TExES PPR Practice Questions (2026) — Free Sample Questions with Answers

Answer: D

A matching quiz pairing each author with the title of his or her text: Matching authors and titles tests recall, not comparison of theme development.

A vocabulary test on words drawn from both of the assigned texts: Vocabulary knowledge supports reading but does not measure comparison of theme.

A true-false test on major plot events from each of the two texts: Plot recall does not show how the authors develop the theme.

An essay analyzing how each author develops the theme, with evidence: Correct. A text-based analytical essay requires the same thinking the objective names: comparing theme development.

Assessments should require the same cognitive process and content stated in the objective.

Answer: D

Assign them simpler content from a lower grade until their English improves: Lowering content denies access to grade-level TEKS; English learners should learn grade-level content with language supports.

Have them work silently on English grammar while the class studies the topic: Separating language from content removes them from instruction and slows both kinds of learning.

Rely on a lecture so that they hear a great deal of fluent academic English: Lecture without visuals or interaction provides little comprehensible input for intermediate learners.

Use visuals, sentence stems and partner talk to make content comprehensible: Correct. Sheltered strategies such as visuals, structured academic talk and sentence frames support both content and language, as the ELPS require.

English learners need grade-level content made comprehensible through linguistic supports, as required by the Texas ELPS.

Answer: C

Call home that evening to report the behavior to the parents: Contacting parents for a single minor lapse skips simpler classroom responses.

Announce the student's name aloud and remind the whole class to stay on task: Public correction can embarrass the student and disrupt everyone else's work.

Move near the student's desk and quietly redirect the student to the task: Correct. Proximity and a private, low-key redirection are the least intrusive responses and usually resolve minor off-task behavior.

Take away the notebook and assign a lunch detention for that day: Consequences of this size are disproportionate for a first, quiet, minor behavior.

Begin with the least intrusive intervention (proximity, nonverbal cues, private redirection) and escalate only as needed.

Answer: D

Reteach the entire main-idea lesson to the whole class from the very beginning: Reteaching everyone wastes time for the 18 students who showed mastery.

Give the six students the same worksheet again to complete at home: Repeating the same task without new instruction is unlikely to change results.

Lower the six students' grades so they will try harder next time: Exit tickets are formative; using them punitively discourages students and does not teach.

Reteach the six students in a small group while others extend learning: Correct. Formative data are used to target reteaching to students who need it while others move on or deepen their learning.

Formative assessment drives flexible grouping: reteach those who need it, extend those who are ready.

Answer: D

"What are the main stages of the water cycle described in the text?": This asks students to recall information from the reading (remembering).

"What does the word condensation mean?": Defining a term is a recall or basic comprehension task.

"Where does most evaporation on Earth occur?": This asks for a fact found in the text (remembering).

"How might a long drought change our local water cycle?": Correct. Predicting effects in a new situation requires applying and analyzing the concepts, a higher level of thinking.

Higher-order questions ask students to apply, analyze, evaluate or create rather than recall.

Answer: C

Tell the school counselor, who then becomes responsible for the report: A professional may not delegate the duty to report or rely on another person to make it.

Gather proof over the next two weeks before making a report: The law requires a report based on cause to believe; proof is not required, and the deadline is far shorter.

Personally report to DFPS or law enforcement within 48 hours: Correct. Texas Family Code §261.101(b) requires a professional to make the report personally, no later than 48 hours after first suspecting abuse, and the duty cannot be delegated.

Discuss the concern with the student's parents before reporting: Contacting parents is not required and could endanger the student or the investigation.

Texas professionals must personally report suspected abuse or neglect within 48 hours; they may notify administrators, but that does not satisfy the duty.