240's TX CORE Subjects EC-6 (291): English Language Arts and Reading Study Guide Is 88% Test-Aligned
240's TX CORE Subjects EC-6 (291): English Language Arts and Reading study guide is built around the official exam framework so you can study what is actually tested. This page shows exactly how the guide maps to the real exam — SMR by SMR and competency by competency — so you can see where coverage is strongest, where some depth gaps remain, and how each part of the guide supports your prep.
88%
test-aligned
96
Fully covered
19
Partially covered
5
Coverage gap
Based on a competency-by-competency review of the official framework and the lessons, practice questions, flashcards, videos, and study materials included in this guide.
1759
Practice Questions
368
Flashcards
91
Study Materials
30
Videos
Why Test Alignment Matters for Your TX CORE Subjects EC-6 (291): English Language Arts and Reading 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 TX CORE Subjects EC-6 (291): English Language Arts and Reading (291) 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 291 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
13 domains · 120 competencies reviewed · 88% 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.
ORAL LANGUAGE (DOMAIN 001)
Partially covered
237 Qs13 Materials59 Cards4 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Knows and teaches basic linguistic concepts (e.g., phonemes, segmentation) and the developmental stages in the acquisition of oral language — including phonology, semantics, syntax (subject-verb agreement and subject-verb inversion), and pragmatics — and recognizes that individual variations occur within and across languages, in accordance with the Science of Teaching Reading (STR). | ELA.Basic Linguistic Concepts; ELA.Teaching - Basic Linguistic Concepts; ELA.Process of Learning - Oral Language | Covered | 48 | 3 | 25 | 1 | Covered by 3 topics (48 questions, 3 materials, 25 cards, 1 videos). |
| B. Plans and implements systematic oral language instruction based on informal and formal assessment of all students, including English-language learners; fosters oral language development; and addresses students’ individual needs, strengths and interests, in accordance with the STR. | ELA.Teaching - Oral Language; ELA.ELL Strategies - Oral Language; ELA.Assessment - Oral Language | Covered | 55 | 3 | 11 | 2 | Covered by 3 topics (55 questions, 3 materials, 11 cards, 2 videos). |
| C. Recognizes when speech or language delays or differences warrant in-depth evaluations and additional help or interventions. | ELA.Benchmarking - Speech | Partially covered | 3 | 1 | 0 | 0 | Partial coverage by 1 topic (3 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| D. Designs a variety of one-on-one and group activities (e.g., meaningful and purposeful conversations, dramatic play, language play, telling stories, sing- ing songs, creating rhymes, playing games, having discussions, questioning, sharing information) to build on students’ current oral language skills. | ELA.Teaching - Oral Language | Covered | 19 | 1 | 4 | 1 | Covered by 1 topic (19 questions, 1 materials, 4 cards, 1 videos). |
| E. Selects and uses instructional materials and strategies that promote students’ oral language development; respond to students’ individual needs, strengths and interests; reflect cultural diversity; and build on students’ cultural, linguistic and home backgrounds to enhance their oral language development, in accordance with the STR. | ELA.Teaching - Oral Language | Covered | 19 | 1 | 4 | 1 | Covered by 1 topic (19 questions, 1 materials, 4 cards, 1 videos). |
| F. Understands relationships between oral language and literacy development and provides instruction that interrelates oral and written language to promote students’ reading and writing proficiencies. | 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). |
| G. Selects and uses instructional strategies, materials, activities and models to strengthen students’ oral vocabulary and narrative skills in spoken language and teaches students to connect spoken and printed language. | ELA.Teaching - Using Groups; ELA.Teaching - Oral Language | Covered | 40 | 2 | 8 | 1 | Covered by 2 topics (40 questions, 2 materials, 8 cards, 1 videos). |
| H. Selects and uses instructional strategies, materials, activities and models to teach students skills for speaking to various audiences for various purposes and for adapting spoken language for various audiences, purposes and occasions. | ELA.Teaching - Oral Presentation Skills | Covered | 40 | 1 | 8 | 0 | Covered by 1 topic (40 questions, 1 materials, 8 cards, 0 videos). |
| I. Selects and uses instructional strategies, materials, activities and models to teach students listening skills for various purposes (e.g., critical listening to evaluate a speaker’s message, listening to enjoy and appreciate spoken language) and provides students with opportunities to engage in active, purposeful listening 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). |
| J. Selects and uses instructional strategies, materials, activities and models to teach students to evaluate the content and effectiveness of their own spoken messages and the messages of others. | ELA.Oral Presentation Skills; ELA.Teaching - Oral Presentation Skills | Covered | 62 | 2 | 20 | 0 | Covered by 2 topics (62 questions, 2 materials, 20 cards, 0 videos). |
| K. Recognizes the interrelationships between oral language and the other components of reading, in accordance with the STR. | 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). |
| L. Selects and uses appropriate technologies to develop students’ oral communication skills. | ELA.Teaching Technology - Oral Presentation Skills | Partially covered | 3 | 1 | 0 | 0 | Partial coverage by 1 topic (3 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
PHONOLOGICAL AND PHONEMIC AWARENESS (DOMAIN 002)
Partially covered
129 Qs7 Materials29 Cards2 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Understands the significance of phonological and phonemic awareness for reading, is familiar with typical patterns in the development of phonological and phonemic awareness and recognizes that individual variations occur, in accordance with the STR. | 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). |
| B. Understands differences in students’ development of phonological and phonemic awareness and adjusts instruction to meet the needs of individual students, including English-language learners. | ELA.Teaching - Phonological Awareness | Covered | 47 | 1 | 12 | 1 | Covered by 1 topic (47 questions, 1 materials, 12 cards, 1 videos). |
| C. Plans, implements and adjusts instruction based on the continual use of formal and informal assessments of individual students’ phonological development, in accordance with the STR. | ELA.Teaching - Phonological Awareness | Covered | 47 | 1 | 12 | 1 | Covered by 1 topic (47 questions, 1 materials, 12 cards, 1 videos). |
| D. Knows the age ranges at which the expected stages and patterns of various phonological and phonemic awareness skills should be acquired, the implications of individual variations in the development of phonological and phonemic awareness and ways to accelerate students’ phonological and phonemic awareness, in accordance with the STR. | ELA.Process of Learning - Literacy; ELA.Teaching - Phonological Awareness | Covered | 69 | 2 | 19 | 1 | Covered by 2 topics (69 questions, 2 materials, 19 cards, 1 videos). |
| E. Uses a variety of instructional approaches and materials (e.g., language games, informal interactions, direct instruction) to promote students’ phonological and phonemic awareness (e.g., hearing and manipulating beginning, medial and final sounds in spoken words; recognizing spoken alliteration). | ELA.Syllable Awareness | Partially covered | 2 | 1 | 4 | 0 | Partial coverage by 1 topic (2 questions, 1 materials, 4 cards, 0 videos); limited supporting content. |
| F. Understands how to foster collaboration with families and with other professionals to promote all students’ phonological and phonemic awareness both at school and at home. | ELA.Community Collaboration - Literacy Development | Partially covered | 4 | 1 | 0 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| G. Recognizes the interrelationships between phonological and phonemic awareness and the other components of reading (vocabulary, fluency and comprehension), in accordance with the STR. | ELA.Impact of Phonics and Word Decoding on Fluency and Vocabulary | Covered | 6 | 1 | 10 | 0 | Covered by 1 topic (6 questions, 1 materials, 10 cards, 0 videos). |
ALPHABETIC PRINCIPLE (DOMAIN 003)
Partially covered
51 Qs4 Materials15 Cards1 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Understands the elements of the alphabetic principle (e.g., letter names, letter sequence, graphophonemic knowledge, the relationship of the letters in printed words to spoken language) and typical patterns of students’ alphabetic skills development, and recognizes that individual variations occur with students. | ELA.Teaching - Alphabetic Knowledge and Principle | Covered | 33 | 1 | 5 | 1 | Covered by 1 topic (33 questions, 1 materials, 5 cards, 1 videos). |
| B. Understands that not all written languages are alphabetic, that many alphabetic languages are more phonetically regular than English and that students’ literacy development in English is affected by these two factors. | ELA.Diversity of Written Language and Effect on Literacy Development | Covered | 11 | 1 | 10 | 0 | Covered by 1 topic (11 questions, 1 materials, 10 cards, 0 videos). |
| C. Selects and uses a variety of instructional materials and strategies, including multisensory techniques, to promote students’ understanding of the elements of the alphabetic principle and the relationship between sounds and letters and between letters and words, in accordance with the STR. | ELA.Teaching - Alphabetic Knowledge and Principle | Covered | 33 | 1 | 5 | 1 | Covered by 1 topic (33 questions, 1 materials, 5 cards, 1 videos). |
| D. Uses formal and informal assessments to analyze individual students’ alphabetic skills, monitor learning and plan instruction, in accordance with the STR. | ELA.Teaching - Alphabetic Knowledge and Principle; ELA.Assessment - Concepts of Print and Alphabetic Knowledge | Covered | 39 | 2 | 6 | 1 | Covered by 2 topics (39 questions, 2 materials, 6 cards, 1 videos). |
| E. Understands how to foster collaboration with families and with other professionals to promote all students’ development of alphabetic knowledge. | ELA.Community Collaboration - The Alphabetic Principle | Partially covered | 1 | 1 | 0 | 0 | Partial coverage by 1 topic (1 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
LITERACY DEVELOPMENT (DOMAIN 004)
Partially covered
140 Qs5 Materials39 Cards1 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Understands and promotes students’ development of literary response and analysis, including teaching students the elements of literary analysis (e.g., story elements, features of different literary genres) and providing students with opportunities to apply comprehension skills to literature. | ELA.Teaching - Literary Analysis | Covered | 39 | 1 | 18 | 1 | Covered by 1 topic (39 questions, 1 materials, 18 cards, 1 videos). |
| B. Understands that the developing reader has a growing awareness of print in the environment, the sounds in spoken words and the uses of print, in accordance with the STR. | ELA.Teaching - Concepts of Print | Covered | 26 | 1 | 8 | 0 | Covered by 1 topic (26 questions, 1 materials, 8 cards, 0 videos). |
| C. Selects and uses instructional strategies, materials and activities to assist students in distinguishing letter forms from number forms and text from pictures. | None | Coverage gap identified | 0 | 0 | 0 | 0 | No matching topic found in the study guide. |
| D. Understands the importance of students being able to differentiate words and spaces, first and last letters, left-right progression, and identification of basic punctuation, in accordance with the STR. | ELA.Teaching - Concepts of Print | Covered | 26 | 1 | 8 | 0 | Covered by 1 topic (26 questions, 1 materials, 8 cards, 0 videos). |
| E. Understands that literacy development occurs in multiple contexts through reading, writing and the use of oral language. | 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). |
| F. Selects and uses instructional strategies, materials and activities that focus on functions of print and concepts about print, including concepts involving book handling, parts of a book, orientation, directionality and the relationships between written and spoken words, in accordance with the STR. | ELA.Teaching - Concepts of Print | Covered | 26 | 1 | 8 | 0 | Covered by 1 topic (26 questions, 1 materials, 8 cards, 0 videos). |
| G. Demonstrates familiarity with literature and provides multiple opportunities for students to listen to, respond to and independently read literature in various genres and to interact with others about literature. | None | Coverage gap identified | 0 | 0 | 0 | 0 | No matching topic found in the study guide. |
| H. Selects and uses appropriate instructional strategies to inform students about authors, authors’ purposes for writing and author’s point of view in a variety of texts. | ELA.Writing Types and Various Contexts | Covered | 52 | 1 | 12 | 0 | Covered by 1 topic (52 questions, 1 materials, 12 cards, 0 videos). |
| I. Selects and uses appropriate technology to teach students strategies for selecting books for independent reading. | ELA.Measures of Text Complexity - Five Finger Rule | Partially covered | 3 | 1 | 1 | 0 | Partial coverage by 1 topic (3 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| J. Understands how to foster collaboration with families and with other professionals to promote all students’ literacy. | None | Coverage gap identified | 0 | 0 | 0 | 0 | No matching topic found in the study guide. |
WORD ANALYSIS AND IDENTIFICATION SKILLS (DOMAIN 005)
Partially covered
214 Qs9 Materials52 Cards5 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Understands that while many students develop word analysis and decoding skills in a predictable sequence, individual variations may occur, in accordance with the STR. | ELA.Process of Learning - Decoding | Covered | 18 | 1 | 6 | 1 | Covered by 1 topic (18 questions, 1 materials, 6 cards, 1 videos). |
| B. Understands the importance of word recognition skills (e.g., letter-sound correspondences, decoding, blending, structural analysis, sight word vocabulary, contextual analysis) for reading comprehension and knows a variety of strategies for helping students develop and apply word analysis skills, including identifying, categorizing and using common synonyms, antonyms, homographs, homophones and analogies. | ELA.Teaching - High-Frequency Words; ELA.Teaching - Word Identification Skills; ELA.Teaching - Determining Meaning of Words | Covered | 98 | 3 | 23 | 1 | Covered by 3 topics (98 questions, 3 materials, 23 cards, 1 videos). |
| C. Teaches the analysis of phonetically regular words in a simple-to-complex progression (i.e., phonemes, blending onsets and rimes, short vowels/long vowels, consonant blends, other common vowel and consonant patterns, syllable types), in accordance with the STR. | ELA.Process of Learning - Decoding; ELA.Syllable Awareness for Spelling and Pronunciation; ELA.Teaching - Phonics and Decoding | Covered | 79 | 3 | 21 | 3 | Covered by 3 topics (79 questions, 3 materials, 21 cards, 3 videos). |
| D. Selects and uses instructional strategies, materials, activities and models to teach students to recognize high-frequency words, to promote students’ ability to decode increasingly complex words and to enhance word identification skills of students reading at varying levels. | None | Coverage gap identified | 0 | 0 | 0 | 0 | No matching topic found in the study guide. |
| E. Knows strategies for decoding increasingly complex words, including the alphabetic principle, vowel-sound combinations, structural cues (e.g., morphology-prefixes, suffixes, roots, base words, abbreviations, contractions), and syllable types and for using syntax and semantics to support word identification and confirm word meaning, in accordance with the STR. | ELA.Word Analysis from Roots and Affixes; ELA.Syllable Awareness for Spelling and Pronunciation; ELA.Teaching - Phonics and Decoding; ELA.Teaching - Determining Meaning of Words | Covered | 138 | 4 | 36 | 4 | Covered by 4 topics (138 questions, 4 materials, 36 cards, 4 videos). |
| F. Understands the value of using dictionaries, glossaries and other sources to determine the meanings, usage, pronunciations, correct spelling, and derivations of unfamiliar words and teaches students to use those sources. | ELA.Resources - Word Analysis Skills | Covered | 12 | 1 | 6 | 0 | Covered by 1 topic (12 questions, 1 materials, 6 cards, 0 videos). |
| G. Understands how to foster collaboration with families and with other professionals to promote all students’ word analysis and decoding skills. | ELA.Community Collaboration - Word Analysis Skills | Partially covered | 0 | 1 | 0 | 0 | Partial coverage by 1 topic (0 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
FLUENCY READING (DOMAIN 006)
Partially covered
87 Qs5 Materials15 Cards1 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Knows the relationship between reading fluency and comprehension, in accordance with the STR. | ELA.Impact of Fluency on Comprehension | Covered | 12 | 1 | 2 | 0 | Covered by 1 topic (12 questions, 1 materials, 2 cards, 0 videos). |
| B. Understands that fluency involves rate, accuracy, prosody and intonation and knows the norms for reading fluency that have been established by the Texas Essential Knowledge and Skills (TEKS) for various age and grade levels, in accordance with the STR. | ELA.Measures of Fluency | Covered | 17 | 1 | 5 | 1 | Covered by 1 topic (17 questions, 1 materials, 5 cards, 1 videos). |
| C. Understands the connection of word identification skills and reading fluency to reading comprehension. | ELA.Impact of Fluency on Comprehension | Covered | 12 | 1 | 2 | 0 | Covered by 1 topic (12 questions, 1 materials, 2 cards, 0 videos). |
| D. Understands differences in students’ development of word identification skills and reading fluency and knows instructional practices for meeting students’ individual needs in those areas, in accordance with the STR. | ELA.Teaching - Reading Fluency | Covered | 47 | 1 | 13 | 0 | Covered by 1 topic (47 questions, 1 materials, 13 cards, 0 videos). |
| E. Selects and uses instructional strategies, materials and activities to develop and improve fluency (e.g., reading independent-level materials, reading orally from familiar texts, repeated reading, partner reading, silent reading for increasingly longer periods, self-correction), in accordance with the STR. | ELA.Teaching - Reading Fluency | Covered | 47 | 1 | 13 | 0 | Covered by 1 topic (47 questions, 1 materials, 13 cards, 0 videos). |
| F. Knows how to teach students strategies for selecting books for independent reading, in accordance with the STR. | ELA.Measures of Text Complexity - Five Finger Rule | Partially covered | 3 | 1 | 1 | 0 | Partial coverage by 1 topic (3 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| G. Provides students with opportunities to engage in silent reading and extended reading of a wide range of materials, including expository texts and various literary genres. | ELA.Teaching - Reading Fluency | Covered | 47 | 1 | 13 | 0 | Covered by 1 topic (47 questions, 1 materials, 13 cards, 0 videos). |
| H. Uses strategies to encourage reading for pleasure and lifelong learning | ELA.Teaching - Reading Fluency | Covered | 47 | 1 | 13 | 0 | Covered by 1 topic (47 questions, 1 materials, 13 cards, 0 videos). |
| I. Recognizes the interrelationship between reading fluency and the other components of reading, in accordance with the STR. | ELA.Impact of Fluency on Comprehension | Covered | 12 | 1 | 2 | 0 | Covered by 1 topic (12 questions, 1 materials, 2 cards, 0 videos). |
| J. Understands how to foster collaboration with families and with other professionals to promote all students’ reading fluency. | ELA.Community Collaboration - Promoting Fluency | Covered | 8 | 1 | 4 | 0 | Covered by 1 topic (8 questions, 1 materials, 4 cards, 0 videos). |
READING COMPREHENSION AND APPLICATIONS (DOMAIN 007)
Partially covered
339 Qs14 Materials102 Cards9 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Understands reading comprehension as an active process of constructing meaning, in accordance with the STR. | 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. |
| B. Understands factors affecting students’ reading comprehension (e.g., oral language development, word analysis skills, prior knowledge, language background/experience, previous reading experiences, fluency, vocabulary development, ability to monitor understanding, characteristics of specific texts), in accordance with the STR. | ELA.Levels of Comprehension | Covered | 20 | 1 | 3 | 1 | Covered by 1 topic (20 questions, 1 materials, 3 cards, 1 videos). |
| C. Understands levels of reading comprehension and knows how to model and teach skills for literal comprehension (e.g., identifying stated main idea, recalling details, identifying point-of-view), inferential comprehension (e.g., inferring cause-and-effect relationships, moral lessons and themes, making predictions), and evaluative comprehension (e.g., analyzing character development and use of language, detecting faulty reasoning, explaining point of view). | ELA.Levels of Comprehension; ELA.Teaching - Reading Comprehension (All Texts) | Covered | 114 | 2 | 23 | 2 | Covered by 2 topics (114 questions, 2 materials, 23 cards, 2 videos). |
| D. Provides instruction in comprehension skills that support students’ transition from “learning to read” to “reading to learn” (e.g., recognizing different types of texts, understanding text structure, using textual features such as headings and glossaries, appreciating the different purposes for reading) to become self-directed, critical readers. | ELA.Teaching - Reading Comprehension (All Texts) | Covered | 94 | 1 | 20 | 1 | Covered by 1 topic (94 questions, 1 materials, 20 cards, 1 videos). |
| E. Uses various instructional strategies to enhance students’ reading comprehension (e.g., linking text content to students’ lives and prior knowledge, connecting related ideas across different texts, comparing different versions of the same story, explaining the meaning of common idioms, adages and foreign words and phrases in written English, engaging students in guided and independent reading, guiding students to generate questions and apply knowledge of text topics). | ELA.Teaching - Reading Comprehension (All Texts); ELA.Teaching - Common Idioms and Foreign Phrases | Covered | 106 | 2 | 22 | 1 | Covered by 2 topics (106 questions, 2 materials, 22 cards, 1 videos). |
| F. Knows and teaches strategies that facilitate comprehension of different types of text (e.g., literary, expository, multistep directions, procedural) before, during and after reading (e.g., previewing, making predictions, questioning, self-monitoring, rereading, mapping, using reading journals, discussing texts). | ELA.Teaching - Reading Comprehension (All Texts) | Covered | 94 | 1 | 20 | 1 | Covered by 1 topic (94 questions, 1 materials, 20 cards, 1 videos). |
| G. Knows and teaches strategies that facilitate making connections between and across multiple texts (e.g., summarizing and paraphrasing, locating and distinguishing between facts and opinions, and determining whether the text supports or opposes an issue). | ELA.Teaching - Comparing Texts | Covered | 8 | 1 | 11 | 0 | Covered by 1 topic (8 questions, 1 materials, 11 cards, 0 videos). |
| H. Understands metacognitive skills, including self-evaluation and self- monitoring skills, and teaches students to use those skills to enhance their reading comprehension, in accordance with the STR. | ELA.Teaching - Active Reading | Covered | 20 | 1 | 3 | 1 | Covered by 1 topic (20 questions, 1 materials, 3 cards, 1 videos). |
| I. Knows how to provide students with direct, explicit instruction and reinforcing activities to promote the use of strategies to improve their reading comprehension (e.g., previewing, self-monitoring, visualizing, recognizing sensory details, re-telling), in accordance with the STR. | ELA.Teaching - Reading Comprehension (All Texts) | Covered | 94 | 1 | 20 | 1 | Covered by 1 topic (94 questions, 1 materials, 20 cards, 1 videos). |
| J. Selects and uses instructional strategies, materials and activities to guide students’ understanding of their own culture and the cultures of others through reading, in accordance with the STR. | ELA.Culturally Responsive Reading Instruction | Covered | 20 | 1 | 5 | 1 | Covered by 1 topic (20 questions, 1 materials, 5 cards, 1 videos). |
| K. Teaches elements of literary analysis, such as story elements and figurative language, and features of various literary genres, including fables, myths, folktales, legends, drama and poetry. | ELA.Literary Genres; ELA.Elements of Literary Analysis Across Genres; ELA.Teaching - Literary Analysis; ELA.Types of Figurative Language | Covered | 125 | 4 | 74 | 3 | Covered by 4 topics (125 questions, 4 materials, 74 cards, 3 videos). |
| L. Understands the continuum of reading comprehension skills in the state standards and grade-level expectations for those skills. | ELA.TEKS Benchmarking - Reading | Partially covered | 2 | 1 | 1 | 0 | Partial coverage by 1 topic (2 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| M. Knows the difference between guided and independent practice in reading and provides students with frequent opportunities for both. | ELA.Developing Readers | Covered | 27 | 1 | 5 | 1 | Covered by 1 topic (27 questions, 1 materials, 5 cards, 1 videos). |
| N. Understands how to foster collaboration with families and with other professionals to promote all students’ reading comprehension. | ELA.Community Collaboration - Reading Comprehension | Partially covered | 6 | 1 | 0 | 0 | Partial coverage by 1 topic (6 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
VOCABULARY DEVELOPMENT (DOMAIN 008)
Covered
69 Qs2 Materials16 Cards1 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Knows how to provide explicit, systematic instruction and reinforcing activities to help students increase their vocabulary, in accordance with the STR. | ELA.Teaching - Increasing Vocabulary | Covered | 53 | 1 | 14 | 1 | Covered by 1 topic (53 questions, 1 materials, 14 cards, 1 videos). |
| B. Knows how to use direct and indirect methods to effectively teach vocabulary, in accordance with the STR. | ELA.Teaching - Increasing Vocabulary | Covered | 53 | 1 | 14 | 1 | Covered by 1 topic (53 questions, 1 materials, 14 cards, 1 videos). |
| C. Selects and uses a wide range of instructional materials, strategies and opportunities with rich contextual support for vocabulary development, in accordance with the STR (e.g., literature, expository texts, content-specific texts, magazines, newspapers, trade books, technology). | ELA.Teaching - Increasing Vocabulary | Covered | 53 | 1 | 14 | 1 | Covered by 1 topic (53 questions, 1 materials, 14 cards, 1 videos). |
| D. Recognizes the importance of selecting, teaching and modeling a wide range of general and specialized vocabularies. | ELA.Teaching - Increasing Vocabulary | Covered | 53 | 1 | 14 | 1 | Covered by 1 topic (53 questions, 1 materials, 14 cards, 1 videos). |
| E. Understands how to assess and monitor students’ vocabulary knowledge by providing systematic, age-appropriate instruction and reinforcing activities (e.g., morphemic analysis, etymology, use of graphic organizers, contextual analysis, multiple exposures to a word in various contexts). | ELA.Assessment - Vocabulary | Covered | 16 | 1 | 2 | 0 | Covered by 1 topic (16 questions, 1 materials, 2 cards, 0 videos). |
| F. Provides multiple opportunities to listen to, read and respond to various types of literature and expository texts to promote students’ vocabulary development. | ELA.Teaching - Increasing Vocabulary | Covered | 53 | 1 | 14 | 1 | Covered by 1 topic (53 questions, 1 materials, 14 cards, 1 videos). |
READING, INQUIRY AND RESEARCH (DOMAIN 009)
Partially covered
191 Qs7 Materials43 Cards3 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Teaches students how to develop open-ended research questions and a plan (e.g., timeline) to locate, retrieve and record information from a range of content-area, narrative and expository texts. | ELA.The Research Process; ELA.Teaching - The Research Process | Covered | 55 | 2 | 14 | 0 | Covered by 2 topics (55 questions, 2 materials, 14 cards, 0 videos). |
| B. Selects and uses instructional strategies to help students comprehend abstract content and ideas in written materials (e.g., manipulatives, examples, graphic organizers). | ELA.Teaching - Reading Comprehension (All Texts) | Covered | 94 | 1 | 20 | 1 | Covered by 1 topic (94 questions, 1 materials, 20 cards, 1 videos). |
| C. Selects and uses instructional strategies to teach students to interpret information presented in various formats (e.g., maps, tables, graphs) and how to locate, retrieve and record information from technologies, print resources and experts. | ELA.Proper Use of Source Information; ELA.Teaching - The Research Process | Covered | 50 | 2 | 14 | 1 | Covered by 2 topics (50 questions, 2 materials, 14 cards, 1 videos). |
| D. Selects and uses instructional strategies to help students understand study and inquiry skills across the curriculum (e.g., brainstorming; generating questions and topics; using text organizers; taking notes; outlining; drawing conclusions; applying critical-thinking skills; previewing; setting purposes for reading; locating, organizing, evaluating and communicating information; summarizing information; selecting relevant sources of information; using multiple sources of information; recognizing identifying features of sources, including primary and secondary sources; interpreting and using graphic sources of information) and knows the significance of organizing information from multiple sources for student learning and achievement. | ELA.Types of Sources; ELA.Teaching - The Research Process | Covered | 51 | 2 | 12 | 1 | Covered by 2 topics (51 questions, 2 materials, 12 cards, 1 videos). |
| E. Knows grade-level expectations for study and inquiry skills in the Texas Essential Knowledge and Skills (TEKS) (e.g., in kindergarten, use pictures in conjunction with writing to document research; in fifth–sixth grades, refine research through use of secondary questions). | ELA.TEKS Benchmarking - Inquiry and Research | Partially covered | 1 | 1 | 1 | 0 | Partial coverage by 1 topic (1 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| F. Provides instruction to develop a topic sentence, summarize findings and use evidence to support conclusions. | ELA.Teaching - The Research Process | Covered | 31 | 1 | 8 | 0 | Covered by 1 topic (31 questions, 1 materials, 8 cards, 0 videos). |
| G. Understands how to foster collaboration with peers, families and with other professionals to promote all students’ ability to develop effective research and comprehension skills in the content areas. | ELA.Community Collaboration - Research Skills | Partially covered | 2 | 1 | 0 | 0 | Partial coverage by 1 topic (2 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
WRITING CONVENTIONS (DOMAIN 010)
Covered
114 Qs8 Materials36 Cards1 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Understands that many students go through predictable stages in acquiring writing conventions (e.g., physical and cognitive processes involved in scribbling, recognition of environmental print, mock letters, letter formation, word writing, sentence construction, spelling, punctuation, grammatical expression), and individual students vary in their rates of development of those conventions | ELA.Stages of Writing Development | Covered | 24 | 1 | 5 | 0 | Covered by 1 topic (24 questions, 1 materials, 5 cards, 0 videos). |
| B. Understands the relationship between spelling and phonological and alphabetic awareness and understands the role of conventional spelling in success in reading and writing. | ELA.Teaching - Spelling (TX) | Covered | 6 | 1 | 6 | 0 | Covered by 1 topic (6 questions, 1 materials, 6 cards, 0 videos). |
| C. Understands the stages of spelling development (precommunicative writing in which the student understands the function of writing but cannot make the forms, prephonemic, phonemic, transitional and conventional) and knows how and when to support students’ development from one stage to the next. | ELA.Process of Learning - Spelling; ELA.Teaching - Spelling | Covered | 44 | 2 | 20 | 1 | Covered by 2 topics (44 questions, 2 materials, 20 cards, 1 videos). |
| D. Provides spelling instruction and gives students opportunities to use and develop spelling skills in the context of meaningful written expression (e.g., single syllable homophones, commonly used homophones, commonly confused terms, simple and complex contractions). | ELA.Teaching - Spelling (TX) | Covered | 6 | 1 | 6 | 0 | Covered by 1 topic (6 questions, 1 materials, 6 cards, 0 videos). |
| E. Selects and uses instructional strategies, materials and hands-on activities for developing fine motor skills necessary for writing, according to grade- level expectations in the Texas Essential Knowledge and Skills (TEKS). | ELA.Teaching - Fine Motor Skills for Writing; ELA.TEKS Benchmarking - Writing | Covered | 17 | 2 | 2 | 0 | Covered by 2 topics (17 questions, 2 materials, 2 cards, 0 videos). |
| F. Selects and uses instructional strategies, materials and activities to help students use English writing conventions (e.g., grammar, capitalization, punctuation) in connected discourse. | ELA.Teaching - Proper Writing and Grammar Conventions | Covered | 15 | 1 | 0 | 0 | Covered by 1 topic (15 questions, 1 materials, 0 cards, 0 videos). |
| G. Recognizes the similarities and differences between spoken and written English (e.g., syntax, vocabulary choice, audience) and uses instructional strategies to help students apply English writing conventions and enhance their own writing. | ELA.Teaching - Spoken vs Written English | Covered | 11 | 1 | 9 | 0 | Covered by 1 topic (11 questions, 1 materials, 9 cards, 0 videos). |
| H. Knows writing conventions and appropriate grammar and usage and provides students with direct instruction and guided practice in those areas. | ELA.Teaching - Proper Writing and Grammar Conventions | Covered | 15 | 1 | 0 | 0 | Covered by 1 topic (15 questions, 1 materials, 0 cards, 0 videos). |
| I. Selects and uses instructional strategies, materials and activities to teach correct pencil grip. | ELA.Teaching - Fine Motor Skills for Writing | Covered | 14 | 1 | 1 | 0 | Covered by 1 topic (14 questions, 1 materials, 1 cards, 0 videos). |
WRITTEN COMMUNICATION (DOMAIN 011)
Partially covered
179 Qs9 Materials45 Cards1 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Teaches purposeful, meaningful writing in connection with listening, reading and speaking. | ELA.Teaching - Writing Skills | Covered | 20 | 1 | 2 | 0 | Covered by 1 topic (20 questions, 1 materials, 2 cards, 0 videos). |
| B. Knows how to promote students’ development of an extensive reading and writing vocabulary by providing students with many opportunities to read and write. | ELA.Teaching - Increasing Vocabulary Using Writing | Covered | 11 | 1 | 4 | 0 | Covered by 1 topic (11 questions, 1 materials, 4 cards, 0 videos). |
| C. Monitors students’ writing development and provides motivational instruction that addresses individual students’ needs, strengths and interests. | ELA.Teaching - Writing Skills | Covered | 20 | 1 | 2 | 0 | Covered by 1 topic (20 questions, 1 materials, 2 cards, 0 videos). |
| D. Understands differences between first-draft writing and writing for publication and provides instruction in various stages of writing, including prewriting, drafting, revising (including both self-revision and peer revision) and editing. | ELA.Teaching - Stages of the Writing Process; ELA.Teaching - Revision and Editing Skills | Covered | 38 | 2 | 10 | 1 | Covered by 2 topics (38 questions, 2 materials, 10 cards, 1 videos). |
| E. Understands the benefits of technology for teaching basic writing skills and writing for publication and provides instruction in the use of technology to facilitate written communication. | ELA.Teaching Technology - Writing Skills | Covered | 20 | 1 | 8 | 0 | Covered by 1 topic (20 questions, 1 materials, 8 cards, 0 videos). |
| F. Understands writing for a variety of audiences, purposes and settings and provides students with opportunities to write for various audiences, purposes and settings and in various voices and styles. | ELA.Writing Types and Various Contexts; ELA.Teaching - Writing Skills | Covered | 72 | 2 | 14 | 0 | Covered by 2 topics (72 questions, 2 materials, 14 cards, 0 videos). |
| G. Teaches students to use appropriate conventions to support ideas in writing and to use an appropriate form of documentation to acknowledge sources (e.g. quotations, bibliographical information, differentiation between paraphrasing and plagiarism). | ELA.Teaching - The Research Process | Covered | 31 | 1 | 8 | 0 | Covered by 1 topic (31 questions, 1 materials, 8 cards, 0 videos). |
| H. Knows grade-level expectations in the Texas Essential Knowledge and Skills (TEKS). | ELA.TEKS Benchmarking - Writing | Partially covered | 3 | 1 | 1 | 0 | Partial coverage by 1 topic (3 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| I. Understands how to foster collaboration with families and with other professionals to promote students’ development of writing skills. | ELA.Community Collaboration - Writing Skills | Partially covered | 4 | 1 | 0 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
VIEWING AND REPRESENTING (DOMAIN 012)
Partially covered
45 Qs5 Materials14 Cards0 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Knows grade-level expectations for viewing and representing visual images and messages as described in the Texas Essential Knowledge and Skills (TEKS). | ELA.TEKS Benchmarking - Media | Partially covered | 2 | 1 | 1 | 0 | Partial coverage by 1 topic (2 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| B. Understands and teaches the characteristics and functions of different types of media (e.g., film, print) and knows how different types of media influence and inform. | ELA.Types of Media; ELA.Teaching - Media Analysis | Covered | 25 | 2 | 7 | 0 | Covered by 2 topics (25 questions, 2 materials, 7 cards, 0 videos). |
| C. Teaches students to compare and contrast print, visual and electronic media, including the level of formality of each (e.g., email, Web-based news article, blogs). | ELA.Teaching - Media Analysis | Covered | 15 | 1 | 4 | 0 | Covered by 1 topic (15 questions, 1 materials, 4 cards, 0 videos). |
| D. Teaches students to evaluate how visual image makers (e.g., illustrators, documentary filmmakers, political cartoonists, news photographers) represent messages and meanings and provides students with opportunities to interpret and evaluate visual images in various media. | ELA.Teaching - Media Analysis | Covered | 15 | 1 | 4 | 0 | Covered by 1 topic (15 questions, 1 materials, 4 cards, 0 videos). |
| E. Knows how to teach students to analyze visual image makers’ choices (e.g., style, elements, media) and evaluate how those choices help represent or extend meaning. | ELA.Teaching - Media Analysis | Covered | 15 | 1 | 4 | 0 | Covered by 1 topic (15 questions, 1 materials, 4 cards, 0 videos). |
| F. Provides students with opportunities to interpret events and ideas based on information from maps, charts, graphics, video segments and technology presentations and to use media to compare ideas and points of view. | None | Coverage gap identified | 0 | 0 | 0 | 0 | No matching topic found in the study guide. |
| G. Knows steps and procedures for teaching students to produce visual images and messages with various meanings to communicate with others. | ELA.Teaching Technology - Media Tools | Covered | 14 | 1 | 6 | 0 | Covered by 1 topic (14 questions, 1 materials, 6 cards, 0 videos). |
| H. Teaches students how to select, organize and produce visuals to complement and extend meanings. | ELA.Teaching Technology - Media Tools | Covered | 14 | 1 | 6 | 0 | Covered by 1 topic (14 questions, 1 materials, 6 cards, 0 videos). |
| I. Provides students with opportunities to use technology for producing various types of communications (e.g., class newspapers, multimedia reports, video reports) and helps students analyze how language, medium and presentation contribute to the message. | ELA.Teaching Technology - Media Tools | Covered | 14 | 1 | 6 | 0 | Covered by 1 topic (14 questions, 1 materials, 6 cards, 0 videos). |
| J. Understands how to foster collaboration with families and with other professionals to promote students’ development of media literacy. | ELA.Community Collaboration - Media Literacy | Partially covered | 4 | 1 | 0 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
ASSESSMENT OF DEVELOPING LITERACY (DOMAIN 013)
Partially covered
235 Qs13 Materials51 Cards3 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Knows how to select and administer formative and summative assessments and use results to measure literacy acquisition (e.g., alphabetic skills, literacy development, word analysis and word identification skills, fluency, compre- hension, writing conventions, written communications, visual images, study skills) and address individual students’ needs identified in informal and formal assessments. | ELA.Types of Assessment; ELA.Assessment - Reading Comprehension; ELA.Assessment - Reading Fluency; ELA.Assessment - Vocabulary; ELA.Assessment - Writing Skills; ELA.Assessment - Viewing and Representing Media; ELA.Assessment and Intervention - Phonics and Word Analysis | Covered | 189 | 7 | 33 | 2 | Covered by 7 topics (189 questions, 7 materials, 33 cards, 2 videos). |
| B. Knows the characteristics of informal and formal reading comprehension assessments (e.g., criterion-referenced state tests, curriculum-based reading assessments, informal reading inventories, norm-referenced tests). | ELA.Assessment - Reading Comprehension | Covered | 28 | 1 | 7 | 0 | Covered by 1 topic (28 questions, 1 materials, 7 cards, 0 videos). |
| C. Analyzes students’ reading and writing performance and uses the information as a basis for instruction. | ELA.Assessment - Writing Skills | Covered | 20 | 1 | 2 | 0 | Covered by 1 topic (20 questions, 1 materials, 2 cards, 0 videos). |
| D. Knows the state content and performance standards for reading, writing, listening and speaking that constitute the Texas Essential Knowledge and Skills (TEKS) and recognizes when a student needs additional help or intervention to bring the student’s performance up to grade level. | ELA.TEKS Benchmarking - Listening and Speaking; ELA.Assessment - Reading Fluency | Covered | 25 | 2 | 7 | 1 | Covered by 2 topics (25 questions, 2 materials, 7 cards, 1 videos). |
| E. Knows how to determine students’ independent, instructional and frustration reading levels and uses the information to select appropriate materials for individual students and to guide students’ selection of independent reading materials. | ELA.Measures of Text Complexity - Five Finger Rule | Partially covered | 3 | 1 | 1 | 0 | Partial coverage by 1 topic (3 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| F. Uses ongoing assessments to determine when a student may be in need of classroom intervention or specialized reading instruction and to develop appropriate instructional plans. | ELA.Types of Assessment; ELA.Assessment - Reading Fluency | Covered | 75 | 2 | 24 | 2 | Covered by 2 topics (75 questions, 2 materials, 24 cards, 2 videos). |
| G. Understands the use of writing in assessment of students and provides opportunities for students to self-assess and peer assess writing (e.g., for clarity, interest to audience, comprehensiveness) and ongoing literacy development. | ELA.Teaching - Self and Peer Writing Assessment | Covered | 15 | 1 | 9 | 0 | Covered by 1 topic (15 questions, 1 materials, 9 cards, 0 videos). |
| H. Knows how to select, administer and use results from informal and formal assessments of literacy acquisition. | ELA.Types of Assessment | Covered | 51 | 1 | 18 | 1 | Covered by 1 topic (51 questions, 1 materials, 18 cards, 1 videos). |
| I. Analyzes students’ errors in reading and responds to individual students’ needs by providing focused instruction to promote literacy acquisition. | ELA.Assessment - Reading Fluency; ELA.Assessment - Running Records | Covered | 33 | 2 | 14 | 2 | Covered by 2 topics (33 questions, 2 materials, 14 cards, 2 videos). |
| J. Knows informal and formal procedures for assessing students’ use of writing conventions and uses multiple, ongoing assessments to monitor and evaluate students’ development in that area. | ELA.Assessment - Writing Skills | Covered | 20 | 1 | 2 | 0 | Covered by 1 topic (20 questions, 1 materials, 2 cards, 0 videos). |
| K. Uses ongoing assessments of writing conventions to determine when students need additional help or intervention to bring students’ performance to grade level based on state content and performance standards for writing in the Texas Essential Knowledge and Skills (TEKS). | ELA.Assessment - Writing Skills | Covered | 20 | 1 | 2 | 0 | Covered by 1 topic (20 questions, 1 materials, 2 cards, 0 videos). |
| L. Analyzes students’ errors in applying writing conventions and uses the results of the analysis as a basis for future instruction. | ELA.Assessment - Writing Skills | Covered | 20 | 1 | 2 | 0 | Covered by 1 topic (20 questions, 1 materials, 2 cards, 0 videos). |
| M. Selects and uses a variety of formal and informal procedures for monitoring students’ reading comprehension and adjusts instruction to meet the needs of individual students, including English-language learners. | ELA.Assessment - Reading Comprehension; ELA.ELL Assessment - Reading Comprehension | Covered | 40 | 2 | 8 | 0 | Covered by 2 topics (40 questions, 2 materials, 8 cards, 0 videos). |
| N. Understands how to foster collaboration with families and how to communicate students’ progress and for ongoing literacy development to parents/caregivers and to other professionals through a variety of means, including the use of examples of students’ work. | ELA.Community Collaboration - Reading Comprehension | Partially covered | 6 | 1 | 0 | 0 | Partial coverage by 1 topic (6 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
How 240 Creates The TX CORE Subjects EC-6 (291): English Language Arts and Reading (291) Study Guide
Learn more →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.
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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 TX CORE Subjects EC-6 (291): English Language Arts and Reading.
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 291 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 TX CORE Subjects EC-6 (291): English Language Arts and Reading Study Guide
The questions teacher candidates ask us most often about the TX CORE Subjects EC-6 (291): English Language Arts and Reading study guide.
1
Is 240 a good study guide for TX CORE Subjects EC-6 (291): English Language Arts and Reading?
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 291 exam?
This guide is 88% 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.
Study What's Actually on the TExES 291 Exam
Start with a study guide built around the real exam. 240's guide maps lessons and study tools to official competencies so you can prepare more efficiently and more confidently.