Bridge to Writing, Texas Edition, Kindergarten Classroom Kit

Evaluation for 1.1a
Materials include an explanation of the stated purpose of the supplemental program (e.g., additional instruction and/or practice, targeted remediation or acceleration).

The Bridge to Writing materials for the kindergarten curriculum include a detailed explanation of the program’s purpose in the “Instructional Strategies” section. These strategies show how the program utilizes multisensory approaches to teach the foundational building blocks of spelling and sentence construction. The program integrates sentence parts and grammatical structures directly into the writing process to ensure a cohesive, scaffolded learning experience.

The “Getting Started” section describes the program as a supplemental curriculum that provides explicit grammar and writing process instruction. The materials serve as an additional program to help all students progress from foundational skills to complex, independent writing.

Evaluation for 1.1b
Materials include guidance on how to appropriately use the supplemental program to support an existing core reading and language arts program.

In the Bridge to Writing, Texas Edition, Kindergarten Grade Classroom Kit, the “Instructional Strategies” section outlines daily routines that integrate into an existing core curriculum. In these routines, students use sentence symbols, spelling cards, and “five-finger spelling” to reinforce phonics and structure. The program incorporates kinesthetic practices such as “sky writing” to emphasize reading and writing connections, and the materials provide cross-curricular integration ideas alongside a suite of anchor charts used throughout the units. Additionally, lessons are organized within a five-day instructional framework to support consistent, purposeful, daily writing instruction.

The materials provide guidance for how the supplemental program supports and aligns with an existing core English Language Arts Reading (ELAR) curriculum. Educators utilize integrated literacy instruction, structured and scaffolded lessons, pacing guidance, differentiation, assessments, multilingual learner supports, and instructional routines designed to reinforce core reading and language arts instruction.

Evaluation for 1.1c
Materials include a scope and sequence outlining student expectations, skills taught, and a rationale for the design of the scope and sequence.

The scope and sequence of these materials identifies both weekly and unit-level grammar objectives and writing purposes. Additionally, the scope and sequence explicitly outlines the Texas Essential Knowledge and Skills (TEKS) alignment for each lesson, which demonstrates a clear upward trajectory in rigor as skills become more complex. The standards alignment plan categorizes the TEKS by ELAR strands and explicitly identifies where each standard occurs in the lessons.

The “Getting Started” section provides a rationale for the instructional design. For example, reading and writing are composing processes, which means students build meaning as they read. Next, students express their ideas and opinions in writing to help them organize their thoughts about a text. Writing provides information about literacy tools, and students learn how an author’s choices in writing type, word choice, and text structure help make the text meaningful and comprehensible.

Evaluation for 1.1d
Materials include guidance on time requirements (e.g., duration, frequency) and suggested pacing for effective implementation.

The materials provide clear guidance on time allocations for each program component. Additionally, lessons are organized into a structured five-day framework, in which educators deliver instruction sequentially in daily 30–45-minute sessions to maintain appropriate pacing.

Materials provide recommended time allocations for each lesson component, including “Jump In” (three to five minutes), “I Do” (five to seven minutes), “We Do” (five to seven minutes), “You Do” (seven to 10 minutes), and “Jump Out” (three to five minutes). This layout guides educators in how to manage instructional time as they implement opportunities for modeling, guided practice, independent practice, and informal assessment within each lesson.

Evaluation for 1.1e
Materials include resources and guidance to support educators with implementing the materials as designed.

Materials include resources and implementation supports to help educators effectively use the program for its intended purpose. For example, each daily lesson begins with a “Teacher Materials” section that provides guidance for lesson preparation and includes the target concepts, skills, and materials needed for instruction. The materials also explain how program resources are organized and duplicated across components, such as in the Teacher Resource Book and WRITE Book, to support ease of use during instruction..

The kindergarten support resources include guidance to help educators implement the materials, including a WRITE Book answer key, family newsletters, class conferencing, sentence construction cards, anchor charts, diverse learners tips, and fidelity checklists.

Evaluation for 1.1f
Materials contain supports for families in both Spanish and English with suggestions on supporting the progress of their student.

Materials include family support resources in both English and Spanish that provide suggestions and strategies to help support student learning and academic progress at home. Under “Support Resources,” in the family newsletter for all units labeled “A Peek at Our Unit,” the section “Bridge to Learning at Home” guides families on how to support their student as they progress through the program.

Materials include supports for families in both English and Spanish through bilingual newsletters that guide caregivers in how to promote student learning and writing development at home. These materials outline the writing skills, grammar concepts, and instructional focus taught in each unit, and also offer activities, discussion prompts, and home practice opportunities for families to reinforce student learning.

Evaluation for 2.1a
Materials include appropriate instructional assessments for the stated purpose of the supplemental program (e.g., diagnostic placement assessments for targeted remediation or acceleration).

The materials include targeted remediation and acceleration pathways organized by unit pairs. To measure progress accurately, the pre-tests and post-tests are identical and administered under the same conditions, with a duration of 10 minutes each. The included grading rubrics enable educators to effectively assess student proficiency levels and tailor the curriculum to meet individual instructional needs. Also, the beginning-of-year assessment is used to create a baseline of evaluation for each students’ writing.

The materials provide weekly opportunities for educators to evaluate students’ completed writing pieces to help identify learners who need additional support, as well as those who are ready for enrichment. These progress checks help educators monitor students’ retention of skills and identify areas where learning may not yet be mastered for long-term application. Weekly “reteach” and “extend” instruction is included to support differentiated instruction and address the needs of all learners.

Evaluation for 2.1b
Materials include the definition and intended purpose for the instructional assessments included.

These materials define the purpose of the instructional assessments and explain how assessment data should be used. The assessments are described as tools to help educators evaluate students’ progress, celebrate growth, set goals, and identify any areas that may need additional support, targeted reteaching, or intervention. For example, in units three and four, the middle-of-year assessment explains how comparing pre- and post-assessment results enables educators to monitor student growth after instruction.

The assessments section provides clear definitions and outlines the intended purpose for each evaluation. For weekly assessments, educators use rubrics to determine the appropriate instructional path for each student, and unit assessments are designed to measure student growth from pre-test to post-test. The rubric-based grading helps educators identify specific areas in which students will require remediation or acceleration in subsequent units.

Evaluation for 2.1c
For instructional assessments administered by educators, materials include guidance to ensure consistent and accurate administration of instructional assessments.

These materials provide educators with explicit guidance on how to administer assessments with consistency and accuracy. Educator directions explain recommended settings for administration, including options to administer assessments individually or in small groups. These methods provide a supportive environment and enable educators to observe students’ writing behaviors and oral language skills. For example, the end-of-year assessment recommends one-to-one or small-group administration so educators can more accurately assess students’ writing abilities.

Within the materials, the Weekly Check Scoring and Guiding Questions document outlines how the assessments focus on the composition domain and are graded using rubrics, which allows students to show their knowledge and mastery of the weekly writing target skills. For example, in the kindergarten program, weekly checks begin in week five. During weeks five to 16, day two lessons determine whether the expectations have been met. During weeks 17–30, a corresponding rubric with specific criteria is used to match the grammar and writing skills taught each week. Educators take note of handwriting and spelling errors throughout.

Evaluation for 2.1d
Instructional assessments include items at varying levels of complexity.

The weekly checklist rubrics exhibit a clear increase in complexity as the year progresses. For instance, the week five rubric focuses on sentences that start with a capital letter, use nouns, and have end marks. By week 30, the criteria advances to include all sentences that have nouns, start with capital letters, use at least two pronouns, have finger spaces between words, and have the correct end mark.

All unit assessments have the same layout, but each assessment asks a little more of the students. For example, in the first unit assessment, students do not see the checklist that they need to be able to complete the test. However, by the last unit, students are given the rubric to help guide their assessment. This shift reflects the program’s commitment to building student independence and mastery of complex writing criteria.

The instructional assessments include items at varying levels of complexity, and writing tasks require students to demonstrate both foundational and advanced writing skills. Students apply basic conventions, such as capitalization and punctuation, as they develop organization, elaboration, dialogue, descriptive language, and varied sentence structures. The rubrics include multiple proficiency levels that range from beginning to proficient and include progressively complex expectations. Additionally, students apply critical thinking skills as they explain ideas, describe experiences, and develop problems and solutions within their writing.

Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.

The materials provide a Weekly Check Scoring and Guiding Questions document with scoring, guiding questions, and weekly rubrics. This document helps educators accurately score students’ written compositions and reflect on strengths and areas for growth. Also included are next steps for remediation, reteaching, and extension.

The instructional assessments include developmentally appropriate rubrics that assess student mastery and provide guidance on how to interpret student performance. Each rubric domain has clearly defined indicators to assess student mastery precisely, and examples are provided on how to use the document. The curriculum also provides guiding questions to help the educator place the students in reteaching and extension groups.

Evaluation for 2.2b
Materials provide guidance for the use of the supplemental program to respond to student trends in performance on assessments.

In these materials, educators use assessment results to respond to student performance trends. The assessment guidance includes questions to help educators analyze rubric scores, identify areas of strength and need, and determine whether students require reteaching or extension. On day five, educators implement reteach and enrichment lessons in small-group settings based on student needs.

The materials further connect assessment results to instructional next steps through the beginning-, middle-, and end-of-year assessments. Educators compare pre- and post-assessment results to help evaluate student progress, identify areas where students need additional support, and determine when targeted reteaching, intervention, or extension is appropriate. The curriculum also provides guiding questions to support instructional grouping and the selection of appropriate follow-up instruction based on assessment trends.

The instructional assessments provide developmentally appropriate rubrics to interpret student performance and assess mastery. Each rubric domain has clearly defined indicators to precisely assess student mastery, and materials include examples of how to use the document. The curriculum also provides guiding questions to help the educator place the students in reteaching and extension groups.

Evaluation for 2.2c
Materials include tools for educators to track student progress and growth, and tools for students to track their own progress and growth.

The materials include tools for educators to track student progress and growth. Educator-facing rubrics and weekly data recording sheets help educators monitor student performance over time, as well as document growth in areas such as spelling patterns, sentence structure, capitalization, punctuation, and sentence expansion. Whole-class recording sheets support data aggregation and progress monitoring across students.

The materials do not include tools for students to track their own progress and growth. While educators can use rubrics and data records to monitor performance, the curriculum does not provide student-facing tracking sheets, reflection tools, goal-setting forms, or other resources for students to independently monitor their academic progress over time.

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Evaluation for 2.2d
If applicable for the stated purpose of the supplemental program, materials include guidance for entry and exit criteria.

This guidance is not applicable to the program because the program has a stated purpose of additional instruction and/or practice, not targeted remediation or acceleration.

Evaluation for 3.1a
If applicable for the stated purpose, materials include educator guidance for differentiated instruction and activities for students who have not yet reached proficiency in grade-level skills.

The materials provide explicit guidance and instructional strategies for educators to differentiate instruction and support students who are performing below grade level. These supports help educators address individual learning needs, scaffold instruction, and ensure all students have access to grade-level content as they build the skills necessary for academic success.

Additionally, the materials provide educator guidance for differentiated instruction through daily “Boost” activities that are designed to scaffold learning for students who need additional support. For example, children who struggle to distinguish between uppercase and lowercase letters, or letters with ascenders and descenders, use the letter formation anchor chart to trace letters and practice writing them in sand or salt trays. The materials also reinforce letter recognition and phonics skills through partner activities in which students trace initial letters, identify letter names, and produce corresponding sounds. These supports allow educators to address varying skill levels as they promote student success in foundational literacy development.

Evaluation for 3.1b
If applicable for the stated purpose, materials include educator guidance for differentiated instruction and activities for students who have demonstrated proficiency in grade-level skills.

For students who have demonstrated proficiency in grade-level skills, the materials guide educators to implement differentiated instruction in the form of “Expand” activities. These activities extend learning beyond the core lesson by encouraging students to elaborate on their ideas and apply language skills in more complex ways. For example, after students draw an animal, they describe additional details such as the sounds the animal makes, what it eats, and where it lives. This extension promotes oral language development and encourages students to expand their responses beyond the expectations of the core lesson.

The materials also provide additional extension opportunities for students who demonstrate proficiency with question words. For example, students ask partners follow-up questions using additional question words to elicit more detailed responses about things they can do, such as “How do you ___?” These activities promote deeper conversation, expanded language use, and more sophisticated questioning skills while providing opportunities for students to apply and extend grade-level learning.

Evaluation for 3.1c
Materials include educator guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.

The Developmental Stages of Writing Support Rubric meets students with disabilities exactly where they are in their literacy development. Rather than expect conventional performance too early, educators analyze students’ writing (including invented spelling) to identify specific gaps in phonemic awareness, phonics, and language skills before providing targeted, appropriate instruction. Educators learn how to implement specially designed instruction (SDI) through the use of flexible instructional adjustments and targeted supports for students with disabilities. For example, educators break down writing tasks through the use of visual supports, sentence frames, and repeated modeling to ensure student access to instruction. Additionally, the program’s structure supports individualized instruction across whole-group, small-group, and independent settings, which allows educators to tailor supports as they maintain alignment with grade-level writing expectations.


Materials include multisensory instructional routines to help make abstract language concepts concrete, structured, and accessible for students with disabilities. For example, students actively engage with language through the use of tactile, visual, and kinesthetic supports such as sentence construction cards, visual sentence symbols, and finger-spelling . These tools help students better understand sentence structure, spelling, and the writing process.

Evaluation for 3.2a
Educator-led supplemental programs include explicit (direct) prompts and guidance to support the educator in modeling and explaining the skill(s) to be learned.

The “I Do” portion of the lesson is educator-led and includes explicit prompts and guidance to support the educator as they model and explain new skills. For example, educators utilize physical and verbal directives such as, “Read aloud the sentences at the top of the chart, then point to the little girl running.” Following these cues, the educator uses detailed instructions and direct scripted quotes within the materials to ensure clear and consistent delivery of lesson objectives.

Materials include explicit (direct) prompts and guidance to support the educator as they model and explain the skill(s) to be learned. For example, one prompt states: “Write a question mark at the end of the sentence, explaining how to form it: Curve around, pull down, dot. Reread the sentence with appropriate expression.”

The materials provide explicit educator scripts and modeling prompts to support educators as they introduce new writing concepts. For example, during the “I Do” portion of the lesson, educators read a mentor text and explain the purpose of writing, stating: “Books can help us learn things about the world and have fun with stories... Our written words are very special!” Educators then use the What Is Writing? anchor chart to model how thoughts and spoken words can become written words, which demonstrates the connection between oral language and writing for kindergarten students.

Evaluation for 3.2b
Educator-led supplemental programs include educator guidance and recommendations for effective delivery and facilitation using a variety of instructional approaches.

The program provides comprehensive educator guidance and recommendations for effective instructional delivery and facilitation. Each unit is supported by professional development videos that explain the unit’s components, offer guidance on administration, and suggest methods for instructional adjustment. Furthermore, to provide educators with a clear visual roadmap, these videos showcase the specific worksheets and anchor charts that will be used throughout the unit.

The materials support effective educator-led instruction by providing embedded recommendations on how to use multiple instructional approaches to deliver lessons. Educators model writing strategies, facilitate partner and whole-group discussions, engage students in collaborative learning tasks, and provide opportunities for independent writing practice. In addition, lesson resources include discussion prompts, sample responses, questioning techniques, and scaffolded supports that help educators adapt instruction to meet student needs while maintaining lesson fidelity.

Evaluation for 3.2c
Materials include guidance for educators on recommended structures (e.g., whole group, small group, individual) to support effective implementation.

These materials show educators how to effectively implement instructional structures. During the independent practice portion of lessons, Daily Conferencing Options provide educator–student, small-group, and peer-conferencing structures. Educators select one or more conferencing options based on student needs and provide scaffolds to support instruction across learners.

The materials also show educators how to implement these structures during classroom instruction. For example, in one educator–student conferencing activity, educators model how to write a question mark, provide a highlighted example for tracing, and describe the strokes used to form the punctuation mark. These conferencing routines provide structured opportunities for individualized and targeted support during independent practice.

Evaluation for 3.3a
Materials include educator guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.

The materials include educator guidance on how to provide linguistic accommodations for various levels of language proficiency. These accommodations are designed to help students use increasingly academic language. For example, to model how to introduce yourself, the Multilingual Learner Connections Model guides educators to say, “My name is ___. What is your name?” Students then follow the educator’s model to introduce themselves.

The materials guide educators to utilize linguistic accommodations such as visual supports, oral repetition, and home-language connections. For example, in the Multilingual Learner Connection activity, educators display pictures of common animals, then students repeat vocabulary words and identify the animals in both English and their home language. This supports English language development and participation in classroom discourse.

The materials provide explicit guidance to help educators support students at varying levels of English language proficiency, aligned with the English Language Proficiency Standards (ELPS). Lessons include structured linguistic accommodations, such as sentence frames, modeled academic language, vocabulary supports, and guided oral language opportunities, to help students progress toward increasingly complex academic writing. Educators implement scaffolded instruction as they model language structures, rephrase academic vocabulary, and provide opportunities for structured student discourse to build language development alongside writing skills.

Evaluation for 3.3b
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual and English as a Second Language (ESL) programs.

These materials provide explicit guidance to help educators effectively implement the program in state-approved bilingual and ESL instructional settings. Lessons include structured routines that align with sheltered instruction practices, such as modeling academic language, providing scaffolded writing supports, and incorporating strategies for visual and oral language development. Educators integrate speaking, listening, reading, and writing in ways that support language acquisition as they maintain a focus on grade-level writing skills. The gradual release model ensures that instruction can be adapted to meet the needs of emergent bilingual (EB) students in both bilingual and ESL program models.

The daily lessons integrate specific Multilingual Learner Connections that support language acquisition through various scaffolds. For example, students discuss their ideas before they write, which allows them to use their primary home language to clarify concepts. Finally, students draw to facilitate interaction with their writing. These strategies lower the affective filter and allow students to demonstrate their understanding of writing skills while their English proficiency continues to develop.

Evaluation for 3.3c
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.

This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.

Evaluation for 9.1a
Materials include systematic and explicit (direct) instruction in writing conventions (e.g., syntax, spelling, grammar, capitalization, punctuation), both in the context of authentic writing and in isolation, in alignment with grade-level TEKS as appropriate for the program's stated purpose.

These materials provide systematic instruction in punctuation conventions through direct instruction, such as modeling sentence writing and the use of end marks. Students review periods used in telling and command sentences before they are introduced to asking sentences and question marks. The conventions are taught both through isolated examples and within the context of authentic sentence writing.

For example, in week 18, day two, the educator uses the Size and Shape Anchor Chart to model how descriptive size words modify nouns. The educator also demonstrates how to compose complete sentences with correct capitalization and end punctuation. Additionally, the educator uses Writing Resource 18.2a to model sentence construction, and reviews the expectations in Writing Resource 18.2b. In these materials, students identify uppercase letters, descriptive words, spacing, and appropriate end marks before they apply these conventions in their own writing.

Evaluation for 9.1b
Materials include opportunities for students to practice writing conventions (e.g., syntax, spelling, grammar, capitalization, punctuation), both in the context of authentic writing and in isolation, in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials provide opportunities for students to practice writing conventions in both isolation and authentic writing contexts. In the program, students analyze model sentences to identify sentence components, including subjects, capitalization, spacing, and end punctuation. Students then draw and write their own sentences to apply these conventions in authentic writing. Educator conferencing guidance and outlined writing expectations support students as they compose complete sentences, use uppercase letters, space correctly between words, and use appropriate end marks. Also, differentiated scaffolds help students apply grade-level writing conventions during independent writing. The curriculum ensures students independently apply targeted grammar concepts through targeted practice in their WRITE Books and through structured, authentic writing tasks.

For example, in week 11, day one, students practice grammar conventions as they categorize nouns as common or proper during the “You Do” phase. Students then apply this understanding as they compose original sentences in their WRITE Book that include both common and proper nouns. These tasks reinforce capitalization, sentence structure, and punctuation within authentic writing.

Evaluation for 9.2a
Materials include explicit (direct) instruction on each step of the writing process (including planning, drafting, revising, editing, and sharing) in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials provide explicit instruction in all stages of the writing process through the implementation of a coherent sequence of writing lessons. Students engage in planning as they generate ideas, complete story charts, plot charts, and graphic organizers to organize characters, settings, events, and procedural steps. The materials model how to transform notes from planning tools into complete sentences, paragraphs, realistic stories, and how-to compositions. Revising instruction is supported through peer-review activities, rubric-based discussions, annotations, feedback protocols, and opportunities for students to identify additions or changes to improve their writing. Editing instruction is embedded through lessons that prepare students to refine their writing as they examine sentence structure, pronoun usage, predicates, verbs, sequence words, and other language conventions. Students apply these skills to their drafts, then participate in sharing and publishing as they add titles and author lines, prepare final copies, practice oral presentations with peers, and present completed writing to an audience. Throughout the process, tools such as educator modeling, think-alouds, rubrics, checklists, peer feedback, graphic organizers, and structured discussions provide explicit support for each stage of the writing process.

For example, in week 17, days one to three, students use illustration planning frames, collaborative story webs, and wide-ruled drawing-to-writing sheets inside the student WRITE Book. The educator uses simple illustrations and spoken words on a class anchor chart to model brainstorming an idea, then students replicate this by drawing their ideas into their illustration planning frames to organize their thoughts. Then, students participate in an oral and pictorial rehearsal routine where they point to their drawings and narrate their complete thoughts to a peer. The educator explicitly models how to translate that spoken sentence into print through demonstrations of left-to-right progression and word spacing. Finally, students trace letters or use early phonetic spelling to label their sketches or draft a short phrase underneath.

Evaluation for 9.2b
Materials include opportunities for students to practice each step of the writing process (including planning, drafting, revising, editing, and sharing) in alignment with grade-level TEKS as appropriate for the program's stated purpose.

In these materials, students practice each stage of the writing process as they progress through developmentally appropriate writing tasks. Students brainstorm ideas and discuss topics with others to make a plan before they write, then use provided sentence stems and models to draw and write simple sentence drafts. Students then add details and additional sentences to revise their writing and strengthen their message, and use checklists to review capitalization, spacing, and end punctuation as they make corrections to their work. Finally, students add illustrations, prepare final copies, and share their writing orally with partners and classmates to complete the writing process.

For example, in week 24, day two, students practice the planning and drafting stages of the writing process. During planning, students brainstorm playground activities, contribute ideas, and select a shared topic through a class vote. During drafting, students use sentence stems to compose an opening sentence, a detail sentence that contains the bridge word with or by, and a closing sentence. For example, students may draft “I like to go on the swing,” add the detail “We play with Miss Smith’s class,” and conclude with “The swing is fun.” Volunteers add words and appropriate end marks to the class sentences. Students then consult the With and By Writing Checklist to monitor the required elements and prepare to review their work later.

Evaluation for 9.3a
Materials include explicit (direct) instruction in writing craft (e.g., text structure, word choice, figurative language, literary devices) in a variety of text types (e.g., literary, informational, argumentative) in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials provide explicit instruction in writing craft by teaching students how to use descriptive word choice to enhance their writing. Through educator modeling, guided revision, and discussion, students learn how size and color words help readers visualize animals and create more detailed descriptions. As they revise their work, students add adjectives and discuss how specific word choices make writing clearer and more interesting for readers. This direct instruction supports the development of word choice as a foundational element of writing craft.

Materials in week 17 (days one through five) provide explicit instruction in the craft of writing by directly teaching word choice through descriptive language. For example, educator modeling uses the Color and Number Anchor Chart and Color Words Writing Model to demonstrate how color words describe nouns and help readers better visualize people, places, and things. Students compare sentences (e.g., “I have an apple.” versus “I have a yellow apple.”) to analyze how specific word choices improve clarity and description, then brainstorm descriptive words, compose sentences, and add color words to revise their writing. Additionally, writing craft instruction is embedded within authentic descriptive writing tasks in which students apply descriptive word choice as they compose and revise their own writing.

Evaluation for 9.3b
Materials include explicit (direct) instruction in writing composition in a variety of text types (e.g., literary, informational, argumentative) and a variety of text lengths (e.g., short constructed response, extended constructed response) in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials provide explicit instruction in writing composition through developmentally appropriate writing tasks that support students as they learn to compose descriptive and informational sentences. Educator modeling, sentence stems, anchor charts, and writing checklists guide students as they compose complete sentences that include specific details, such as color words and size words. Students progress from learning to compose individual sentences to learning to write multiple related sentences about a topic. They also learn how to organize ideas, apply conventions, and communicate meaning. The materials provide instruction in a variety of text types and support students as they compose both short responses and expanded written pieces aligned to kindergarten expectations. For example, educators read aloud a classic children’s story, such as The Three Little Pigs or Goldilocks and the Three Bears, and children identify their favorite part of the story. The students then draw a picture and write about their favorite part before they share their sentences.

Additionally, in week 17, day two, the “I Do” and “We Do” section materials guide educators to use Writing Resource 17.2a, “Color Words Writing Model,” to model how to compose a complete descriptive sentence about a classroom object. Students brainstorm nouns and color words, collaborate to complete the sentence stem “Look at the ___ ___,” and apply grade-level writing conventions, including an uppercase letter, spacing between words, and an end mark. Students then use Writing Resource 17.2b, “Color Words Writing Checklist,” to review the required elements of their writing. This lesson provides evidence of instruction in a short literary/descriptive text type and guides students as they brainstorm, draft, compose, and check a complete sentence.

Evaluation for 9.3c
Materials include high-quality mentor texts to model writing composition in a variety of text types (e.g., literary, informational, argumentative) and a variety of text lengths (e.g., short constructed response, extended constructed response) in alignment with grade-level TEKS as appropriate for the program's stated purpose.

These materials include high-quality mentor texts and writing models that demonstrate how to compose descriptive and informational writing. For example, students analyze model sentences and short compositions that highlight descriptive language, sentence structure, capitalization, punctuation, and genre-specific features before they create their own writing. Mentor texts are used to model writing in multiple contexts, including descriptive and informational writing, and range from single-sentence examples to short multi-sentence compositions.

Each weekly writing purpose is supported by multiple published children’s books that provide students with authentic examples of authors’ craft, organization, vocabulary, sentence structure, and conventions. For example, Miss Bindergarten Gets Ready for Kindergarten, The Kissing Hand, and All Are Welcome support students as they write and draw about familiar topics in week one. Informational mentor texts, including What’s It Like to Be a Fish?, What Lives in a Shell?, and What Do You Do With a Tail Like This?, model how authors present facts and use questions to develop ideas during the week nine “Write a Question” lesson. Literary texts, such as Llama Llama Red Pajama, Sheep in a Jeep, and One Duck Stuck model rhyme and word patterns for students as they learn to compose rhyming sentences in week 16.

Evaluation for 9.3d
Materials include opportunities for students to practice writing composition in a variety of text types (e.g., literary, informational, argumentative) and a variety of text lengths (e.g., short constructed response, extended constructed response) in alignment with grade-level TEKS as appropriate for the program's stated purpose.

These materials provide opportunities for students to practice writing composition through a variety of writing tasks, including descriptive and informational writing. Students use descriptive language, sentence stems, and illustrations to compose original sentences that communicate ideas about people, animals, and objects. Writing opportunities range from single-sentence responses to multi-sentence compositions in which students develop and communicate ideas through increasingly complex writing aligned to kindergarten expectations.

For example, in week 18, day two, to complete an activity in the “I Do” section called “Size Words,” students use size words to describe nouns and write two complete sentences about animals. Before they compose their sentences, students review examples such as “tall tree” and “tiny dog” on the Size and Shape Anchor Chart and examine Writing Resource 18.2a, “Size Words Writing Model.” The educator explicitly identifies the nouns and descriptive size words and explains how these details help readers visualize the animals. Students then use Writing Resource 18.2b, Size Words Writing Checklist, to ensure that each sentence includes an uppercase letter, a size word, and appropriate ending punctuation. Students apply purposeful word choice, sentence structure, and grade-level writing conventions to complete a connected, two-sentence descriptive response.

Evaluation for 9.4a
Materials include explicit (direct) instruction on writing text-based responses with a variety of grade-level texts as appropriate for the program's stated purpose.

The materials provide explicit instruction in writing text-based responses as students learn to analyze and respond to familiar literary texts. In the Favorite Book lesson, students brainstorm ideas from a selected book, use a graphic organizer to organize their thinking, and draft sentences to explain why the book is a favorite. Educators model how to use details from the text to support opinions, develop response sentences, revise with additional information, and use a writing checklist to edit. This structured process provides direct instruction in composing written responses grounded in grade-level texts.

The materials use a variety of grade-level literary texts to provide explicit instruction in how to write text-based responses. For example, in week 29, students analyze a familiar book, organize ideas with a Brainstorm Web, and compose a written response with details from the text to explain why the book is a favorite. In week 30, students revisit a previously read story, organize events with a Sequence Anchor Chart, and use the Sequence Writing Draft and sentence stems (first, next, and last) to recount story events in chronological order and draft a sequence retelling. Educator modeling, graphic organizers, writing checklists, and guided practice are some of the tools students use to write text-based responses appropriate for kindergarten learners.

Evaluation for 9.4b
Materials include opportunities for students to practice writing text-based responses with a variety of grade-level texts as appropriate for the program's stated purpose.

The materials include a Favorite Book writing task in which students practice writing text-based responses. In this task, students select a familiar book, use a graphic organizer to brainstorm ideas about the text, and compose sentences to explain why the book is a favorite. Students then revise, edit, share their responses, and learn to incorporate details from the text as they develop written responses grounded in grade-level literary texts.

For example, in week 29, day two, to progress through the “You Do” section, students work on a collaborative response to text, and educators use the “I Do, We Do, You Do” framework during daily workshops. After they listen to an informational or narrative read-aloud, students contribute to interactive anchor charts by identifying details from the text. Students then respond to text as they draw an event or fact from the reading, and use phonetic spelling or initial sounds to label evidence directly extracted from the source material. Additionally, the materials provide sentence-level scaffolding responses in the student WRITE Book, in which students use guided sentence frames to complete simple text-based responses. In their responses, students state an opinion about a character or list a fact learned from an informational passage.