Step Up to the TEKS 3rd ELAR

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 Step Up to the TEKS Supplemental Program for grade 3 provides structured opportunities for instruction and practice, in alignment with the grade 3 ELAR TEKS. The materials are designed to support students who require extra reinforcement or extended practice in reading and writing. The program includes components for targeted remediation such as scaffolded guided practice and structured review plus opportunities for acceleration and enrichment through extended practice via TEKS-aligned digital lessons.

The Teacher Guide states that the materials provide additional instruction and practice on specific grade-level skills for all students. The guide explains that the program’s purpose is to “provide extra reinforcement or extra practice in reading and 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.

The Step Up to the TEKS Supplemental Program has a stated purpose of additional instruction and/or practice for reading comprehension and includes an Implementation Guide. The “Integration of the Step Up to the TEKS Supplemental Program” section provides an introductory explanation of how the program can support the educator’s tier-one core instruction. The guide offers information on flexible lessons that allow educators to use materials in small-group instruction, tutoring sessions, or supplementary homework assignments. Each activity connects to the TEKS and enables the educator to quickly identify which lessons or activities they can use to address areas of need. The guide also provides information about embedded formative assessments that provide feedback on students’ understanding and progress.

The Teacher Guide provides guidance for implementing supplemental program lessons and integrating the program with existing core reading and language arts curricula. The program includes step-by-step prompts and scripted educator guidance that support educators in modeling and explaining skills during instruction.

Program materials state, “The pacing can be modified to align with a district’s ELAR [English Language Arts and Reading] curriculum and schedule.” The Teacher Guide includes information on how to use the materials to support a “CORE ELAR Program.” This guidance lets educators know that “Lessons can be used to introduce, reinforce, or extend learning based on student needs.” It also states that the provided materials can be used in whole-class instruction, small-group instruction, intervention, tutoring, or independent practice settings.

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 Step Up to the TEKS Supplemental Program includes a “Scope and Sequence Overview” in the Implementation Guide. This overview lists all of the units in the program. Each unit lists lessons and the specific student reading and writing skills covered in them, such as context clues, word analysis, and concept organization.

The program includes a “Rationale for Scope and Sequence” in the Implementation Guide. This section explains why student skills are presented in step-by-step order to support literacy development and TEKS mastery. The section groups content by units and shows how each unit builds on the previous unit.

The materials include a “Scope and Sequence Chart” that identifies the unit of study, the TEKS, the focus, and correlated study materials. This chart shows where each TEKS and skill is addressed, provides page references for instruction, and includes a key for acronyms that are used throughout the scope and sequence.

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

The materials include a “Time Requirements and Suggested Pacing” section in the Teacher Guide that outlines estimated time frames for each part of the lesson cycle. Lessons consist of warm-ups, TEKS-focused mini-lessons, guided practice for students who need extra support, partner practice, and an independent practice/formative assessment. The section includes approximate time allotments for each component; for example, 5–10 minutes each for warm-ups and mini-lessons. The “Flexible Use of the Program Across Instructional Models” section of the Teacher Guide also offers recommendations for lesson frequency, giving educators flexible implementation options and instructional strategies for classroom use. The materials enable educators to deliver lessons in full or divide them into smaller segments across multiple days.

The Reading Practice Book includes an “Alternate Implementation with Core Curriculum” section that supports flexible integration into instruction. A provided chart outlines lesson components, where they fit within the curriculum, and suggested durations.

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

The Teacher Guide includes sections titled “Guide for Implementation” and “Flexible Use of the Program Across Instructional Models.” The “Guide for Implementation” section includes guidance on using practice books, power reviews, assessment books, and TEKSnology in whole‑class, small‑group, partner, and independent settings. The materials provide guidance on using data to inform instruction, and examples demonstrate two pathways for use—one for students who are already on track and one for students who need extra support.


The Reading Practice Book provides step-by-step guidance for effective instruction with a consistent lesson structure. Each lesson starts with the TEKS lesson, which supports educator modeling and structured student practice with an anchor chart. After the TEKS lesson, students can transition from guided practice to partner practice or go straight from the TEKS lesson to partner practice. All students engage in independent practice/formative assessment.

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

The Implementation Guide includes a family “Welcome” letter in Spanish and English that gives families an overview of the supplemental program and its design. The letter includes a “Family Tips” sheet that provides families with ways to encourage reading and writing at home, such as “Create a Daily Reading Ritual” and “Explore Genres Together.” The letter also includes a “Frequently Asked Questions” section that answers questions such as “How much should my child read each day?”

The Implementation Guide also includes a family letter for each of the eight units, in both English and Spanish. Each letter provides a short overview of the unit’s focus in reading and writing, clear explanations of key concepts and skills, and a section titled “How You Can Support at Home.”

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 Step Up to the TEKS Supplemental Program incorporates formative assessments and State of Texas Assessments of Academic Readiness (STAAR)-style practice materials following each TEKS lesson in the Reading Practice Book and the Writing Practice Book. The formative assessments directly measure the literacy skills introduced in each lesson. Ample formative assessments are provided before students take a summative assessment.

The program, which has a stated purpose of providing additional instruction and/or practice, includes a STAAR-based final assessment that directly measures writing skills taught during the program. It includes one final assessment for writing skills and another for literacy skills. Also included in the TEKSnology.com database are Curriculum-Based Assessments (CBAs), benchmarks, and buildable assessments.

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

The materials include an “Instructional Assessments Overview and Guidance” section in the Teacher Guide. This section includes definitions and purposes of various types of assessments (such as formative, curriculum-based, benchmarks, and diagnostic). For example, formative assessments are used throughout instruction to check for understanding and guide teaching decisions. Each assessment type is clearly defined to show how it supports instruction and monitors student learning.

The Teacher Guide includes the definition and intended purpose of instructional assessments. For example, formative assessments serve as ongoing checks during lessons, help monitor student growth, and guide instruction. Curriculum-Based Assessments and benchmarks are periodic measures of student progress, designed to assess mastery of the TEKS-aligned skills. The purpose of each assessment type is outlined to illustrate how it supports instructional decisions and evaluates student learning.

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

The materials include an “Assessment Administration Guidance for Teachers” document in the Teacher Guide. This document provides information on the timing and format of assessments, required materials, how to score and follow up, and how to ensure consistent and accurate information. The document also offers an introduction script for educators and information on how item types vary across formats.

The “Reading Power Review” section of the Teacher Edition offers clear guidance for consistent and accurate administration of its final assessment. Each assessment is designed to take 50–60 minutes. A scripted introduction is provided to help standardize administration by delivering uniform directions to all students. The materials include a helpful testing tip and specific instructions for completing the assessment, which ensures that all students receive the same clear guidance and test conditions.

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

Step Up to the TEKS assessments for grade 3 offer a variety of questions that evaluate varying levels of complexity. For example, one assessment for roots and affixes asks students, “In paragraph 2, what does the word differently mean?” Question 5 asks students to “Complete the sentence with the correct form of the word classify. Annie Jump Cannon created a ______ chart of stars based on their color, size, and brightness.” The Teacher Guide also identifies each question type (inferential, evaluative, literal) used in the assessment.

The materials include assessments that use grade-level texts from a variety of genres. They require students to demonstrate comprehension through increasingly complex tasks such as sequencing events, identifying central ideas, making text-based inferences, explaining relationships among ideas, determining themes, and comparing information within a text. The assessments incorporate multiple item types, including multiple-choice, hot text, inline choice, multipart, multiselect, short constructed response, and extended constructed response questions. These assessments allow students to demonstrate understanding through selected-response and constructed-response formats.

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

In the grade 3 Step Up to the TEKS Supplemental Program, TEKSnology.com automates most grading tasks and delivers reports directly to the educator. These reports appear in the “Graded” section of the “Assignments” tab. Educators can view a student’s work using the “Gradebook” link and clicking on the percentage (under “Student Work”). They can also leave comments for the student or change the auto grade.

The “Reports” tab provides educators with results for each assessment as a Course Report or a Standards Report. These reports are viewable by Strand or by Reporting Category. They provide educators with students’ scores—“Masters,” “Meets,” “Approaching,” or “Did Not Meet”—and can be viewed as a whole class or by individual student.

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 guidance for using the supplemental program to respond to student assessment performance trends. The “Guidance for Supporting a Core ELAR Program” document describes a “Data-Driven Instruction” model that uses the TEKSnology.com Test Builder, TEKSnology.com Reports, and Teacher Guide resources to analyze student performance and identify instructional needs. These materials organize each book by the TEKS and the concept, which allows educators to connect assessment results to specific lessons and resources for targeted instruction and intervention.

The Teacher Guide provides guidance that educators can use after assessments. The “Using Data to Guide Instruction” section provides five steps for educators to follow: review student performance, identify learning gaps, select targeted lessons, adjust grouping, and monitor progress.

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 students’ progress and growth. TEKSnology.com Reports allow educators to monitor student performance by the TEKS, strand, or reporting category and provide data on student mastery of individual standards. Educators can also generate individual TEKS Standards Reports to review students’ performance and monitor growth over time.

The materials also include tools for students to track their own progress and growth. The Teacher Guide for the program includes a “Student Progress Tracking and Reflection” section that directs students to reflect on assessment performance. Through a “Benchmark Answer Analysis,” students can compare their responses to correct answers, identify related TEKS, analyze patterns in their performance, and identify areas for improvement. The materials also provide a “Student Reflection and Goal-Setting” form to support ongoing progress monitoring and goal setting.

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 Teacher Edition for the Reading Practice Book and the Writing Practice Book includes educator guidance for differentiated instruction and activities for students who are not yet proficient in grade-level skills. For example, the Teacher Guide offers differentiation strategies during partner practice in a section called “For Students Not Yet Proficient.” These strategies include reteaching, modeling, and small-group practice for students who have not yet demonstrated proficiency. These differentiation strategies are available throughout all of the lessons in the program.

The Teacher Edition for the Reading Practice Book and the Writing Practice Book includes guidance for providing additional support to students who have not yet reached proficiency. TEKS-aligned reteaching guidance is available at the end of the “Independent Practice” section. This guidance includes reviewing students’ work, pinpointing areas where students need more support, and helping students practice a specific skill again through modeling or guided practice. Additionally, the materials encourage small-group support for students who might need extra assistance. In every lesson, after the Formative Assessment, a section called “Reteach” is included. For example, in the Teacher Edition for the grade 3 Reading Practice Book, the “Reteach” section provides guidance on “What may need to be retaught after working on TEKS?” This guidance further breaks down the reteaching process for differentiated small groups, including students who are below proficiency.

The Teacher Edition for the Reading Practice Book provides educator guidance that includes differentiated instruction and activities for students who have not yet reached proficiency in grade-level skills, such as vocabulary words, background knowledge, and sentence frames. The guide offers notes to help educators know what to do when students are not yet proficient. This guidance includes specific instructions on which anchor chart to reuse plus think-aloud prompts and guided practice that the educator can use in small groups.

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 “Differentiation and Enrichment for Proficient Students” section in the Teacher Guide provides flexible options for extending learning after students demonstrate or exceed proficiency in grade‑level ELAR skills. These materials outline opportunities for independent practice and deeper skill application, allowing educators to select enrichment tasks that promote critical thinking, creative expression, and meaningful engagement with texts. These optional activities support educators in adjusting instruction to students’ strengths while keeping work anchored in grade‑level expectations.

The Teacher Edition for the Reading Practice Book and the Writing Practice Book includes guidance for providing differentiated instruction and activities for students who demonstrate or exceed proficiency in grade-level skills. TEKS-aligned guidance for extension follows the “Independent Practice” section. Additionally, the materials encourage extension activities for students who demonstrate proficiency. Included in every lesson after the formative assessment is a section called “Reteach.” For example, in the Teacher Edition for the Reading Practice Book, the “Reteach” section provides guidance on “What may need to be retaught after working on TEKS?” This guidance further breaks down the reteaching process for differentiated small groups, including students who are above 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 Step Up to the TEKS Supplemental Program for grade 3 includes a “Supporting Specially Designed Instruction (SDI)” guide that is aligned to federal Individuals with Disabilities Education Act (IDEA) regulations and the TEKS. The guide defines SDI and explains how educators can tailor instruction to meet students’ needs while maintaining access to the grade-level TEKS. The guide also offers tips on modifying instructional delivery through scaffolding, pacing, grouping, and response formats, including specific strategies and alternative response options to support student access and engagement.

The materials provide guidance for educators on SDI for students who receive supports and services through special education. For example, the Teacher Edition for the Reading Practice Book includes the section “For Students Receiving Special Education Services,” which offers guidance on “using multisensory strategies such as tapping, movement, or objects to mark syllables, incorporate text to speech or speech to text tools to practice pronunciation, [and] reinforce skills through interactive games.”

Lastly, the Teacher Edition for the Reading Practice Book and the Writing Practice Book offers TEKS-aligned reteaching guidance after the “Independent Practice” section. A “Reteach” section appears after the formative assessment in every lesson. For example, in the Teacher Edition for the Reading Practice Book for grade 3, the “Reteach” section provides guidance on “What may need to be retaught after working on?” This guidance further breaks down the reteaching process for differentiated small groups, including students who receive special education services. Suggestions for differentiated strategies include using multisensory strategies, incorporating text-to-speech tools, and using step-by-step guidance with visuals and repeated practice.

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 materials include explicit prompts to help educators model reading comprehension skills using specific texts during a lesson. For example, the Teacher Edition includes prompts to guide modeling and explanation of the skill in the “Warm-Up,” “TEKS Lesson,” and “Guided Practice” sections of each lesson. Each lesson includes sidebars that highlight the TEKS, necessary vocabulary, and lesson “Background Knowledge.” Supplied sentence frames aid educators in supporting students.

The Teacher Edition for the Reading Practice Book and the Writing Practice Book is designed to guide educators in modeling and explaining concepts effectively. The TEKS lesson follows an “I Do” model, in which educators present the TEKS, explain their purpose, and demonstrate a concept using visual aids such as anchor charts or projected materials. Guided practice continues with a “We Do” model as educators work alongside students, offer feedback, and showcase strategies while students begin to apply the lesson concept. For example, educator prompts for the TEKS lesson in the Teacher Edition for the Writing Practice Book guides educators to review an anchor chart on capitalization with students, then guide them through generating other examples on chart paper.

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

Lesson plans offer educator guidance and recommendations for effective delivery and facilitation, incorporating various instructional approaches including direct instruction, educator modeling, partner discussions, whole-group questioning, guided practice, and independent application. For example, when introducing new material, educators present concepts, build background knowledge, and model reading skills through direct instruction. During guided practice, students engage in working with a partner to practice a specific modeled skill, responding to educator questions in a whole-group setting, or reading independently to apply that skill. The lesson plans include guidance for facilitating these activities, and this support is consistent throughout the program.

“Writing Power Review” lessons provide step-by-step guidance through a “Teaching Model and Practice.” Educators demonstrate a skill using visual aids and facilitate discussions with prompts that direct students to apply what they learned through partner work. This structured approach supports consistent lesson delivery with diverse instructional methods.

“Step Up to Reading” and “Step Up to Writing” materials include educator guidance and recommendations for effective delivery and facilitation using various instructional approaches. For example, in the Teacher Edition for the Reading Practice Book, students learn about drama. This guided practice provides ideas for educators to direct students in annotating, freewriting, or illustrating a specific selection. The guidance suggests also partner work. The online TEKSnology component provides digital resources, including videos and slides, for educator use.

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

The Teacher Edition provides guidance that outlines recommended instructional structures and shows how each lesson component fits into various formats, including whole-group, small-group, partner, and independent work. An implementation chart illustrates how the “Warm-Up,” “TEKS Lesson,” “Guided Practice,” “Partner Practice,” and “Formative Assessment” sections can be seamlessly integrated into daily instruction, providing suggested durations and highlighting the most appropriate times for each structure. This support helps educators align supplemental practice with core classroom instruction for successful program implementation.

The materials provide guidance for educators on recommended structures—including whole group, small group, and individual—to support effective implementation of the Step Up to the TEKS Supplemental Program. For example, the Teacher Guide provides a three-step lesson for educators. This guidance includes working in a whole-group structure and reviewing adverbs. Then students can work with the educator for more guided practice in small groups or work with partners for the next part of the lesson, which concludes with independent practice.

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

The Teacher Guide includes a “Supporting Emergent Bilingual Students Across ELPS Levels” section, which introduces supports available to educators within the program. For example, the program offers sentence frames, educator modeling, think-alouds, and ongoing formative feedback to track growth and target support. The “Best Practices and Strategies Chart” identifies instructional strategies and their purposes. It also provides recommended ELPS proficiency levels, when to use them, and examples from lessons. Supports include visuals, controlled-choice responses, graphic organizers, evidence banks, educator modeling, think-alouds, partner interactions, vocabulary previews, and formative feedback.

The materials also provide sentence frames and educator prompts that are differentiated by proficiency level—Pre-Production, Beginning, Intermediate, High Intermediate, and Advanced—and by reading and writing tasks. These supports help students access grade-level content and engage in reading, writing, and discussion while developing increasingly sophisticated academic language.

The Teacher Edition for the Writing Practice Book provides guidance on using linguistic accommodations across lessons for various levels of language proficiency. For example, each lesson includes an educator information section that provides guidance “for bilingual and ESL program students.” One example prompts educators to “Provide a small set of high-frequency irregular verbs with picture clues (e.g., go/went, eat/ate, and run/ran.) Use frames such as ‘The past tense of ____ is ____.’ Practice editing short sentences together, then have students read the corrected versions aloud.”

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 do not include implementation guidance to support educators in effectively using the materials in state-approved bilingual and ESL programs. They provide guidance on supporting emergent bilingual (EB) students in a general education setting and working with their families, but not on working outside a general education classroom.

While the materials include explanatory materials on how to use the Step Up to the TEKS Supplemental Program with ESL and EB students, they lack implementation guidance to support educators in effectively integrating the materials into state-approved bilingual/ESL programs. For example, the materials include a “Supporting Emergent Bilingual Students Across ELPS Levels” section and information on SDI, but educators cannot reference a specific section to find guidance on how to use the materials in state-approved bilingual/ESL programs (such as dual language immersion programs, transitional bilingual models, and ESL models).

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 8.1a
[English reading language arts] Materials include opportunities for students to read high-quality, grade-level, complex texts as appropriate for the program's stated purpose, in a variety of text types (e.g., literary, informational). [Spanish reading language arts] Materials include opportunities for students to read high-quality, grade-level, complex authentic or transadapted Spanish texts as appropriate for the program's stated purpose, in a variety of text types (e.g., literary, informational).

Texts for students to read, discuss, and write about include published short stories and informational texts from reputable sources and subject-matter experts. The materials also include publisher-written passages and public domain works such as Aesop’s fables, which provide students with opportunities to read literary, informational, argumentative, and poetic texts that are aligned to the grade-level TEKS.

The materials provide students with opportunities to read a variety of high-quality, grade-level texts of increasing complexity throughout the Step Up to the TEKS Supplemental Program. For example, one formative assessment requires students to read a letter, which gives them experience with a practical communication format while they demonstrate their abilities to apply comprehension skills across text types. This variety of texts requires students to think critically as they read increasingly complex passages.

Evaluation for 8.1b
Materials include a variety of high-quality texts at different levels of complexity.

The materials include a variety of high-quality literary and informational texts at different levels of complexity. Throughout the program, students engage with accessible fiction selections and straightforward informational texts before progressing to more sophisticated literary works that incorporate multiple perspectives, themes, and symbolic elements. They also read content-rich informational texts that require deeper analysis and critical thinking. This progression provides students with opportunities to engage with increasingly complex texts while building skills necessary for higher levels of comprehension and analysis.

The materials provide students with a range of engaging, high-quality texts that support reading growth and keep students interested. They read a fictional narrative about a river rafting trip that turns dangerous, along with a personal letter that recounts the same event. The narrative is more straightforward, with a clear sequence of events, while the letter adds reflection and asks students to think about the writer’s feelings. Together, these texts help students understand events in different ways and build comprehension skills through accessible, varied reading experiences. Across the collection, students meet texts at different levels of complexity and build confidence as they grow into more challenging reading.

Furthermore, passages require readers to use deep thinking to understand the text and include vocabulary words, complex sentence structures, and information that builds on students’ life experiences. For example, one selection is an argumentative text titled “Helping Older Neighbors.” This text uses familiar language and examples so students can identify the author’s opinion and connect to the ideas that are presented.

Evaluation for 8.1c
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences.

The materials include texts that connect to students’ everyday lives, interests, and experiences. Topics such as school responsibilities, friendships, technology use, animals, problem-solving, and personal growth provide relatable entry points that help students make meaningful connections to what they read. This variety of engaging literary and informational texts encourages students to see themselves in the content while fostering curiosity and active participation in reading.

The text collection for the Step Up to the TEKS Supplemental Program reflects a range of cultural perspectives, family traditions, life experiences, and historical contributions. Through stories, informational texts, traditional tales, and biographies, students encounter characters from diverse backgrounds who demonstrate perseverance, creativity, courage, and responsibility. These authentic representations help students build understanding of different perspectives while recognizing shared experiences and values across cultures and communities.

The materials include texts with cross-curricular content, such as science and Texas history, that are meaningful to students. For example, The Spelling Test is about a student who does not study for a test he needs to take. Another text, Chester Greenwood, Young Inventor, is about a teenager who invents earmuffs. This book encourages perseverance and imagination in students.

Evaluation for 8.2a
Materials activate or supply background knowledge.

The materials consistently activate students’ prior knowledge before reading and skill instruction. Educator guidance prompts students to recall previously learned concepts, make connections to familiar topics and experiences, and apply existing understanding to new learning. These opportunities help students build on what they already know and prepare them to engage successfully with lesson content and texts.

The materials provide background knowledge and contextual support before students read new selections. Educator materials include information that introduces important concepts, topics, and situations related to the text, which helps students develop knowledge needed for comprehension. This scaffolding supports students as they make meaningful connections to the content and increases their abilities to understand and analyze texts independently.

In the Teacher Edition for the Reading Practice Book, each guided practice and partner practice provides background knowledge to students before they read. This information gives students context about a topic, a situation, or key concepts. It also helps them connect the text to what they already know so they can better understand the passage. For example, the “Background Knowledge” section for the story “School Play” states, “Students should know what a school play is. They should understand that people practice lines before performing. Students should know that it is normal to feel nervous before performing. They should understand that family can be proud and supportive.”

Evaluation for 8.2b
Materials include pre-teaching of unfamiliar vocabulary in texts.

The materials include opportunities for educators to pre-teach unfamiliar vocabulary words before students read grade-level texts. Each warm-up and TEKS lesson in the Teacher Edition identifies key academic and text-specific vocabulary words in the sidebar. This information allows educators to introduce important terms, clarify meanings, and address potential misconceptions before students engage with a specific reading selection.

Each lesson component, including the “Warm-Up,” “TEKS Lesson,” “Guided Practice,” and “Partner Practice” sections, provides sidebar vocabulary that educators introduce before students engage with a reading task or a text. When students learn how to respond to a text, the lesson pre-teaches academic vocabulary terms such as demonstrate, respond, vocabulary, newly acquired, and appropriate. The materials also provide an anchor chart that features a “Kids and Screen Time” example. Educators can use this information to introduce and explain vocabulary before students apply the terms during reading and discussion.

Evaluation for 8.2c
Materials include explicit (direct) instruction on using contextual analysis to determine the word meaning of unfamiliar vocabulary in texts in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The TEKS lesson provides explicit instruction on using contextual analysis to determine the meaning of unfamiliar words. Educators model the process through think-alouds, review anchor charts, and demonstrate how to examine information within and beyond a sentence to infer a word’s meaning. This direct instruction helps students understand how contextual analysis works before they apply the strategy independently.

During guided practice, the educator continues to support students by prompting them to identify context clues, explain their reasoning, and determine word meanings using evidence from a specific text. This gradual release reinforces the contextual analysis strategy before students apply it independently.

The materials provide explicit (direct) instruction on using context clues to determine the meaning of unfamiliar vocabulary in texts, aligned with the grade-level TEKS. For example, to teach context clues, educators use an anchor chart, “Be a Word Detective,” with students. This chart outlines four steps: Think about what you are reading, look for other words that explain the meaning of the unknown word, try different words in place of the unknown word, and make an inference. During instruction, the educator models how to apply each step using think-alouds and examples from the text before students practice independently. Then short passages are used for guided and independent practice to reinforce the strategy.

Evaluation for 8.2d
Materials include opportunities for students to practice using contextual analysis to determine word meaning of unfamiliar vocabulary in texts in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The “Partner Practice” component of the materials provides opportunities for students to independently apply contextual analysis strategies while reading authentic texts. Students work independently or with a partner to identify context clues, determine the meaning of unfamiliar words, and explain the textual evidence that supports their thinking. This practice allows students to reinforce the skill after explicit instruction and guided practice.

Exit slips in the “Reading Power Review” appendix of the Teacher Edition provide additional opportunities for students to practice using context clues to determine a word’s meaning. Students analyze sentences or short passages that contain unfamiliar vocabulary, identify clues within a specific text, and use those clues to infer meaning. These independent tasks serve as a formative check of students’ abilities to apply contextual analysis strategies in alignment with the grade 3 TEKS expectations.

The materials include opportunities for students to practice using contextual analysis to determine the meaning of unfamiliar vocabulary in grade-level texts. Exit slips offer additional independent practice by asking students to use context clues in a sentence or short paragraph to determine the meaning of an unfamiliar word. Students then identify the clues that support their thinking. The materials provide eight exit slips with three questions each for students to answer using context clues.

Evaluation for 8.3a
Materials include systematic and explicit (direct) instruction on reading comprehension skills at multiple levels (i.e., literal, inferential, evaluative) in alignment with grade-level TEKS as appropriate for the program's stated purpose.

Each TEKS lesson provides systematic and explicit instruction in reading comprehension skills through a consistent instructional sequence. Educators introduce and model key comprehension concepts, guide students through supported analysis of texts, and gradually release responsibility to students. Lessons move from literal understanding of important details and text structures to inferential analysis of ideas and relationships. Ultimately, students are able to perform evaluative thinking that requires them to analyze an author’s purpose, effectiveness, or use of evidence. This progression ensures that students receive direct instruction at multiple levels of comprehension, aligned to the TEKS for grade 3.

Throughout the Teacher Edition for the Reading Practice Book, students engage with questions and tasks that require comprehension at multiple levels. Lessons include opportunities to identify and recall key details from texts (literal), draw conclusions and make connections using textual evidence (inferential), and analyze or compare an author’s choices, purpose, or message (evaluative). Scaffolded discussions, text annotations, structured response activities, and sentence frames support students as they develop increasingly sophisticated comprehension skills across literary and informational texts.

The materials follow a sequenced progression that takes students from less complex to more complex reading skills. In the Teacher Edition for the Reading Practice Book, each TEKS lesson provides clear, step-by-step guidance for teaching reading comprehension. Lessons begin with direct instruction in which educators introduce key concepts and model a targeted skill such as identifying the characteristics of argumentative texts, including claims, supporting reasons, and conclusions. Then students move into guided practice, using a shared selection in which they discuss text structure, annotate the text, and apply the skill with educator support. The sequence of modeling, guided practice, and application is consistent and provides educators with support for direct instruction at multiple levels. It also ensures that students receive explicit instruction in literal, inferential, and evaluative comprehension skills. An example of this instruction appears in the dramatic story “Casey Keeps in Touch,” when educators receive seven steps to teach, after which students practice elements of drama.

Evaluation for 8.3b
Materials include opportunities for students to practice reading comprehension skills at multiple levels (i.e., literal, inferential, evaluative) with a variety of grade-level texts in alignment with the grade-level TEKS as appropriate for the program's stated purpose.

Students regularly practice reading comprehension skills at literal, inferential, and evaluative levels while engaging with grade-level texts. Lesson activities and comprehension questions require students to identify key details and vocabulary from a text; draw conclusions using textual evidence; and analyze ideas, themes, or messages presented by the author. Students must explain their thinking and support responses with evidence. This work provides repeated opportunities to apply comprehension skills at increasing levels of complexity.

The Reading Practice Book provides opportunities for students to apply comprehension skills across a variety of grade-level literary and informational texts, including stories, poems, articles, biographies, traditional literature, and argumentative passages. Each selection includes questions and response tasks that move students from literal understanding to inferential reasoning and ultimately to evaluative analysis. This consistent structure ensures that students practice multiple levels of comprehension while engaging with diverse text types aligned to the grade 3 TEKS expectations.

The materials include a variety of grade-level texts such as literary, informational, and argumentative selections. Each text is accompanied by questions that address literal, inferential, and evaluative comprehension skills. Students identify details and information stated in the text; use evidence to make inferences and draw conclusions; and analyze ideas such as theme, author’s purpose, and argument. Throughout the program, students respond to questions at all three levels of comprehension and support their answers with evidence from the text. This work provides opportunities to practice skills aligned to the TEKS expectations across multiple text types. For example, students read paired informational passages “Fire Ants” and “A Honey of a Bee” then answer questions such as “How are fire ants and bees similar and different?” and “What does the author mean when he writes that fire ant stings ‘burn like fire?’”

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.

Writing conventions are taught through a systematic and direct sequence that builds throughout the program. The scope and sequence outlines a progression of grammar, spelling, capitalization, punctuation, and sentence-construction skills that are introduced, revisited, and expanded across units. Students move from foundational convention skills to more complex applications, strengthening their understanding.

The Teacher Edition for the Writing Practice Book provides explicit instruction in writing conventions through direct teaching, modeling, guided practice, and authentic writing application. Lessons introduce specific convention skills such as sentence structure, verb usage, grammar, and punctuation before students apply those skills in their own writing. This gradual progression from isolated skill instruction to authentic writing tasks helps students understand how applying conventions contributes to clear and effective communication.

The materials include systematic and direct instruction in writing conventions, in the context of authentic writing and in isolation. For example, the Teacher Edition for the Writing Practice Book shows that students are taught subject–verb agreement, then past-, present-, and future-tense verbs. Next, students learn about nouns, adjectives, adverbs, prepositional phrases, pronouns, coordinating conjunctions, subjects, predicates, and sentences. The materials also provide lessons on capitalization, punctuation, and grammar. The structure of these lessons provides educators with a path for growing convention skills throughout the year.

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

The materials provide opportunities for students to practice writing conventions in isolation through focused grammar and language activities. In “Writing Power Review” lessons, students engage in targeted practice with convention skills such as grammar, syntax, and usage by applying newly learned concepts in sentence-level exercises. Then students review instructional supports, complete guided examples, and independently apply convention skills. This work enables them to build accuracy and confidence before transferring those skills to authentic writing tasks.

The materials provide opportunities for students to apply writing conventions within authentic writing and editing tasks. In “Writing Power Review” lessons, students analyze and revise complete pieces of writing; they identify and correct errors related to spelling, grammar, capitalization, punctuation, verb usage, and other TEKS-aligned conventions. By applying convention skills within meaningful passages and extended texts, students can practice using standard English conventions in contexts that mirror real reading and writing experiences.

The materials include opportunities for students to practice using syntax, spelling, grammar, capitalization, and punctuation within the context of authentic writing and in isolation. For example, a lesson on verbs provides students with an anchor chart that shows “Past, Present, [and] Future Tense Verbs.” Then educators and students read the story “The Osprey” and answer five fill-in-the-blank and selected-response questions about verbs.

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

The materials provide explicit instruction in the planning and sharing stages of the writing process. In the Teacher Edition for the Writing Practice Book, educators use anchor charts, modeling, and guided discussions to help students select topics, identify purpose and audience, generate ideas, and organize information before they write. Students use planning tools to develop and structure their ideas, then apply genre-specific guidance to complete polished pieces for publication and sharing, reinforcing the writing process from prewriting to presentation.

The materials provide direct instruction in drafting, revising, and editing through a sequence of lessons that gradually develops students’ writing skills. Educators model how to transform planned ideas into complete sentences and organized paragraphs during drafting lessons. Revision lessons explicitly demonstrate how to strengthen ideas, improve organization, and clarify meaning. Editing lessons focus on applying conventions such as grammar, spelling, capitalization, and punctuation to produce a polished final draft. Through repeated modeling, guided practice, and application, students receive systematic support in each stage of the writing process, aligned to the grade-level TEKS expectations.

The writing materials provide direct instruction on each step of the writing process: planning, drafting, revising, editing, and sharing. Lessons begin with an anchor chart that educators can use to explain the first step of the writing process. For example, when students begin to plan their first drafts, they view the anchor chart “Introduction with Engaging Idea or Central Idea,” which provides instructive definitions and examples. Then students can begin guided practice, partner practice, or independent practice as needed. Each practice reviews a specific skill and shows students how to begin with an introduction. These skills appear in multiple lessons, so students receive continual, explicit support as they develop and refine their writing.

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.

The materials provide multiple opportunities for students to practice the planning stage of the writing process through a variety of graphic organizers and planning tools. The appendix in the Teacher Edition for the Writing Practice Book includes resources such as RAFT activities, mentor text analysis tools, mind maps, 5Ws and 1H organizers, character development tools, and genre-specific planning pages that help students generate, organize, and develop ideas before they write. Students also create final drafts using genre-specific publishing pages designed for authentic presentation of their work.

The materials provide repeated opportunities for students to practice drafting, revising, and editing as part of the complete writing process. In the Writing Practice Book, students use genre-specific anchor charts and lesson supports to develop drafts, refine ideas, improve organization and clarity, and edit for conventions before publishing. Additional revision and editing activities throughout the program allow students to apply feedback, strengthen their writing, and demonstrate increasing independence as they move through each stage of the writing process, in alignment with the grade-level TEKS expectations.

The materials offer opportunities for students to practice each step of the writing process: planning, drafting, revising, editing, and sharing. The appendix offers five different “Strategies to Plan Writing,” including RAFT, mentor text analysis, mind mapping, 5Ws and 1H, and character creation, along with explanations of each strategy. For example, RAFT stands for R: Role—Who are you as the writer?; A: Audience—Who are you writing to?; F: Format—What form will the writing take?; and T: Topic-—What are you writing about? An example RAFT prompt and a “Why RAFT Is Useful” section are provided for educators.

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 through direct teaching, modeling, and guided application of genre-specific techniques. In the Teacher Edition of the Writing Practice Book, personal narrative lessons use anchor charts and mentor texts to teach students how writers structure narratives with clear beginnings, middles, and endings. Students also learn how writers develop ideas through meaningful details and engage readers through sensory language and dialogue. Educators model each craft element and provide opportunities for students to apply these techniques in their own writing. This guidance supports the development of effective and purposeful communication.

The materials include explicit instruction in writing craft across a variety of text types, including narrative, fiction, poetry, informational, and argumentative writing. Lessons directly teach craft elements such as text structure, word choice, sensory language, dialogue, imagery, figurative language, sound devices, central ideas, supporting details, claims, and audience awareness. Through educator modeling, anchor charts, mentor texts, and guided practice, students learn how different craft techniques are used to communicate effectively within specific genres and writing purposes, aligned to the grade-level TEKS expectations.

The materials include direct instruction in the writing craft, including text structure, word choice, figurative language, and literary devices, in a variety of text types such as literary, informational, and argumentative. For example, when students learn about writing poetry, they view an anchor chart that provides genre characteristics they can reference. The anchor chart details the structure of poetry with definitions and addresses imagery, literal language, and figurative language. The anchor chart also provides information about different sound devices that can be used in poetry, and an example poem explains the elements of poetry. The lesson continues with sections on “Poetry Ideas” and “Poetic Forms.” The poem “The Sugar-Plum Tree” is provided for students to independently review the elements of poetry.

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 various text types, including informational, literary, and argumentative writing. In the Teacher Edition for the Writing Practice Book, lessons use anchor charts, mentor texts, educator modeling, and guided discussion to teach students how different types of writing are organized and developed. Students learn how to introduce ideas, organize information, develop supporting details and evidence, and craft effective conclusions while analyzing examples and applying these structures in their own writing. This systematic instruction helps students understand the unique characteristics and purposes of different genres aligned to grade-level expectations.

The materials provide direct instruction in composing short constructed responses (SCRs) and extended constructed responses (ECRs). “Writing Power Review” lessons introduce response-writing strategies through anchor charts, educator modeling, guided practice, and structured planning tools. Students learn how to develop concise evidence-based responses using the RACE (R: Restate the question; A: Answer all parts of the question; C: Cite text evidence; and E: Explain the evidence) strategy for short responses. Students also learn how to
organize and elaborate on ideas in multi-paragraph responses. Through gradual release from modeled examples to independent writing, students receive direct support in composing responses of varying lengths and purposes, aligned to the grade-level TEKS requirements.

The materials include direct instruction in writing composition in literary, informational, and argumentative text types in various lengths. For example, when students learn about writing argumentative texts, educators can use the “Argumentative Text Genre Characteristics” anchor chart to teach students about claim, evidence, conclusion, and audience. In the next lesson, students begin their own argumentative compositions using a prompt. The writing process starts with an introduction and claim. Students add evidence and learn about facts versus opinions, then finish their compositions with a conclusion. Additionally, students can practice skills on the argumentative text “Charlotte’s Web Is the Best Book” to help them compose their own argumentative texts.

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 that model effective writing composition across a variety of text types. In the Teacher Edition for the Writing Practice Book, students analyze literary, informational, poetic, and argumentative mentor texts to study how authors develop ideas, organize information, and use genre-specific craft techniques. These mentor texts provide clear examples of narrative development, imagery, text structure, central ideas and supporting details, and claims supported by reasons. This information helps students understand the characteristics of effective writing across genres aligned to grade-level expectations.

The materials provide mentor texts of varying lengths to support instruction in short and extended writing composition. Throughout the Writing Practice Book and the “Writing Power Review” lessons, educators use brief texts, sentences, paragraphs, poems, and response models to demonstrate focused writing skills such as word choice, sentence construction, revision, and evidence-based responses. The materials also include longer mentor texts such as narratives, informational articles, and argumentative compositions that model how writers develop ideas across multiple paragraphs, organize complete pieces, and maintain coherence throughout a text. This variety of mentor texts helps students understand effective composition across a range of writing tasks and text lengths.

The Writing Practice Book and the “Writing Power Review” lessons use mentor texts throughout the program to provide examples of different types of writing. In the Teacher Edition for the Writing Practice Book, educators receive examples of writing across several genres. These examples include a personal narrative (“Grandma”), poems (“The Months” and “The Old Clock”), an informational article (“A Home for a Hermit Crab”), and an argumentative text (“Best Bookstore in Texas”). Each text includes characteristics commonly associated with specific genres, such as details in personal narratives, imagery in poetry, organized explanations in informational writing, and claims supported by reasons in argumentative writing. Educators can use these texts to highlight how authors organize ideas, select words, and apply writing techniques while providing students with examples of different forms of writing.

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.

The materials provide students with opportunities to compose a variety of text types, aligned to the grade-level TEKS expectations. In the Writing Practice Book, students write literary texts such as personal narratives and poetry, in addition to informational and argumentative compositions. Through these writing tasks, students apply genre-specific structures, craft techniques, and organizational features while developing writing for different purposes and audiences. These varied opportunities allow students to practice and refine their writing skills across multiple genres throughout the program.

Students have opportunities to compose writing of varying lengths, including short constructed responses and extended compositions. In the “Writing Power Review” lessons and the Reading Practice Book, students respond to prompts using concise, evidence-based short constructed responses that require focused written explanations. Students also engage in extended writing tasks, including multi-paragraph informational and other genre-based compositions, which require planning, conceptual development, organization, and elaboration. This range of writing experiences supports students in composing effectively across different purposes, formats, and levels of complexity, aligned to the grade-level TEKS requirements.

Furthermore, students practice writing composition in a variety of text types such as literary, informational, and argumentative, and lengths including short constructed response and extended constructed response. For example, the materials include instruction on writing a personal narrative, for which students receive several anchor charts, including “Personal Narrative—Details.” Then the educator prompts students to refer to the story “Grandma” as a mentor text. Students are encouraged to use the anchor charts as they compose their own personal narrative.

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

The materials provide explicit instruction in writing text-based responses through direct modeling, structured strategies, and guided practice. In the “Writing Power Review” lessons, students learn how to analyze grade-level texts, select relevant textual evidence, and explain how that evidence supports their responses. Educators use anchor charts and response-writing frameworks to model the process of constructing evidence-based answers, which helps students understand how to cite, explain, and organize information from a text to support their thinking.

The materials include direct instruction in responding to a variety of grade-level literary and informational texts. In the Reading Practice Book and the “Writing Power Review” lessons, educators guide students through the process of identifying important details, comparing ideas, analyzing information, and incorporating text evidence into written responses. Through educator modeling, discussion, anchor charts, and guided writing activities, students learn how to develop clear, text-based responses that demonstrate comprehension and effectively communicate their understanding of the text.

The materials include direct instruction on writing text-based responses, such as short constructed responses and extended constructed responses, with a variety of grade-level texts. Lesson 7 provides direct instruction using three activities so students can learn the steps of writing an extended constructed response text. Activity 1 provides the “Extended Constructed Response” anchor chart. Activity 2 explicitly teaches “Breaking Down the Prompt.” Activity 3 provides students with a chance to write an extended constructed response text.

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

The materials provide students with multiple opportunities to practice writing text-based responses using grade-level texts. In the “Writing Power Review” lessons, students compose short constructed responses and extended constructed responses that require them to analyze a text, select relevant evidence, and explain their thinking in writing. Students apply evidence-based writing strategies across a variety of tasks. This work strengthens their abilities to support claims and responses with details from a text while developing proficiency with brief and extended written formats.

Students have ongoing opportunities to respond to various literary and informational texts through evidence-based writing tasks. In the Reading Practice Book, students answer text-dependent questions that require them to explain ideas, analyze characters and events, make predictions, draw inferences, and locate information within a text. Students regularly support their responses with textual evidence, reinforcing comprehension and written communication skills while engaging with a range of grade-level selections that are aligned to the grade-level TEKS expectations.

Lastly, students practice writing short constructed responses and extended constructed responses with a variety of grade-level texts. Lesson 9 instructs students to learn how to write short constructed responses and apply that learning. The first activity walks students through using the RACE strategy. The lesson provides the example text Dinosaurs and a structured example with fill-in-the-blank questions. The last activity is tied to the story “Cora’s Shopping Trip.” Students can use the RACE strategy to answer “What can the reader infer about Cora and her mom’s relationship from the passage? Support your answer with evidence from the selection.”