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The Educator Certification Online System (ECOS) is the online site for educators to access their certification account to verify or apply for certification. The Texas Education Agency Login (TEAL) is a secure gateway where access must be set up before an educator can access their certification account.

The TEAL and ECOS sites only support the use of Microsoft Internet Explorer. While you may attempt using a browser other than Microsoft Internet Explorer, we cannot guarantee the pages will function properly.

If you hold or have ever held any type of educator certificate or permit in Texas, please verify your information using the Educator Lookup option before setting up your account. Failure to confirm your information will cause delays. Once you have verified your information, you may begin setting up your TEAL account.

Creating your TEAL user account

Please read through all instructions before setting up your account.

1. Verify your name on the certificate lookup if you have ever held any type of educator certificate or permit in Texas.

2. Create a new TEAL account.

3. Complete your user information, making sure to select Educator as your organization type.

4. You will be prompted to enter your social security number to verify your account. If you do not have a social security number, follow the instructions during the setup process to request a temporary file number.

5. You will receive an email with your username and temporary password within 24 hours.

6. Carefully read and follow the instructions in the email to change your password and set up security questions.

7. Click on the blue View My Educator Certification Account link to complete your educator profile in your ECOS account.

8. Click on Continue at the bottom of the page to save your information.

9. Congratulations! You have set up your TEAL and ECOS accounts.

If you would like additional instructions for setting up your account, you may review the TEAL Quick Reference Guide or the Educator setup guide that includes screenshots and graphics.

If you would like additional assistance setting up your accounts or you need to update your email address in our system, you can submit a help ticket or call 512-936-8400 option 2 for assistance.

If you have already completed your account setup, you may log in directly to TEAL.

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The Educator Certification Online System (ECOS) is the online site for educators to access their certification account to verify or apply for certification. The Texas Education Agency Login (TEAL) is a secure gateway where access must be set up before an educator can access their certification account.

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Required Test Chart for TX Certification

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Required Test Chart for TX Certification

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These resources will allow educators to engage in a hybrid model of instruction which includes the opportunity to participate in activities with peers to enhance their understanding and skill set for Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression.

Download Preparation Manual

Free Online Course

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Supporting Emergent Bilingual Students in Texas

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These resources will allow educators to engage in a hybrid model of instruction which includes the opportunity to participate in activities with peers to enhance their understanding and skill set for Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression.

Download Preparation Manual

Free Online Course

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Supporting Emergent Bilingual Students in Texas

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The following resources are provided to support school districts, including charters and districts of innovation, in planning for providing appropriate bilingual education and ESL program models, as noted in TAC 89.1210 (c) and (d). Additionally, these resources serve to facilitate calculation of potential bilingual education exceptions or ESL waivers and for proper PEIMS coding entry.

What supplemental staffing can be funded to support the implementation of instruction and/or support program services?

Texas provides Bilingual Education Allotment (State Funding) to Local Education Agencies (LEAs) that serve English learners. As per state statute, these funds must be used to provide services to English learners through bilingual Education and/or English as a Second Language (ESL) programs. Some allowable use of funds included salaries for bilingual/ESL teacher aides/paraprofessionals and consulting fees for ESC coaches to provide ongoing professional development.

Note: Title III, Part A funds cannot be used to meet the state requirements for serving English learners. Title III, Part A funds are supplemental to all other funds, including, local, state and other federal funds.

Title III, Part A - ELA funds allows supplemental staffing to improve the education of English learners by assisting the children to learn English and meet the challenging State academic standards. School districts/Charter schools will indicate in their ESSA Consolidated Federal Application under BS6101 - Payroll Costs the position type.

Note: Title III, Part A - ELA statute limits the amount of funds that may be budgeted to administer the program, including direct administrative costs, to no more than 2% of the total grant awarded for any fiscal year.

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The following resources are provided to support school districts, including charters and districts of innovation, in planning for providing appropriate bilingual education and ESL program models, as noted in TAC 89.1210 (c) and (d). Additionally, these resources serve to facilitate calculation of potential bilingual education exceptions or ESL waivers and for proper PEIMS coding entry.

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This site requires a new account, specific to these courses.

Need help creating an account or logging in? Please open a ticket

Note: the link above should not be used for course issues.

For course issues, please use this link: get course help here

Help is available during normal business hours only.

Frequently Asked Questions

Is there a cost for this course?

No, the course is free.

Can I obtain Continuing Professional Education (CPE) credit for this course?

Yes. Overall, the course is worth 12 hours of CPE credit.

How is the course organized?

There are 5 modules as listed below:

Welcome and Pre-Test (1 CPE hour)

Domain III (3 CPE hours)

Domain I (2 CPE hours)

Domain II (4 CPE hours)

Practice Exam (2 CPE hours)

Do I have to complete all of the modules? Do I have to take the modules in order?

Each module generates its own certificate for the amount of CPE credits allotted. Once the Welcome and Pre-Test module has been completed, participants can follow the suggested order of the remaining modules or choose to complete all or some of the modules as they choose.

What does each module contain?

*The Welcome and Pre-Test module provides overview information on the course and the TExES ESL Supplemental #154 exam. It includes a pre-test for participants to gauge their prior knowledge.

*Modules for Domains I, II, and III contain activities for learning the necessary content with embedded reflections and checks for understanding. Each module for Domains I, II and III has a quiz at the end.

*The Practice Exam module contains 40 test questions that are intended to simulate the type of questions participants might see on the TExES ESL Supplemental #154 exam.

Do I need to pass the quiz/exam to receive a certificate of completion? Can I re-take the quiz/exam?

For the pre-test, no score requirement is needed in order to generate a certificate for the Welcome and Pre-Test module, so it is only taken once.

For the end-of-domain quizzes and the practice exam, a score of 70% is required in order to generate each module's certificate, so these tests can be re-taken as many times as needed.

Rationale for incorrect answers is provided throughout.

Is there a manual I can download to follow along with the course?

Yes, this preparation manual that was previously released is the foundation for the online course and can be used as a tandem resource.

Is this course self-paced? How long will it take?

The course is self-paced, but participants will have 8 weeks to complete the course before their registration times out. Overall, the course is worth 12 hours of CPE, but the time for course completion will depend on the time each participant takes in the reflection activities, end-of-domain quizzes and the final practice exam.

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This site requires a new account, specific to these courses. Need help creating an account or logging in? Please open a ticket Note: the link above should not be used for course issues. For course issues, please use this link: get course help here Help is available during normal business hours only.

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Preparation Manual

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New TEA TExES ESL Supplemental Certification Preparation Online Course

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If you hold a standard educator certificate you must renew it every five years.

Renewal Requirements

Continuing professional education (CPE) is required to renew a standard certificate. Your certificate will be set to inactive status if you do not renew by the expiration date. CPE hours are required, even if your certificate has already been set to inactive status. Certificates cannot be renewed by completing examinations.

Classroom teachers must complete 150 CPE hours.
No more than 150 CPE hours are required, even if you hold multiple classroom certificate areas.

If you hold an administrative and/or student services certificate you must complete 200 CPE hours.
No more than 200 CPE hours are required, even if you hold multiple certificates, such as: classroom, administrative and student services certificates.

General CPE information is located on the Continuing Professional Education Information page, along with renewal FAQs. You can email the CPE Division with any additional questions.

Renewal Application Instructions

Six months prior to the expiration date of your certificate, you will be sent an email reminder to the email address in your educator account. It is your responsibility to meet renewal requirements, even if renewal notification was not received (TAC §232.1(c)).

You must apply and pay online to renew your standard certificate.

1. Log into your TEAL account to access your educator account.

2. Once in TEAL, click View My Educator Certification Account to log into your Educator Certification Online System (ECOS) account.

3. Once in ECOS, verify your profile information is correct. Then click Continue at the bottom of the page.

4. From the Main Menu on the left select Applications, then Renew a Standard Certificate.

5. Follow the prompts to submit the online renewal application and pay the fee.

If you have not set up your TEAL and ECOS accounts, instructions are located on the ECOS for Educator page. If you need assistance with accessing your existing TEAL account, submit a help desk request to account access.

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If you hold a standard educator certificate you must renew it every five years. Continuing professional education (CPE) is required to renew a standard certificate. Your certificate will be set to inactive status if you do not renew by the expiration date. CPE hours are required, even if your certificate has already been set to inactive status.

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TEA Home Page | Web Policy and Accessibility For help with account access, please enter a request at the online TEA Help Desk. Copyright © 2019 The Texas Education Agency, 1701 North Congress Ave, Austin, TX 78701-1494

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TEA Educator Certification Online System

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The Educator Certification Online System (ECOS) is the online site for educators to access their certification account to verify or apply for certification. The Texas Education Agency Login (TEAL) is a secure gateway where access must be set up before an educator can access their certification account.

The TEAL and ECOS sites only support the use of Microsoft Internet Explorer. While you may attempt using a browser other than Microsoft Internet Explorer, we cannot guarantee the pages will function properly.

If you hold or have ever held any type of educator certificate or permit in Texas, please verify your information using the Educator Lookup option before setting up your account. Failure to confirm your information will cause delays. Once you have verified your information, you may begin setting up your TEAL account.

Creating your TEAL user account

Please read through all instructions before setting up your account.

1. Verify your name on the certificate lookup if you have ever held any type of educator certificate or permit in Texas.

2. Create a new TEAL account.

3. Complete your user information, making sure to select Educator as your organization type.

4. You will be prompted to enter your social security number to verify your account. If you do not have a social security number, follow the instructions during the setup process to request a temporary file number.

5. You will receive an email with your username and temporary password within 24 hours.

6. Carefully read and follow the instructions in the email to change your password and set up security questions.

7. Click on the blue View My Educator Certification Account link to complete your educator profile in your ECOS account.

8. Click on Continue at the bottom of the page to save your information.

9. Congratulations! You have set up your TEAL and ECOS accounts.

If you would like additional instructions for setting up your account, you may review the TEAL Quick Reference Guide or the Educator setup guide that includes screenshots and graphics.

If you would like additional assistance setting up your accounts or you need to update your email address in our system, you can submit a help ticket or call 512-936-8400 option 2 for assistance.

If you have already completed your account setup, you may log in directly to TEAL.

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The Educator Certification Online System (ECOS) is the online site for educators to access their certification account to verify or apply for certification. The Texas Education Agency Login (TEAL) is a secure gateway where access must be set up before an educator can access their certification account.

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If you hold a valid Texas classroom teaching certificate and a bachelor's degree you may add classroom certification areas by completing the appropriate examination. You must register for the test through the appropriate testing company. Once you have passed the test you must log in to your account, verify your scores and apply for the certificate.

Additional Certification by Examination Steps:

The name on your certificate must match the photo I.D. you will show at the testing site. Email TEA to complete a name change if needed.

Register for the exam with the appropriate testing company. TEA is not the testing company.

Log in to your educator account, to verify your passing scores and select Applications.

Select Additional Certification by Examination and complete the application.

The new certificate area will be added to your existing certificate pending a clean background check.

Certification by Examination is Not Available for:

Initial certification

Teachers of Students with Visual Impairments

A certificate other than classroom teacher (e.g. School Counselor, Principal, Superintendent, Learning Resources/School Librarian, Educational Diagnostician)

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Additional Certification by Exam Information

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If you hold a valid Texas classroom teaching certificate and a bachelor's degree you may add classroom certification areas by completing the appropriate examination. You must register for the test through the appropriate testing company. Once you have passed the test you must log in to your account, verify your scores and apply for the certificate.

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The information presented on this secure web site is the official record of the educator's certification status and satisfies Section 21.053(a) of the Texas Education Code,which requires individuals to present their certificate prior to employment by a school district. SBEC does not provide individually prepared letters of professional standing or verification of a Texas educator's certification status.

Instructions -Enter the last name and first name of the person for whom you are searching. You may enter a hyphen into compound last names (e.g. Gomez-Martin).

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The information presented on this secure web site is the official record of the educator's certification status and satisfies Section 21.053(a) of the Texas Education Code,which requires individuals to present their certificate prior to employment by a school district. SBEC does not provide individually prepared letters of professional standing or verification of a Texas educator's certification status.

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Computer-administered test (CAT) with:

84 selected-response questions

4 speaking constructed-response tasks

3 writing constructed-response tasks

5 hours total appointment time

20 minutes for CAT tutorials and compliance agreement

10 minute break after the speaking tasks (optional)

3 hours and 30 minutes testing time

This exam is offered at specified CAT sites in Texas, Puerto Rico, and Mexico. Locate a test center .

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Computer-administered test (CAT) with: 84 selected-response questions 4 speaking constructed-response tasks 3 writing constructed-response tasks 5 hours total appointment time 20 minutes for CAT tutorials and compliance agreement 10 minute break after the speaking tasks (optional) 3 hours and 30 minutes testing time This exam is offered at specified CAT sites in Texas, Puerto Rico, and Mexico.

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Computer-administered test (CAT) with 80 selected-response questions

5 hours total appointment time

15 minutes for CAT tutorial and compliance agreement

4 hours and 45 minutes testing time

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Computer-administered test (CAT) with 80 selected-response questions 5 hours total appointment time 15 minutes for CAT tutorial and compliance agreement 4 hours and 45 minutes testing time

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Preparation materials are available for every exam. Select an exam from the dropdown list to access preparation materials by exam, or choose a product from the categories below.

General Exam Information and Content Review for CATs

Videos, Tutorials, and Additional Resources for CATs

Support Materials for edTPA

Requesting Alternative Formats of Preparation Products

If you have a disability or health-related need and require exam preparation materials in an alternate format, contact the Office of Candidate Services at Contact Us / Requesting Alternative Testing Arrangements. Pearson is committed to producing alternate formats (e.g., braille, recorded audio, reader's script, large print) as quickly as possible. Production times vary.

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Preparation materials are available for every exam. Select an exam from the dropdown list to access preparation materials by exam, or choose a product from the categories below. If you have a disability or health-related need and require exam preparation materials in an alternate format, contact the Office of Candidate Services at Contact Us / Requesting Alternative Testing Arrangements.

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Receiving your scores. Your score report will be emailed to you, if you requested this option when you registered, and will be available in your account beginning at 10:00 p.m. Central time on the score report date for your exam/submission date.

You can access your testing history and results for exams/assessments taken from September 1, 2006, to the present through your account on this website. For AAFCS exams, this information will only be available in your account if you tested on or after September 9, 2019.

Score Report Dates for CATs

Scores are reported within 7 days of testing for many exams, and within 28 days for exams that include constructed-response assignments. The earliest date that you could receive your score report is noted in the following schedules:

edTPA Submission and Reporting Dates

Additional Resources

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Receiving your scores. Your score report will be emailed to you, if you requested this option when you registered, and will be available in your account beginning at 10:00 p.m. Central time on the score report date for your exam/submission date.

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Texas Educator Certification Examination Program HOMEPAGE

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Texas Educator Certification Examination Program HOMEPAGE

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Section 2: How to Prepare for the Exams

This section of the preparation manual provides information to help you prepare to take the TExES exams.

Learn What the Exam Covers

You may have heard that there are several different versions of the same exam. It's true. You may take one version of the exam and your friend may take a different version. Each exam has different questions covering the same subject area, but both versions of the exam measure the same skills and content knowledge.

You'll find specific information on the exam you're taking in the Overview and Exam Framework section of the preparation manual, which outlines the content areas that the exam measures and what percentage of the exam covers each area.

Begin by reviewing the preparation manual for your exam in its entirety, paying particular attention to the content specifications. The content specifications detail the knowledge and skills to be measured on the exam. The Educator Standards section of the prep manual lists the standards necessary for a teacher of that subject.

Once you have reviewed the preparation manual and the standards, you can create your own personalized study plan and schedule based on your individual needs and how much time you have before exam day. Be sure to also seek other resources to strengthen your content knowledge.

Keep in mind that study habits are individual. There are many different ways to successfully prepare for your exam. Some people study better on their own, while others prefer a group setting. You may have more energy early in the day, but another test taker may concentrate better in the evening. Use this guide to develop the approach that works best for you.

Assess How Well You Know the Content

Use your review of the competencies to focus your study time on those areas containing knowledge and skills with which you are less familiar. You should leave yourself time to review the content of all domains and competencies, both the familiar and the less familiar ones, but the focus of your preparation time and priority in your studying should be placed upon those areas about which you are least confident.

Think carefully about how well you know each area; research shows that test takers tend to overestimate their preparedness. People often glance at the specifications, or at the exam questions (with "a peek" at the answers at the same time), and think that they know the content of the exam. This is why some test takers assume they did well and then are surprised to find out they did not pass.

The exams are demanding enough to require serious review. The longer you've been away from the content the more preparation you will most likely need. If it has been longer than a few months since you've studied your content area, make a concerted effort to prepare. You have everything to gain and nothing to lose from such an approach.

Familiarize Yourself with the Different Types of Exam Questions

The TExES exams include several types of exam questions, which can be broken into two categories: selected response (multiple choice) and constructed response (for which you write or record a response of your own that is scored by trained raters based on scoring guidelines). You may be familiar with these question formats from taking other standardized tests. If not, familiarize yourself with them so you don't spend time during the exam figuring out how to answer them.

How to Approach Unfamiliar Question Formats

Some questions include introductory information such as a table, graph, or reading passage (often called a stimulus) that provides the information the question asks for. New formats for presenting information are developed from time to time. Exams may include audio and video stimulus materials, such as a movie clip or some kind of animation, instead of a map or reading passage.

Exams may also include interactive types of questions. These questions take advantage of technology to assess knowledge and skills that go beyond what can be assessed using standard single-selection selected-response questions. If you see a format you are not familiar with, read the directions carefully. The directions always give clear instructions on how you are expected to respond.

For most questions, you will respond by clicking an oval to choose a single answer choice from a list of options. Other questions may ask you to respond by:

Selecting all that apply. In some questions, you will be asked to choose all the options that answer the question correctly.

Typing in an entry box. You may be asked to enter a text or numeric answer. Some questions may have more than one place to enter a response.

Clicking check boxes. You may be asked to click check boxes instead of an oval when more than one choice within a set of answers can be selected.

Clicking parts of a graphic. In some questions, you will choose your answer by clicking on location(s) on a graphic such as a map or chart, as opposed to choosing from a list.

Clicking on sentences. In questions with reading passages, you may be asked to choose your answer by clicking on a sentence or sentences within the reading passage.

Dragging and dropping answer choices into "targets" on the screen. You may be asked to choose an answer from a list and drag it into the appropriate location in a table, paragraph of text, or graphic.

Selecting options from a drop-down menu. This type of question will ask you to select the appropriate answer or answers by selecting options from a drop-down menu (e.g., to complete a sentence).

Remember that with every question, you will get clear instructions on how to respond.

Approaches to Answering Selected-Response Questions

The information below describes some selected-response question formats that you will typically see on TExES exams and suggests possible ways to approach thinking about and answering them. These approaches are intended to supplement and complement familiar test-taking strategies with which you may already be comfortable and that work for you. Fundamentally, the most important component in ensuring your success is familiarity with the content that is covered on the exam. This content has been carefully selected to align with the knowledge required to begin a career as a teacher in the state of Texas.

The questions on each exam are designed to assess your knowledge of the content described in the competencies of each exam. In most cases, you are expected to demonstrate more than just your ability to recall factual information. You may be asked to think critically about the information, to analyze it, to compare it with other knowledge you have, or to make a judgment about it.

Be sure to read the directions carefully to ensure that you know what is required for each exam question. Leave no questions unanswered. Your score will be determined by the number of questions you answer correctly.

Question Types

You may see the following types of selected-response questions on the exam:

Single Questions

Clustered Questions

Below you will find descriptions of these commonly used question formats, along with suggested approaches for responding to each type.

Single Questions

The single-question format presents a direct question or an incomplete statement. It can also include a reading passage, movie clip, graphic, table, or a combination of these.

Clustered Questions

Clustered questions are made up of a stimulus and two or more questions relating to the stimulus. The stimulus material can be a reading passage, graphic, table, or any other information necessary to answer the questions that follow.

You can use several different approaches to respond to clustered questions. Some commonly used strategies are listed below.

Strategy 1

Skim the stimulus material to understand its purpose, its arrangement, and/or its content. Then read the questions and refer again to the stimulus material to obtain the specific information you need to answer the questions.

Strategy 2

Read the questions before considering the stimulus material. The theory behind this strategy is that the content of the questions will help you identify the purpose of the stimulus material and locate the information you need to answer the questions.

Strategy 3

Use a combination of both strategies. Apply the "read the stimulus first" strategy with shorter, more familiar stimuli and the "read the questions first" strategy with longer, more complex or less familiar stimuli. You can experiment with the sample questions in the preparation manuals and then use the strategy with which you are most comfortable when you take the actual exam.

Whether you read the stimulus before or after you read the questions, you should read it carefully and critically. You may want to note its important points to help you answer the questions.

As you consider questions set in educational contexts, try to enter into the identified teacher's frame of mind and use that teacher's point of view to answer the questions that accompany the stimulus. Be sure to consider the questions only in terms of the information provided in the stimulus - not in terms of your own experiences or individuals you may have known.

As one component of her reading program, an ESL teacher helps her students create and participate in literature response groups in which they can talk about the literature they are reading and share and/or enact favorite passages.

The teacher also encourages students to record their reactions and questions to their readings in literature response journals. The students share their response journals with their teacher, peers and families. Students also invite these readers to add their own comments and questions to the journal, creating ongoing written dialogues.

Suggested Approach

Consider carefully the information presented in the stimulus regarding the types of student activities that are involved in the literature response groups. Then read and consider this first question, which requires you to complete the sentence by identifying a fundamental concept underlying the teacher's use of the literature response groups. Look at the response options to consider which option will correctly complete the sentence.

Option A suggests that a fundamental concept underlying the teacher's use of literature response groups is that language development is an integrated process. Research in second-language acquisition and current ESL methodologies strongly support the concept that the four language skills or modes (i.e., listening, speaking, reading and writing) develop interdependently, not as discrete skills. In the stimulus, we see that the students participate in a number of activities related to the literature response groups (e.g., engaging in small group discussions about the literature they are reading, sharing and enacting favorite passages, creating interactive journals in which they engage in written dialogues with their teacher, peers and family members regarding their reading). The four language modes are clearly integrated in these activities. Thus, option A represents an accurate completion of the sentence. However, to verify this answer, it is advisable to look at all the response options before marking your answer sheet.

Option B states that language instruction should emphasize oral development over written development. With respect to the early stages of second-language acquisition, many experts would agree with this statement. However, if you look at the stimulus and consider the types of activities the students engage in as part of the literature response groups, it is clear that the activities emphasize both oral and written language development. Thus, option B can be eliminated as an accurate completion of the sentence.

Option C states that language development is a sequential process. While a person's language knowledge and language skills certainly build on one another throughout the process of language acquisition, most models of language development are based on the concept that language acquisition is an organic, integrated process rather than a sequential or linear process. Also, the language activities described in the stimulus as part of the literature response groups are very much interdependent in nature, not sequential. Therefore option C may be eliminated.

Option D states that language instruction should emphasize receptive language skills before expressive language skills. Again, as in option B, while many experts may agree with this statement with respect to the early stages of second-language acquisition, the activities in the stimulus emphasize receptive and expressive language skills more or less equally. Option D is therefore not the best response to this item.

Of the four options offered, only option A correctly completes the sentence by accurately reflecting what research suggests about language acquisition as well as accurately corresponding to what is happening in the stimulus. Now you are ready to answer the next question. The second question measures English as a Second Language Supplemental Competency 005: The ESL teacher understands how to promote students' literacy development in English.

Suggested Approach

Again, carefully consider the information presented in the stimulus. Then read and consider this second question, which asks you to complete a sentence by selecting the best response option. In this case, the correct response will be the option that describes the most effective way the teacher can support and encourage the students' ongoing interaction with literature.

Option A suggests that the teacher should help the students learn how to select books that are likely to be comprehensible and of interest to them. As with any skill, a student's reading skills improve with practice, and students are more likely to practice their reading and engage in ongoing interactions with literature when those interactions are successful and enjoyable. Thus, providing students with strategies for selecting books that they are likely to find comprehensible and of interest to them is a key step in supporting students' reading and their ongoing interactions with literature. Option A offers a correct completion of the sentence.

Option B suggests that the teacher can best support students' ongoing interactions with literature by encouraging them to read literature independently, without talking or writing about it. When working with young readers, struggling readers or readers for whom English is not their primary language (as is the case with our scenario), it is important to emphasize activities that will promote the students' positive attitudes toward reading and the development of their reading skills. Therefore, it is likely to be more beneficial for the teacher in this scenario to emphasize supportive, interactive and fun reading experiences over independent reading experiences. Option B may be eliminated.

Option C suggests that the teacher could best encourage the students' ongoing interactions with literature by monitoring their work in the literature response groups and correcting their misconceptions about the books. While the monitoring of students' work should be a component of any instructional activity, in this scenario it is likely to be more beneficial to the students for the teacher to emphasize positive feedback rather than emphasizing student errors or misconceptions. Option C can therefore be eliminated.

Option D suggests that the teacher can best support students' ongoing interactions with literature by teaching them standard guidelines for literary evaluation and criticism. This is a strategy that would be appropriate for promoting the cognitive-academic language development of students at advanced levels of English language and reading proficiency. However, nothing in the stimulus suggests that the students are advanced-level students. Also, more importantly, the activities in the scenario clearly emphasize social aspects of reading (e.g., discussing and enacting favorite scenes, engaging in written dialogues) rather than formal analytical aspects of reading. Option D therefore is not the best response for this item.

Of the four options offered, only option A provides a strategy that is likely to be effective in promoting the students' ongoing interactions with literature.

Gather Study Materials

For all content areas, think about where you might be able to obtain materials for review:

Did you have a course in which the area was covered?

Do you still have your book or your notes?

Does your college library have a good introductory college-level text in this area?

Does your local library have a high school-level text?

Do you know a teacher or professor who can help you organize your study? Would a study group suit you and help you maintain momentum? People have different study methods that work for them - use whatever you know that works for you.

Preparation manuals are available for all Texas educator certification program exams. Each prep manual provides a combination of exam preparation and practice, including sample questions and answers with explanations. You can also find informational tutorials and some interactive practice exams.

Plan and Organize Your Time

You can begin to plan and organize your time while you are still collecting materials. Allow yourself plenty of review time to avoid cramming new material at the end. Here are a few tips:

Choose a testing date far enough in the future to leave you plenty of preparation time. For exam date information, refer to the exam's information page on the Texas Educator Certification Examination Program website.

Work backward from the exam date to figure out how much time you will need for review.

Set a realistic schedule - and stick to it.

Develop Your Study Plan

A study plan provides a roadmap to prepare for the exams. It can help you understand what skills and knowledge are covered on the exam and where to focus your attention. A study plan worksheet is available on the Texas Educator Certification Examination Program website. You can use this worksheet to:

1. Define Content Areas: List the most important content areas for your exam as defined in the preparation manual.

2. Determine Strengths and Weaknesses: Identify where you have thorough understanding and where you need additional study in each content area.

3. Identify Resources: Identify the books, courses, and other resources you plan to use to study for each content area.

4. Study: Create and commit to a schedule that provides for regular study periods.

Practice

Exams with constructed-response questions assess your ability to explain material effectively. As a teacher, you'll need to be able to explain concepts and processes to students in a clear, understandable way. What are the major concepts you will be required to teach? Can you explain them in your own words accurately, completely, and clearly? Practice explaining these concepts to test your ability to effectively explain what you know.

Using Study Materials as Part of a Study Group

People who have a lot of studying to do sometimes find it helpful to form a study group with others who are working toward the same goal. Study groups give members opportunities to ask questions and get detailed answers. In a group, some members usually have a better understanding of certain topics, while others in the group may be better at other topics. As members take turns explaining concepts to each other, everyone builds self-confidence.

If the group encounters a question that none of the members can answer well, the group can go to a teacher or other expert and get answers efficiently. Because study groups schedule regular meetings, members study in a more disciplined fashion. They also gain emotional support. The group should be large enough so that various people can contribute various kinds of knowledge, but small enough so that it stays focused. Often, three to six members is a good size.

Here are some ways to use the preparation manual as part of a study group:

Plan the group's study program. Parts of the study plan template can help to structure your group's study program. By filling out the first five columns and sharing the worksheets, everyone will learn more about your group's mix of abilities and about the resources, such as textbooks, that members can share with the group. In the sixth column ("Dates planned for study of content"), you can create an overall schedule for your group's study program.

Plan individual group sessions. At the end of each session, the group should decide what specific topics will be covered at the next meeting and who will present each topic. Use the content domains and competencies in the preparation manual to select topics, and then select practice questions.

Prepare your presentation for the group. When it's your turn to present, prepare something that is more than a lecture. Write two or three original questions to pose to the group. Practicing writing actual questions can help you better understand the topics covered on the exam as well as the types of questions you will encounter on the exam. It will also give other members of the group extra practice at answering questions.

Take a practice exam together. The idea of a practice exam is to simulate an actual administration of the exam, so scheduling an exam session with the group will add to the realism and may also help boost everyone's confidence. Remember, if you take a practice exam, allow only the time that will be allotted for that exam on your administration day. You can use the questions in the preparation manual for your practice exam. Interactive practice exams are available for some fields.

Learn from the results of the practice exam. Check each other's answers. Answers for the selected-response questions with explanations for the answers are included in the prep manual. If your exam includes constructed-response questions, look at the constructed-response sample questions, which contain sample responses to those types of questions and shows how they were scored. Then try to follow the same guidelines that the test raters use.

Be as critical as you can. You're not doing your study partner a favor by letting him or her get away with an answer that does not cover all parts of the question adequately.

Be specific. Write comments that are as detailed as the comments about the sample responses. Indicate where and how your study partner is doing an inadequate job of answering the question. Writing notes for your study partner may also help.

Be supportive. Include comments that point out what your study partner got right and that therefore earned points.

Then plan one or more study sessions based on aspects of the questions on which group members did not perform well. For example, each group member might be responsible for rewriting one paragraph of a response in which someone else did an inadequate job.

Whether you decide to study alone or with a group, remember that the best way to prepare is to have an organized plan. The plan you follow should set goals based on specific topics and skills that you need to learn, and it should commit you to a realistic set of deadlines for meeting these goals. Then you need to discipline yourself to stick with your plan and accomplish your goals on schedule.

Smart Tips for Success

Learn from the experts. Take advantage of these answers to questions you may have and practical tips to help you navigate the exam and make the best use of your time.

Should I guess?

Yes. Your score is based on the number of questions you answer correctly, with no penalty or subtraction for an incorrect answer. When you don't know the answer to a question, try to eliminate any obviously wrong answers and then guess at the correct one. Try to pace yourself so that you have enough time to carefully consider every question.

Are there trick questions on the exam?

No. There are no hidden meanings or trick wording. All of the questions on the exam ask about subject matter knowledge in a straightforward manner.

Are there answer patterns on the exam?

No. You might have heard this myth: The answers on selected-response exams follow patterns. Another myth is that there will never be more than two questions with the same lettered answer following each other. Neither myth is true. Select the answer you think is correct based on your knowledge of the subject.

Can I write on the erasable sheet(s) I am given?

Yes. You can work out problems or make notes to yourself on the erasable sheet(s) provided to you by the test administrator. You may use your notes in any way that is useful to you, but be sure to enter your final answers on the computer. No credit is given for anything written on the erasable sheet(s).

Tips for Taking the Exam

1. Skip the questions you find extremely difficult. Rather than trying to answer these on your first pass through the exam, leave them blank and mark them. Pay attention to the time as you answer the rest of the questions on the exam, and try to finish with 10 or 15 minutes remaining so that you can go back over the questions you left blank. Even if you don't know the answer the second time you read the questions, see if you can narrow down the possible answers and then guess.

2. Keep track of the time. Keep an eye on the timer, and be aware of how much time you have left to complete your exam. You will probably have plenty of time to answer all of the questions, but if you find yourself becoming stuck on one question, you might decide to move on and return to that question later.

3. Read all of the possible answers before selecting one. Then, reread the question to be sure the answer you have selected really answers the question. Remember, a question that contains a phrase such as "Which of the following does NOT ..." is asking for the one answer that is NOT a correct statement or conclusion.

4. Check your answers. If you have extra time left over at the end of the exam, look over each question and make sure that you have answered it as you intended. Many test takers make careless mistakes that they could have corrected if they had checked their answers.

5. Don't worry about your score when you are taking the exam. No one is expected to answer all of the questions correctly. Your score on this exam is not analogous to your score on other similar-looking (but in fact very different!) exams. It doesn't matter on the exams whether you score very high or barely pass. If you meet the minimum passing scores along with any other requirements for obtaining teaching certification, you will receive a license. In other words, what matters is meeting the minimum passing score.

6. Use your energy to take the exam, not to get angry at it. Getting angry at the exam only increases stress and decreases the likelihood that you will do your best. Highly qualified educators and exam development professionals, all with backgrounds in teaching and educational leadership, worked diligently to make the exam a fair and valid measure of your knowledge and skills. The best thing to do is concentrate on answering the questions.

Do Your Best on Exam Day

You followed your study plan. You are ready for the exam. Now it's time to prepare for exam day.

Plan to end your review a day or two before the actual exam date so you avoid cramming. Take a dry run to the test center so you're sure of the route, traffic conditions, and parking. Most of all, you want to eliminate any unexpected factors that could distract you from your ultimate goal - passing the exam!

On the day of the exam, you should:

Be well-rested.

Bring two pieces of original (no photocopies or digital ID) and valid (unexpired) identification, printed in English in the name in which you registered. Your identification must contain your name, a recent recognizable photograph, and your signature. For more information, refer to the ID Policy page on the Texas Educator Certification Examination Program website.

Arrive at least 30 minutes before the scheduled reporting time.

Eat before you take the exam to keep your energy level up.

Wear comfortable clothes and dress in layers.

You cannot control the testing situation, but you can control yourself. Stay calm. The supervisors are well trained and make every effort to provide uniform testing conditions. You can think of preparing for this exam as training for an athletic event. Once you have trained, prepared, and rested, give it your best effort...and good luck!

Are You Ready?

Review this list to determine if you're ready to take your exam.

Do you know the Texas testing requirements for your teaching field?

Have you followed all of the exam registration procedures?

Do you know the topics that will be covered in each exam you plan to take?

Have you reviewed any textbooks, class notes, and course readings that relate to the topics covered?

Do you know how long the exam will take and the number of questions it contains?

Have you considered how you will pace your work?

Are you familiar with the types of questions that you may encounter during your exam?

Are you familiar with the recommended test-taking strategies?

Have you practiced by working through the practice questions in the preparation manual?

If constructed-response questions are part of your exam, do you understand the scoring criteria for these items?

If you are repeating an exam, have you analyzed your previous score report to determine areas where additional study and exam preparation could be useful?

If you answered "yes" to the questions above, your preparation has paid off. Now take the exam, do your best, pass it - and begin your teaching career!

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This section of the preparation manual provides information to help you prepare to take the TExES exams. You may have heard that there are several different versions of the same exam. It's true. You may take one version of the exam and your friend may take a different version.

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Section 4: Sample Selected-Response Questions English as a Second Language Supplemental (154)

Expand All Answers | Collapse All Answers

This section presents some sample exam questions for you to review as part of your preparation for the exam. To demonstrate how each competency may be assessed, sample questions are accompanied by the competency that they measure. While studying, you may wish to read the competency before and after you consider each sample question. Please note that the competency statements do not appear on the actual exam.

For each sample exam question, there is a correct answer and a rationale for each answer option. The sample questions are included to illustrate the formats and types of questions you will see on the exam; however, your performance on the sample questions should not be viewed as a predictor of your performance on the actual exam.

Domain I-Language Concepts and Language Acquisition

Competency 001-The ESL teacher understands fundamental language concepts and knows the structure and conventions of the English language.

1. Which of the following is most important for effective second-language acquisition?

2. Which of the following statements most accurately identifies state-mandated Limited English Proficient (LEP) policies?

3. A teacher gives the following oral feedback to students.

"We need to review the lesson about the auxiliary verbs that are placed before other verbs to express meanings such as permission, ability, and possibility. It appears that the application of these words still poses some difficulties for you."

The feedback is primarily in response to the students' difficulty in using which of the following?

Competency 002-The ESL teacher understands the processes of first-language (L1) and second-language (L2) acquisition and the interrelatedness of L1 and L2 development.

4. Which of the following statements is primarily true about the relationship between a student's first- and second-language acquisition?

5. Marcos is an ELL who is literate in his native language and speaks English well but struggles with reading informative texts in English. After assigning a research project, the teacher wants to find a way to support Marcos' English literacy development as he completes the assignment. Which of the following is the best way to accomplish the teacher's goal?

6. An ESL student uses the following sentence during show-and-tell.

"I want a motorcycle verde."

The sentence primarily illustrates the concept of

7. A high school ESL teacher wants the class to understand the differences between informal language used with friends and formal language used in the classroom. Which of the following strategies will best help ELLs understand the differences?

10. Mr. Sato a middle school science teacher, sees that the ELLs in his class are having difficulty understanding a new unit about volcanoes. Which TWO of the following will be the most effective strategies to help his students understand the content?

1. Asking the students to write down what they know about the day's topic at the beginning of the class

2. Giving students an English dictionary so they can write definitions of key vocabulary before each lesson

3. Pairing an ELL with a native English speaker so students can read the text together

4. Having students preread selections at home prior to each lesson or activity

5. Showing a short video clip about the day's topic at the start of the class

Option A is correct because tapping into prior knowledge helps students build on what they already know.Option E is correct because showing a video clip is an effective strategy for exposing all students to a topic that may be unfamiliar.Option B is incorrect because learning vocabulary definitions is not a strategy for increasing understanding.Option C is incorrect because just reading text with a partner does not guarantee understanding of the text. The students may only be decoding with no comprehension.Option D is incorrect because prereading the material at home may not help students comprehend the meaning of the text, especially if the topic is unfamiliar.

11. An ESL teacher works with a class of ELLs who read with various levels of proficiency. To assist with students' independent reading, the teacher assigns individual reading assignments on computers. Which of the following statements describes the most important benefit of utilizing technology in reading instruction?

Competency 004-The ESL teacher understands how to promote students' communicative language development in English.

12. Hanh, a Vietnamese student, has been in the United States for eighteen months. She is progressing in her schoolwork, but she rarely speaks to her classmates or teachers. Which of the following is the best action for the teacher to take to help increase Hanh's oral proficiency in English?

13. Which of the following is the best strategy to help ELLs when having phonetic struggles?

14. A non-English-speaking student from Portugal has just enrolled in middle school in a small rural district with few ELLs. There is one ESL teacher who travels between the elementary school, middle school, and high school. Which of the following suggestions will best help the school accommodate the new student?

15. Which of the following activities will best help develop the oral language proficiency of elementary ESL students?

Competency 005-The ESL teacher understands how to promote students' literacy development in English.

16. Which of the following statements is most accurate regarding the transfer of literacy knowledge and skills from L1 to L2?

17. A fifth-grade teacher is using the Sheltered Instruction Observation Protocol (SIOP) Model in a science class with both ELLs and native English speakers. Which THREE of the following practices should the teacher incorporate to be consistent with the SIOP Model for instruction?

Option A is correct because ELLs will benefit from explicit instruction in vocabulary as they learn how to negotiate meaning. Option C is correct because clarifying in the first language will help the ELLs gain a better understanding of English, and it will give them better access to the content of the lesson. Option D is correct because a major feature of sheltered instruction is that both language and content goals are articulated for every lesson. Option B is incorrect because in a sheltered instruction classroom there should be frequent and varied opportunities for interaction among students and between the students and teacher.

18. An ELL at the beginning level of English-language proficiency has just joined a first-grade class. The teacher has started a unit on the life cycle of a butterfly and shows the class an educational video about the butterfly life cycle. Based on the English Language Proficiency Standards (ELPS), which of the following activities is most appropriate for the teacher to ask the ELL to perform after watching the video?

19. An ESL teacher observes ELLs struggling to comprehend reading passages. Which of the following strategies will best help the ELLs increase their comprehension of a text?

20. A second-grade teacher has several beginner and intermediate ELLs in the class. To help the ELLs become proficient in English, the teacher knows to make the content comprehensible. According to the SIOP Model of instruction, which THREE of the following strategies are most appropriate to meet the teacher's objective?

Option A is correct because according to the SIOP Model, teachers should slow down to enunciate their speech and allow time for ELLs to think about what the teacher is saying and comprehend it. Option B is correct because ELLs benefit from having the target language correctly modeled. Option D is correct because ELLs may take twice as long to formulate a response in English since they have to transfer what they are saying from their native language to English. Option C is incorrect because copying notes in English for an ELL does not help bridge the gap from L1 to L2. Option E is incorrect because this strategy does not make the content of the lesson comprehensible or help the ELLs make the transition from their native language to English.

Competency 006-The ESL teacher understands how to promote students' content-area learning, academic-language development and achievement across the curriculum.

21. An ESL teacher wants to use graphic organizers to help ELLs understand expository texts. Which FOUR of the following graphic organizers are best to use for this purpose?

Option A is correct because a Venn diagram can help the students understand similarities and differences between two topics. Option B is correct because a time line can help the students understand the sequence of events in a text. Option C is correct because a thinking map can help the students understand the connection between topics and details. Option E is correct because a word web can help students understand the vocabulary used in a reading selection. Option D is incorrect because a story map is used with fictional texts, not expository.

22. Martin, a fifth-grade ELL who is a beginning reader, is having difficulty understanding an idiom encountered in his assigned fiction reading. After the teacher explains the meaning of the idiom, the best strategy for helping Martin remember the idiom is to have him

23. An elementary teacher has several ELLs at the beginning level of English-language proficiency in the class. The teacher is beginning a unit on volcanoes. The most effective strategy for the teacher to use to make the content comprehensible for the ELLs is to.

24. An elementary ESL teacher is planning a reading lesson for ELLs at the beginning and intermediate levels of English-language proficiency. Which of the following strategies will most effectively introduce the new academic reading vocabulary?

Competency 007-The ESL teacher understands formal and informal assessment procedures and instruments used in ESL programs and uses assessment results to plan and adapt instruction.

25. An ESL teacher finds it difficult to set aside time to observe the specific academic language proficiency of the ELLs in the classroom. Therefore, the teacher makes notes on ELLs' progress as it is observed during the natural course of the school day. The teacher is primarily using

26. An elementary ESL teacher uses conferencing as an informal assessment of students' writing. During a meeting with an intermediate ELL about a personal narrative piece, the teacher notices that the ELL's writing is unorganized. Which of the following is the most appropriate next step for the teacher to take?

Domain III-Foundations of ESL Education, Cultural Awareness and Family and Community Involvement

Competency 008-The ESL teacher understands the foundations of ESL education and types of ESL programs.

27. Which of the following is a primary characteristic of teaching ELLs using the sheltered English instruction model?

28. A school district is establishing an ESL program for the first time and must do so in compliance with established criteria. The district first puts into place a mechanism that will determine the program's effectiveness in achieving its instructional goals for ELLs. The evaluation ensures that the program will primarily fulfill requirements established by

Option B is correct because Castañeda v. Pickard established the requirement that programs must be evaluated to determine their effectiveness in achieving their instructional goals. Option A is incorrect because Brown v. Board of Education established the requirement that the race-based segregation of children into "separate but equal" public schools violates the Equal Protection Clause of the Fourteenth Amendment and is unconstitutional. Option C is incorrect because No Child Left Behind established the requirement that states, school districts, and schools must ensure that all students are proficient in grade-level math and reading. Option D is incorrect because Plyler v. Doe prohibited public schools and school personnel from adopting policies or taking actions that would deny students access to education based on their immigration status.

29. Which TWO of the following are federal requirements for the education of ELLs?

Option A is correct because federal law requires that ELLs be given access to the core curriculum. Option D is correct because federal law requires that ELLs be given the opportunity to develop their English proficiency. Option B is incorrect because federal law does not require that ELLs be given the opportunity to learn in their native language. Option C is incorrect because federal law does not have any requirement for an exit time period.

Competency 009-The ESL teacher understands factors that affect ESL students' learning and implements strategies for creating an effective multicultural and multilingual learning environment.

30. A high school ESL teacher is creating a teacher training session focusing on the linguistic diversity of the school. Which of the following paradigms will most benefit the school's ELLs?

31. At the beginning of the year, an ESL teacher has each student create an "All About Me" book. Students with a higher level of English-language proficiency write and illustrate the book independently. Those students with a lower level of English-language proficiency are allowed to create the book in their native languages. Which of the following statements best explains the primary benefit of the activity?

Option B is correct because each student is creating a book about his or her own life, and it will be reflective of his or her culture, giving the teacher a window into the student's life. Allowing students at different levels of proficiency to either complete it in English or their native languages demonstrates that the emphasis is not on the mechanics of the book, but rather on the content. A is incorrect because not all of the students are creating their books in English; it is all dependent on their proficiency level in English. Option C is incorrect because the assignment addresses the culture from which the students came, not the one to which they are acclimating themselves. Option D is incorrect because although the students may use their organizational skills to complete the assignment, it is not the primary benefit of the activity.

32. An ELL in an elementary school volunteers to read a story in the general education classroom. The ELL stumbles over the words and appears flustered. The teacher responds with positive reinforcement, praising the student for offering to participate. The teacher's actions best demonstrate an understanding of the importance of which of the following?

33. An ESL teacher uses supplementary texts in class that feature aspects of different cultures. The teacher also highlights vocabulary words from each unit that can be translated into the two or three languages the students speak. The class reads the words together and discusses them before beginning each unit. The teacher's actions are primarily examples of which of the following?

Competency 010-The ESL teacher knows how to serve as an advocate for ESL students and facilitate family and community involvement in their education.

34. A high school ESL teacher hosts a career day in which bilingual professionals attend and give presentations about how proficiency in more than one language has helped them succeed. Which of the following is a primary benefit of the presentations for ELLs?

35. An elementary school with a high number of ELLs wants to increase the participation of ELL families in the school's Parent-Teacher Organization (PTO). Which of the following will encourage the greatest involvement by families of ELLs in the PTO?

36. A school is planning a meeting for ESL families to focus on parental involvement. The goal is to make the families feel welcome and provide them with the most effective ways to support language development at home. Which THREE of the following are the most effective approaches to help build trust with ESL families?

37. Volunteers from local churches and businesses are interested in assisting students in a school's ESL program. Which TWO of the following tasks are the most appropriate roles for the volunteers to fulfill?

Options C and D are correct because mentoring students with the teacher's guidance and assisting with tutoring students are appropriate roles for a volunteer. These are activities that do not require knowledge of teaching strategies. Options A, B and E are incorrect because these activities require knowledge of teaching strategies. Volunteers are not certified teachers and it would be inappropriate for them to take part in teaching and assessing students.

Multiple-Competencies Passage

Questions 38-40 refer to the following information.

38. The students' samples best illustrate a pattern of L1 interference in

39. Which of the following activities should the teacher implement to best help students address the L1 interference?

Option C is correct because cutting sentences apart is used in syntax surgery to help students see the differences between word order in English and in their L1. Options A and B are incorrect because practicing minimal pairs and identifying phonemic distinctions best help students who struggle with English phonology. Option D is incorrect because orthographic activities are best for addressing spelling issues.

40. Based on the writing samples, which of the following is the most appropriate instructional focus for the teacher to use with the ELLs?

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Expand All Answers | Collapse All Answers This section presents some sample exam questions for you to review as part of your preparation for the exam. To demonstrate how each competency may be assessed, sample questions are accompanied by the competency that they measure.

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Section 3: Overview and Exam Framework English as a Second Language Supplemental (154)

Exam Overview

The TExES English as a Second Language Supplemental (154) exam is designed to assess whether an examinee has the requisite knowledge and skills that an entry-level educator in this field in Texas public schools must possess. The 80 selected-response questions are based on the English as a Second Language Supplemental exam framework. The exam may contain questions that do not count toward the score. Your final scaled score will be based only on scored questions.

The Standards

Domains and Competencies

Domain

Domain Title

Approx. Percentage of Exam

Standards Assessed

I

Language Concepts and Language Acquisition

25%

English as a Second Language I, III

II

ESL Instruction and Assessment

45%

English as a Second Language I, III-VI

III

Foundations of ESL Education, Cultural Awareness and Family and Community Involvement

30%

English as a Second Language II, VII

The content covered by this exam is organized into broad areas of content called domains. Each domain covers one or more of the educator standards for this field. Within each domain, the content is further defined by a set of competencies. Each competency is composed of two major parts:

The competency statement, which broadly defines what an entry-level educator in this field in Texas public schools should know and be able to do.

The descriptive statements, which describe in greater detail the knowledge and skills eligible for testing.

Domain I-Language Concepts and Language Acquisition

Competency 001-The ESL teacher understands fundamental language concepts and knows the structure and conventions of the English language.

The beginning teacher:

1. Understands the nature of language and basic concepts of language systems (e.g., phonology, morphology, syntax, lexicon, semantics, discourse, pragmatics) and uses this understanding to facilitate student learning in the ESL classroom.

2. Knows the functions and registers of language (e.g., social versus academic language) in English and uses this knowledge to develop and modify instructional materials, deliver instruction and promote ESL students' English-language proficiency.

3. Understands the interrelatedness of listening, speaking, reading and writing and uses this understanding to develop ESL students' English-language proficiency.

4. Knows the structure of the English language (e.g., word formation, grammar, vocabulary and syntax) and the patterns and conventions of written and spoken English and uses this knowledge to model and provide instruction to develop the foundation of English mechanics necessary to understand content-based instruction and accelerated learning of English in accordance with the English Language Proficiency Standards (ELPS).

Competency 002-The ESL teacher understands the processes of first-language (L1) and second-language (L2) acquisition and the interrelatedness of L1 and L2 development.

The beginning teacher:

1. Knows theories, concepts and research related to L1 and L2 acquisition.

2. Uses knowledge of theories, concepts and research related to L1 and L2 acquisition to select effective, appropriate methods and strategies for promoting students' English-language development at various stages.

3. Knows cognitive processes (e.g., memorization, categorization, generalization, metacognition) involved in synthesizing and internalizing language rules for second-language acquisition.

4. Analyzes the interrelatedness of first- and second-language acquisition and ways in which L1 may affect development of L2.

5. Knows common difficulties (e.g., idiomatic expressions; L1 interference in syntax, phonology and morphology) experienced by ESL students in learning English and effective strategies for helping students overcome those difficulties.

Domain II-ESL Instruction and Assessment

Competency 003-The ESL teacher understands ESL teaching methods and uses this knowledge to plan and implement effective, developmentally appropriate instruction.

The beginning teacher:

1. Knows applicable Texas Essential Knowledge and Skills (TEKS) and the English Language Proficiency Standards (ELPS) and knows how to design and implement appropriate instruction to address the domains of listening, speaking and reading and writing.

2. Knows effective instructional methods and techniques for the ESL classroom, and selects and uses instructional methods, resources and materials appropriate for addressing specified instructional goals and promoting learning in students with diverse characteristics and needs.

3. Applies knowledge of effective practices, resources and materials for providing content-based ESL instruction, engaging students in critical thinking and fostering students' communicative competence.

4. Knows how to integrate technological tools and resources into the instructional process to facilitate and enhance student learning.

5. Applies effective classroom management and teaching strategies for a variety of ESL environments and situations.

Competency 004-The ESL teacher understands how to promote students' communicative language development in English.

The beginning teacher:

1. Knows applicable Texas Essential Knowledge and Skills (TEKS) and the English Language Proficiency Standards (ELPS) and knows how to design and implement appropriate instruction to address the proficiency level descriptors for the beginning, intermediate, advanced and advanced-high levels in the listening and speaking domains.

2. Understands the role of the linguistic environment and conversational support in second-language development, and uses this knowledge to provide a rich, comprehensible language environment with supported opportunities for communication in English.

3. Applies knowledge of practices, resources and materials that are effective in promoting students' communicative competence in English.

4. Understands the interrelatedness of listening, speaking, reading and writing and uses this knowledge to select and use effective strategies for developing students' oral language proficiency in English in accordance with the ELPS.

5. Applies knowledge of effective strategies for helping ESL students transfer language skills from L1 to L2.

6. Applies knowledge of individual differences (e.g., developmental characteristics, cultural and language background, academic strengths, learning styles) to select focused, targeted and systematic second language acquisition instruction to English-language learners in grade 3 or higher who are at the beginning or intermediate level of English-language proficiency in listening and/or speaking in accordance with the ELPS.

7. Knows how to provide appropriate feedback in response to students' developing English-language skills.

Competency 005-The ESL teacher understands how to promote students' literacy development in English.

The beginning teacher:

1. Knows applicable Texas Essential Knowledge and Skills (TEKS) and the English Language Proficiency Standards (ELPS) and knows how to design and implement appropriate instruction to address the proficiency level descriptors for the beginning, intermediate, advanced and advanced-high levels in the reading and writing domains.

2. Understands the interrelatedness of listening, speaking, reading and writing and uses this knowledge to select and use effective strategies for developing students' literacy in English.

3. Understands that English is an alphabetic language and applies effective strategies for developing ESL students' phonological knowledge and skills (e.g., phonemic awareness skills, knowledge of English letter-sound associations, knowledge of common English phonograms) and sight-word vocabularies (e.g., phonetically irregular words, high-frequency words).

4. Knows factors that affect ESL students' reading comprehension (e.g., vocabulary, text structures, cultural references) and applies effective strategies for facilitating ESL students' reading comprehension in English.

5. Applies knowledge of effective strategies for helping students transfer literacy knowledge and skills from L1 to L2.

6. Applies knowledge of individual differences (e.g., developmental characteristics, cultural and language background, academic strengths, learning styles) to select focused, targeted and systematic second language acquisition instruction to English-language learners in grade 3 or higher who are at the beginning or intermediate level of English-language proficiency in reading, and/or writing in accordance with the ELPS.

7. Knows personal factors that affect ESL students' English literacy development (e.g., interrupted schooling, literacy status in the primary language, prior literacy experiences) and applies effective strategies for addressing those factors.

Competency 006- The ESL teacher understands how to promote students' content-area learning, academic-language development and achievement across the curriculum.

The beginning teacher:

1. Applies knowledge of effective practices, resources and materials for providing content-based ESL instruction that is linguistically accommodated (communicated, sequenced and scaffolded) to the students' levels of Englishlanguage proficiency; engaging students in critical thinking; and developing students' cognitive-academic language proficiency across content areas.

2. Knows instructional delivery practices that are effective in facilitating ESL students' application of various learning strategies (e.g., preteaching key vocabulary; helping students apply familiar concepts from their cultural backgrounds and prior experiences to new learning; using metacognition, using hands-on and other experiential learning strategies; using realia, media and other visual supports [graphic organizers] to introduce and/or reinforce concepts) across content areas.

3. Applies knowledge of individual differences (e.g., developmental characteristics, cultural and language background, academic strengths, learning styles) to select instructional strategies and resources that facilitate ESL students' cognitive-academic language development and content-area learning.

4. Knows personal factors that affect ESL students' content-area learning (e.g., prior learning experiences, familiarity with specialized language and vocabulary, familiarity with the structure and uses of textbooks and other print resources) and applies effective strategies for addressing those factors.

Competency 007-The ESL teacher understands formal and informal assessment procedures and instruments used in ESL programs and uses assessment results to plan and adapt instruction.

The beginning teacher:

1. Knows basic concepts, issues and practices related to test design, development and interpretation and uses this knowledge to select, adapt and develop assessments for different purposes in the ESL program (e.g., diagnosis, program evaluation, proficiency).

2. Applies knowledge of formal and informal assessments used in the ESL classroom and knows their characteristics, uses and limitations.

3. Knows standardized tests commonly used in ESL programs in Texas and knows how to interpret their results.

4. Knows state-mandated Limited English Proficient (LEP) policies, including the role of the Language Proficiency Assessment Committee (LPAC), and procedures for implementing LPAC recommendations for LEP identification, placement and exit.

5. Understands relationships among state-mandated standards, instruction and assessment in the ESL classroom.

6. Knows how to use ongoing assessment to plan and adjust instruction that addresses individual student needs and enables ESL students to achieve learning goals.

Domain III-Foundations of ESL Education, Cultural Awareness and Family and Community Involvement

Competency 008-The ESL teacher understands the foundations of ESL education and types of ESL programs.

The beginning teacher:

1. Knows the historical, theoretical and policy foundations of ESL education and uses this knowledge to plan, implement and advocate for effective ESL programs.

2. Knows types of ESL programs (e.g., self-contained, pull-out, newcomer centers, dual language, immersion), their characteristics, their goals and research findings on their effectiveness.

3. Applies knowledge of the various types of ESL programs to make appropriate instructional and management decisions.

4. Applies knowledge of research findings related to ESL education, including research on instructional and management practices in ESL programs, to assist in planning and implementing effective ESL programs.

Competency 009- The ESL teacher understands factors that affect ESL students' learning and implements strategies for creating an effective multicultural and multilingual learning environment.

The beginning teacher:

1. Understands cultural and linguistic diversity in the ESL classroom and other factors that may affect students' learning of academic content, language and culture (e.g., age, developmental characteristics, academic strengths and needs, preferred learning styles, personality, sociocultural factors, home environment, attitude, exceptionalities).

2. Knows how to create an effective multicultural and multilingual learning environment that addresses the affective, linguistic and cognitive needs of ESL students and facilitates students' learning and language acquisition.

3. Knows factors that contribute to cultural bias (e.g., stereotyping, prejudice, ethnocentrism) and knows how to create a culturally responsive learning environment.

4. Demonstrates sensitivity to students' diverse cultural and socioeconomic backgrounds and shows respect for language differences.

5. Applies strategies for creating among students an awareness of and respect for linguistic and cultural diversity.

Competency 010- The ESL teacher knows how to serve as an advocate for ESL students and facilitate family and community involvement in their education.

The beginning teacher:

1. Applies knowledge of effective strategies advocating educational and social equity for ESL students (e.g., participating in LPAC and Admission, Review and Dismissal [ARD] meetings, serving on Site-Based Decision Making [SBDM] committees, serving as a resource for teachers).

2. Understands the importance of family involvement in the education of ESL students and knows how to facilitate parent/guardian participation in their children's education and school activities.

3. Applies skills for communicating and collaborating effectively with the parents/guardians of ESL students in a variety of educational contexts.

4. Knows how community members and resources can positively affect student learning in the ESL program and is able to access community resources to enhance the education of ESL students.

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The TExES English as a Second Language Supplemental (154) exam is designed to assess whether an examinee has the requisite knowledge and skills that an entry-level educator in this field in Texas public schools must possess. The 80 selected-response questions are based on the English as a Second Language Supplemental exam framework.

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Computer-administered test (CAT) with 80 selected-response questions

5 hours total appointment time

15 minutes for CAT tutorial and compliance agreement

4 hours and 45 minutes testing time

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Computer-administered test (CAT) with 80 selected-response questions 5 hours total appointment time 15 minutes for CAT tutorial and compliance agreement 4 hours and 45 minutes testing time

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Texas Educator Certification Examination Program

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Texas Educator Certification Examination Program

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English as a Second Language Supplemental (154) Preparation Materials

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In this file the sample questions are presented initially without the correct answers displayed so that users may print them and answer the questions offline before reviewing the correct answers and rationales.

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Texas Educator Certification Examination Program

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Texas Educator Certification Examination Program

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Bilingual Education Supplemental (164) Preparation Materials

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Presented by Dr. Patricia Morales on May 6th -Seidlitz Publishing Consultant.

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These are the audio files that accompany the BTLPT Spanish (190) Preparation Manual. Click on the appropriate link below for the audio file you'd like to hear.

Oral Expression Constructed-Response Sample Responses

To return to the preparation manual, please click on the Return Icon/Back Arrow at the top of the page. To avoid this step, download the PDF of this prep manual to your desktop, and click on the audio links within it.

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These are the audio files that accompany the BTLPT Spanish (190) Preparation Manual. Click on the appropriate link below for the audio file you'd like to hear. To return to the preparation manual, please click on the Return Icon/Back Arrow at the top of the page.

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Texas Educator Certification Examination Program

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Texas Educator Certification Examination Program

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Bilingual Target Language Proficiency Test (BTLPT) Spanish (190) Preparation Materials

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What is the TexES 190 BTLPT Spanish? Presented by Dr. Patricia Morales on May 6th -Seidlitz Publishing Consultant. View the webinar-

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What is the TexES 190 BTLPT Spanish? Presented by Dr. Patricia Morales on May 6th -Seidlitz Publishing Consultant. View the webinar-