TExES 901 Viewing, Representing and Literacy Assessment

Competencies 009–010 of the Core Subjects EC–6: English Language Arts and Reading (901). The competencies TEA lists, how they are tested and practice questions with explanations.

Take a full timed TExES 901 practice test

45 questions on the real 70-minute clock, with a score by competency group and an explanation for every answer.

Or start the free Viewing, Representing and Literacy Assessment drill

What the TEA framework lists

  • Competency 009, viewing and representing: media messages, analyzing visuals and producing multimedia
  • Competency 010, assessment of developing literacy: formative and summative assessment, reading levels, error analysis, intervention and communicating with families

Summarized from the TExES Core Subjects EC–6 (391) preparation manual, Section 3: exam framework, Competencies 009–010. The grouping of competencies into drill sets is ours.

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How Viewing, Representing and Literacy Assessment is tested

Questions ask how to read assessment results (independent, instructional and frustration levels, running records, miscues), how to group students from data, and how to help students analyze the techniques in an advertisement or video. TEA lists the competencies without weights, so our practice test spreads its questions evenly across them.

Start the free Viewing, Representing and Literacy Assessment drill

TExES 901 Viewing, Representing and Literacy Assessment practice questions

Answer each question, then open the explanation.

Question 1

A teacher asks students to turn a short story into a four-panel comic strip. This task mainly asks students to

  1. A.memorize the dialogue of the story word for word so they can perform it for the class later.
  2. B.correct the spelling errors in the original story.
  3. C.read the story aloud with expression.
  4. D.represent key events of a text visually and in sequence.
Show the answer and explanation

Answer: D: represent key events of a text visually and in sequence.

Turning a story into a comic strip requires students to identify key events and represent them visually in order, which is a viewing and representing skill.

Question 2

Screening shows that a group of kindergartners cannot identify most letter names in October. What should the teacher do?

  1. A.Wait until spring to see whether the students catch up
  2. B.Move the group to a first-grade reading program
  3. C.Refer every student in the group for a special education evaluation right away, before any instruction
  4. D.Provide small-group instruction in letter names and sounds and monitor progress
Show the answer and explanation

Answer: D: Provide small-group instruction in letter names and sounds and monitor progress

Screening identifies students who need targeted instruction. The appropriate response is explicit small-group instruction with regular progress monitoring; referral can follow if students do not respond.

Question 3

A teacher shares a student’s reading assessment results with the family. Which approach is most effective?

  1. A.Sharing only the scores that are below grade level
  2. B.Sending home the raw scores without any explanation
  3. C.Explaining the results simply, sharing strengths and needs and suggesting home activities
  4. D.Using technical terms so that the family sees the results are scientific
Show the answer and explanation

Answer: C: Explaining the results simply, sharing strengths and needs and suggesting home activities

Families can support reading at home when results are explained clearly, with strengths, needs and concrete suggestions. Unexplained scores and jargon are confusing.

Question 4

A teacher shows two news photos of the same event taken from different angles. What is the main skill students are practicing?

  1. A.Writing captions with correct punctuation
  2. B.Recognizing how point of view shapes a visual message
  3. C.Measuring and comparing the sizes of the objects shown in the two photographs
  4. D.Identifying the photographer’s name
Show the answer and explanation

Answer: B: Recognizing how point of view shapes a visual message

Comparing how framing and angle change the impression of an event teaches students to analyze visual messages critically.

Take the full test under the real clock

Take a full timed TExES 901 practice test

45 questions on the real 70-minute clock, with a score by competency group and an explanation for every answer.

Or start the free Viewing, Representing and Literacy Assessment drill

Common questions

How many Viewing, Representing and Literacy Assessment questions are on the TExES 901?

TEA lists the competencies of the TExES 901 without weights or question counts. Our 45-question practice test spreads its questions evenly across the competencies, which gives Viewing, Representing and Literacy Assessment 9 questions.

What does Viewing, Representing and Literacy Assessment cover on the TExES 901?

Competency 009, viewing and representing: media messages, analyzing visuals and producing multimedia; Competency 010, assessment of developing literacy: formative and summative assessment, reading levels, error analysis, intervention and communicating with families.

How should I study Viewing, Representing and Literacy Assessment for the TExES 901?

Questions ask how to read assessment results (independent, instructional and frustration levels, running records, miscues), how to group students from data, and how to help students analyze the techniques in an advertisement or video. TEA lists the competencies without weights, so our practice test spreads its questions evenly across them.

TExES is a trademark of the Texas Education Agency. Original independent practice questions written to the published TExES exam frameworks; not affiliated with or endorsed by the Texas Education Agency or Pearson.