Empowering Writers Supports the T.E.K.S.
First Grade Alignment
Key
TEKS directly taught by the Empowering Writers 
             Curriculum and Resource Materials.                         
   
TEKS reinforced by the Empowering Writers
              Curriculum and Resource Materials.
110.3(b)(8)(E)[1]
110.3(b)(16)(A)[2]
110.3(b)(7)(B)[3]
110.3(b)(6)(A)[4]
110.3(b)(5)(F)[5]
110.3(b)(14)(I)[6]
110.3(b)(14)(H)[7]
110.3(b)(14)(G)[8]
110.3(b)(14)(E)[9] 110.3(b)(20)(C)[10]  
110.3(b)(14)(D)[11] 110.3(b)(20)(B)[12]  
110.3(b)(14)(C)[13] 110.3(b)(20)(A)[14]  
110.3(b)(14)(B)[15] 110.3(b)(17)(E)[16]  
110.3(b)(14)(A)[17] 110.3(b)(17)(B)[18]  
110.3(b)(13)(E)[19] 110.3(b)(17)(A)[20]  
110.3(b)(13)(D)[21] 110.3(b)(23)(B)[22]  
110.3(b)(13)(C)[23] 110.3(b)(22)(C)[24]
110.3(b)(13)(B)[25] 110.3(b)(22)(B)[26]
110.3(b)(13)(A)[27] 110.3(b)(22)(A)[28]
110.3(b)(12)(G)[29] 110.3(b)(21)(B)[30] 115.3(b)(3)(A)[31]
110.3(b)(12)(F)[32] 110.3(b)(21)(A)[33] 112.3(b)(7)(A)[34]
110.3(b)(12)(E)[35] 110.3(b)(20)(E)[36] 112.3(b)(6)(A)[37]
110.3(b)(12)(B)[38] 110.3(b)(20)(D)[39] 112.3(b)(5)(A)[40]
110.3(b)(12)(A)[41] 110.3(b)(19)(D)[42] 112.3(b)(4)(C)[43]
110.3(b)(11)(C)[44] 110.3(b)(19)(C)[45] 111.13(b)(8)(A)[46] 117.7(b)(2)(D)[47]
110.3(b)(1)(C)[48] 110.3(b)(11)(B)[49] 110.3(b)(19)(B)[50] 111.13(b)(6)(B)[51] 117.7(b)(2)(C)[52]
110.3(b)(1)(A)[53] 110.3(b)(11)(A)[54] 110.3(b)(19)(A)[55] 111.13(b)(1)(D)[56]   117.7(b)(2)(B)[57]
110.3(b)(4)(D)[58] 110.3(b)(5)(K)[59] 110.3(b)(18)(F)[60] 115.3(b)(9)(B)[61] 113.3(b)(19)(B)[62] 117.7(b)(1)(C)[63]
110.3(b)(4)(C)[64] 110.3(b)(5)(J)[65] 110.3(b)(18)(E)[66] 115.3(b)(4)(A)[67] 113.3(b)(19)(A)[68] 117.6(b)(5)(B)[69]
110.3(b)(4)(B)[70] 110.3(b)(5)(I)[71] 110.3(b)(18)(D)[72] 115.3(b)(3)(B)[73] 113.3(b)(18)(B)[74] 117.5(b)(4)(B)[75] 126.2(b)(11)(A)[76]
110.3(b)(4)(A)[77] 110.3(b)(5)(H)[78] 110.3(b)(18)(C)[79] 112.3(b)(10)(B)[80] 113.3(b)(18)(A)[81] 117.5(b)(4)(A)[82] 126.2(b)(7)(B)[83]
110.3(b)(3)(E)[84] 110.3(b)(5)(G)[85] 110.3(b)(18)(A)[86] 112.3(b)(7)(C)[87] 113.3(b)(17)(D)[88] 117.5(b)(3)(A)[89] 126.2(b)(2)(C)[90]
110.3(b)(3)(D)[91] 110.3(b)(5)(D)[92] 110.3(b)(17)(G)[93] 112.3(b)(6)(B)[94] 113.3(b)(17)(C)[95] 117.5(b)(2)(C)[96] 126.2(b)(2)(B)[97]
110.3(b)(3)(C)[98] 110.3(b)(5)(C)[99] 110.3(b)(17)(F)[100] 112.3(b)(3)(C)[101] 113.3(b)(6)(C)[102] 117.5(b)(2)(A)[103] 126.2(b)(2)(A)[104]
110.3(b)(1)(E)[105] 110.3(b)(5)(B)[106] 110.3(b)(17)(D)[107] 112.3(b)(1)(A)[108] 113.3(b)(6)(A)[109] 117.5(b)(1)(B)[110] 126.2(b)(2)(E)[111]
110.3(b)(1)(D)[112] 110.3(b)(5)(A)[113] 110.3(b)(17)(C)[114] 111.13(b)(12)(A)[115] 113.3(b)(4)(B)[116] 117.5(b)(1)(A)[117] 126.2(b)(2)(D)[118]
Listening  Speaking Reading Writing Math, Science
& Health		 Social Studies Art, Music &
Theatre		 Technology 
Empowering Writers Curriculum* and Resource Materials for Use in 1st Grade
*Getting Ready to Write Teacher's Resource Guide a a a a a a a
*K-1 Workshop a a a a a a a
All the Write Songs (CD) a a a     a  
Easy Art Activities that Spark Super Writing a a a a a a  
Vivid Vocabulary Poster Set a a a a a    
[1]
Reinforced Skill:
Reading / word identification. The student uses a variety of word identification strategies.  The student is expected to recognize high frequency irregular words such as said, was, where and is.
[2]
Reinforced Skill:
Reading / culture. The student reads or listens to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures.  The student is expected to: connect his/her own experiences with the life experiences, language, customs, and culture of others.
[3]
Reinforced Skill:
Reading / Letter-sound relationships. The student uses letter-sound knowledge to decode written language. The student is expected to: understand that written words are composed of letters and represent sounds.
[4]
Reinforced Skill:
Reading / phonological awareness. The student orally demonstrates phonological awareness (an understanding that spoken language is composed of sequences of sounds).  The student is expected to: demonstrate the concept of word by dividing spoken sentences into individual words.
[5]
Reinforced Skill:
Reading / print awareness. The student demonstrates knowledge of concepts of print.  The student is expected to: know the difference between capital and lowercase letters.
[6]
Taught Skill:
Reading / text structures / literary concepts. The student recognizes characteristics of various types of texts.  The student is expected to: recognize the story problem(s)) or plot.
[7]
Taught Skill:
Reading / text structures / literary concepts. The student recognizes characteristics of various types of texts.  The student is expected to: identify the importance of the setting to a story's meaning.
[8]
Taught Skill:
Reading / text structures / literary concepts. The student recognizes characteristics of various types of texts.  The student is expected to: analyze characters, including their traits, feelings, relationships, and changes.
[9]
Taught Skill:
Reading / text structures / literary concepts. The student recognizes characteristics of various types of texts.  The student is expected to: understand literary forms by recognizing and distinguishing among such types of text as stories, poems, and information books.
[10]
Writing / spelling. The student spells proficiently. The student is expected to: spell single syllable words that have r-controlled vowels such as in burn or star; that have the final consonants f, l, and s such as in miss or doll; and that have ck as the final consonants such as in buck.
[11]
Taught Skill:
Reading / text structures / literary concepts. The student recognizes characteristics of various types of texts.  The student is expected to: recognize distinguishing features of familiar genres, including stories, poems, and informational texts.
[12]
Writing / spelling. The student spells proficiently. The student is expected to: write with more proficient spelling of inflectional endings such as plurals and verb tenses.
[13]
Taught Skill:
Reading / text structures / literary concepts. The student recognizes characteristics of various types of texts.  The student is expected to: distinguish  fiction from non-fiction, including fact and fantasy.
[14]
Writing / spelling. The student spells proficiently. The student is expected to: write with more proficient spelling of regularly spelled patterns such as consonant-vowel-consonant (CVC)(hop), consonant-bowel-consonant-silent e (CVCe)(hope), and one-syllable words with blends (drop).
[15]
Taught Skill:
Reading / text structures / literary concepts. The student recognizes characteristics of various types of texts.  The student is expected to: understand simple story structure.
[16]
Writing / penmanship / capitalization / punctuation.  The student develops the foundations of writing.  The student is expected to gain increasing control of penmanship such as pencil grip, paper position, stroke, and posture.
[17]
Taught Skill:
Reading / text structures / literary concepts. The student recognizes characteristics of various types of texts.  The student is expected to: distinguish different forms of texts such as lists, newsletters, and signs and the functions they serve.
[18]
Writing / penmanship / capitalization / punctuation.  The student develops the foundations of writing.  The student is expected to: write each letter of the alphabet, but capital and lowercase, using correct formation, appropriate size, and spacing.
[19]
Taught Skill:
Reading / literary response. The student responds to various texts. The student is expected to: describe how illustrations contribute to the text.
[20]
Writing / penmanship / capitalization / punctuation.  The student develops the foundations of writing.  The student is expected to: write his/her own name and other important words.
[21]
Taught Skill:
Reading / literary response. The student responds to various texts. The student is expected to: connect ideas and themes across texts.
[22]
Taught Skill:
Writing / inquiry / research. The student uses writing as a tool for learning and research. The student is expected to: record or dictate his/her own knowledge of a topic in various ways such as by drawing pictures, making lists, and showing connections among ideas.
[23]
Taught Skill:
Reading / literary response. The student responds to various texts. The student is expected to: respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretation.
[24]
Taught Skill:
Writing / evaluation. The student evaluates his/her own writing and the writing of others.  The student is expected to: determine how his/her own writing achieves its purposes.
[25]
Taught Skill:
Reading / literary response. The student responds to various texts. The student is expected to: participate actively (react, speculate, join in, read along) when predictable and patterned sections are read aloud.
[26]
Taught Skill:
Writing / evaluation. The student evaluates his/her own writing and the writing of others.  The student is expected to: respond constructively to others' writing.
[27]
Taught Skill:
Reading / literary response. The student responds to various texts. The student is expected to: listen to stories being read aloud.
[28]
Taught Skill:
Writing / evaluation. The student evaluates his/her own writing and the writing of others.  The student is expected to: identify the most effective features of a piece of writing using criteria generated by the teacher and class.
[29]
Taught Skill:
Reading / comprehension. The student uses a variety of strategies to comprehend selections read aloud.  The student is expected to identify similarities and differences across texts such as in topics, characters, and problems.
[30]
Taught Skill:
Writing / grammar / usage. The student composes meaningful texts by applying knowledge of grammar and usage.  The student is expected to: compose complete sentences in written texts and use the appropriate end punctuation.
[31]
Reinforced Skill:
Health behaviors. The student demonstrates basic critical-thinking, decision-making, goal setting, and problem-solving skills for making health-promoting decisions. The student is expected  to: explain ways to seek the help of parents/guardians and other trusted adults in making decisions and solving problems.
[32]
Taught Skill:
Reading / comprehension. The student uses a variety of strategies to comprehend selections read aloud.  The student is expected to: make and explain inferences from texts such as determining important ideas and causes and effects, making predictions, and drawing conclusions.
[33]
Taught Skill:
Writing / grammar / usage. The student composes meaningful texts by applying knowledge of grammar and usage.  The student is expected to: use nouns and verbs in sentences.
[34]
Reinforced Skill:
Science concepts.  The student knows that many types of change occur.  The student is expected to: observe, measure, and record changes in size, mass, color, position, quantity, sound, and movement.
[35]
Taught Skill:
Reading / comprehension. The student uses a variety of strategies to comprehend selections read aloud.  The student is expected to: draw and discuss visual images based on text descriptions.
[36]
Taught Skill:
Writing / spelling. The student spells proficiently. The student is expected to: use conventional spelling of familiar words in final drafts.
[37]
Reinforced Skill:
Science concepts.  The student knows that systems have parts and are composed of organisms and objects.  The student is expected to: sort organisms and objects according to their parts and characteristics.
[38]
Taught Skill:
Reading / comprehension. The student uses a variety of strategies to comprehend selections read aloud.  The student is expected to: establish purposes for reading or listening such as to be informed, to follow directions, and to be entertained.
[39]
Taught Skill:
Writing / spelling. The student spells proficiently. The student is expected to: use resources to find correct spellings, synonyms, and replacement words.
[40]