstrate knowledge of best practices for communicating regularly, clearly, and appropriately with parents/guardians and families about student progress by providing detailed and constructive feedback and for partnering with students' families in furthering students' achievement goals.	ELA.Communicating with Families	Partially covered	4	1	0	1	Partial coverage by 1 topic (4 questions, 1 materials, 0 cards, 1 videos); limited supporting content.

SMR IV.012 (Culturally Responsive Practices): Understand how to identify and implement culturally responsive, developmentally appropriate practices to effectively teach and engage all learners.

74 Qs8 Materials22 Cards3 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
A. Demonstrate knowledge of strategies and practices that acknowledge and respect diversity and identity (e.g., cultural, economic, linguistic, racial, ethnic, gender, ability, sexual orientation) and support inclusion in order to promote students' overall development and learning, including understanding of the benefits of primary languages and multilingualism to learning.	ELA.Teaching Diverse Students	Partially covered	2	1	0	0	Partial coverage by 1 topic (2 questions, 1 materials, 0 cards, 0 videos); limited supporting content.
B. Recognize the role personal bias plays in potential learning expectations for all students in order to promote safe, positive, and supportive interactions and learning environments for all students.	ELA.Culturally Responsive Reading Instruction	Covered	20	1	5	1	Covered by 1 topic (20 questions, 1 materials, 5 cards, 1 videos).
C. Demonstrate knowledge of activities, approaches, and resources that encourage and support exploration and engagement and promote a positive disposition toward learning for all students.	ELA.Positive Class Community	Covered	14	1	5	0	Covered by 1 topic (14 questions, 1 materials, 5 cards, 0 videos).
D. Demonstrate understanding of the role of language and culture in learning, as well as how to modify instruction to support language acquisition to ensure that both language and instruction are accessible across the content areas.	ELA.Adaptations for Diversity - ELL	Covered	15	1	3	0	Covered by 1 topic (15 questions, 1 materials, 3 cards, 0 videos).
E. Demonstrate knowledge of ways to work collaboratively with parents/guardians, teachers, school and community service providers, and students to support all students, including but not limited to English learners (ELs), and programs such as ESL, bilingual, and dual language.	ELA.Adaptations for Diversity - ELL	Covered	15	1	3	0	Covered by 1 topic (15 questions, 1 materials, 3 cards, 0 videos).
F. Demonstrate knowledge of ways to work collaboratively with teachers, related service providers, parents/guardians, and students to effectively support the implementation of an Individualized Education Program (IEP) and instructional accommodations, modifications, and strategies.	ELA.Adaptations for Diversity - Disabilities	Covered	10	1	9	0	Covered by 1 topic (10 questions, 1 materials, 9 cards, 0 videos).
G. Demonstrate knowledge of best practices for maintaining and facilitating respectful, supportive, positive, and productive interactions with and among students.	ELA.Positive Class Community	Covered	14	1	5	0	Covered by 1 topic (14 questions, 1 materials, 5 cards, 0 videos).
H. Demonstrate knowledge of best practices for implementing behavior management systems to maintain an environment in which all students can learn effectively.	ELA.Managing Student Behavior	Partially covered	5	1	0	0	Partial coverage by 1 topic (5 questions, 1 materials, 0 cards, 0 videos); limited supporting content.
I. Demonstrate knowledge of best practices for maintaining a classroom culture that is based on high expectations for student performance and encourages all students to be self-motivated and take responsibility for their own learning.	ELA.Culture of High Expectations	Partially covered	4	1	0	1	Partial coverage by 1 topic (4 questions, 1 materials, 0 cards, 1 videos); limited supporting content.
J. Demonstrate knowledge of best practices for maximizing instructional time, including managing transitions.	ELA.Maximizing Instructional Time	Partially covered	4	1	0	1	Partial coverage by 1 topic (4 questions, 1 materials, 0 cards, 1 videos); limited supporting content.

SMR IV.013 (Data-Driven Practice and Formal/Informal Assessment): Understand the types, selection, and uses of data-driven, developmentally appropriate assessments and assessment practices to effectively support program improvement and all students' learning.

74 Qs4 Materials27 Cards3 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
A. Demonstrate knowledge of the various purposes of the use of developmentally appropriate assessments for evaluating students across domains.	ELA.Types of Assessment	Covered	51	1	18	1	Covered by 1 topic (51 questions, 1 materials, 18 cards, 1 videos).
B. Apply knowledge of basic assessment terminology and of types, characteristics, uses, and limitations of formal, informal, and alternative assessments (e.g., developmental screenings, formative and summative assessments, observations, portfolios, state-mandated assessments, types of assessment accommodations and modifications, curriculum-based measures).	ELA.Types of Assessment	Covered	51	1	18	1	Covered by 1 topic (51 questions, 1 materials, 18 cards, 1 videos).
C. Apply knowledge of ways to develop and select developmentally appropriate assessments and assessment strategies (e.g., use of TEA resources such as formative assessment banks), ensure that assessments are aligned to instructional objectives and outcomes, and use assessment results to inform instruction and measure student progress throughout the content areas.	ELA.Using Assessment to Adjust Instruction	Covered	8	1	0	1	Covered by 1 topic (8 questions, 1 materials, 0 cards, 1 videos).
D. Apply knowledge of considerations and strategies for effectively administering assessments and documenting assessment outcomes.	None	Coverage gap identified	0	0	0	0	No matching topic found in the study guide.
E. Recognize legal and ethical issues related to assessment, responsible assessment practices, and confidentiality.	ELA.Fair Assessment	Covered	11	1	6	1	Covered by 1 topic (11 questions, 1 materials, 6 cards, 1 videos).
F. Demonstrate knowledge of the foundational elements of Response to Intervention (RtI) and the ability to apply this knowledge to differentiate tiered instruction for all students based on data.	ELA.Response to Intervention (RtI)	Partially covered	4	1	3	0	Partial coverage by 1 topic (4 questions, 1 materials, 3 cards, 0 videos); limited supporting content.
G. Interpret and use information from formal and informal assessments, including the use of multiple measures of assessment, to inform decisions and plan and evaluate student learning.	ELA.Using Assessment to Adjust Instruction	Covered	8	1	0	1	Covered by 1 topic (8 questions, 1 materials, 0 cards, 1 videos).
H. Interpret assessment results to enhance knowledge of students; evaluate and monitor development, learning, and progress; establish goals; and plan, differentiate, and continuously adjust learning activities and environments for individuals and groups.	ELA.Using Assessment to Adjust Instruction	Covered	8	1	0	1	Covered by 1 topic (8 questions, 1 materials, 0 cards, 1 videos).
I. Demonstrate knowledge of a variety of types of systematic observation and documentation (e.g., anecdotal notes, checklists, data collection) and the ability to use these processes and procedures to gain insight into all students' development, strengths, needs, and learning.	ELA.Using Assessment to Adjust Instruction	Covered	8	1	0	1	Covered by 1 topic (8 questions, 1 materials, 0 cards, 1 videos).

CONSTRUCTED RESPONSE (DOMAIN V) Coverage gap identified

SMR V.014 (Constructed Response): In a written response, describe principles and strategies for developing standards-based, data-driven instruction that will help all students achieve a specific learning goal.

0 Qs0 Materials0 Cards0 VideosCoverage gap identified

Official Competency	Matching 240 Topics	Alignment	Notes
A. Apply knowledge of strategies for developing a specific learning goal that aligns with a given academic standard for English language arts and is based on a given excerpt from a grade-level literary or informational text.	None	Coverage gap identified	No matching topic found in the study guide.
B. Apply knowledge of strategies for assessing student mastery of a specific learning goal, including identifying learning challenges.	None	Coverage gap identified	No matching topic found in the study guide.
C. Apply knowledge of instructional strategies for addressing identified learning challenges.	None	Coverage gap identified	No matching topic found in the study guide.
D. Apply knowledge of strategies for providing all students with the opportunity to use texts to build knowledge and make deeper connections between texts, prior understanding, and real-world experiences.	None	Coverage gap identified	No matching topic found in the study guide.
E. Apply knowledge of strategies for differentiating instruction to align with the diverse needs of all students.	None	Coverage gap identified	No matching topic found in the study guide.
F. Apply knowledge of strategies for assessing student growth aligned to a specific learning goal and for using assessment data to measure student progress and plan future instruction.	None	Coverage gap identified	No matching topic found in the study guide.

How 240 Creates The TExES English Language Arts and Reading 4-8 (217) Study Guide

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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.

1

Review the official exam framework

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

2

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.

3

Build lessons around tested content

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

4

Cross-check practice against exam expectations

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

5

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 Language Arts and Reading 4-8.

Generic

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

Test-aligned

240 Test-Aligned TExES 217 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 Language Arts and Reading 4-8 Study Guide

The questions teacher candidates ask us most often about the TExES English Language Arts and Reading 4-8 study guide.

1

Is 240 a good study guide for TExES English Language Arts and Reading 4-8?

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

2

How closely does 240 align to the TExES 217 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.

3

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.

4

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 Language Arts and Reading 4-8 Study Guide Is 89% Test-Aligned