Is 240 a good study guide for the TExES English Language Arts and Reading 7-12 (331)?

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 7-12 (331) Study Guide Alignment

Q: How closely does 240 align to the TExES English Language Arts and Reading 7-12 (331) exam?

This guide is 91% 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: 108 covered, 11 partially covered, and 6 gaps across 125 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 7-12 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 7-12 (331) 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 331 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 · 125 competencies reviewed · 91% 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.

DOMAIN I Partially covered

SMR I.1 (Foundations of Reading Instruction and Assessment): Understand concepts, principles, and best practices related to reading instruction and assessment.

164 Qs11 Materials31 Cards5 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
a. Apply knowledge of the interconnected nature of listening, speaking, reading, writing, and thinking by planning reading instruction that reflects an integrated model of English language arts in grades 7–12.	ELA.Integration of Language Skills; ELA.Graphic Organizers	Covered	34	2	6	0	Covered by 2 topics (34 questions, 2 materials, 6 cards, 0 videos).
b. Demonstrate knowledge of key principles of research-based and evidence-based 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 7–12); 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; and designing and implementing developmentally appropriate, standards-driven instruction that reflects evidence-based best practices.	ELA.TEKS Benchmarking - Secondary ELA	Partially covered	3	1	1	0	Partial coverage by 1 topic (3 questions, 1 materials, 1 cards, 0 videos); limited supporting content.
c. Demonstrate knowledge of factors that can affect the reading proficiency of students in grades 7–12, including the role of content and background knowledge; the amount of time each day that students spend engaged in reading; and a reading curriculum that focuses on 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.Culturally Responsive Reading Instruction; ESL.Factors Affecting ESL Students	Covered	36	2	9	1	Covered by 2 topics (36 questions, 2 materials, 9 cards, 1 videos).
d. Demonstrate knowledge of distinguishing characteristics of dyslexia and dysgraphia and of evidence-based instructional strategies and best practices for accommodating instruction for students in grades 7–12 who have been diagnosed with dyslexia and/or dysgraphia or who may need to be referred for evaluation.	ELA.Dyslexia and Related Disorders (TX)	Covered	11	1	12	0	Covered by 1 topic (11 questions, 1 materials, 12 cards, 0 videos).
e. Demonstrate knowledge of basic concepts related to second-language acquisition as described in the TEKS for ELAR (Grades 7–12) (e.g., recognizing that general education teachers have a shared responsibility in promoting English learners' English language development through the use of linguistic accommodations commensurate with the students' proficiency levels and second-language acquisition methods, language proficiency assessment committee [LPAC]–designated supports decisions, and other ESL strategies; 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 primary language) and the English Language Proficiency Standards (ELPS) (e.g., identifying students' English language proficiency level; providing instruction that is appropriately communicated, sequenced, and scaffolded).	P.Texas ELPS - ID and Strategies - Writing; P.Texas ELPS - ID and Strategies - Reading; P.Texas ELPS - ID and Strategies - Speaking; P.Texas ELPS - ID and Strategies - Listening	Covered	65	4	0	4	Covered by 4 topics (65 questions, 4 materials, 0 cards, 4 videos).
f. 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 7–12) (e.g., identifying and aligning relevant language objectives with content-area lessons; using appropriate scaffolds, such as the use of technology to access grade-level text, linguistically accommodated texts, sentence and paragraph frames, access to primary-language resources [including cognates and bilingual dictionaries], graphic representations of vocabulary and concepts, and other modes that provide comprehensible input 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).

SMR I.2 (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.

253 Qs12 Materials60 Cards4 VideosCovered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
a. Demonstrate knowledge of the continuum of vocabulary development as described in the TEKS for ELAR (Grades 7–12), including the importance of providing students with frequent, repeated exposures to and opportunities to use new vocabulary in meaningful contexts.	ELA.Teaching - Increasing Vocabulary; ELA.TEKS Benchmarking - Vocabulary Development (7-12)	Covered	56	2	14	1	Covered by 2 topics (56 questions, 2 materials, 14 cards, 1 videos).
b. Demonstrate knowledge of factors that affect vocabulary development of students in grades 7–12 (e.g., familial, cultural, educational, socioeconomic, linguistic, and developmental characteristics), including the role of frequent and wide 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).
c. Demonstrate knowledge of the distinctions between various tiers of vocabulary (i.e., Tier One—everyday, Tier Two—general academic, and Tier Three—discipline-specific).	ELA.Three Tiers of Words	Covered	21	1	3	1	Covered by 1 topic (21 questions, 1 materials, 3 cards, 1 videos).
d. Apply knowledge of principles of word formation in English, including the use of affixes and roots, to determine the meaning of academic English words derived from Greek and Latin roots and of words and phrases borrowed from other languages and frequently used in English, and demonstrate knowledge of research-based strategies and best practices for promoting students' ability to apply knowledge of principles of word formation in English to determine the meaning of academic English words and of words and phrases borrowed from other languages and frequently used in English.	ELA.Word Analysis from Roots and Affixes; ELA.Word Formation	Covered	35	2	11	1	Covered by 2 topics (35 questions, 2 materials, 11 cards, 1 videos).
e. Demonstrate knowledge of how to use print and digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech of words and to clarify and validate understanding of the precise and appropriate meaning of technical and discipline-based vocabulary and of multiple meanings of advanced vocabulary.	ELA.Reference Materials Advanced	Covered	19	1	10	0	Covered by 1 topic (19 questions, 1 materials, 10 cards, 0 videos).
f. Analyze context to distinguish among denotative, connotative, and figurative meanings of words and phrases and to draw conclusions about nuanced word meanings.	ELA.Connotation vs Denotation; ELA.Skill - Deeper Meanings; ELA.Teaching - Common Idioms and Foreign Phrases	Covered	47	3	15	0	Covered by 3 topics (47 questions, 3 materials, 15 cards, 0 videos).
g. Demonstrate knowledge of research-based strategies and best practices for promoting students' ability to use context within and beyond a sentence to help infer the denotative and connotative meanings of words and to clarify understanding of multiple meanings of advanced vocabulary.	ELA.Teaching - Determining Meaning of Words	Covered	52	1	13	1	Covered by 1 topic (52 questions, 1 materials, 13 cards, 1 videos).
h. Demonstrate knowledge of explicit, research-based strategies, tools, and techniques for formally and informally assessing 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).
i. Interpret the results of ongoing assessments in vocabulary development and use the results to inform instructional planning and delivery, including differentiation strategies and interventions.	ELA.Assessment - Vocabulary	Covered	16	1	2	0	Covered by 1 topic (16 questions, 1 materials, 2 cards, 0 videos).

SMR I.3 (Reading Comprehension): 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 reading comprehension strategies in order to gain, clarify, and deepen understanding of increasingly complex texts.

313 Qs12 Materials83 Cards3 VideosCovered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
a. Demonstrate knowledge of reading comprehension as an active process of constructing meaning at varying degrees (i.e., literal, inferential, evaluative, and synthesis levels) and of the role of background knowledge in constructing meaning.	ELA.Teaching - Reading Comprehension Advanced; ELA.Teaching - Reading Comprehension (All Texts)	Covered	118	2	21	1	Covered by 2 topics (118 questions, 2 materials, 21 cards, 1 videos).
b. Demonstrate knowledge of the importance of explicitly teaching all students in grades 7–12 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 students may be unfamiliar and explicitly teaching these words.	ELA.Choosing Targeted Vocabulary Words	Covered	11	1	3	0	Covered by 1 topic (11 questions, 1 materials, 3 cards, 0 videos).
c. 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.Teaching - Reading Comprehension (All Texts)	Covered	94	1	20	1	Covered by 1 topic (94 questions, 1 materials, 20 cards, 1 videos).
d. Apply knowledge of strategies for systematically supporting students in acquiring 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 primary language and experiences to reading contexts in English, providing explicit explanation of content and of 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.Teaching - Reading Comprehension (Informational Texts)	Covered	40	1	42	0	Covered by 1 topic (40 questions, 1 materials, 42 cards, 0 videos).
e. Demonstrate knowledge of the components of text complexity, including the quantitative measures (e.g., word length, sentence length) and qualitative features (e.g., text structure, author's purpose) and how to use the components to select texts of increasing difficulty.	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).
f. Demonstrate knowledge of the importance of developing students' ability to comprehend increasingly complex literary and informational texts by engaging students in focused rereadings of complex grade-level texts and applying research-based best practices to support their understanding of the texts (e.g., using text-dependent questions, demonstrating how to use annotation to help construct meaning from and clarify ideas about texts, supporting students in deconstructing grammatically complex sentences, rereading texts with students for different levels of meaning, having students engage in collaborative conversations about and write responses to texts).	ELA.Teaching - Reading Comprehension Advanced	Covered	25	1	2	0	Covered by 1 topic (25 questions, 1 materials, 2 cards, 0 videos).
g. Demonstrate knowledge of the interrelationships between the various components of reading and the importance of promoting 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.Listening Comprehension to Support Reading; ELA.Importance of - Vocabulary and Reading Skills; ELA.Writing to Support Reading	Covered	37	3	16	0	Covered by 3 topics (37 questions, 3 materials, 16 cards, 0 videos).
h. Demonstrate knowledge of research-based strategies and best practices for promoting 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.Teaching - Reading Comprehension Advanced	Covered	25	1	2	0	Covered by 1 topic (25 questions, 1 materials, 2 cards, 0 videos).
i. Demonstrate knowledge of the role of teacher-led focused reading and rereading in developing 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).	ELA.Teaching - Reading Comprehension Advanced	Covered	25	1	2	0	Covered by 1 topic (25 questions, 1 materials, 2 cards, 0 videos).
j. Demonstrate knowledge of research-based strategies and best practices for promoting 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.Teaching - Reading Comprehension Advanced; ELA.Developing Readers	Covered	52	2	7	1	Covered by 2 topics (52 questions, 2 materials, 7 cards, 1 videos).
k. Demonstrate knowledge of research-based strategies and best practices for teaching 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, applying focused reading for deep understanding).	ELA.Teaching - Reading Comprehension (Informational Texts)	Covered	40	1	42	0	Covered by 1 topic (40 questions, 1 materials, 42 cards, 0 videos).
l. Demonstrate knowledge of research-based strategies and best practices for promoting 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; using text evidence to support appropriate responses; paraphrasing, summarizing, and illustrating texts in a meaningful way; interacting through note taking, annotating, or freewriting; responding with appropriate content, vocabulary, and tone; discussing and writing about 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.Teaching - Active Reading	Covered	20	1	3	1	Covered by 1 topic (20 questions, 1 materials, 3 cards, 1 videos).
m. 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).
n. Interpret the results of ongoing assessments in reading comprehension and reading comprehension strategies and use the results to inform instructional planning and delivery, including differentiation strategies and interventions.	ELA.Intervention - Reading Comprehension	Covered	15	1	8	0	Covered by 1 topic (15 questions, 1 materials, 8 cards, 0 videos).

DOMAIN II Partially covered

SMR II.4 (Reading Literary Texts): Understand the genre-specific characteristics, structures, and purposes of diverse literary texts, including works of fiction, poetry, and drama representing diverse time periods and perspectives in American, British, and world literature, 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.

319 Qs20 Materials215 Cards4 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
a. Demonstrate knowledge of literary genres, such as realistic fiction, historical fiction, science fiction, mysteries, humor, short stories, myths, and fantasy, and of research-based strategies and best practices for promoting students' ability to identify literary genres.	ELA.Advanced Literary Genres	Covered	20	1	47	0	Covered by 1 topic (20 questions, 1 materials, 47 cards, 0 videos).
b. Analyze the effects of sound, form, figurative language, graphical elements, and dramatic structure in poetry across literary time periods and cultures, and demonstrate knowledge of research-based strategies and best practices for promoting students' ability to engage in text-based analyses of the effects of literary devices and elements in poems.	ELA.Teaching - Poetry Analysis	Covered	6	1	25	0	Covered by 1 topic (6 questions, 1 materials, 25 cards, 0 videos).
c. Analyze the effects of meter, rhyme schemes, types of rhymes (e.g., end, internal, slant), and other conventions in poems across a variety of poetic forms, and demonstrate knowledge of research-based strategies and best practices for promoting students' ability to engage in text-based analyses of the effects of poetic conventions across a variety of poetic forms.	ELA.Teaching - Poetry Analysis; ELA.Types of Poem Structures	Covered	19	2	35	0	Covered by 2 topics (19 questions, 2 materials, 35 cards, 0 videos).
d. Analyze the effects of word choice and imagery (e.g., controlling images, figurative language, understatement, overstatement, irony, paradox) across a variety of literary forms (e.g., poetry, fiction, drama), and demonstrate knowledge of research-based strategies and best practices for promoting students' ability to engage in text-based analyses of the effects of word choice and imagery across a variety of literary forms.	ELA.Skill - Meaning of Figurative Language Advanced; ELA.Skill - Word Choice; ELA.Types of Figurative Language; ELA.Skill - Analyze Imagery	Covered	99	4	35	2	Covered by 4 topics (99 questions, 4 materials, 35 cards, 2 videos).
e. Analyze how authors use literary devices and techniques (e.g., irony, oxymoron, paradox, satire, allegory) to achieve specific purposes in literary texts, and demonstrate knowledge of research-based strategies and best practices for promoting students' ability to engage in text-based analyses of how authors use literary devices for 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).
f. Analyze how themes are developed through characterization and plot and how similar themes are developed in a variety of literary texts representing surface and deep aspects of diverse cultures, and demonstrate knowledge of research-based strategies and best practices for promoting students' ability to engage in text-based analyses of how themes are developed through characterization and plot.	ELA.Skill - Characters, Setting, and Plot; ELA.Common Themes in Literary Works	Covered	33	2	26	0	Covered by 2 topics (33 questions, 2 materials, 26 cards, 0 videos).
g. Analyze how authors develop complex characters, including archetypes, through a range of literary devices, as well as historical and cultural settings and events, and how characters' behaviors and underlying motivations contribute to moral dilemmas that influence the plot and theme, and demonstrate knowledge of research-based strategies and best practices for promoting students' ability to engage in text-based analyses of character development and its influence on plot and theme in literary works.	ELA.Analyzing Archetypes	Covered	10	1	17	0	Covered by 1 topic (10 questions, 1 materials, 17 cards, 0 videos).
h. Analyze linear and nonlinear plot development (e.g., foreshadowing, flashbacks, subplots) in a variety of literary texts representing surface and deep aspects of diverse cultures, and demonstrate knowledge of research-based strategies and best practices for promoting students' ability to engage in text-based analyses of various types of plot development.	ELA.Narrative Techniques	Covered	10	1	22	0	Covered by 1 topic (10 questions, 1 materials, 22 cards, 0 videos).
i. Analyze setting in a variety of literary texts in terms of historical, social, economic, and cultural contexts and how setting influences plot, characterization, and theme, and demonstrate knowledge of research-based strategies and best practices for promoting students' ability to engage in text-based analyses of setting in terms of historical, social, economic, and cultural contexts and their influences on plot, characterization, and theme.	ELA.Skill - Characters, Setting, and Plot	Covered	23	1	7	0	Covered by 1 topic (23 questions, 1 materials, 7 cards, 0 videos).
j. Analyze how authors use diction and syntax to contribute to mood, voice, and tone in literary texts, and demonstrate knowledge of research-based strategies and best practices for promoting students' ability to engage in text-based analyses of how authors use diction and syntax to contribute to mood, voice, and tone in literary texts.	ELA.Skill - Word Choice; ELA.Skill - Identify Tone	Covered	38	2	6	1	Covered by 2 topics (38 questions, 2 materials, 6 cards, 1 videos).
k. Analyze relationships among thematic development, characterization, point of view, significance of setting, and plot in a variety of literary texts, and demonstrate knowledge of research-based strategies and best practices for promoting students' ability to engage in text-based analyses of relationships among thematic development, characterization, point of view, significance of setting, and plot in a variety of literary texts.	ELA.Skill - Characters, Setting, and Plot	Covered	23	1	7	0	Covered by 1 topic (23 questions, 1 materials, 7 cards, 0 videos).
l. Analyze how playwrights develop characters and dramatic action through dialogue, staging, and dramatic conventions (e.g., asides, soliloquies, dramatic irony), and demonstrate knowledge of research-based strategies and best practices for promoting students' ability to engage in text-based analyses of how playwrights develop characters and dramatic action.	ELA.Teaching - Dramatic Literature	Covered	8	1	26	0	Covered by 1 topic (8 questions, 1 materials, 26 cards, 0 videos).
m. Analyze how authors use print and graphic features to achieve specific purposes in literary texts, and demonstrate knowledge of research-based strategies and best practices for promoting students' ability to engage in text-based analyses of how authors use print and graphic features to achieve specific purposes in literary texts.	ELA.Elements of Literary Analysis Across Genres	Covered	16	1	15	1	Covered by 1 topic (16 questions, 1 materials, 15 cards, 1 videos).
n. Analyze the characteristics and effectiveness of multimodal and digital literary texts, and demonstrate knowledge of research-based strategies and best practices for promoting students' ability to engage in text-based analyses of the characteristics and effectiveness of multimodal and digital literary texts.	ELA.Elements of Literary Analysis Across Genres	Covered	16	1	15	1	Covered by 1 topic (16 questions, 1 materials, 15 cards, 1 videos).
o. 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 7–12) to guide instruction.	ELA.TEKS Benchmarking - Literary Analysis (7-12)	Partially covered	3	1	0	0	Partial coverage by 1 topic (3 questions, 1 materials, 0 cards, 0 videos); limited supporting content.
p. 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 oral or written response.	ELA.Teaching - Literary Response Writing Skills	Covered	4	1	13	0	Covered by 1 topic (4 questions, 1 materials, 13 cards, 0 videos).
q. Demonstrate knowledge of research-based strategies and best practices for promoting students' comprehension of literary texts at all comprehension levels (i.e., literal, inferential, evaluative, appreciative, and critique) and for promoting critical thinking about literary texts (e.g., synthesizing information to create new understandings; asking and having students generate questions related to bias, such as which voices and perspectives are present and absent in a text).	ELA.Teaching - Literary Analysis; ELA.Teaching - Evaluation of Differing Perspectives	Covered	49	2	22	1	Covered by 2 topics (49 questions, 2 materials, 22 cards, 1 videos).
r. 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.Differentiation in Reading Instruction	Covered	24	1	8	0	Covered by 1 topic (24 questions, 1 materials, 8 cards, 0 videos).

SMR II.5 (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.

80 Qs5 Materials54 Cards0 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Notes
a. Analyze characteristics and structural elements of complex informational texts, such as a clear thesis, relevant supporting evidence, pertinent examples, commentary, summary, and conclusion, 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.Informational Text Features	Covered	15	1	13	Covered by 1 topic (15 questions, 1 materials, 13 cards, 0 videos).
b. Analyze the author's purpose, audience, and message within complex informational and argumentative texts, and demonstrate knowledge of research-based strategies and best practices for promoting students' ability to engage in text-based analyses of the author's purpose, audience, and message within complex informational and argumentative texts.	ELA.Teaching - Argumentative Text Analysis	Covered	26	1	17	Covered by 1 topic (26 questions, 1 materials, 17 cards, 0 videos).
c. Analyze the relationship between author's purpose and the organizational design of an informational text, and demonstrate knowledge of research-based strategies and best practices for promoting students' ability to engage in text-based analyses of the relationship between the authors' purpose and the organizational design of informational texts.	ELA.Teaching - Argumentative Text Analysis	Covered	26	1	17	Covered by 1 topic (26 questions, 1 materials, 17 cards, 0 videos).
d. Analyze characteristics and structural elements of argumentative texts, such as clear arguable claims, appeals, various types of evidence, treatment of counterarguments (e.g., concessions, rebuttals), an identifiable audience or reader, and a convincing conclusion, and demonstrate knowledge of research-based strategies and best practices for promoting students' ability to analyze characteristics and structural elements of argumentative texts.	ELA.Teaching - Argumentative Text Analysis	Covered	26	1	17	Covered by 1 topic (26 questions, 1 materials, 17 cards, 0 videos).
e. Analyze an author's use of craft (e.g., word choice, use of rhetorical devices) in an informational or argumentative text, and demonstrate knowledge of research-based strategies and best practices for promoting students' ability to engage in text-based analyses of authors' use of craft in an informational or argumentative text.	ELA.Teaching - Argumentative Text Analysis	Covered	26	1	17	Covered by 1 topic (26 questions, 1 materials, 17 cards, 0 videos).
f. Analyze the purpose of rhetorical devices such as appeals, antithesis, parallelism, and shifts and the effects of logical fallacies in informational and argumentative texts, and demonstrate knowledge of research-based strategies and best practices for promoting students' ability to engage in text-based analyses of the purpose of rhetorical devices in informational and argumentative texts.	ELA.Teaching - Argumentative Text Analysis	Covered	26	1	17	Covered by 1 topic (26 questions, 1 materials, 17 cards, 0 videos).
g. Analyze how authors use print and graphic features to achieve specific purposes in informational and argumentative texts, and demonstrate knowledge of research-based strategies and best practices for promoting students' ability to engage in text-based analyses of how authors use print and graphic features to achieve specific purposes in informational and argumentative texts.	ELA.Informational Text Features	Covered	15	1	13	Covered by 1 topic (15 questions, 1 materials, 13 cards, 0 videos).
h. Analyze the characteristics and effectiveness of multimodal and digital informational and argumentative texts, and demonstrate knowledge of research-based strategies and best practices for promoting students' ability to engage in text-based analyses of the characteristics and effectiveness of multimodal and digital informational and argumentative texts.	ELA.Teaching - Media Analysis; ELA.Media Analysis	Covered	36	2	27	Covered by 2 topics (36 questions, 2 materials, 27 cards, 0 videos).
i. 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 7–12) to guide instruction.	ELA.TEKS Benchmarking - Informative and Argumentative Analysis (7-12)	Partially covered	3	1	0	Partial coverage by 1 topic (3 questions, 1 materials, 0 cards, 0 videos); limited supporting content.
j. Demonstrate knowledge of research-based strategies and best practices for promoting students' comprehension of informational and argumentative texts at all comprehension levels (i.e., literal, inferential, evaluative, and synthesis levels) and for promoting critical thinking about informational and argumentative texts (e.g., synthesizing information to create new understandings; asking and having students generate higher-order questions about a text, such as questions related to voices or perspectives present and absent in a text or questions about the credibility of a text).	ELA.Teaching - Argumentative Text Analysis	Covered	26	1	17	Covered by 1 topic (26 questions, 1 materials, 17 cards, 0 videos).
k. Demonstrate knowledge of research-based strategies and best practices for differentiating instruction in the comprehension and analysis of informational and argumentative texts (e.g., building background knowledge, providing tiered assignments, using graphic organizers and other visual representations of information and text structure, presenting mini-lessons on targeted comprehension skills) to address the assessed needs of all students.	ELA.Teaching - Argumentative Text Analysis	Covered	26	1	17	Covered by 1 topic (26 questions, 1 materials, 17 cards, 0 videos).
l. Demonstrate knowledge of a variety of informal and formal procedures for monitoring and assessing students' skills and strategies for reading nonliterary texts, including visual images and messages, and how to use assessment results to design and adjust instruction.	ELA.Teaching - Argumentative Text Analysis	Covered	26	1	17	Covered by 1 topic (26 questions, 1 materials, 17 cards, 0 videos).

DOMAIN III Partially covered

SMR III.6 (Composition): Understand the characteristics of various genres of written text 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.

364 Qs21 Materials74 Cards3 VideosCovered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
a. Apply knowledge of genres of written text (e.g., literary texts, including personal narrative and fiction; informational texts; argumentative texts; literary analysis; rhetorical analysis) and of research-based strategies and best practices for promoting students' ability to select the most appropriate genre for a specific topic, purpose, and audience.	ELA.Writing Types and Various Contexts	Covered	52	1	12	0	Covered by 1 topic (52 questions, 1 materials, 12 cards, 0 videos).
b. Apply knowledge of research-based strategies and best practices for promoting students' ability to generate ideas for writing (e.g., brainstorming, journaling, discussing, 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).
c. Apply knowledge of research-based strategies and best practices for promoting students' ability to use a purposeful text structure that includes an introduction, transitions, coherence within and across paragraphs, and a conclusion.	ELA.Clear and Effective Organization	Covered	8	1	5	0	Covered by 1 topic (8 questions, 1 materials, 5 cards, 0 videos).
d. Apply knowledge of research-based strategies and best practices for promoting students' ability to develop a clear 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).
e. Apply knowledge of research-based strategies and best practices for promoting students' ability to develop 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).
f. Apply knowledge of research-based strategies and best practices for promoting students' ability to revise a draft to enhance organization, coherence, clarity, style, word choice, and sentence variety.	ELA.Teaching - Developing Voice and Style; ELA.Clear and Effective Organization; ELA.Teaching - Clear and Coherent Style; ELA.Teaching Writing - Transition Words	Covered	33	4	10	0	Covered by 4 topics (33 questions, 4 materials, 10 cards, 0 videos).
g. Apply knowledge of research-based strategies and best practices for promoting students' ability to edit drafts using standard English conventions (e.g., pronoun-antecedent agreement; appropriate use of verb tense; appropriate use of active and passive voice; correct spelling, punctuation, and capitalization).	ELA.Teaching - Revision and Editing Skills; ELA.Teaching - Proper Writing and Grammar Conventions; ELA.Assessment and Intervention - Proper Writing and Grammar Conventions; ELA.Types of Sentences (Grammar); ELA.Teaching - Stages of the Writing Process	Covered	93	5	19	2	Covered by 5 topics (93 questions, 5 materials, 19 cards, 2 videos).
h. Apply knowledge of research-based strategies and best practices for promoting students' ability to compose correspondence in a professional or friendly structure.	ELA.Teaching - Writing Types and Various Contexts	Covered	35	1	7	0	Covered by 1 topic (35 questions, 1 materials, 7 cards, 0 videos).
i. Demonstrate knowledge of research-based strategies and best practices for integrating technology into instruction at all stages of the writing process to promote students' writing skills.	ELA.Teaching Technology - Writing Skills	Covered	20	1	8	0	Covered by 1 topic (20 questions, 1 materials, 8 cards, 0 videos).
j. 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).
k. Demonstrate knowledge of research-based strategies and best practices for using the continuum of writing development as described in the TEKS for ELAR (Grades 7–12) to guide instruction.	ELA.TEKS Benchmarking - Writing (7-12); ELA.Teaching - Writing Skills - Advanced	Covered	25	2	14	0	Covered by 2 topics (25 questions, 2 materials, 14 cards, 0 videos).
l. Demonstrate knowledge of research-based strategies and best practices for differentiating writing instruction (e.g., having students choose writing topics of interest, modeling how to use graphic organizers during the drafting process, presenting mini-lessons on targeted writing skills) to address the assessed needs of all students.	ELA.Differentiation in Writing Instruction	Covered	8	1	8	0	Covered by 1 topic (8 questions, 1 materials, 8 cards, 0 videos).
m. Demonstrate knowledge of strategies and best practices for assessing students' writing development and for using assessment data to inform future instruction in writing.	ELA.Teaching - Writing Feedback; ELA.Skill - Evaluate Writing; ELA.Assessment - Writing Skills	Covered	61	3	15	1	Covered by 3 topics (61 questions, 3 materials, 15 cards, 1 videos).

SMR III.7 (Inquiry and Research): Demonstrate knowledge of research-based strategies and best practices for promoting students' ability to conduct focused inquiry and research and to present the results in an appropriate, responsible, and ethical manner across the curriculum.

111 Qs6 Materials34 Cards3 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
a. Apply knowledge of research-based strategies and best practices for promoting students' ability to develop questions for formal and informal inquiry, critique the research process at each step, develop and revise a research plan, and modify the major research question as necessary to refocus 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).
b. Apply knowledge of research-based strategies and best practices for promoting students' ability to locate, identify, and gather relevant 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).
c. Apply knowledge of research-based strategies and best practices for promoting students' ability to distinguish 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).
d. Apply knowledge of research-based strategies and best practices for promoting students' ability to evaluate sources for reliability, credibility, bias, and accuracy.	ELA.Credible Sources	Covered	29	1	6	1	Covered by 1 topic (29 questions, 1 materials, 6 cards, 1 videos).
e. Apply knowledge of research-based strategies and best practices for promoting students' ability to identify and analyze various types of logical fallacies (e.g., ad hominem arguments, hasty generalizations, circular reasoning, false dilemmas).	ELA.Logical Fallacies	Covered	10	1	17	0	Covered by 1 topic (10 questions, 1 materials, 17 cards, 0 videos).
f. Apply knowledge of research-based strategies and best practices for promoting students' ability to synthesize 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).
g. Apply knowledge of research-based strategies and best practices for promoting students' ability to paraphrase, quote, and cite source material ethically to avoid plagiarism.	ELA.Skill - Cite Sources	Covered	18	1	4	1	Covered by 1 topic (18 questions, 1 materials, 4 cards, 1 videos).
h. Apply knowledge of research-based strategies and best practices for promoting students' ability to determine an appropriate mode of delivery (e.g., written, oral, multimodal) and to present results of inquiry and research in a well-organized and ethical manner.	ELA.Teaching - The Research Process	Covered	31	1	8	0	Covered by 1 topic (31 questions, 1 materials, 8 cards, 0 videos).
i. 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 7–12) to guide instruction.	ELA.TEKS Benchmarking - Inquiry and Research (7-12)	Partially covered	3	1	0	0	Partial coverage by 1 topic (3 questions, 1 materials, 0 cards, 0 videos); limited supporting content.

SMR III.8 (Listening and Speaking): Apply knowledge of research-based strategies and best practices for promoting students' skills in critical listening and collaborative speaking.

173 Qs8 Materials64 Cards1 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
a. Apply knowledge of research-based strategies and best practices for promoting students' ability to listen actively, respond appropriately, and adjust communication to audiences and purposes.	ELA.Teaching - Oral Communication in the Classroom; ELA.Active Listening	Covered	44	2	5	1	Covered by 2 topics (44 questions, 2 materials, 5 cards, 1 videos).
b. Apply knowledge of research-based strategies and best practices for promoting students' ability to follow and give complex oral instructions for performing specific tasks or for completing complex processes (e.g., asking pertinent questions to clarify meaning, responding appropriately to clarification questions).	ELA.Teaching - Oral Presentation Skills	Covered	40	1	8	0	Covered by 1 topic (40 questions, 1 materials, 8 cards, 0 videos).
c. Apply knowledge of research-based strategies and best practices for promoting students' ability to engage in meaningful and respectful discourse when evaluating the clarity and coherence of a speaker's message and critiquing the impact of a speaker's use of diction and syntax.	ELA.Rhetorical Analysis of Oral Presentations	Covered	17	1	22	0	Covered by 1 topic (17 questions, 1 materials, 22 cards, 0 videos).
d. Apply knowledge of research-based strategies and best practices for promoting students' ability to communicate ideas effectively by using eye contact, speaking rate, volume, enunciation, pauses, conventions of language, and purposeful gestures within social and cultural contexts.	ELA.Oral Presentation Skills	Covered	22	1	15	0	Covered by 1 topic (22 questions, 1 materials, 15 cards, 0 videos).
e. Apply knowledge of research-based strategies and best practices for promoting students' ability to prepare and give a formal presentation that incorporates a clear thesis; a clear progression of valid evidence from reliable sources; and informal, formal, and/or technical language in a way that effectively meets the needs of audience, purpose, and occasion.	ELA.Teaching - Oral Presentation Skills	Covered	40	1	8	0	Covered by 1 topic (40 questions, 1 materials, 8 cards, 0 videos).
f. Apply knowledge of research-based strategies and best practices for promoting students' ability to participate in structured conversations and collaborative discussions by asking relevant and insightful questions, building on the ideas of others, developing a plan for building consensus, tolerating a range of positions and ambiguity in decision making, and evaluating the work of a group based on agreed-upon criteria.	ELA.Teaching - Academic Discussions	Covered	28	1	11	0	Covered by 1 topic (28 questions, 1 materials, 11 cards, 0 videos).
g. Apply knowledge of research-based strategies and best practices for promoting students' ability to formulate and present sound arguments using elements such as introduction, first and second transitions, body, conclusion, the art of persuasion, and rhetorical devices.	ELA.Teaching - Oral Presentation Skills; ELA.Teaching - Persuasive Writing Skills	Covered	59	2	21	0	Covered by 2 topics (59 questions, 2 materials, 21 cards, 0 videos).
h. 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 7–12) to guide instruction.	ELA.TEKS Benchmarking - Listening and Speaking (7-12)	Partially covered	3	1	1	0	Partial coverage by 1 topic (3 questions, 1 materials, 1 cards, 0 videos); limited supporting content.
i. Demonstrate knowledge of instructional strategies and best practices for assessing students' skills in critical listening and collaborative speaking and for using assessment data to inform instruction.	ELA.Teaching - Oral Presentation Skills	Covered	40	1	8	0	Covered by 1 topic (40 questions, 1 materials, 8 cards, 0 videos).

DOMAIN IV Partially covered

SMR IV.9 (Differentiation Strategies in Planning and Practice): Understand how to identify and implement developmentally appropriate strategies and data-driven practices to effectively teach and engage all learners.

115 Qs12 Materials43 Cards0 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	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	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.Effective ELA Learning Environment	Covered	11	1	6	Covered by 1 topic (11 questions, 1 materials, 6 cards, 0 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.Positive Class Community; ELA.Interdisciplinary Connections	Covered	29	2	8	Covered by 2 topics (29 questions, 2 materials, 8 cards, 0 videos).
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.Differentiation in Language Arts Instruction	Covered	11	1	8	Covered by 1 topic (11 questions, 1 materials, 8 cards, 0 videos).
e. Demonstrate knowledge of how to identify, select, and implement appropriate and effective accommodations and/or modifications 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	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.	P.IDEA - TX; P.Representation in Special Programs (TX)	Covered	20	2	12	Covered by 2 topics (20 questions, 2 materials, 12 cards, 0 videos).
g. Demonstrate knowledge of the Code of Ethics and Standard Practices for Texas Educators, as well as school-specific policies and procedures.	P.Texas Administrative Code of Ethics	Partially covered	7	1	0	Partial coverage by 1 topic (7 questions, 1 materials, 0 cards, 0 videos); limited supporting content.
h. Demonstrate knowledge of best practices for communicating consistently, clearly, and respectfully with all members of the campus community, administrators, and staff.	P.Professional Communication	Partially covered	7	1	0	Partial coverage by 1 topic (7 questions, 1 materials, 0 cards, 0 videos); limited supporting content.
i. Demonstrate knowledge of best practices for communicating regularly, clearly, and appropriately with parents/guardians, families, and other stakeholders about student progress by providing detailed and constructive feedback and for partnering with students' families and other stakeholders in furthering students' achievement goals.	ELA.Communicating Assessment Results; PE.Parenting and Family Communication	Covered	18	2	3	Covered by 2 topics (18 questions, 2 materials, 3 cards, 0 videos).

SMR IV.10 (Culturally Responsive Practices): Understand how to identify and implement culturally responsive, developmentally appropriate practices to effectively teach and engage all learners.

61 Qs8 Materials26 Cards1 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 (e.g., cultural, economic, linguistic) and support inclusion in order to promote students' overall development and learning, including understanding of the benefits of primary and secondary languages and bilingualism.	ELA.Culturally Responsive Teaching	Covered	10	1	5	0	Covered by 1 topic (10 questions, 1 materials, 5 cards, 0 videos).
b. Recognize the role personal bias plays in potential learning expectations for students in order to promote safe, positive, and supportive interactions and learning environments for all students.	ELA.Culturally Responsive Teaching	Covered	10	1	5	0	Covered by 1 topic (10 questions, 1 materials, 5 cards, 0 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.Effective ELA Learning Environment	Covered	11	1	6	0	Covered by 1 topic (11 questions, 1 materials, 6 cards, 0 videos).
d. Demonstrate understanding of the role of language and culture in learning, as well as how to accommodate instruction to support language acquisition to ensure that both language and content instruction are accessible across the content areas.	ELA.Culturally Responsive Teaching	Covered	10	1	5	0	Covered by 1 topic (10 questions, 1 materials, 5 cards, 0 videos).
e. Demonstrate knowledge of ways to work collaboratively with parents/guardians, stakeholders, teachers, school and community service providers, and students to support all students, including but not limited to English learners (ELs), and programs such as bilingual education and ESL.	ELA.Family and Community Involvement for ELLs; P.Involving Parents in the School Community	Partially covered	7	2	1	0	Partial coverage by 2 topics (7 questions, 2 materials, 1 cards, 0 videos); limited supporting content.
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 other instructional accommodations 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, productive, and culturally inclusive 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 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.Positive Class Community	Covered	14	1	5	0	Covered by 1 topic (14 questions, 1 materials, 5 cards, 0 videos).

SMR IV.11 (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.

117 Qs6 Materials33 Cards2 VideosCovered

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, as well as 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, 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 Data to Guide Instruction; P.Match Objective to Assessment - TX	Covered	27	2	8	0	Covered by 2 topics (27 questions, 2 materials, 8 cards, 0 videos).
d. Apply knowledge of considerations and strategies for effectively administering assessments and documenting assessment outcomes.	P.Accurate and Confidential Student Records	Covered	8	1	0	0	Covered by 1 topic (8 questions, 1 materials, 0 cards, 0 videos).
e. Recognize that accommodations may be necessary to ensure that an assessment accurately measures all students' progress toward and attainment of the relevant grade-level TEKS.	P.Fair Assessment	Covered	21	1	6	1	Covered by 1 topic (21 questions, 1 materials, 6 cards, 1 videos).
f. Recognize legal and ethical issues related to assessment, responsible assessment practices, and confidentiality.	P.Accurate and Confidential Student Records	Covered	8	1	0	0	Covered by 1 topic (8 questions, 1 materials, 0 cards, 0 videos).
g. Demonstrate knowledge of the foundational elements of Multi-Tiered Systems of Support (MTSS) and the ability to apply this knowledge to differentiate tiered instruction for all students based on multiple data points.	P.Multi-Tiered Systems of Support (MTSS)	Covered	10	1	3	0	Covered by 1 topic (10 questions, 1 materials, 3 cards, 0 videos).
h. 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 Data to Guide Instruction	Covered	20	1	6	0	Covered by 1 topic (20 questions, 1 materials, 6 cards, 0 videos).
i. 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 Data to Guide Instruction	Covered	20	1	6	0	Covered by 1 topic (20 questions, 1 materials, 6 cards, 0 videos).
j. 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 students' development, strengths, needs, and learning.	ELA.Types of Assessment	Covered	51	1	18	1	Covered by 1 topic (51 questions, 1 materials, 18 cards, 1 videos).

DOMAIN V Coverage gap identified

SMR V.12 (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 7-12 (331) 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 7-12.

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 331 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 7-12 Study Guide

The questions teacher candidates ask us most often about the TExES English Language Arts and Reading 7-12 study guide.

1

Is 240 a good study guide for TExES English Language Arts and Reading 7-12?

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 331 exam?

This guide is 91% 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 7-12 Study Guide Is 91% Test-Aligned