Bridge to Writing, Texas Edition, Third 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).

In the Bridge to Writing, Texas Edition, Third Grade Classroom Kit, “Instructional Strategies” section, materials 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 this program as a supplemental curriculum that provides explicit grammar and writing process instruction. These 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 third grade Bridge to Writing materials, the “Instructional Strategies” section outlines daily routines designed to be seamlessly embedded into an existing core curriculum. In the program, students set and reflect on goals, make reading and writing connections, and use cross-curricular integration ideas alongside a suite of anchor charts throughout the units. Additionally, in writing round tables, the students confer with others and make connections in their writing.

The materials provide guidance for how the supplemental program supports and aligns with an existing core English Language Arts Reading (ELAR) curriculum. Educators integrate 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 identifies the weekly and unit-level grammar objectives and writing purposes. Additionally, the materials explicitly outline the Texas Essential Knowledge and Skills (TEKS) alignment for each lesson, which demonstrate 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. Reading and writing are composing processes in which students build meaning as they read, and then express their ideas and opinions in writing to help 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. To explain further, lessons are organized into a structured five-day framework, and 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). This layout guides educators in how best to manage instructional time as they implement 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 third grade support resources provide guidance to help educators implement the materials, including a WRITE Book answer key, family and caregiver 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 families support student learning and academic progress at home. In the “Support Resources” materials, each unit includes an accompanying family newsletter called “A Peek At Our Unit.” There, the “Bridge to Learning at Home” section outlines ways in which parents can support their student as they progress through the unit.

The materials include supports for families in both English and Spanish through bilingual family newsletters. These newsletters help caregivers foster student learning and writing development at home by providing an outline of the writing skills, grammar concepts, and instructional focus taught in each unit, as well as 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, either individually, in small groups, or in whole groups, with a duration of 20–30 minutes each. Students are given a checklist before they answer questions, as well as during the administration of the test. The included grading rubrics enable educators to effectively assess student proficiency and tailor the curriculum to meet individual instructional needs.

The materials include weekly checks that educators administer on the last day of each instructional week to assess students’ progress in writing skills. These checks focus on weekly writing tasks, related grammar skills, and rubric-aligned expectations. Materials explain that these assessments help educators 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 program specifies that the rubrics determine the appropriate instructional path for each student. The unit assessments measure student growth from pre-test to post-test, and the materials explain that the pre-test serves as the baseline while the post-test measures growth. Additionally, the rubric-based grading helps educators identify specific areas in which students will require remediation or acceleration in subsequent units.

In the program, educators review students’ completed writing at the end of each week to identify students who may need additional support, as well as 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.

The materials provide tools to support the consistent and accurate administration of instructional assessments, including educator directions, student checklists, rubrics, and scoring guidance. These materials guide educators on when and how to administer assessments, with options for individual, small-group, and whole-group instruction. Detailed rubrics and suggested scoring ranges support the consistent evaluation of student writing, and the materials recommend collaborative scoring discussions among educators to ensure consistent scoring practices. Additionally, the materials include recording sheets and observation tools to document student progress and instructional next steps.

The Third Grade Weekly Check and Guiding Questions document states that 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 3, weekly assessments occur after day five of instruction, and weekly checks begin week one of instruction. The rubrics align with specific criteria for the grammar and writing skills taught each week, and educators review handwriting and spelling errors to support phonics lessons.

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

The weekly assessments demonstrate an increase in text complexity that is appropriate for the grade level and reflects the progression of the school year. Students implement writing conventions and grade-level writing features, such as capitalization, punctuation, spelling patterns, complete sentences, and correct verb tenses. Evidence of progression occurs in students’ ability to add details, use transition words, expand sentence structure, organize ideas, and apply academic vocabulary aligned to grade-level expectations.

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

The assessment structure demonstrates a clear progression throughout the year. For example, in the first unit assessment, students respond to a single writing prompt and 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 deepens the criteria, as students progress from complete sentences with a beginning, middle, end, and end marks, to a formal paragraph layout. This layout expands the materials to include action statement sentences with subjects and predicates, linking and transition words to connect ideas, and predicate expanders, appositives, and adverbs.

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 that contains 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 provide guidance on interpreting student performance through developmentally appropriate rubrics that assess student mastery. Each rubric domain has clearly defined indicators to assess student mastery precisely, and the materials provide examples 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.

The materials provide educator guidance on how to use assessment results to respond to student performance trends. The materials include questions to help educators analyze rubric scores, identify areas of strength and need, and determine whether students require reteaching or extension. Additionally, educators use the reteach and enrichment lessons provided on day five to teach 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 in which students may 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 this program, educators use rubrics to assess student performance, and each rubric domain has clearly defined indicators to precisely assess student mastery. The curriculum also provides examples and guiding questions to help educators place 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. For example, educator-facing rubrics and weekly data recording sheets allow educators to monitor student performance over time. These tools enable educators to document growth in areas such as spelling patterns, sentence structure, capitalization, punctuation, and sentence expansion. Additionally, 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.

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 include educator guidance for differentiated instruction through daily “Boost” activities that provide scaffolds for students who have not yet reached proficiency in grade-level skills. For example, when students struggle to brainstorm ideas for a personal narrative, educators provide targeted prompting questions, such as asking students to identify a special item, describe how they obtained it, and explain events connected to it. Additional support shows how to add details to a planning chart to help students generate and organize ideas before they write. This scaffolded approach provides explicit modeling, guided practice, and repeated opportunities for students 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.

These materials include daily “Expand” activities that provide differentiated instruction and activities for students who have demonstrated proficiency in grade-level skills. These activities extend learning beyond the core lesson as students apply writing skills with greater independence and sophistication. For example, students generate adjectives and adverbs that support ideas for a haiku, and use vivid language to record their ideas on a planning web. This activity promotes precise word choice and deeper application of descriptive language.

The materials also provide extension opportunities for students to elaborate on their writing and strengthen descriptive expression. For example, students generate sensory details that help readers visualize what an item looks like, sounds like, or feels like. These activities require students to expand their ideas and apply descriptive writing techniques beyond the expectations of the core lesson, which supports continued growth for students who have already demonstrated proficiency.

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. Educators analyze students’ writing (including invented spelling) to identify specific gaps in phonemic awareness, phonics, and language skills. Then, educators provide targeted, appropriate instruction rather than expecting conventional performance too early. Educators implement specially designed instruction (SDI) through flexible instructional adjustments and targeted supports for students with disabilities. Additionally, educators are shown how to break down writing tasks, use visual supports, offer sentence frames, and provide repeated modeling to ensure student access to instruction. The program’s structure supports individualized instruction across whole-group, small-group, and independent settings, which enables educators to tailor supports as they maintain alignment with grade-level writing expectations.


To support students with disabilities, materials include multisensory instructional routines that make abstract language concepts concrete, structured, and accessible. Students use tactile, visual, and kinesthetic supports to actively engage with language, including tools such as sentence construction cards, visual sentence symbols, and finger-spelling. These materials 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 utilizes direct, scripted quotes to ensure that lesson objectives are delivered clearly and consistently.

The materials include explicit, educator-led guidance in the form of structured lesson components that support direct instruction and the modeling of targeted skills. In the “I Do” section, educators utilize 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 implement structured, scaffolded practice to support students as they learn to apply these skills. Together, these components ensure that educators have the direction and tools they need to clearly explain, model, and reinforce learning.

The materials in the “I Do” portion of the lesson include explicit educator scripts and step-by-step guidance for modeling writing skills. For example, educators use the What Is the Writing Process? anchor chart to explain the writing process. Educators state: “In this step, we think before we write. We think about what we plan to write and the ideas we plan to include.” Educators then model the characteristics of a personal narrative as they review the What Is a Narrative? anchor chart, read a mentor text aloud, and use a rubric to identify key features and expectations of effective narrative writing.

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, these videos showcase the specific worksheets and anchor charts to be used throughout the unit, which provides educators with a clear visual roadmap.

The materials provide educator guidance on how to use multiple instructional approaches to deliver lessons. For example, educators 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 as they maintain 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 guide educators through the implementation of a variety of instructional arrangements. For example, the independent practice portion of lessons includes daily conferencing options for educator–student, small-group, and peer-conferencing teaching structures. Educators select one or more conferencing options based on student needs, then provide scaffolds to support instruction across learners.

In one example of an educator–student conferencing activity, educators show students correct end punctuation as they 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.

These materials show educators how to implement linguistic accommodations tailored to students with various levels of language proficiency. For example, activities in the Multilingual Learner Connection help students bridge new concepts with their unique funds of knowledge. The program’s instructional design ensures that lesson concepts are scaffolded daily, which enables the materials to provide a consistent and predictable learning progression that supports language acquisition alongside content mastery.

The materials outline different linguistic accommodations educators can implement that cater to students at various levels of language proficiency. These accommodations are designed to engage students as they learn to use increasingly academic language, such as options in the Multilingual Learner Connections for students to focus on either ideas or organization. Students discuss their focus with a partner who shares their home language, then revise their work together.

In the program, 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. 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.

The 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. For example, educators model academic language, provide scaffolded writing supports, and incorporate strategies for visual and oral language development. Additionally, 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 enables 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.

These materials provide educators with systematic and explicit instruction on how to use different tools to teach writing conventions, such as anchor charts, educator modeling, guided explanation, sentence analysis, and direct teaching. For example, week four, day three materials in the “I Do” section include a script for educators to follow as they introduce organizing details. Educators tell students that a well-organized story helps readers follow the action, and to review time order words and when to use them, educators display the writing resource 4.3a anchor chart, Time Order Words. Educators model how to use time order words across different sections of a story to show when events happen and how time has passed.

Additionally, in week five, day two, the educator teaches students how to use singular and plural nouns to write a sentence. The educator displays the Subjects of Sentences anchor chart, as well as the materials script instruction on the subjects of sentences. Students learn that a singular subject has one noun that names a person, place, thing, or idea, and a plural subject has a plural noun that names more than one person, place, thing, or idea. The materials also remind students that plural nouns can have an -s, -es, or -ies ending to indicate plurality, and that some plurals are irregular, including words like deer or geese. The educator models how to draw the subject symbol under the subject of a sentence and identify it as singular or plural.

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.

In the program, students practice writing conventions in authentic writing and use editing marks to make revisions. Through methods such as educator modeling, class discussion, and independent editing activities in the WRITE Book, students apply grammar and syntax conventions to improve the clarity and effectiveness of written sentences. This practice strengthens students’ understanding of verb usage and verb tense conventions in both controlled exercises and meaningful revision tasks, aligned to grade-level expectations.

For example, in the “We Do”/“You Do” sections of week eight, day four, students edit for vivid verbs. They brainstorm together, use editing marks to make changes to their writing, and practice writing compositions across a variety of text types and lengths. In another example, in week five, day two, the “You Do” section, Grammar in Action component, students identify whether sentence subjects are singular or plural and apply this grammatical understanding to their ongoing fictional story drafts. Students continue to develop and revise their narratives as they incorporate knowledge of sentence structure and subject agreement, and practice composing extended literary texts.

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.

Through a coherent sequence of writing lessons, these materials provide explicit instruction in all stages of the writing process. Students plan as they generate ideas and complete story charts, plot charts, and graphic organizers to organize characters, settings, events, and procedural steps. The materials model how to complete sentences, paragraphs, realistic stories, and how-to compositions. Revising instruction is supported through peer-review activities, rubric-based discussions, annotations, feedback protocols, and tasks in which students 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 before they apply those skills to their drafts. Finally, students 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 23, day five (“I Do”/“We Do”), explicit instruction helps educators support students through the editing, publishing, and sharing stages of the writing process. Educators demonstrate how to review a completed report, edit capitalization in titles and authors’ names to refine the final product, create an engaging title, develop a source list, and prepare the report for presentation. Students then apply these steps as they finalize and share their completed reports with the class.

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.

These materials provide opportunities for students to practice all stages of the writing process through authentic writing tasks, including friendly letters, realistic stories, explanatory texts, and descriptive poems. Students analyze mentor texts, audience, and purpose, and organize ideas with graphic organizers and planning tools. Students practice drafting as they develop original compositions from notes and planning resources. Revision tasks enable students to strengthen their writing through the addition of sensory details, vivid verbs, descriptive language, figurative language, sequence words, rhyme, repetition, and peer feedback. Students practice editing as they correct conventions, improve sentence structure, refine word choice, and apply editing strategies to their drafts. Finally, students complete the writing process as they prepare final copies, add publishing features such as titles and author information, and share their completed writing with peers and larger audiences.

For example, in week 17, students practice each stage of the writing process as they develop a research report. Students use the Research Report Chart to generate research questions and organize information from primary and secondary sources, then draft report paragraphs from their notes. Next, students revise their writing as they strengthen ideas and organization, edit conventions such as possessive forms and sentence structure with educator guidance, and prepare final copies to share with classmates. Throughout the unit, students use graphic organizers, mentor models, rubrics, and structured practice to independently navigate each stage 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 by teaching students how writers use text structure, vivid word choice, sensory language, figurative language, rhyme, repetition, and precise verbs to strengthen their writing. Through mentor texts, educator think-alouds, rubrics, and guided revision activities, students analyze the effects of craft moves on readers and apply those techniques to their own writing. Students revise compositions through the addition of descriptive details, figurative language, sensory imagery, sequence words, and stronger word choices to improve clarity and effectiveness. Writing craft instruction is embedded across a variety of text types, including friendly letters, realistic stories, descriptive poems, and explanatory/how-to texts. These materials provide students with opportunities to learn and apply craft techniques in both literary and informational writing.

The materials provide explicit instruction in writing craft across multiple text types through educator modeling, mentor texts, anchor charts, and guided revision activities. For example, in week eight, students learn how descriptive word choice, vivid verbs, sensory details, and text structure strengthen friendly letters. Educators add adjectives, replace weak verbs, and improve organization to model how to revise drafts. In week 12, explicit instruction focuses on descriptive poetry, where students revise their writing as they incorporate figurative language, rhyme, repetition, sensory imagery, and precise pronoun use to improve rhythm and clarity. In week 17, students examine mentor models, research-report rubrics, and graphic organizers to organize informational writing, develop research questions, and structure reports using evidence gathered from sources. In week 23, students analyze persuasive report models and educator demonstrations to strengthen introductions, organize supporting reasons, prepare conclusions, and publish final compositions. These lessons provide explicit instruction in writing craft across literary, informational, explanatory, persuasive, and poetic writing 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.

These 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 compose writing at a variety of lengths as they progress 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 develop complete compositions that are organized for purpose and audience.

Grade 3 Text Type Composition Blueprints in the student WRITE Book include text-dependent evidence, graphic organizers, peer-editing critique frames, and lined essay presentation layouts. The curriculum includes explicit lessons that instruct students to use text-dependent synthesis to write short, constructed responses. Students learn to form a tight, precise claim and immediately weave in direct text evidence to respond to text prompts. The educator shows students how to manage this composition length (typically one concise, cohesive paragraph) and establishes the precise structural mechanics required for state Short Constructed Requirements testing formats. Direct instruction in Extended Constructed Responses transitions students into writing multi-paragraph essays, and lesson sequences provide explicit modeling on advanced text architecture. For example, students learn how to craft an introductory paragraph with a central hook and thesis statement, structure distinct body paragraphs that contain supporting details and persuasive transition phrases, and write a concluding synthesis. Students independently practice drafting these extended, multi-paragraph pieces within their WRITE Books on templates optimized with paragraph indentation markers to build stamina.

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. Educators use mentor texts to model as they plan, draft, revise, edit, share, and guide students to examine how writers develop ideas and communicate meaning. Additionally, the materials provide mentor texts of varying lengths, including sentence-level examples, short compositions, sample drafts, and extended pieces. These features enable students to study and apply writing techniques across multiple genres and levels of complexity.

Students study published texts before they compose personal narratives, such as fantasy and realistic fiction stories, haiku and descriptive poems, friendly letters, animal descriptions, travel brochures, science articles, biographies, research reports, persuasive letters, essays and reports, science fiction stories, articles, and speeches. For example, Dory Fantasmagory and Bigmama’s model personal narrative techniques. Fantastic Mr. Fox and Ramona Quimby, Age 8 support instruction in fictional narrative structure, character development, and plot. The Way Things Work Now, The Queen of Chess, and The Bee Book model informational organization, factual development, and domain-specific vocabulary. Persuasive mentor texts such as Dear Mrs. LaRue, I Wanna Iguana, Planet Ocean, and The Great Kapok Tree demonstrate position statements, supporting reasons, evidence, persuasive language, and appeals to an audience. Students also examine speeches such as “I Have a Dream” and Lincoln’s “Gettysburg Address” as models of purposeful organization, word choice, repetition, and audience impact. The materials include short forms such as haiku, acrostic poems, letters, and speeches, as well as extended narratives, articles, biographies, essays, brochures, and research reports to provide developmentally appropriate models.

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.

In these materials, students practice writing composition across a variety of text types, including literary, informational, and argumentative writing. Students compose friendly letters, realistic stories, descriptive poems, and explanatory/how-to texts for different purposes and audiences. For example, in week 19, day one, students choose their own topics for persuasive letters and record their opinion, supporting reasons, and a call to action to complete planning charts. In weeks eight and 12, days two to five, students use mentor texts, graphic organizers, and educator guidance to draft and revise multiple text types.

The materials also provide opportunities for students to practice writing across a variety of text lengths, including short constructed responses and extended compositions. Students engage in short, text-based responses in which they read a passage, form a claim, and write a single cohesive paragraph supported with evidence. Students also participate in extended writing tasks that span multiple days, such as multi-paragraph friendly letters, narratives, informational explanations, and poetry pieces. Students use tools such as the WRITE Book, graphic organizers, and genre composition units to build writing stamina as they progress from sentence-level responses to fully developed multi-paragraph compositions aligned to grade-level expectations.

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.

In these materials, students learn to write text-based responses as they complete research-report writing tasks that integrate reading, research, and composition. Students analyze a reading-writing connection text, examine a research report model and rubric, and use graphic organizers to gather information from primary and secondary sources. Educators explicitly model how to generate research questions, collect notes from sources, and transform researched information into organized report paragraphs. Students use evidence gathered from texts and sources to explain real-world problems and communicate possible solutions, demonstrating written responses grounded in information from grade-level texts.

The materials provide explicit instruction for educators as they teach students to write text-based responses through a variety of grade-level literary and informational texts. For example, in week 17 (days one to four), students analyze a reading-writing connection text, examine a research report model and rubric, generate research questions, distinguish between primary and secondary sources, gather information from multiple sources, and organize evidence with a research report chart before they draft their own research report. In week 18, day one, students read a grade-level diary entry, determine whether it is a primary or secondary source, complete an outline, and write a summary based on the text. Educators also explicitly model how to revise research reports by using the rubric to strengthen organization, remove irrelevant information, restate the main idea, and develop an effective conclusion and call to action. Through educator modeling, mentor texts, graphic organizers, and guided practice, students learn to compose and refine text-based responses that are grounded in a variety of grade-level texts.

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 write text-based responses as they complete research-report writing tasks, which are connected to reading-writing connection texts and additional research sources. Students generate questions, gather information from primary and secondary sources, use graphic organizers to organize notes, and compose research reports about a problem and possible solutions. These activities require students to analyze information from multiple texts and use that information to create evidence-based written responses.

In the “You Do” section in week 23, days three to four, students return to their persuasive report drafts and add transition words and phrases that connect supporting details, clarify relationships among ideas, and show how information relates to the main argument. During educator–student conferences, students evaluate whether their transitions accurately communicate these relationships and identify places where additional transitions are needed. In small groups, students share their revisions, discuss uncertain transition choices, and provide suggestions to improve the organization and flow of one another’s reports. Students then practice editing sentences in their WRITE Books as they determine whether corrections are needed and make appropriate changes. Optional partner or team support allows students to discuss their editing decisions. Together, these activities provide meaningful practice for students to revise the organization and coherence of a research-based persuasive response, and edit sentences for correctness.