TELPAS reading and writing practice test 2 for 4th and 5th grade
A second reading and writing test, the length of the real one, with new passages and editing questions that are not on the practice pages, so a student who has practiced gets a fresh try. An explanation follows every question.
Before you start
- 41 questions covering reading and writing.
- Each question is on its own page, and you will see whether you were right straight away, with an explanation.
- There is no timer and no sign-up. Your answers are saved in this browser only, so you can stop and pick it up again on this device.
What this test covers
- Understand Words and Language Structures (12 questions): Reporting category 1: work out what words and phrases mean from context, and understand how sentences and word forms work.
- Basic Understanding of a Variety of Texts (10 questions): Reporting category 2: find the main idea and key details, and follow what happens in stories and informational texts.
- Analyze and Evaluate Information and Ideas (13 questions): Reporting category 3: make inferences, draw conclusions, and think about why the author wrote a text and how it is built.
- Use Standard Grammar, Usage, and Spelling to Edit (6 questions): Reporting category 2: find and fix an error in a short text. On the real test some of these are typed answers or sentence rewrites. Here they are multiple choice so they can be checked.
To work on one part at a time, use the reading practice for Grades 4–5 and writing practice for Grades 4–5.
Answer key: every answer, explained
Take the test first: the answers are here for checking afterwards, or for an adult going over it with a student. Each one says why it is right and why each other choice is wrong. Open a question to see its answer.
Reading
1. Read this sentence from paragraph 3. Tomás hesitated. What does the word hesitated mean?
From “The Heron on Mill Street”
- smiled because he was proud
- paused because he was unsureCorrect answer
- hurried because he was excited
- left because he was tired
Why “paused because he was unsure” is correct
The meaning comes from the sentences right after the word: he had never painted anything that big, he worried he would ruin it, and then he began "slowly." Together these show he stopped for a moment because he was unsure. Using the sentences around a new word is the main context-clue skill at this grade.
Why the other answers are wrong
- smiled because he was proud — Adrian is worried at this point, not proud.
- hurried because he was excited — He begins "slowly," so he did not hurry.
- left because he was tired — He stays and starts painting.
2. What did Ms. Perez ask Adrian to paint?
From “The Heron on Mill Street”
- the river that ran through town
- a row of turtles
- a great blue heronCorrect answer
- the laundromat sign
Why “a great blue heron” is correct
This is a detail question. Ms. Perez points to a shape and says, "This is a great blue heron. It's yours." The student has to understand that "It's yours" means it is Adrian's part to paint. The other choices are things named in the first paragraph about the whole mural.
Why the other answers are wrong
- the river that ran through town — The whole mural shows the river, but Adrian was given one bird.
- a row of turtles — Turtles are part of the mural plan, but they are not Adrian's job.
- the laundromat sign — The laundromat is only where the wall is.
3. Why does Ms. Perez take Adrian across the street?
From “The Heron on Mill Street”
- to let him see his heron from far awayCorrect answer
- to give him a break from the hot sun
- to meet the owner of the laundromat
- to show him a real heron down by the river
Why “to let him see his heron from far away” is correct
Ms. Perez does not explain right away; she just says, "Come with me." The reader learns her reason from what happens next and from her words, "Murals are made to be seen from far away." The student has to put these clues together to infer her purpose.
Why the other answers are wrong
- to give him a break from the hot sun — Nothing in the story mentions the sun or a break.
- to meet the owner of the laundromat — No owner appears in the story.
- to show him a real heron down by the river — They look back at the mural, not at a real bird.
4. How do Adrian's feelings change in the story?
From “The Heron on Mill Street”
- from excited to bored
- from proud to angry
- from calm to scared
- from worried to confidentCorrect answer
Why “from worried to confident” is correct
The student must track a character's feelings across the whole story. Adrian hesitates and frowns at the start, but he grins and hurries back to work at the end. Neither feeling word is in the story, so the student has to infer them from actions such as frowning and grinning.
Why the other answers are wrong
- from excited to bored — Adrian is never bored; he hurries back to keep painting.
- from proud to angry — He is not proud at the start, and he is not angry at the end.
- from calm to scared — This is the opposite of what happens.
5. Read this sentence from paragraph 3. Many of the wetlands where they lived were drained to make room for farms and towns. What does the word drained mean?
From “The Whooping Crane”
- had the water taken outCorrect answer
- were filled with more birds
- were made larger
- were cleaned up
Why “had the water taken out” is correct
The context helps: wetlands are wet land, and they were drained "to make room for farms and towns," which need dry ground. Students may know drain from a sink or bathtub, where water goes out. This item checks whether they can carry that meaning to a new setting.
Why the other answers are wrong
- were filled with more birds — Draining made the land worse for the birds, not better.
- were made larger — The wetlands became smaller as farms and towns took their place.
- were cleaned up — Draining does not mean cleaning; it means removing the water.
6. According to the article, where do whooping cranes spend the winter?
From “The Whooping Crane”
- in nesting grounds in northern Canada
- in salt marshes on the Texas coastCorrect answer
- in the mountains of Mexico
- in farm fields near small towns
Why “in salt marshes on the Texas coast” is correct
This is a detail question. Paragraph 2 says the cranes fly from northern Canada to the Texas coast and spend the winter in salt marshes. Because both places are in the same sentence, students who read quickly may mix up where the birds start and where they end up.
Why the other answers are wrong
- in nesting grounds in northern Canada — Canada is where they nest in the warmer months; they fly away from it in the fall.
- in the mountains of Mexico — Mexico is never mentioned in this article.
- in farm fields near small towns — Farms and towns took over wetlands; the cranes do not winter there.
7. Which sentence is the best summary of the article?
From “The Whooping Crane”
- Whooping cranes are tall white birds that eat blue crabs, clams, and berries in Texas.
- Scientists in Texas count the whooping cranes in the marsh every winter.
- Whooping cranes almost disappeared, but with people's help their numbers have grown.Correct answer
- Whooping cranes are loud birds that stay in northern Canada all year long.
Why “Whooping cranes almost disappeared, but with people's help their numbers have grown.” is correct
A good summary covers the whole text, not one part. Most of the article describes how the cranes nearly disappeared and how people helped them recover. Two of the wrong choices are true details, so the student has to judge which sentence covers the most important ideas, not just which one is true.
Why the other answers are wrong
- Whooping cranes are tall white birds that eat blue crabs, clams, and berries in Texas. — This is true, but it tells only one part of the article and leaves out the main story of how the cranes were saved.
- Scientists in Texas count the whooping cranes in the marsh every winter. — This is one detail from paragraph 4, not a summary of the whole article.
- Whooping cranes are loud birds that stay in northern Canada all year long. — This is wrong; the cranes fly to Texas for the winter.
8. Why does the author include paragraph 4?
From “The Whooping Crane”
- to describe what the cranes eat
- to tell where the cranes build their nests
- to explain how the crane got its name
- to explain how people helped the cranesCorrect answer
Why “to explain how people helped the cranes” is correct
This asks about how the text is built. Paragraph 3 tells the problem, that the cranes almost disappeared, and paragraph 4 tells the solution: laws, a protected refuge, and yearly counts. Each wrong choice names the purpose of a different paragraph, so the student has to find which part does what.
Why the other answers are wrong
- to describe what the cranes eat — Food is described in paragraph 2.
- to tell where the cranes build their nests — Nesting grounds are mentioned in paragraph 2.
- to explain how the crane got its name — The name is explained in paragraph 1.
9. The poster says to color in one star on your reading log. What is a reading log?
From “Summer Reading Club”
- a record of the days you readCorrect answer
- a piece of wood from a tree
- a list of books the library owns
- a ticket to get into Story Time
Why “a record of the days you read” is correct
Log is a multiple-meaning word. Most students know it as a piece of a tree, but here it means a written record. The clues are "color in one star" each day you read and "bring your log" to get a prize, which show it is a sheet for keeping track.
Why the other answers are wrong
- a piece of wood from a tree — This is another meaning of log, but it does not fit a reading club poster.
- a list of books the library owns — The log is yours, and you color in stars for days you read.
- a ticket to get into Story Time — Story Time is free, and the log is not a ticket.
10. When is Story Time?
From “Summer Reading Club”
- every day for 20 minutes
- every Tuesday at 10:00 a.m.Correct answer
- from June 2 to July 31
- each time you reach a new goal
Why “every Tuesday at 10:00 a.m.” is correct
This tests finding one detail on a poster that has several numbers and times. Each wrong choice is a real time phrase from the poster, matched to the wrong thing. The student has to find the line that begins "Story Time."
Why the other answers are wrong
- every day for 20 minutes — Twenty minutes a day is the reading goal, not Story Time.
- from June 2 to July 31 — These are the dates of the whole club.
- each time you reach a new goal — That is when you go to the front desk for a prize.
11. Marisol has colored in 23 stars. Which prizes can she get?
From “Summer Reading Club”
- only a bookmark
- her name on the Reading Wall
- a bookmark and a free bookCorrect answer
- a free book and her name on the wall
Why “a bookmark and a free book” is correct
This asks the student to apply the poster's rules to a new case. The key line is "Each time you reach a new goal" you get a prize. With 23 stars, Marisol has passed 10 and 20, but not 30, so she earns two prizes. Students who look for only one prize, or for the closest number, often choose a wrong answer.
Why the other answers are wrong
- only a bookmark — She also passed 20 stars, which earns a free book.
- her name on the Reading Wall — That prize is for 30 stars, and she has 23.
- a free book and her name on the wall — She has not reached 30 stars yet.
12. Read this sentence from paragraph 4. A breeze made the reeds whisper. What does the author mean?
From “Waiting for a Bite”
- The reeds were talking to Eli.
- The reeds were growing taller.
- The wind was blowing the reeds very hard.
- The reeds made a soft, quiet sound.Correct answer
Why “The reeds made a soft, quiet sound.” is correct
This is personification: the author gives the reeds a human action, whispering, to describe the soft sound they make in a light wind. English learners may read it literally and think the plants talk. Knowing that a breeze is gentle also helps rule out a strong wind.
Why the other answers are wrong
- The reeds were talking to Eli. — Reeds are plants and cannot talk; the author is comparing their sound to a whisper.
- The reeds were growing taller. — The sentence is about a sound, not about growing.
- The wind was blowing the reeds very hard. — A breeze is a light wind, and a whisper is a quiet sound.
13. What does Eli do with the sunfish?
From “Waiting for a Bite”
- He puts it back into the lake.Correct answer
- He takes it home to cook.
- He gives it to Aunt Linda.
- He keeps it in a bucket.
Why “He puts it back into the lake.” is correct
This is a detail question. Paragraph 6 says the fish was too small to keep, so Eli lowered it back into the water. The phrase "lowered the sunfish back into the water" may be hard to follow, so the student has to understand that it means letting the fish go.
Why the other answers are wrong
- He takes it home to cook. — The fish is too small to keep.
- He gives it to Aunt Linda. — Aunt Linda helps take the hook out, but Eli lowers the fish into the water.
- He keeps it in a bucket. — No bucket appears in the story.
14. How have Eli's feelings about fishing changed by the end of the story?
From “Waiting for a Bite”
- He is bored and wants to go home.
- He enjoys it and wants to come back.Correct answer
- He is upset that the fish swam away.
- He is tired and wants to take a nap.
Why “He enjoys it and wants to come back.” is correct
The student has to compare the beginning and the end. At first Eli says fishing is boring. At the end he shakes his head when asked if it is still boring and asks to come back next Saturday. The change is shown through what he says and does, not named directly.
Why the other answers are wrong
- He is bored and wants to go home. — This is how Eli feels at the start, not the end.
- He is upset that the fish swam away. — Eli chooses to let the fish go; nothing shows he is upset.
- He is tired and wants to take a nap. — Nothing in the story says he is tired.
15. Read this sentence from paragraph 2. An old-fashioned light bulb, on the other hand, can get too hot to touch. What do the words on the other hand show?
From “Fireflies”
- The light bulb is held in someone's hand.
- The next idea is another example of fireflies' cold light.
- The next idea is different from the one before it.Correct answer
- The writer is giving the reason for something.
Why “The next idea is different from the one before it.” is correct
"On the other hand" is a signal phrase for contrast. The sentence before it says a firefly's light is cold, and this sentence says a light bulb is hot. English learners often try to picture an actual hand, so this phrase is worth teaching directly with other contrast words such as however and but.
Why the other answers are wrong
- The light bulb is held in someone's hand. — This reads the phrase word for word; no one is holding anything.
- The next idea is another example of fireflies' cold light. — The bulb is hot, so it is the opposite of cold light.
- The writer is giving the reason for something. — Words like "because" give reasons; this phrase shows a contrast.
16. According to the article, why do fireflies flash?
From “Fireflies”
- to keep their bodies warm
- to scare away birds
- to light the way home
- to send messages to other firefliesCorrect answer
Why “to send messages to other fireflies” is correct
The answer is stated in paragraph 3: fireflies use their flashes to send messages, and each kind has its own pattern. The wrong choice about warmth is a trap for students who connect light with heat, which paragraph 2 says is not true for fireflies.
Why the other answers are wrong
- to keep their bodies warm — The article says firefly light gives off almost no heat.
- to scare away birds — Birds are never mentioned.
- to light the way home — The article does not say fireflies use light to see where they are going.
17. Why does the author tell about families turning off their porch lights?
From “Fireflies”
- to show one way people can help firefliesCorrect answer
- to explain how to save money on electricity
- to show that fireflies are afraid of people
- to tell readers when it is time for bed
Why “to show one way people can help fireflies” is correct
This asks about the author's purpose for a detail. The paragraph first explains a problem, that bright lights make it hard for fireflies to see each other's signals, and then gives the porch lights as an example of a fix. The student has to see the problem-and-solution link.
Why the other answers are wrong
- to explain how to save money on electricity — Saving money is never mentioned.
- to show that fireflies are afraid of people — The problem is bright light, not people.
- to tell readers when it is time for bed — Bedtime has nothing to do with the article.
18. What does Rachel want the Parks Department to do?
From “Letter: A Water Fountain for the Park”
- build a new soccer field
- put a water fountain in Westside ParkCorrect answer
- open a store near the park
- plant more shade trees
Why “put a water fountain in Westside Park” is correct
The main request in a letter is often in the first paragraph. Rachel writes, "I am writing to ask you to put a water fountain in Westside Park." The rest of the letter gives reasons. Spotting the sentence that begins "I am writing to ask" is a useful skill for reading letters and emails.
Why the other answers are wrong
- build a new soccer field — Rachel already plays soccer at the park; she wants water there.
- open a store near the park — A store is mentioned only as the closest place to get water now.
- plant more shade trees — Trees are never mentioned.
19. Why does Rachel tell about her little brother?
From “Letter: A Water Fountain for the Park”
- to explain why her brother quit soccer
- to show that the store was closed
- to show why the park needs water nearbyCorrect answer
- to ask the Parks Department for help at home
Why “to show why the park needs water nearby” is correct
Rachel uses a real event as evidence for her request. Her brother got so hot and thirsty that they had to stop playing, which shows what happens when there is no water close by. Recognizing a story used as a reason in a persuasive letter is an author's-purpose skill.
Why the other answers are wrong
- to explain why her brother quit soccer — Nothing says he quit; they stopped one game to take him home.
- to show that the store was closed — The store is far away, not closed.
- to ask the Parks Department for help at home — She asks for a fountain in the park, not help at home.
20. Why does Rachel say her class would hold a car wash?
From “Letter: A Water Fountain for the Park”
- to invite the Parks Department to come wash cars
- to explain why the park needs more parking
- to show that fountains are cheap to build
- to show they are willing to help with the costCorrect answer
Why “to show they are willing to help with the cost” is correct
Rachel expects the reader to worry about cost, so she names that worry and offers a way to help. The student has to read the two sentences together: "I know a water fountain costs money" and the plan for a car wash. Answering a likely objection is a common move in persuasive writing.
Why the other answers are wrong
- to invite the Parks Department to come wash cars — She offers to raise money, not to invite anyone.
- to explain why the park needs more parking — Parking is never mentioned.
- to show that fountains are cheap to build — She says the opposite: "I know a water fountain costs money."
21. Read step 2. What does the word coat mean in this step?
From “Make a Pinecone Bird Feeder”
- to cover with a layerCorrect answer
- a jacket worn in cold weather
- to cut into small pieces
- to wash with warm water
Why “to cover with a layer” is correct
Coat is a multiple-meaning word. Most students know it as a jacket, but in step 2 it is a verb: "use the plastic knife to coat the pinecone with shortening." The words "knife" and "with shortening" show the meaning is to spread a layer over something.
Why the other answers are wrong
- a jacket worn in cold weather — This is the noun meaning of coat. In step 2, coat is something you do with a knife.
- to cut into small pieces — You spread the shortening; you do not cut the pinecone.
- to wash with warm water — Water is not used in this project.
22. What is the paper plate used for?
From “Make a Pinecone Bird Feeder”
- feeding the birds outside the window
- holding birdseed while you roll the pineconeCorrect answer
- spreading the shortening onto the pinecone scales
- catching seeds that fall from the tree
Why “holding birdseed while you roll the pinecone” is correct
The plate is listed in the materials, but its use is not explained until step 3: pour birdseed onto the plate and roll the pinecone in it. The student has to connect an item in the list to the step where it is used, a key skill for reading how-to texts.
Why the other answers are wrong
- feeding the birds outside the window — The feeder is the pinecone; the plate stays inside.
- spreading the shortening onto the pinecone scales — The plastic knife is used to spread the shortening.
- catching seeds that fall from the tree — The directions do not say to put a plate under the tree.
23. Why do the directions say to hang the feeder near some bushes?
From “Make a Pinecone Bird Feeder”
- so the feeder will not fall on the ground
- so the bushes will get some of the seeds
- so the birds can hide quickly if they need toCorrect answer
- so people cannot see the feeder from inside the house
Why “so the birds can hide quickly if they need to” is correct
The reason is in step 4, but the student has to connect "near some bushes" with "where they can quickly hide." The sentence does not say the word bushes twice, so the reader must infer that the bushes are the hiding place.
Why the other answers are wrong
- so the feeder will not fall on the ground — The string holds the feeder up; the bushes do not.
- so the bushes will get some of the seeds — The bushes do not need seeds.
- so people cannot see the feeder from inside the house — Step 5 says to watch the feeder from a window.
24. In stanza 2, the poet writes that the smell of roasted corn "tugs me by the nose." What does this mean?
From “Saturday Market”
- Someone pulls on the speaker's nose.
- The corn smells bad to the speaker.
- The speaker has a cold and cannot smell anything.
- The smell draws the speaker toward the corn.Correct answer
Why “The smell draws the speaker toward the corn.” is correct
This is figurative language. A smell cannot really pull on a nose, but the poet describes it as if it could, to show how strongly the good smell draws the speaker toward it. English learners often read figures of speech word for word, which leads to the first wrong choice.
Why the other answers are wrong
- Someone pulls on the speaker's nose. — This reads the words literally; no one touches the speaker.
- The corn smells bad to the speaker. — A smell that pulls you toward it is one you like.
- The speaker has a cold and cannot smell anything. — The speaker clearly smells the corn.
25. How does the speaker most likely feel about the market?
From “Saturday Market”
- happy and excitedCorrect answer
- bored and tired
- scared and lost
- angry and impatient
Why “happy and excited” is correct
The poem never names a feeling, so the student has to infer it from the details: lively sounds and smells, Mamá laughing with the farmer, and the speaker carrying the watermelon home "proud as a farmer." The word "tired" in the last stanza is a trap, because it describes the tents, not the speaker.
Why the other answers are wrong
- bored and tired — The tents are "like tired wings," but that describes the tents at the end of the day, not the speaker's feelings.
- scared and lost — The speaker is with Mamá and never seems lost.
- angry and impatient — Nothing in the poem shows anger.
26. What will most likely happen at the bus stop the next morning?
From “The Bus Stop”
- Nora will stand off to the side by herself.
- Nora and Hailey will talk to each other.Correct answer
- Hailey will tell Nora how the book ends.
- Nora will stop bringing her book.
Why “Nora and Hailey will talk to each other.” is correct
This is a prediction from the story's ending. Hailey makes room for Nora on the bus, and they talk all the way to school, so they will most likely keep talking. The choice about standing alone is a trap because it describes Nora's usual mornings before this story.
Why the other answers are wrong
- Nora will stand off to the side by herself. — That is what Nora did before she met Hailey, and the story ends with the two becoming friendly.
- Hailey will tell Nora how the book ends. — Nora is ahead in the book, and she promises not to tell Hailey what happens.
- Nora will stop bringing her book. — The book is what helped Nora make a friend, so she has no reason to stop.
27. Read this sentence. Underground, a town is a maze of tunnels and rooms. What does the word maze mean in this sentence?
From “Prairie Dogs”
- a tall pile of dirt
- a kind of corn that grows on farms
- a lot of paths that turn and connectCorrect answer
- one long, straight hole
Why “a lot of paths that turn and connect” is correct
The words "of tunnels and rooms" are the clue that a maze has many connected parts. Maze also sounds the same as maize, another word for corn, which can confuse students who hear the word more often than they read it.
Why the other answers are wrong
- a tall pile of dirt — The mound of dirt is above ground; the maze is underground.
- a kind of corn that grows on farms — This is maize, a word that sounds the same as maze and means corn. It does not fit this sentence.
- one long, straight hole — A maze has many paths, not one.
28. The word unimportant begins with un-. What does unimportant mean?
From “Saving Water at Home”
- very important
- important again
- important before
- not importantCorrect answer
Why “not important” is correct
The prefix un- means "not," as in unhappy or unsafe. The sentence also helps: the changes "may seem unimportant, but" they add up, which sets up a contrast. Wrong choices use the meanings of other common prefixes, re- and pre-, so the item checks that the student knows which prefix means what.
Why the other answers are wrong
- very important — The prefix un- means not, so it makes the opposite meaning.
- important again — Again is the meaning of the prefix re-, as in redo.
- important before — Before is the meaning of the prefix pre-, as in preview.
29. Read this sentence. Fat drops began to fall, slowly at first and then in a downpour. What does the word downpour mean?
From “Rain at Last”
- a very heavy rainCorrect answer
- a light, misty rain
- a dark cloud
- a puddle on the ground
Why “a very heavy rain” is correct
Downpour is a compound word: down plus pour. Picturing water being poured down helps. The next sentence is also a clue: the rain drummed on the roof so loudly that Luisa had to shout, so it must be very heavy rain.
Why the other answers are wrong
- a light, misty rain — The rain falls "slowly at first" and then changes to something heavier.
- a dark cloud — The clouds come first; a downpour is the rain itself.
- a puddle on the ground — The word describes how the rain falls, not water on the ground.
30. What will students do right after the planetarium show?
From “Field Trip Schedule”
- eat lunch in the picnic area
- visit the Fossil HallCorrect answer
- build a simple machine
- get back on the bus
Why “visit the Fossil Hall” is correct
This tests reading a schedule in order. The planetarium show is at 9:15, and the next line is the Fossil Hall at 10:15. The student has to read down the list and find the row directly below the one named in the question.
Why the other answers are wrong
- eat lunch in the picnic area — Lunch comes after the Fossil Hall.
- build a simple machine — The lab is in the afternoon, after lunch.
- get back on the bus — The bus leaves at 1:30, at the end of the day.
31. Why must students stay with their chaperone at all times?
From “Field Trip Schedule”
- so the chaperones can carry everyone's lunch
- so students can sit together on the bus
- so that no student gets lost in the museumCorrect answer
- so the museum can count how many tickets it sells
Why “so that no student gets lost in the museum” is correct
The schedule gives the rule but not the reason, so the student has to infer it. A chaperone leads a small group of five, and staying together in a large, busy museum keeps everyone safe and accounted for. This is a common kind of question about why a rule exists.
Why the other answers are wrong
- so the chaperones can carry everyone's lunch — Each student packs and brings their own lunch.
- so students can sit together on the bus — The rule is about the whole visit, not the bus seats.
- so the museum can count how many tickets it sells — Tickets are never mentioned.
32. What does the word chaperones mean on the schedule?
From “Field Trip Schedule”
- students who lead the line
- guides who work at the museum
- people who drive the school bus
- adults who look after a groupCorrect answer
Why “adults who look after a group” is correct
Chaperones is a hard word, and the student must use context. The note says "Parent chaperones will each lead a group of five students" and "Stay with your chaperone." The word "Parent" rules out museum workers, which is the most tempting wrong choice.
Why the other answers are wrong
- students who lead the line — Chaperones lead groups of students, and they are parents.
- guides who work at the museum — The schedule says "Parent chaperones," so they come from school families, not the museum.
- people who drive the school bus — Driving is never mentioned with chaperones.
33. In paragraph 1, the author writes that Xiomara's "cheeks grew warm." What does this show?
From “Say It Right”
- She felt embarrassed.Correct answer
- She had a fever.
- The classroom was too hot.
- She was excited to start school.
Why “She felt embarrassed.” is correct
Warm or red cheeks is a common way to show embarrassment in English writing. The clue is what comes just before: the teacher says her name wrong and a few kids giggle. Students may read the phrase literally and think about temperature or illness.
Why the other answers are wrong
- She had a fever. — Nothing suggests she is sick; her cheeks get warm right after the kids giggle.
- The classroom was too hot. — Her cheeks grow warm because of what happens, not because of the room.
- She was excited to start school. — She is unhappy about how her name was said, not excited.
34. What did Xiomara write under her name on the card?
From “Say It Right”
- her great-grandmother's name
- the nickname Mara
- how to say her nameCorrect answer
- a thank-you note to Mr. Patterson
Why “how to say her name” is correct
This is a detail question with a twist: the text shows what she wrote, "see-oh-MAH-rah," but does not call it a pronunciation guide. The student has to recognize that these letters show how to say her name. The star over MAH is a further clue.
Why the other answers are wrong
- her great-grandmother's name — Her mother mentions her great-grandmother, but that is not on the card.
- the nickname Mara — She thinks about using Mara, but she does not write it on the card.
- a thank-you note to Mr. Patterson — Mr. Patterson is the one who says thank you.
35. Why does Xiomara decide not to go by Mara?
From “Say It Right”
- Mr. Patterson says he likes the name Mara.
- She wants to keep her name and teach others to say it.Correct answer
- Her mother tells her that nicknames are not allowed at all.
- The other kids ask her to use her full name.
Why “She wants to keep her name and teach others to say it.” is correct
The story does not state her decision in one sentence. The student has to infer it from her mother's words, "Your name belongs to you" and "people can't learn to say it if no one shows them," and from what Xiomara does next: she makes a card to teach people. Each wrong choice gives a character words they never say.
Why the other answers are wrong
- Mr. Patterson says he likes the name Mara. — Mr. Patterson never hears the name Mara.
- Her mother tells her that nicknames are not allowed at all. — Her mother never says that; she says people need someone to show them.
- The other kids ask her to use her full name. — The kids giggle at first; they do not ask her anything.
Writing
36. Read the sentence. The underlined word has an error. There were too [much] people at the pool on Saturday. Which word should replace the underlined word?
- more
- manyCorrect answer
- lot
- very
Why “many” is correct
This tests much and many. "Many" goes with things you can count, like people, books, or dogs. "Much" goes with things you cannot count, like water, time, or noise. Many languages use one word for both, so English learners often say "much people."
Why the other answers are wrong
- more — "Too more" is not correct English.
- lot — "Too lot" is not correct; we say "a lot of people."
- very — "Too very" is not correct, and "very" does not tell how many.
37. Read the sentence. The underlined word has an error. Tomorrow our class [visited] the science museum. Which choice should replace the underlined word?
- visit
- visiting
- has visited
- will visitCorrect answer
Why “will visit” is correct
This tests verb tense. "Tomorrow" tells us the action has not happened yet, so the verb must show the future: will visit. "Visited" is past tense. Time words such as yesterday, today, and tomorrow are the best clues for choosing the tense.
Why the other answers are wrong
- visit — "Our class" is one group, so "visit" without -s does not match it, and it does not show the future clearly.
- visiting — "Visiting" needs a helping verb, such as "is visiting."
- has visited — "Has visited" tells about something that already happened.
38. Read the sentence. The underlined word has an error. The cat licked [it's] paws after dinner. Which word should replace the underlined word?
- itsCorrect answer
- its'
- it
- their
Why “its” is correct
This tests its and it's. "It's" always means "it is" or "it has": "It's raining." "Its," with no apostrophe, shows that something belongs to it: its paws. This is confusing because other words that show belonging do use an apostrophe, as in "the cat's paws."
Why the other answers are wrong
- its' — There is no word "its'" in English.
- it — "It paws" does not show that the paws belong to the cat.
- their — "Their" is for more than one owner; there is one cat.
39. Read the sentence. The underlined word has an error. I don't have [no] homework tonight. Which word should replace the underlined word?
- some
- none
- anyCorrect answer
- not
Why “any” is correct
This tests double negatives. In English, one negative word is enough: "don't" already makes the sentence negative, so "no" changes to "any." Another correct way is "I have no homework tonight." Spanish and many other languages use two negatives together, so this is a very common error for English learners.
Why the other answers are wrong
- some — "Some" is used in positive sentences, such as "I have some homework."
- none — "Don't have none" is still two negatives.
- not — "Don't have not" is still two negatives and is not correct English.
40. Read the sentence. One word in the sentence has an error. My sister is three years older then me. Which word has the error?
- sister
- years
- older
- thenCorrect answer
Why “then” is correct
This is like the first part of a two-part item on the real test: find the error. "Than" is used to compare (older than, taller than). "Then" means next or at that time (first we ate, then we played). The two words sound almost the same, so the mistake is common even for native speakers.
Why the other answers are wrong
- sister — "Sister" is spelled and used correctly.
- years — "Years" is the correct plural after "three."
- older — "Older" is the correct way to compare two people's ages.
41. Read the sentence. The sentence has more than one error. My brother [don't] like carrots, but he [love] peas. Which sentence is written correctly?
- My brother don't like carrots, but he loves peas.
- My brother doesn't like carrots, but he loves peas.Correct answer
- My brother doesn't like carrots, but he love peas.
- My brother doesn't likes carrots, but he loves peas.
Why “My brother doesn't like carrots, but he loves peas.” is correct
This works like the sentence-rewrite items on the real test, where every error must be fixed. Both errors are subject-verb agreement: with one person (he, she, my brother), we use "doesn't" and add -s to the verb, so "he loves." The last wrong choice shows a related trap: after "doesn't," the -s goes away again.
Why the other answers are wrong
- My brother don't like carrots, but he loves peas. — This fixes "loves" but keeps "don't," which does not go with "my brother."
- My brother doesn't like carrots, but he love peas. — This fixes "doesn't" but keeps "he love." With "he," the verb adds -s.
- My brother doesn't likes carrots, but he loves peas. — After "doesn't," the verb goes back to its base form: like, not likes.
Read next
- TELPAS Reading and Writing Test: What to Expect and How to Practice: The TELPAS reading and writing test is the second of the two online TELPAS tests for grades 2–12. Students read passages and answer questions, fix errors in sentences, and write three responses of their own, all in one test. Here is how it is built, how it is scored, and how to practice for it.
- TELPAS Writing Test: Rubric, Prompts and Samples: Since spring 2023, TELPAS writing in grades 2–12 has been part of the online reading and writing test, with three written responses and six editing questions. Here is what the writing prompts look like, how the TELPAS writing rubric works, where to find real writing samples, and how to practice.
- How to Prepare for TELPAS: Practice and Tips by Domain: TELPAS measures English that a student builds over months and years, so there is no shortcut to a higher rating. What preparation can do is make sure the test itself is familiar, so a student's real English shows. Here is what is worth doing, domain by domain.
This is an independent study resource. It is not affiliated with, endorsed by, or connected to the Texas Education Agency or the official TELPAS program. All questions here are original practice material written to match the published test design.