Empowering Writers Supports the T.E.K.S.
Second Grade Alignment
Key
110.4(b)(13)(B)[1]
TEKS directly taught by the Empowering Writers 
110.4(b)(7)(A)[2]              Curriculum and Resource Materials.                         
110.4(b)(6)(E)[3]    
110.4(b)(6)(D)[4]
TEKS reinforced by the Empowering Writers
110.4(b)(6)(B)[5]               Curriculum and Resource Materials.
110.4(b)(6)(A)[6]
110.4(b)(13)(A)[7] 110.4(b)(16)(D)[8]
110.4(b)(12)(H)[9] 110.4(b)(16)(C)[10]
110.4(b)(12)(G)[11] 110.4(b)(16)(B)[12]
110.4(b)(12)(A)[13] 110.4(b)(15)(A)[14]
110.4(b)(11)(J)[15] 110.4(b)(20)(D)[16]
110.4(b)(11)(I)[17] 110.4(b)(20)(B)[18]
110.4(b)(11)(H)[19] 110.4(b)(20)(A)[20]
110.4(b)(11)(G)[21] 110.4(b)(19)(E)[22]
110.4(b)(11)(D)[23] 110.4(b)(19)(D)[24]
110.4(b)(11)(C)[25] 110.4(b)(19)(C)[26]
110.4(b)(11)(B)[27] 110.4(b)(19)(B)[28]
110.4(b)(11)(A)[29] 110.4(b)(19)(A)[30]
110.4(b)(10)(D)[31] 110.4(b)(18)(F)[32]
110.4(b)(10)(C)[33] 110.4(b)(18)(E)[34]
110.4(b)(10)(B)[35] 110.4(b)(18)(D)[36]
110.4(b)(10)(A)[37] 110.4(b)(18)(C)[38]
110.4(b)(9)(I)[39] 110.4(b)(18)(B)[40]
110.4(b)(3)(A)[41] 110.4(b)(9)(H)[42] 110.4(b)(18)(A)[43]
110.4(b)(1)(C)[44] 110.4(b)(9)(G)[45] 110.4(b)(17)(D)[46]   117.10(b)(2)(B)[47]
110.4(b)(1)(A)[48] 110.4(b)(9)(F)[49] 110.4(b)(17)(C)[50]   117.10(b)(1)(D)[51]
110.4(b)(4)(C)[52] 110.4(b)(9)(E)[53] 110.4(b)(17)(B)[54]   117.10(b)(1)(C)[55]
110.4(b)(4)(B)[56] 110.4(b)(9)(C)[57] 110.4(b)(17)(A)[58]     117.10(b)(1)(B)[59]
110.4(b)(4)(A)[60] 110.4(b)(9)(B)[61] 110.4(b)(16)(A)[62]   113.4(b)(19)(B)[63] 117.10(b)(1)(A)[64]
110.4(b)(3)(E)[65] 110.4(b)(9)(A)[66] 110.4(b)(15)(D)[67]   113.4(b)(19)(A)[68] 117.9(b)(5)(C)[69] 126.2(b)(11)(A)[70]
110.4(b)(3)(D)[71] 110.4(b)(8)(D)[72] 110.4(b)(15)(C)[73] 112.4(b)(7)(D)[74] 113.4(b)(18)(B)[75] 117.8(b)(4)(B)[76] 126.2(b)(7)(B)[77]
110.4(b)(3)(C)[78] 110.4(b)(8)(C)[79] 110.4(b)(15)(B)[80] 112.4(b)(4)(C)[81] 113.4(b)(18)(A)[82] 117.8(b)(3)(A)[83] 126.2(b)(2)(C)[84]
110.4(b)(2)(A)[85] 110.4(b)(8)(B)[86] 110.4(b)(14)(D)[87] 111.14(b)(7)(A)[88] 113.4(b)(17)(E)[89] 117.8(b)(2)(C)[90] 126.2(b)(2)(B)[91]
110.4(b)(1)(F)[92] 110.4(b)(8)(A)[93] 110.4(b)(14)(C)[94] 112.4(b)(3)(C)[95] 113.4(b)(17)(D)[96] 117.8(b)(2)(A)[97] 126.2(b)(2)(A)[98]
110.4(b)(1)(E)[99] 110.4(b)(7)(C)[100] 110.4(b)(14)(B)[101] 112.4(b)(2)(A)[102] 113.4(b)(17)(B)[103] 117.8(b)(1)(B)[104] 126.2(b)(2)(E)[105]
110.4(b)(1)(D)[106] 110.4(b)(7)(B)[107] 110.4(b)(14)(A)[108] 111.14(b)(13)(A)[109] 113.4(b)(17)(A)[110] 117.8(b)(1)(A)[111] 126.2(b)(2)(D)[112]
Listening  Speaking Reading Writing Math, Science
& Health		 Social Studies Art, Music &
Theatre		 Technology
Empowering Writers Curriculum* and Resource Materials for Use in 2nd Grade
 * The Comprehensive Narrative Writing Guide a a a a a a a
* Narrative Writing 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  
Narrative Classroom Posters a a a        
Elaborative Detail Posters a a a        
The Most Wonderful Writing Lessons Ever a a a a a a a
Super Story Writing Strategies     a        
* Comprehensive Expository Writing Guide a a a a a a a
* Expository Writing Workshop a a a a a a a
Expository Posters - Skill Builders a a a        
Expository Posters - Sentence Starters a a a        
Step by Step Strategies for Teaching Expository Writing a a a a a a a
[1]
Reinforced Skill:
Reading / culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of culture.  The student is expected to: compare experiences of characters across cultures.
[2]
Reinforced Skill:
Reading / variety of texts. The student reads widely for different purposes in varied sources.  The student is expected to: read classic and contemporary works.
[3]
Reinforced Skill:
Reading / fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels.  The student is expected to: read silently for increasing periods of time.
[4]
Reinforced Skill:
Reading / fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels.  The student is expected to: self-select independent-level reading by drawing on personal interests, by relying on knowledge of authors and different types of texts, and/or by estimating text difficulty.
[5]
Reinforced Skill:
Reading / fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels.  The student is expected to: read regularly in instructional-level materials that are challenging by manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader; a "typical" second grader reads approximately 70wpm).
[6]
Reinforced Skill:
Reading / fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels.  The student is expected to: read regularly in independent-level materials (texts in witch no more than approximately 1 in 20 words is difficult for the reader).
[7]
Taught Skill:
Reading / culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of culture.  The student is expected to: connect life experiences with the life experiences, language, customs, and culture of others.
[8]
Reinforced Skill:
Writing / spelling. The student spells proficiently. The student is expected to: write with more proficient use of orthographic patterns and rules  such as keep/cap, sack/book, out/cow, consonant doubling, dropping e, and  changing y to I.
[9]
Taught Skill:
Reading inquiry / research. The student generates questions and conducts research using information from various sources.  The student is expected to: draw conclusions from information gathered.
[10]
Reinforced Skill:
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.
[11]
Taught Skill:
Reading inquiry / research. The student generates questions and conducts research using information from various sources.  The student is expected to: demonstrate learning through productions and displays such as oral and written reports, murals, and dramatizations.
[12]
Reinforced Skill:
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).
[13]
Taught Skill:
Reading inquiry / research. The student generates questions and conducts research using information from various sources.  The student is expected to: identify relevant questions for inquiry such as "Why do  birds build different kinds of nests?".
[14]
Reinforced Skill:
Writing / penmanship / capitalization / punctuation.  The student composes original texts using the conventions of written language such as capitalization and penmanship to communicate clearly.  The student is expected to gain increasing control of penmanship such as pencil grip, paper position, stroke, and posture, and using correct letter formation, appropriate size and spacing.
[15]
Taught Skill:
Reading / text structures / literary concepts. The student analyzes the characteristics of various types of texts.  The student is expected to: recognize the story problem(s) or plot.
[16]
Taught Skill:
Writing / inquiry / research. The student uses writing as a tool for learning and research. The student is expected to: compile notes into outlines, reports, summaries, or other written efforts using available technology.
[17]
Taught Skill:
Reading / text structures / literary concepts. The student analyzes the characteristics of various types of texts.  The student is expected to: identify the importance of the setting to a story's meaning.
[18]
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.
[19]
Taught Skill:
Reading / text structures / literary concepts. The student analyzes the characteristics of various types of texts.  The student is expected to: analyze characters, including their traits, relationships, and changes.
[20]
Taught Skill:
Writing / inquiry / research. The student uses writing as a tool for learning and research. The student is expected to: write or dictate questions for investigating.
[21]
Taught Skill:
Reading / text structures / literary concepts. The student analyses the 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.
[22]
Taught Skill:
Writing / evaluation. The student evaluates his/her own writing and the writing of others.  The student is expected to: review a collection of his/her own written work to monitor growth as a writer.
[23]
Taught Skill:
Reading / text structures / literary concepts. The student analyses the characteristics of various types of texts.  The student is expected to: recognize distinguishing features of familiar genres, including stories, poems, and informational texts.
[24]
Taught Skill:
Writing / evaluation. The student evaluates his/her own writing and the writing of others.  The student is expected to: use published pieces as models for writing.
[25]
Taught Skill:
Reading / text structures / literary concepts. The student analyses the characteristics of various types of texts.  The student is expected to: distinguish  fiction from non-fiction, including fact and fantasy.
[26]
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.
[27]
Taught Skill:
Reading / text structures / literary concepts. The student analyzes the characteristics of various types of texts.  The student is expected to: identify text as written for entertainment (narrative) or for information (expository).
[28]
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.
[29]
Taught Skill:
Reading / text structures / literary concepts. The student analyzes  the 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.
[30]
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.
[31]
Taught Skill:
Reading / literary response. The student responds to various texts. The student is expected to: connect ideas and themes across texts.
[32]
Taught Skill:
Writing / writing processes.  The student selects and uses writing processes for self-initiated and assigned writing.  The student is expected to: demonstrate understanding of language use and spelling by bringing selected pieces frequently to final form and "publishing" them for audiences.
[33]
Taught Skill:
Reading / literary response. The student responds to various texts. The student is expected to: support interpretations or conclusions with examples drawn from text.
[34]
Taught Skill:
Writing / writing processes.  The student selects and uses writing processes for self-initiated and assigned writing.  The student is expected to: use available technology for aspects of writing, including word processing, spell checking, and printing.
[35]
Taught Skill:
Reading / literary response. The student responds to various texts. The student is expected to: demonstrate understanding of informational text in various ways such as through writing, illustrating, developing demonstrations, and using available technology.
[36]
Taught Skill:
Writing / writing processes.  The student selects and uses writing processes for self-initiated and assigned writing.  The student is expected to: edit for appropriate grammar, spelling, punctuation, and features of polished writings.
[37]
Taught Skill:
Reading / literary response. The student responds to various texts. The student is expected to: respond to stories and poems in ways that reflect understanding and interpretation in discussion (speculating, questioning) in writing, and through movement, music, art, and drama.
[38]