Bridge to Writing, Texas Edition, Second Grade 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).

Materials in the “Instructional Strategies” section of grade 2 Bridge to Writing include a detailed explanation of the program’s purpose. 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 instruction on the writing process. 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, Second Grade Classroom Kit, the “Instructional Strategies” section outlines daily routines that integrate into an existing core curriculum. These routines include tools such as 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 throughout the units, materials provide cross-curricular integration ideas alongside a suite of anchor charts. Additionally, the materials organize lessons within a five-day instructional framework that supports 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. The materials guide educators through the implementation of integrated literacy instruction as they use tools such as structured and scaffolded lessons, pacing guidance, differentiation, assessments, multilingual learner supports, and instructional routines 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 identifies both the weekly and unit-level grammar objectives and writing purposes, and explicitly outlines the Texas Essential Knowledge and Skills (TEKS) alignment for each lesson. The materials demonstrate a clear upward trajectory in rigor as skills become more complex. Additionally, 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 the rationale for the instructional design. Reading and writing are composing processes in which students build meaning as they read, then express their ideas and opinions in writing to help them organize their thoughts about a text. Writing provides information about literacy tools and enables students to understand 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.

The 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). Guidance shows educators how to manage instructional time as they provide 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.

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

The Second Grade 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.

The 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,” there is a parent newsletter for all units labeled “A Peek At Our Unit,” with a section titled “Bridge to Learning at Home” that outlines some of the ways families can support their student in the unit.

The materials include supports for families in both English and Spanish through bilingual family newsletters that guide caregivers in how to support student learning and writing development at home. These newsletters explain the writing skills, grammar concepts, and instructional focus taught in each unit, and offer additional 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 20–30 minutes each, either individually, in small groups, or in whole groups. Students are given a checklist before they answer questions and during the administration of the test. Educators use included grading rubrics to effectively assess student proficiency and tailor the curriculum to meet individual instructional needs.

To assess students’ progress in writing skills, the materials include weekly checks administered on the last day of each instructional week. These checks focus on weekly writing tasks, related grammar skills, and rubric-aligned expectations. Educators use these assessments to help identify students who need additional support and those who are ready for additional challenges, which enables educators to implement reteach instruction to meet the needs of all learners.

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

The assessments section provides clear definitions and outlines the intended purpose for each assessment. For weekly assessments, the rubrics determine the appropriate instructional path for each student, and materials explain that the pre-test serves as the baseline and the post-test measures growth. Assessments in each unit measure student growth from pre-test to post-test, and educators use rubric-based grading to identify specific areas in which students will require remediation or acceleration in subsequent units.

In this program, educators review students’ completed writing at the end of each week to identify students who need additional support and those ready for enrichment. Weekly progress checks help educators monitor skill retention and determine whether students have achieved long-term mastery. The materials also provide weekly reteach and extension activities to address diverse learning needs.

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 educator guidance to support the consistent and accurate administration of instructional assessments through educator directions, student checklists, rubrics, and scoring guidance. The materials give recommendations on when and how to administer assessments, including individual, small-group, and whole-group options. Detailed rubrics and suggested scoring ranges support consistent evaluation of student writing. The materials also recommend collaborative scoring discussions among educators to ensure consistent scoring practices, as well as recording sheets and observation tools to document student progress and instructional next steps.

The Second Grade Weekly Check and Guiding Questions document describes how the assessments focus on the composition domain, and educators use rubrics to demonstrate students’ knowledge and mastery of the weekly writing target skills. In grade 2, the weekly assessments occur after day five of instruction, and weekly checks begin week one of instruction. Additionally, the rubrics align with specific criteria for the grammar and writing skills taught each week, and educators look at handwriting and spelling errors to support phonics lessons.

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

The assessments and rubrics implement varying levels of complexity across writing genres and skills. For example, in the persuasive writing assessment, students state an opinion, support it with three or more reasons, include a call to action, and correctly use object pronouns and prepositional phrases. In the narrative assessment, students develop characters, setting, plot structure, dialogue, and problem solving within a story.

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. Additionally, the rubrics accommodate multiple proficiency levels, from beginning to proficient, with progressively complex expectations. Students apply critical thinking skills as they explain ideas, describe experiences, and develop problems and solutions within their writing.

The assessment structure demonstrates a clear progression throughout the year. In the first unit assessment, students respond to a single writing prompt as they independently incorporate eight distinct structural and grammatical elements. This shift reflects the program’s commitment to building student independence and mastery of complex writing criteria. The final unit assessment challenges students to the same format, but moves from complete sentences with a beginning, middle, end, and end marks, to a formal paragraph layout that includes action statement sentences with subjects, predicates, and object pronouns.

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 and guiding questions, along with the weekly rubrics, to help educators accurately score students’ written compositions and reflect on strengths and areas for growth. Next steps for remediation, reteaching, and extension are included.

The instructional assessments guide educators on how to interpret student performance through developmentally appropriate rubrics that assess student mastery. 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 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.

These materials provide educator guidance on how to use assessment results to respond to student performance trends. Educators use provided questions to analyze rubric scores, identify areas of strength and need, and determine whether students require reteaching or extension. Educators then implement the reteach and enrichment lessons, provided on day five, 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 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.

In these materials, educators use developmentally appropriate rubrics to interpret student performance and assess student mastery. Each rubric domain has clearly defined indicators to precisely assess student mastery, and materials provide examples of how to use the document. The curriculum also provides guiding questions to help educators 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 allow educators to monitor student performance over time and 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 that allow 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.

In these materials, educators use differentiated instruction to 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.

The materials provide educator guidance for differentiated instruction through daily “Boost” activities designed to scaffold learning for students who need additional support. For example, students use simple sentence frames such as “The kid runs” to practice identifying sentence conventions. Educators guide students to locate and circle uppercase letters and end punctuation before they recreate the sentence independently in a new frame. This scaffolded approach provides explicit modeling, guided practice, and repeated opportunities to strengthen foundational sentence-writing skills.

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.

The materials include daily “Expand” activities with differentiated instruction for students who have demonstrated proficiency in grade-level skills. These activities extend learning beyond the core lesson as students apply skills independently, elaborate on ideas, and engage in more complex writing tasks. For example, educators facilitate a freewriting activity in which students write continuously for five minutes about a selected topic, such as information about an animal’s habitat. This encourages sustained writing and the independent application of writing skills.

The materials also provide extension opportunities that promote collaboration and deeper application of grade-level skills. For example, students work with a partner to generate additional sentences about topics they enjoy reading or writing about. This activity encourages students to expand their ideas, strengthen sentence construction, and apply writing skills in a more open-ended context beyond the core lesson requirements.

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 supports students with disabilities by meeting them exactly where they are in their literacy development. These materials analyze students’ writing (including invented spelling) to help educators identify specific gaps in phonemic awareness, phonics, and language skills, which enables them to provide targeted, appropriate instruction as opposed to expecting conventional performance from students too early. Educators implement specially designed instruction (SDI) through flexible instructional adjustments and targeted supports for students with disabilities. For example, educators break down writing tasks, use visual supports, offer sentence frames, and provide 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.


The materials include multisensory instructional routines that make abstract language concepts concrete, structured, and accessible in order to provide meaningful support for students with disabilities. Through tools such as sentence construction cards, visual sentence symbols, and finger-spelling, students use tactile, visual, and kinesthetic supports to actively engage with language. 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 use specific 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 gives students detailed instructions and direct, scripted quotes to ensure that lesson objectives are delivered clearly and consistently.

The materials include explicit, educator-led guidance through structured lesson components that support direct instruction and modeling of targeted skills. In the “I Do” section, educators use clear prompts and resources (e.g., anchor charts, writing models, graphic organizers, checklists, and rubrics) to explicitly model new or previously introduced grammar and writing skills. This is followed by the “We Do” section, in which educators support students as they apply these skills through structured, scaffolded practice. Together, these components ensure that educators have the direction and tools needed to clearly explain, model, and reinforce learning.

The materials provide direct educator prompts and step-by-step guidance for modeling writing concepts and conventions. For example, during the “I Do” portion of the lesson, educators use the What Is Writing? and What Is a Complete Sentence? anchor charts to explicitly explain that writers communicate ideas through complete sentences. The lesson includes scripted language such as, “A complete sentence includes the entire thought or idea in the writer’s mind. It starts with an uppercase letter and ends with an end mark,” as educators model how to identify uppercase letters and end marks, and demonstrate how sentence frames help organize complete thoughts.

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

These materials include educator guidance and implementation support to promote effective instruction and consistent delivery of the program. Embedded supports throughout the curriculum, along with on-demand professional learning resources, help educators build content knowledge and instructional expertise. Additionally, on-demand training videos provide curriculum overviews, deepen understanding of key concepts, and model effective teaching practices to support high-quality implementation and instructional fidelity.

The materials support effective educator-led instruction through the implementation of multiple instructional approaches to deliver lessons. Educators are guided to model writing strategies, facilitate partner and whole-group discussions, engage students in collaborative learning tasks, and provide opportunities for independent writing practice. 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.

The materials in the “You Do” section of each lesson include daily conferencing options to support students as they complete their independent practice. Educator–student, small-group, and peer options are suggested, and scaffolds provided in each option allow instruction to meet the needs of all learners in an age-appropriate manner. When multiple conferencing options are suggested, educators choose one or more that best meet the individual needs of the students in their classroom.

The materials provide educators with guidance on recommended structures, such as student–educator and small-group structures, to support effective implementation. One example states: “Small Group: Group children by varying ability. For example, group strong writers with those who may have difficulty.”

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.

These materials provide robust guidance for educators on how to implement linguistic accommodations tailored to various language proficiency levels. Through the Multilingual Learner Connection, students complete activities in which they bridge new concepts with their unique funds of knowledge. Furthermore, the program’s instructional design ensures that lesson concepts are scaffolded daily to provide a consistent and predictable learning progression that supports language acquisition alongside content mastery.

Additionally, materials include educator guidance on how to provide linguistic accommodations for various levels of language proficiency. These tools are designed to help students use increasingly academic language, such as the Multilingual Learner Connections, in which students write each of a given set of words on one side of an index card to make playing cards. Students then place the nouns face down in one pile and the adjectives face down in another pile.

In these materials, daily lessons integrate specific Multilingual Learner Connections to 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. Additionally, students draw to facilitate interaction with their writing.

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 implementation guidance to help educators effectively use the program in state-approved bilingual and English as a Second Language (ESL) instructional settings. Lessons include structured routines that align with sheltered instruction practices in which educators model academic language, provide scaffolded writing supports, and incorporate 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. Examples include opportunities for students to discuss their ideas before they write, which allows them to use their primary home language to clarify concepts. Students also 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.

The materials provide systematic and explicit instruction in writing conventions through educator modeling, guided explanation, and collaborative practice. Instruction builds from foundational grammar concepts to more complex sentence structures. For example, in week four, day two, the educator reviews singular and plural nouns as they model how nouns change from singular to plural. The educator also explains when to add -s or -es and guides students to identify and classify them. The lesson then transitions to a “We Do” activity in which the educator and students collaboratively identify and label singular and plural nouns, which reinforces grammar and spelling conventions.

The materials provide systematic and explicit instruction in writing conventions through educator modeling, guided explanation, and collaborative practice that are applied in authentic writing. For example, in week 18, day two, students receive direct instruction on appositives and comma usage through modeled examples and guided sentence analysis before they practice the skill collaboratively. Students then apply these conventions in their own writing as they revise and compose authentic pieces. Similarly, in week 14, students use a Place Description Map and mentor model to plan and compose a descriptive writing piece. To do so, students apply previously taught grammar, capitalization, punctuation, and sentence construction within meaningful 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.

Students independently apply targeted grammar concepts through targeted practice in their WRITE Books and structured, authentic writing tasks. For example, in week 18, day two, in the “I Do” section, students practice singular/irregular plural nouns, past-tense verbs, and contractions. They manipulate physical or digital word-and-punctuation cards to correct purposefully error-ridden sentences without the cognitive demand of continuous drafting. In these tasks, students practice grammar, syntax, and punctuation through explicit instruction and authentic sentence writing.

In these materials, students practice writing conventions in both isolated skill activities and authentic writing contexts. For example, in week five, day four, students identify singular, plural, and compound subjects, add compound subjects to revise sentences, and independently compose original sentences using conjunctions such as and and or in the WRITE Book to prepare for editing their folktales. Later, in week 18, day two, students identify appositives, apply comma conventions, and combine related sentences into more descriptive writing (e.g., Humpback whales, which live in the ocean, are gray and white). Throughout the program, students apply grammar, syntax, sentence structure, and punctuation conventions within meaningful writing aligned to grade-level expectations.

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.

These materials guide educators through the instruction of all stages of the writing process through a coherent sequence of writing lessons. Before they write, students generate ideas and complete graphic organizers, story charts, and plot charts 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 throughout 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 own 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.

Across weeks six, eight, and 24, explicit guidance supports educators in the instruction of each stage of the writing process. For example, in week six, “Realistic Story,” students use a realistic story chart and plot chart to draft their own stories with a beginning, a problem, sequenced events, and a resolution. In week eight (“How-To Writing”), educators model how to draft procedural texts, revise through the addition of sequence words and organizational features, use targeted language conventions to edit writing, and prepare a final copy for sharing. In week 24 (“Book Report”), students plan with a Book Report Questions Chart, use mentor models to draft organized responses, revise and edit with educator guidance, and publish and share completed book reports. Throughout these lessons, each stage of the writing process is taught explicitly through educator modeling, graphic organizers, mentor texts, rubrics, and guided practice.

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 all stages of the writing process as they move through a sequence of connected writing lessons. Before they write, students generate ideas, discuss audience and purpose, and use graphic organizers and class brainstorming activities to plan and organize information. Next, students use modeled examples and sentence frames to draft original sentences and short compositions, then add details, descriptive language, and additional sentences to revise and improve their writing. Additionally, students use checklists and guided correction of capitalization, punctuation, spacing, and sentence conventions to practice editing. Finally, students prepare final drafts, add illustrations, and share their writing with the class to complete the writing process.


For example, in week 17, day five, students complete and share work they developed throughout the writing process. In this lesson, students use previously revised and edited drafts to prepare final versions of movie descriptions they wrote. The educator models a completed description and demonstrates how to implement publishing conventions, such as a title and author line, and correctly format movie titles by underlining them in handwritten work or italicizing them in typed work. Students use their best handwriting or a digital presentation program to publish their descriptions, and may add illustrations, music, or other visual elements. Students then practice reading their work with a partner, use appropriate volume and expression, receive peer suggestions, and share their completed descriptions with the class. This lesson provides practice with the editing, publishing, rehearsing, and sharing stages of the writing process.

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 as students learn how writers use descriptive word choice to make their writing more interesting and meaningful. Through educator modeling, anchor charts, and guided practice, students learn to add color words, size words, and adjectives to strengthen descriptions and help readers visualize people, animals, and objects. Students also learn how sentence types and punctuation contribute to meaning and expression. Writing craft instruction is embedded across multiple text types, including descriptive sentences, personal writing, informational writing, and poetry, which enables students to apply craft techniques in a variety of writing contexts.

The materials provide explicit instruction in the craft of writing across multiple text types through educator modeling, mentor texts, anchor charts, graphic organizers, and guided practice. In week six, students receive direct instruction in how to craft realistic stories as they use planning charts and mentor models to learn to introduce characters, establish a clear problem, sequence events logically, and develop a meaningful resolution. In week eight, students are explicitly taught how to organize explanatory how-to writing as they compose an introduction, sequence procedural steps with transition words such as first and then, and develop a concluding statement. In week 24, students receive explicit instruction in how to compose book reports as they organize an introduction, develop supporting details about the title, author, characters, setting, and plot, and conclude with an opinion supported by information from the text. Throughout these lessons, mentor models, rubrics, educator think-alouds, and graphic organizers explicitly model genre-specific writing craft aligned to grade-level expectations.

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 across multiple text types, including realistic stories, descriptive writing, explanatory/how-to texts, and poetry. Students receive direct instruction in genre-specific structures and composition techniques through mentor texts, graphic organizers, rubrics, educator think-alouds, and guided practice. Students then compose writing at a variety of lengths, progressing from individual sentences and short responses to extended compositions that include multiple paragraphs, story elements, sequential steps, and poetic structures. The materials support students as they learn to develop complete compositions that are organized for purpose and audience.



The materials also include explicit instruction in both short constructed responses and extended constructed responses. For example, grade 2 paragraph-level frameworks and the WRITE Book provide structured supports, such as text-mapping organizers, checklists, and lined writing templates. Students are explicitly taught to use text evidence to construct short responses of two to three sentences, and develop extended responses of six to eight sentences with a topic sentence, supporting details, transitions, and a conclusion. Educators model each step of the writing process to support students as they learn to organize ideas and produce coherent compositions across multiple genres.

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.

The materials include high-quality mentor texts, sample drafts, and writing models that demonstrate effective composition across multiple genres. Students analyze realistic story models, explanatory/how-to samples, descriptive writing examples, and poetry models to identify genre characteristics, text structures, organizational features, and descriptive language. As students learn to examine how writers develop ideas and communicate meaning, educators use mentor texts to model planning, drafting, revising, editing, and sharing. The materials provide mentor texts of varying lengths, including sentence-level examples, short compositions, sample drafts, and extended pieces, which enables students to study and apply writing techniques across multiple genres and levels of complexity.

Students analyze authentic texts before they write their own personal narratives, character sketches, poems, folktales, realistic stories, how-to texts, news and science articles, invention reports, descriptions, journal entries, photo essays, opinion pieces, persuasive speeches, letters, essays, book reports, interviews, and research reports. For example, the book Miss Rumphius and A Bad Case of Stripes models character development; the books How to Apologize and How to Build a Fizzy Rocket model procedural organization; and The Crayon Man and Magic Ramen model explanatory reports about inventions. Persuasive craft is modeled through texts such as Give Bees a Chance, Can I Be Your Dog?, and I Want a Dog: My Opinion Essay, which demonstrate claims, reasons, persuasive language, and audience awareness. Research texts such as Why Is the Statue of Liberty Green?, Arctic Fox, and The Story of Snow support instruction as students learn to ask questions, take notes, organize facts, and develop reports. These selections model brief forms, including poems, journal entries, and speeches, and extended forms such as realistic stories, essays, photo essays, book reports, and research reports.

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 across a variety of text types, including realistic stories, descriptive writing, poetry, and explanatory/how-to texts. Students compose original pieces through the use of graphic organizers, writing models, and the writing process to develop ideas for different purposes and audiences. Writing tasks range from short, constructed responses and sentence-level compositions, to extended pieces that include multiple paragraphs, sequential directions, and complete narratives. To accomplish these tasks, students apply composition skills across varied genres and text lengths. For example, in week five, day three, students revisit and revise their own folktale drafts as they identify opportunities to combine sentences with similar actions in the predicates. Students apply writing and editing skills to improve sentence structure and overall clarity within a literary text as they refine an extended narrative composition.

In week 18, day two, in the “I Do/We Do” section, students participate in the drafting stage of a photo essay about a habitat. Using a completed graphic organizer, the educator guides students as they transform research notes into complete, organized sentences. Students use the photo essay rubric and photo essay model to identify the required elements of the composition, including an introduction, the name of the habitat, general information, and supporting details about features such as temperature and rainfall. The educator explicitly models how to develop an introduction, organize factual information, and incorporate an appositive to clarify or define a topic-specific idea. For example, materials state, “The Amazon Rainforest, a rainforest in Brazil, has huge numbers of living things.” Students then contribute sentences and details to create a cohesive photo essay draft. In this activity, students compose a longer informational response with a clear structure, relevant facts, elaboration, and grade-level language. When considered with lessons that involve literary and argumentative compositions of varying lengths, this evidence supports the indicator’s requirement for practice across multiple text types and writing lengths.

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.

These materials provide explicit instruction in how to write text-based responses as students progress through structured book report activities connected to grade-level literary texts. For example, students use a graphic organizer, rubric, and model report to refine an extended narrative composition to analyze a book. Students then draft written responses about the title, author, characters, setting, and events. Educators explicitly model how to transform notes gathered from a text into complete sentences and organized paragraphs, which incorporates writing conventions and conjunctions to connect ideas. Students examine the concluding paragraph of the book report sample revision and identify the writer’s opinion that the book is “very good and very funny.” After students determine that the opinion is not supported, the educator adds the sentence, “I like the art that shows the plants growing out of the house,” to demonstrate how a writer can use a relevant detail from the text and its illustrations to explain an evaluation. This instruction helps students understand that text-based responses should include a clear opinion supported by specific reasons or examples. Additional lessons that use a range of grade-level literary and informational texts would be needed to demonstrate instruction across a variety of texts. These lessons provide direct instruction in how to compose written responses that are grounded in information from a text.

The materials provide explicit instruction in how to use grade-level literary and informational texts to write text-based responses. For example, in week 24, educators explicitly model how to analyze a literary text as they identify the title, author, characters, setting, plot, and opinion. Students use a mentor model and rubric before they transform notes from a book report questions chart into an organized written response. Then, students learn how to support opinions with relevant details from the text and revise their responses by adding textual evidence. Additional instruction in weeks 26 and 28 extends this work to informational texts as educators explicitly model how to generate research questions, gather information from text features, record notes, organize evidence, and compose written responses based on information from sources. Through educator think-alouds, graphic organizers, mentor models, rubrics, and guided practice, students use both literary and informational texts to compose text-based responses.

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.

In these materials, students use a variety of grade-level texts, including literary texts, informational passages, fables, and short biographies, to practice writing text-based responses. In grade 2, week 24, days two to four, students complete book report activities in which they use a book report questions chart to record key information from a selected literary text, including the title, author, characters, setting, and plot. Students use their notes to draft organized written responses that summarize the text and include personal opinions supported by details from the reading. In addition, students respond to grade-level informational passages as they identify main ideas and use structured response frames to write summaries grounded in the text. Across these tasks, students use evidence from what they read to construct organized written responses that reflect comprehension of both literary and informational grade-level texts.

The materials also provide opportunities for students to practice writing text-based responses across multiple writing purposes and genres. For example, in grade 2, week 21, day one, students engage in a persuasive writing task in which they develop notes for a speech. To accomplish this, students use information from a shared prompt and text-based ideas to record their opinion, supporting reasons, and a call to action. Students then share their responses in small groups, read aloud their questions and sources, and receive peer feedback to refine clarity and depth of thinking. In addition, students respond to literary texts as they analyze characters, events, and motivations, and compose written explanations supported with text evidence. Through these activities, students practice generating written responses based on grade-level texts as they apply evidence across opinion, informational, and literary response tasks.