La escritura 2026 Texas, Grade 1

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

The grade 1 Teacher Edition, in the “Efficacy” section, identifies the supplemental program’s stated purpose. It states, “The act of handwriting supports the brains of developing readers. As students practice forming letters, they learn to recognize the letters when they read.” It also outlines both the short- and long-term goals of the program. In the short term, the program aims to help students write automatically, efficiently, and legibly. Long-term goals include helping students apply their handwriting skills to communicate their thoughts and ideas and to build connections within learning communities.

Additionally, the materials explain the purpose of the supplemental program through the Teacher Edition, which describes structured handwriting instruction aligned to the TEKS. The “Program Components” section also identifies the materials as “quick, explicit instruction” with ongoing practice opportunities, demonstrating the program’s purpose of providing supplemental handwriting instruction and practice.

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.

The grade 1 Teacher Edition provides guidance for educators on how to appropriately use the supplemental program in the section “Time-Saving Routines for Teaching Handwriting.” Specifically, this section outlines the program’s utility as a versatile supplement, offering guidance for whole-class instruction, independent work, and at-home practice to reinforce an existing core literacy curriculum. The publisher consistently states throughout the materials that the program’s designers intend educators to teach it effectively and efficiently in 15 minutes.

The grade 1 Teacher Edition provides explicit guidance for integrating the supplemental handwriting program with core reading and language arts instruction. The “Fast, Efficient Instruction” pages outline flexible implementation options: five-minute to 10-minute instructional routines, practice opportunities, reinforcement activities, and lesson components that support letter formation and literacy development.

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 grade 1 Teacher Edition includes a “Correlations to TEKS” chart that serves as the scope and sequence to support educators in identifying where the grade-level TEKS are covered in the program. These correlations are provided for each chapter and identify the exact page numbers and content types within each chapter where the TEKS are addressed. The publisher provides educators with the page numbers in both the Teacher Edition and the Student Workbook that directly address the handwriting standards covered in this supplemental program.

The Teacher Edition also includes a “Groupings, Patterns, and Progress” section that provides a clear rationale for the scope and sequence. The program explains that manuscript and cursive letters are intentionally grouped by common strokes, visual patterns, and developmental progression to support efficient handwriting instruction and improve legibility. The scope and sequence identifies how letters are introduced in sequenced groupings based on shared formations, such as vertical, horizontal, circular, and diagonal strokes, helping educators understand the progression of skills and instructional purpose across the program.

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

In the grade 1 Teacher Edition, the “Fast, Efficient Instruction” section outlines the program’s time requirements. Educators can implement the program in 15 minutes per day. The Teacher Edition also provides educators with explicit instruction and practice opportunities for implementation throughout the day. The lessons provide for flexible implementation within the daily plan.

The materials do not provide a pacing guide for the Spanish side of the program. However, additional supports in the Teacher Edition “Program Basics” materials include whole-group instruction resources, animated letter models, instructional videos, home practice activities, and explicit handwriting instruction with practice and reinforcement opportunities.

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

In the grade 1 Teacher Edition, “Program Components” pages support effective program implementation by providing educators with visual examples of the various materials, including the student and educator guides. These examples identify and explain the different sections on each page and describe how educators and students should use the materials during instruction. Each section of the sample page is highlighted and labeled to clarify its purpose for educators. Additionally, the “Your Components at a Glance” page offers further implementation support by listing each program component, providing a brief description of its purpose and benefits, and identifying where educators find the resources.

Throughout the grade 1 Teacher Edition, educators find implementation guidance for the program. The materials familiarize educators with the program’s key resources, including the Teacher Edition, Student Edition, and Practice Masters, and explain the intended use of each component. For example, the Teacher Edition includes research-based instruction. The Practice Masters provide additional opportunities for student practice through reproducible pages that educators can use for small-group instruction, learning centers, or homework assignments.

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

The grade 1 Teacher Edition includes a “family letter” for families and caregivers. The materials introduce the program and provide tips for supporting handwriting at home. For example, the materials state, “Encourage your student to practice the skills they learned in class using the take-home practice pages.” The family-facing guidance is provided in English and Spanish.

The grade 1 Teacher Edition includes a “School-Home Connection” initiative designed to encourage family involvement in supporting students’ handwriting development at home. The materials highlight the importance of family support and identify available practice materials and digital resources for use outside the classroom. For example, the materials state, “Adults can use the codes to help reinforce correct letter formation as students practice.”

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).

In grade 1, educators introduce students to the self-assessment work they will be doing throughout their workbook. At the beginning of the Student Edition, educators guide students through the four “Keys to Legibility” of manuscript handwriting (“Shape, Size, Spacing, and Slant”) and what considerations each of these qualities encompasses. As students practice their handwriting, they are expected to stop each time they encounter a red checkmark stop sign on the page and assess the handwriting quality, or “Key to Legibility,” displayed on that page. Students self-assess their handwriting by circling the letter that best represents that page’s “Key to Legibility.” This self-assessment provides students with opportunities for growth and improvement in their handwriting quality as they progress through the program.

The grade 1 Teacher Edition also provides a summative assessment to help educators evaluate students’ progress at the end of the school year or after students complete the program. The posttest is at the end of unit 4. This cumulative tool determines student mastery of all uppercase and lowercase letters and numbers up to 20. Furthermore, the supplemental program includes a manuscript evaluation rubric and a record of student handwriting skills. These resources assist educators in identifying whether a student requires more practice or has achieved proficiency.

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

In grade 1, the Teacher Edition includes references to assessment activities, such as the pretest objective “evaluar la escritura en letra de molde.” However, the materials do not provide a definition of the assessment or explain its intended instructional purpose. The assessment objective identifies what students will do. The materials do not describe how assessment results should be used to monitor progress or inform instruction.

The grade 1 Teacher Edition does not include an evaluation overview or educator-facing guidance describing assessment types, purposes, or uses. The materials do not provide information about why assessments are administered or how results should be interpreted and used to support instruction.

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

The grade 1 Teacher Edition includes an “Evalúa” self-assessment in which students evaluate their handwriting using criteria such as letter formation, size, spacing, slant, and stroke direction. The assessment provides student-facing prompts aligned to the lesson objective that ask students to evaluate aspects of handwriting legibility. However, it does not include educator-facing directions, standardized administration procedures, or guidance to ensure consistent and accurate implementation of the assessment.

The grade 1 Teacher Edition provides educator-facing support for handwriting instruction, including letter-formation activities, handwriting practice, and student self-evaluation opportunities. However, the materials do not provide educator guidance for administering assessments, scoring student responses, or ensuring consistent implementation of assessments across settings. The materials do not provide guidance to support consistent and accurate administration of instructional assessments.

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

The grade 1 Teacher Edition assessments provided in the program include items at varying levels of complexity. The “Groupings, Patterns, and Progress” page outlines the systematic sequence embedded in the Zaner-Bloser Handwriting program. The program groups manuscript letters by stroke type and teaches them in a developmentally appropriate sequence, with rigor increasing as the program progresses. The students evaluate their writing during each lesson. The lessons progress from writing strokes to letters and then to words and finally to sentences.

In addition, the grade 1 program materials provide assessments at the end of each unit. These assessments increase in complexity as the students progress through the instructional cycle. For example, in unit 2, the “Evaluation” has students writing individual letters; in unit 3, they write phrases without capital letters; and in unit 4, they write complete sentences. All unit assessments provide students with a manuscript model of the required writing. The posttest for the grade 1 program requires students to write a sentence, write all lowercase letters, write all uppercase letters, and finish a story. With each passing unit, the complexity of the materials increases as students’ skills develop.

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

In grade 1, materials include scoring information and guidance for interpreting student performance. The “Evaluation Rubric” guides educators to evaluate students’ handwriting for correct shape, size, spacing, and slant using a four-point scale. The rubric has four rating categories: “Proficient,” “Satisfactory,” “Developing,” and “Emergent.” While the Teacher Edition includes an “Evaluation Rubric,” the materials do not include guidance for interpreting student performance on instructional assessments.



In grade 1, “Llaves de legibilidad” assessments provide opportunities for students to demonstrate handwriting and legibility skills. However, the materials do not include guidance for interpreting student performance, analyzing results, identifying mastery levels, or determining instructional next steps based on outcomes.

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

The grade 1 Teacher Edition provides tools for monitoring student progress. However, the materials do not provide guidance on how educators should use assessment data to respond to student performance trends within the supplemental program. The materials do not include instructional recommendations, remediation activities, or targeted supports designed to address identified student needs or areas requiring additional practice.

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 grade 1 materials provide educators with a “Record of Student’s Handwriting Skills.” Educators use this record to track students’ progress as they work through the program. The tool lists all the essential skills taught in the program and allows the educator or student to check whether a skill needs improvement or demonstrates mastery. The directions for the “Record of Student’s Handwriting Skills” instruct the educator to make a copy for each student and to mark whether the student needs more work or has mastered the skill. Educators should review the list throughout the year and check for mastery when the student demonstrates it.

In addition to the “Record of Student’s Handwriting Skills” checklist, the grade 1 Teacher Edition provides students with an online way to practice and track their progress and growth. In “My ZB Portal,” students access the “Zaner-Bloser Handwriting” tool. Students can practice proper letter formation and review basic strokes. Once they have practiced, they can capture a digital image of their work and revisit it later in their “Handwriting Portfolio.” The portfolio enables students to track their progress as they evaluate their growth. Students earn achievements by completing “Free-Write” and “Trace” activities and saving snapshots to their portfolios.

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 grade 1 materials include the professional-development resources “Early Writing Development” and “Prewriting Skills,” as well as the “Program Basics” resource “Tips from an Occupational Therapist,” all of which are available in “My ZB Portal.” The “Tips from an Occupational Therapist” resource contains activities focused on developing gross and fine motor skills related to handwriting, as well as descriptions of the activities and required materials.

However, the materials do not include educator guidance for differentiated instruction, corrective feedback, intervention strategies, instructional modifications, or lesson-level support for students who have not yet reached proficiency in grade 1 handwriting skills. While the resources provide general developmental activities, they do not identify when to use the activities, which students would benefit from them, how to adjust instruction based on student needs, or how the activities address specific skill deficits in handwriting or letter formation. Therefore, evidence for this criterion is not present in the grade 1 materials.

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.

In grade 1, the materials include a “Differentiation and Extra Practice” resource that provides educators with guidance for differentiated instruction and activities for students who have demonstrated proficiency in grade-level skills. The resource includes a section titled “Tips for Supporting Students On and Above Grade Level,” which provides specific strategies for extending learning for proficient students.

For example, educators are encouraged to select vocabulary words from any content area, read the words aloud, and have students write their definitions or use the words in sentences on a vocabulary worksheet. This provides educators with specific guidance and activities to support students who are performing at or above grade level.

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

In grade 1, the “My ZB Portal” resource “Tips from an Occupational Therapist” provides activity suggestions that support handwriting readiness and fine motor development. The resource includes activities and recommendations related to gross motor skills, fine motor skills, and handwriting development.

However, the resources do not include educator guidance for adapting instruction, modifying materials, addressing individual learning needs, or implementing specially designed instruction for students receiving special education services. The materials do not connect activities to individualized supports or specialized practices.

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 grade 1 Teacher Edition includes visual letter-formation models, step-by-step directions, and self-assessment opportunities to support handwriting instruction. Lessons provide opportunities for students to practice letter formation through visual models, guided instruction, and independent practice activities.

However, the materials do not include educator-facing explanations, scripted instructional support, or guidance for explaining underlying handwriting concepts and addressing potential misconceptions. The materials provide modeling prompts but do not include guidance for explicitly teaching handwriting concepts.

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

In grade 1, the materials include handwriting activities that incorporate multiple instructional approaches, including visual models, auditory supports, guided tracing, and kinesthetic practice. Students participate in structured practice activities that include these approaches.

However, the materials do not provide educator guidance or recommendations for selecting, delivering, or adapting instructional methods. The materials identify instructional approaches but do not provide guidance for implementing those approaches based on student needs or lesson context.

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

In grade 1, the materials reference instructional settings, including whole-group, small-group, and individual instruction, through resources such as “Fast, Efficient Instruction” and “Your Components at a Glance” in the Teacher Edition.

However, the materials do not provide explicit educator guidance or recommendations for when, how, or within which lesson components these structures should be used. The materials reference whole-group, small-group, and individual instructional settings but do not explain how educators should implement these structures within instruction.

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.

This guidance is not applicable to the program because the language of instruction is Spanish.

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 grade 1 Teacher Edition includes a section titled “Handwriting Instruction and Emergent Bilingual Students,” which describes general supports for emergent bilingual (EB) students within the program.

However, the materials do not include guidance for implementing the program within state-approved bilingual or ESL programs. The materials include general supports for EB students but do not provide course-, unit-, or lesson-level guidance for implementation in bilingual or ESL settings. Therefore, evidence for this criterion is not present in the grade 1 materials.

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 7.1a
Materials include explicit (direct) and systematic handwriting instruction (e.g., sequenced from lowercase letters to uppercase letters) in alignment with grade-level TEKS as appropriate for the program's stated purpose.

In grade 1, the materials provide a systematic, TEKS-aligned sequence of instruction organized through manuscript letter groupings based on letter-formation strokes. The materials include clear objectives, letter-formation models, educator-directed demonstrations, and structured opportunities for student practice and self-assessment. Instruction progresses from lowercase to uppercase letters, supporting students’ development of handwriting skills through explicit modeling and guided practice.

However, while the program demonstrates a clear sequence for handwriting instruction, it does not include educator guidance, including precise instructional routines, purposeful feedback, connections to prior learning, or support for implementation of the “gradual release of responsibility” model.

Evaluation for 7.1b
Materials include frequent opportunities for students to develop and refine handwriting skills through guided practice and independent practice in alignment with grade-level TEKS as appropriate for the program's stated purpose.

In grade 1, the materials include opportunities for students to develop handwriting skills through letter-formation instruction, tracing activities, and guided and independent practice. Students practice uppercase and lowercase letters, review previously taught letters, and progress from tracing and copying letters to writing words. The materials also include self-assessment prompts and home-practice resources.

Additionally, “My ZB Portal” extends handwriting practice through interactive “Desafíos” in which students independently write words such as crío, submit their handwriting, and reflect on their performance by responding to the prompt, “¿Cómo te parece que lo hiciste?” Students select either “¡Genial! Toma un pantallazo” or “Puedo hacerlo mejor.” If students choose “Puedo hacerlo mejor,” they are prompted to identify which “Keys to Legibility” they need to improve, providing immediate opportunities for self-assessment and refinement of handwriting skills.

Evaluation for 7.1c
Materials include guidance for educators to provide feedback to students to develop and refine their handwriting skills (e.g., writing position, writing grip, letter spacing, size, slant, directionality) in alignment with grade-level TEKS as appropriate for the program's stated purpose.

In grade 1, the Teacher Edition includes handwriting models, step-by-step letter-formation demonstrations, student handwriting practice opportunities, self-assessment questions, and home practice activities.

However, the materials do not provide explicit guidance for educators on how to provide feedback that develops and refines students’ handwriting skills, addresses misconceptions, and supports improvement during practice.