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TExES Core Subjects EC-6 (391) Resources
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Understanding the exact breakdown of the TExES Core Subjects EC-6 - All Subtests test will help you know what to expect and how to most effectively prepare. The TExES Core Subjects EC-6 - All Subtests has 210 multiple-choice questions . The exam will be broken down into the sections below:
| TExES Core Subjects EC-6 - All Subtests Exam Blueprint | ||
|---|---|---|
| Domain Name | % | Number of Questions |
| English Language Arts and Reading (901) | 21.5% | 45 |
| Oral Language | ||
| Phonological and Phonemic Awareness | ||
| Alphabetic Principle | ||
| Literacy Development and Practice | ||
| Word Analysis and Decoding | ||
| Reading Fluency | ||
| Reading Comprehension | ||
| Development of Written Communication | ||
| Writing Conventions | ||
| Assessment and Instruction of Developing Literacy | ||
| Research and Inquiry Skills | ||
| Viewing and Representing: | ||
| Mathematics (902) | 19% | 40 |
| Number Concepts | ||
| Patterns and Algebra | ||
| Geometry and Measurement | ||
| Probability and Statistics | ||
| Mathematical Processes | ||
| Mathematical Perspectives | ||
| Mathematical Learning and Instruction | ||
| Mathematical Assessment | ||
| Professional Development | ||
| Social Studies (903) | 19% | 40 |
| Social Science Instruction | ||
| History | ||
| Geography and Culture | ||
| Economics | ||
| Government and Citizenship | ||
| Science (904) | 21.5% | 45 |
| Lab Processes - Equipment and Safety | ||
| History and Nature of Science | ||
| Impact of Science | ||
| Concepts and Processes | ||
| Students as Learners and Science Instruction | ||
| Science Assessment | ||
| Forces and Motion | ||
| Physical and Chemical Properties | ||
| Energy and Interactions | ||
| Energy Transformations and Conservation | ||
| Structure and Function of Living Things | ||
| Reproduction and the Mechanisms of Heredity | ||
| Adaptations and Evolution | ||
| Organisms and the Environment | ||
| Structure and Function of Earth Systems | ||
| Cycles in Earth Systems | ||
| Energy in Weather and Climate | ||
| Solar System and the Universe | ||
| Fine Arts - Health and Physical Education (905) | 19% | 40 |
| Visual Arts | ||
| Music | ||
| Health | ||
| Physical Education | ||
| Theatre | ||
TExES Core Subjects EC-6 - All Subtests Study Tips by Domain
- Plan instruction around the TEKS strands (phonological awareness/phonics, fluency, vocabulary, comprehension, writing) and use a priority rule: if decoding is weak, address it before expecting grade-level comprehension.
- When analyzing reading errors, treat “guessing from pictures/context” as a red flag; prioritize teaching sound-symbol decoding and confirm with a quick phonics/phonemic-awareness check.
- Use text evidence as a threshold for comprehension questions—if a student can’t point to or paraphrase the supporting sentence/idea, reteach how to cite evidence rather than re-explaining the whole text.
- For vocabulary, avoid the common trap of only using definitions; require students to use the word in a new sentence and sort it with related/contrasting words to verify depth of understanding.
- In writing instruction, separate revising (ideas/organization) from editing (grammar/spelling/punctuation); a practical cue is to grade content before conventions so mechanics don’t mask weak structure.
- When teaching grammar and mechanics, focus on patterns that affect meaning (sentence boundaries, subject-verb agreement, pronoun clarity); a red flag is run-ons/fragments, which should trigger explicit sentence-combining practice.
- Memorize the base-10 place value chart through thousandths and use it as a priority rule: align decimals before adding/subtracting; red flag if a student lines up digits instead of decimal points.
- For fractions, use the threshold “common denominators only when adding/subtracting”: do not change denominators for multiplication/division; common trap is multiplying denominators when adding.
- When comparing rational numbers, anchor with benchmarks (0, 1/2, 1, and negative values): red flag if a larger denominator is assumed to mean a larger fraction without equal numerators.
- In ratio/proportion and percent problems, set a unit rate or a “part/whole = percent/100” equation first; contraindication is cross-multiplying before confirming which quantities are parts vs totals.
- For geometry and measurement, apply the priority rule “units first”: convert units before computing perimeter/area/volume; common trap is mixing inches and feet or using area formulas for perimeter.
- In algebraic thinking, check reasonableness by substituting an easy number (like 0, 1, or 10) to test an expression or equation; red flag if a solution violates the original constraints (e.g., division by zero or negative length).
- Prioritize inquiry skills over memorizing facts: if a question asks what to do first, choose identifying the problem and writing a testable hypothesis before selecting materials or running trials.
- Watch for variables traps: the independent variable is what you change, the dependent is what you measure, and constants stay the same—if more than one factor changes, the design is flawed (red flag).
- Interpret data before concluding: choose conclusions that match the graph/table trend and include units; a common trap is claiming causation when the data only show correlation.
- Use safety and grade-appropriateness as a threshold: if a lab involves flames, unknown chemicals, sharp tools, allergens, or bodily fluids, the best answer will add protective equipment, safer substitutes, or teacher-only handling.
- Know matter/energy essentials: phase changes are physical (no new substance), chemical reactions show new substances (gas formation, precipitate, temperature change), and conservation of matter holds in a closed system (priority rule).
- Earth/space/life science often hinge on cycles and time scales: choose explanations using observable cycles (water, rock, seasons) and avoid the trap of mixing rotation vs revolution or weather (short-term) vs climate (long-term).
- In Fine Arts, Health and Physical Education (905), prioritize age-appropriate process (create/perform/respond) over product; red flag: a prompt that grades “talent” or realism more than effort, technique, and reflection.
- For visual arts, teach safe and proper tool/material use (e.g., scissors, paint, clay) and clear cleanup routines; common trap: overlooking safety procedures or assuming students “already know” how to handle materials.
- For music, ensure lessons address steady beat, rhythm vs. melody, and accurate vocal/instrumental technique; priority rule: if students can’t keep a steady beat, fix that before layering complex rhythms.
- For theatre and dance, use warm-ups, space awareness, and respectful audience/performer norms; red flag: activities that require unsafe contact or ignore personal boundaries and consent.
- For health, emphasize decision-making, refusal skills, and accurate information on nutrition, hygiene, and disease prevention; contraindication: giving medical advice beyond scope or presenting myths as facts.
- For physical education, match activities to development (fundamental locomotor and manipulative skills first) and enforce safety (hydration, equipment checks, safe spacing); threshold: stop activity immediately for pain, dizziness, or heat-illness warning signs.
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TExES Core Subjects EC-6 - All Subtests Aliases Test Name
Here is a list of alternative names used for this exam.
- TExES Core Subjects EC-6 - All Subtests
- TExES Core Subjects EC-6 - All Subtests test
- TExES Core Subjects EC-6 - All Subtests Certification Test
- TExES Core Subjects EC-6 test
- TEXES
- TEXES 391
- 391 test
- TExES Core Subjects EC-6 - All Subtests (391)
- TExES Core Subjects EC-6 - All Subtests certification
