Section 3: Overview and Exam Framework
TX PACT: English Language Arts and Reading: Grades 4–8 (717)

Exam Overview

Table outlining the test format, number of questions, time, and passing score.
Exam Name TX PACT: English Language Arts and Reading: Grades 4–8
Exam Code 717
Time 3 hours and 15 minutes total appointment time
  • 15 minutes for CAT tutorial and compliance agreement
  • 3 hours testing time
Number of Questions 125 selected-response questions
Format Computer-administered test (CAT)

The TX PACT: English Language Arts and Reading: Grades 4–8 (717) exam is designed to assess whether a test taker has demonstrated the requisite knowledge and skills for admission to an educator preparation program. The 125 selected-response questions are based on the English Language Arts and Reading: Grades 4–8 exam framework. Questions on this exam range from grades 4–8. Your final scaled score will be based only on scored questions.

Domains and Competencies

Table outlining test content and subject weighting by sub area and objective.
Domain Domain Title Approx. Percentage of Exam
I Reading Process and Comprehension and Reading in Multiple Subject Areas 21%
II Reading Various Text Forms and Analyzing and Interpreting Literature 29%
III English Language Conventions, Composition, Writing Process, and Research 15%
IV Modes of Writing 21%
V Oral and Visual Communication 14%
Pie chart of approximate test weighting, detailed in the table above.

The content covered by this exam is organized into broad areas of content called domains. Each domain covers one or more of the 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:

Domain I—Reading Process and Comprehension and Reading in Multiple Subject Areas

Competency 001—Understand the foundations of reading development.

For example:

  1. Demonstrate knowledge of phonological awareness skills, such as distinguishing word syllables.
  2. Demonstrate knowledge of phonemic awareness skills, such as segmenting and blending the component sounds of a word.
  3. Demonstrate knowledge of the concepts of print and the alphabetic principle.
  4. Demonstrate knowledge of the role of phonics in promoting reading development.
  5. Demonstrate knowledge of the role of fluency in reading development, the components of fluency, and the factors that influence fluency.
Competency 002—Understand strategies for developing vocabulary knowledge and reading comprehension.

For example:

  1. Use knowledge of syntactic rules and word structure and contextual analysis skills to help identify word meanings.
  2. Determine the denotative and connotative meanings of words and phrases, including the meanings of synonyms and antonyms.
  3. Recognize factors that influence vocabulary development, such as promoting word consciousness and wide reading.
  4. Recognize factors that influence reading comprehension, such as vocabulary and reading rate.
  5. Recognize an appropriate reading strategy to use for a particular text and purpose.
  6. Recognize appropriate research-based reading comprehension strategies to use before, during, and after reading.
  7. Recognize appropriate oral and written language activities to use to enhance reading comprehension.
  8. Demonstrate knowledge of literal and inferential reading comprehension skills.
Competency 003—Understand strategies for reading in multiple subject areas.

For example:

  1. Analyze concepts, themes, and vocabulary that recur in multiple subject areas in various contexts.
  2. Examine how the same vocabulary is used in multiple subject areas in various contexts to denote and connote similar and different meanings.
  3. Examine how similes, metaphors, and analogies are used to compare and contrast concepts and themes in texts from multiple subject areas.
  4. Examine how familiar concepts and themes from one subject area are used to enhance comprehension of unfamiliar concepts and themes from other subject areas.
  5. Examine how familiar organizational structures and stylistic features of texts from one subject area are used to enhance comprehension of texts used in other subject areas.

 

Domain II—Reading Various Text Forms and Analyzing and Interpreting Literature

Competency 004—Understand strategies for reading informational texts.

For example:

  1. Recognize the characteristics of various types of informational texts, such as newspapers, textbooks, online encyclopedias, and webzines.
  2. Use knowledge of the organizational features and structure of an informational text to help enhance comprehension of the text.
  3. Identify the main idea, purpose, and intended audience of an informational text.
  4. Distinguish between general statements and specific details presented in an informational text.
  5. Assess the relevance, importance, and sufficiency of evidence, examples, and reasons provided to explain a concept or process presented in an informational text.
  6. Assess the credibility, objectivity, and reliability of various sources used in an informational text.
  7. Recognize an accurate summary of an informational text.
  8. Interpret graphic features used in informational texts, such as tables, graphs, and charts.
Competency 005—Understand strategies for reading persuasive texts.

For example:

  1. Recognize the characteristics of various types of persuasive texts, such as editorials, propaganda, and print and Web pop-up advertisements.
  2. Use knowledge of the organizational features and structure of a persuasive text to help enhance comprehension of the text.
  3. Identify the main idea, purpose, and intended audience of a persuasive text.
  4. Distinguish between facts and opinions presented in a persuasive text.
  5. Assess the relevance, importance, and sufficiency of evidence, examples, and reasons provided to support an argument presented in a persuasive text.
  6. Assess the credibility, objectivity, and reliability of various sources used in a persuasive text.
  7. Analyze the use of rhetorical devices and techniques in a persuasive text, such as repetition, exaggeration, and logical, emotional, and ethical appeals.
  8. Interpret graphic features used in persuasive texts, such as photographs and illustrations.
Competency 006—Understand strategies for analyzing and interpreting literary texts.

For example:

  1. Recognize the characteristics of various forms of literary texts, such as autobiography, coming-of-age novel, tragedy, epic poem, and sonnet.
  2. Analyze the use of rhetorical, dramatic, poetic, and literary devices and techniques, such as analogy, monologue, symbolism, and foreshadowing, in a literary text.
  3. Analyze the use of figures of speech, such as simile, metaphor, and personification, in a literary text.
  4. Analyze the use of point of view, tone, voice, and mood in a literary text.
  5. Analyze the use of structural elements, such as exposition, climax, meter, and stanzas, in a literary text.
  6. Analyze word choice and the use of words and word combinations in a literary text.
  7. Analyze the use of sound devices, such as alliteration and onomatopoeia, in a literary text.
  8. Analyze plot, setting, and characterization in a literary text.
  9. Interpret the central idea or theme of a literary text.
Competency 007—Understand the major historical, social, cultural, and political aspects of literatures from around the world.

For example:

  1. Examine in literary works references to major historical events and to major social, cultural, and political movements and institutions that have influenced the development of literatures from around the world.
  2. Examine in literary works expression of diverse values, attitudes, and ideas of peoples from various regional, ethnic, and cultural groups.
  3. Examine how writers from diverse cultural backgrounds and various historical periods have commented on major historical events and influenced public opinion about and understanding of major social, cultural, and political issues through their literary works.
  4. Examine how social, cultural, and political issues, such as issues relating to age, gender, ethnicity, and human rights, are explored in classical and contemporary literary works.

 

Domain III—English Language Conventions, Composition, Writing Process, and Research

Competency 008—Understand the conventions of Standard American English and the elements of effective composition.

For example:

  1. Demonstrate knowledge of the conventions of spelling and capitalization to use when developing text.
  2. Demonstrate knowledge of the conventions of punctuation to use when developing text.
  3. Demonstrate knowledge of appropriate word usage and grammatical sentence structure to use when developing text.
  4. Recognize methods of developing an introduction to a text that draws a reader's attention, specifies a topic, and provides a thesis.
  5. Recognize methods of developing the body of a text that presents, emphasizes, links, and contrasts ideas in a clear, concise, and coherent manner.
  6. Recognize methods of developing a conclusion to a text that provides a summary or resolution, suggests a course of action, or offers a personal commentary.
Competency 009—Understand the writing process and the elements of effective and appropriate research.

For example:

  1. Demonstrate knowledge of the appropriate form of writing to use for a particular purpose and audience.
  2. Recognize methods of generating and organizing ideas for writing.
  3. Recognize methods of drafting and revising text to show consistent development of a central idea or theme and to eliminate redundancy and distracting details.
  4. Recognize methods of editing and proofreading text to generate interest, clarify meaning, and correct grammatical errors.
  5. Recognize methods of composing specific, open-ended questions for a research topic.
  6. Recognize methods of identifying and locating multiple and various sources of information for a research topic.
  7. Recognize methods of assessing the credibility, objectivity, and reliability of sources of information.
  8. Recognize methods of incorporating into a text information from sources effectively and appropriately.

 

Domain IV—Modes of Writing

Competency 010—Understand strategies for descriptive writing.

For example:

  1. Demonstrate knowledge of the forms and purposes of descriptive writing, such as expressing personal thoughts and feelings or providing a vivid impression of a person, place, or thing.
  2. Recognize methods of selecting an effective organizational approach to use in descriptive writing, such as general-to-specific or spatial order.
  3. Recognize methods of generating a list of multiple and various sensory details associated with a subject and of selecting the most important details to incorporate into descriptive writing about the subject.
  4. Recognize methods of selecting specific nouns, strong verbs, and effective modifiers that convey precisely the unique aspects of a subject.
  5. Recognize methods of using similes and metaphors to draw comparisons and provide a vivid impression of a subject.
Competency 011—Understand strategies for expository writing.

For example:

  1. Demonstrate knowledge of the forms and purposes of expository writing, such as explaining a factual subject, providing information, or reporting an event.
  2. Recognize methods of selecting and limiting a subject for expository writing.
  3. Recognize methods of formulating a specific question to address through expository writing and of developing a thesis statement that provides a focus for writing.
  4. Recognize methods of selecting an effective organizational approach to use in expository writing, such as cause-and-effect, problem-and-solution, or chronological order.
  5. Recognize methods of selecting effective and appropriate supporting details to use in expository writing, such as statistics and examples.
  6. Recognize methods of developing expository writing that is direct, simple, and succinct.
Competency 012—Understand strategies for persuasive writing.

For example:

  1. Demonstrate knowledge of the forms and purposes of persuasive writing, such as stating an opinion or influencing beliefs.
  2. Recognize methods of establishing a clear position or controlling idea in persuasive writing.
  3. Recognize methods of selecting an effective organizational approach to use in persuasive writing, such as logical order or order of importance.
  4. Recognize methods of selecting effective and appropriate supporting details to use in persuasive writing, such as facts, reasons, and appeals.
  5. Recognize methods of anticipating questions, concerns, and counterarguments for points made in persuasive writing and of incorporating effective responses to them into the writing.
  6. Recognize methods of selecting a style, tone, voice, and diction to use in persuasive writing that conveys respect for the reader.

 

Domain V—Oral and Visual Communication

Competency 013—Understand strategies for effective listening and speaking and for participating in group discussions.

For example:

  1. Demonstrate knowledge of the characteristics and purposes of various types of listening and barriers to listening effectively.
  2. Demonstrate knowledge of the social norms and conventions involved in interpersonal communication and how these are influenced by factors such as self-concept, cultural or socioeconomic background, age, and gender.
  3. Recognize methods of participating actively in conversations and group discussions, such as restating, clarifying, and using nonverbal cues.
  4. Recognize methods of incorporating effective and appropriate language styles, rhetorical devices, and vocal techniques into speeches on various topics and for various purposes, audiences, and occasions.
Competency 014—Understand strategies for effective viewing and presenting and for analyzing various media.

For example:

  1. Analyze messages, meanings, biases, and themes conveyed through visual images in various media and in various combinations of media.
  2. Examine how elements of visual images used in various media can be manipulated to change personal behavior and influence public opinion.
  3. Examine how personal experience and prior knowledge can affect an individual's interpretation of visual images in various media.
  4. Recognize methods of establishing a clear purpose for a presentation and of organizing and modifying a presentation to correspond to the characteristics of a particular audience.
  5. Recognize methods of incorporating effective and appropriate visual images or aids into a presentation and of using effective and appropriate technologies and media to give a presentation.
  6. Demonstrate knowledge of legal, ethical, copyright, and source citation issues related to viewing and presenting media.
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