Empowering Writers Supports the T.E.K.S.
Third Grade Alignment
Key
TEKS directly taught by the Empowering Writers 
110.5(b)(13)(B)[1]              Curriculum and Resource Materials.                         
110.5(b)(7)(A)[2]    
110.5(b)(6)(E)[3]
TEKS reinforced by the Empowering Writers
110.5(b)(6)(D)[4]               Curriculum and Resource Materials.
110.5(b)(6)(B)[5]
110.5(b)(6)(A)[6] 110.5(b)(17)(A)[7]
110.5(b)(13)(A)[8] 110.5(b)(16)(G)[9]
110.5(b)(12)(J)[10] 110.5(b)(16)(F)[11]
110.5(b)(12)(I)[12] 110.5(b)(16)(E)[13]
110.5(b)(12)(H)[14] 110.5(b)(16)(D)[15]
110.5(b)(12)(G)[16] 110.5(b)(16)(C)[17]
110.5(b)(12)(A)[18] 110.5(b)(16)(B)[19]
110.5(b)(11)(J)[20] 110.5(b)(16)(A)[21]
110.5(b)(11)(I)[22] 110.5(b)(15)(A)[23]
110.5(b)(11)(H)[24] 110.5(b)(20)(D)[25]
110.5(b)(11)(F)[26] 110.5(b)(20)(B)[27]
110.5(b)(11)(E)[28] 110.5(b)(20)(A)[29]
110.5(b)(11)(C)[30] 110.5(b)(19)(E)[31]
110.5(b)(11)(B)[32] 110.5(b)(19)(D)[33]
110.5(b)(11)(A)[34] 110.5(b)(19)(C)[35]
110.5(b)(10)(D)[36] 110.5(b)(19)(B)[37]
110.5(b)(10)(C)[38] 110.5(b)(19)(A)[39]
110.5(b)(10)(B)[40] 110.5(b)(18)(F)[41]
110.5(b)(10)(A)[42] 110.5(b)(18)(E)[43]
110.5(b)(9)(I)[44] 110.5(b)(18)(D)[45]
110.5(b)(3)(A)[46] 110.5(b)(9)(H)[47] 110.5(b)(18)(C)[48] 126.3(b)(11)(A)[49]
110.5(b)(1)(C)[50] 110.5(b)(9)(G)[51] 110.5(b)(18)(B)[52]   117.13(b)(2)(A)[53] 126.3(b)(10)(A)[54]
110.5(b)(1)(A)[55] 110.5(b)(9)(F)[56] 110.5(b)(18)(A)[57]   117.13(b)(1)(A)[58] 126.3(b)(7)(C)[59]
110.5(b)(4)(C)[60] 110.5(b)(9)(E)[61] 110.5(b)(17)(E)[62]   117.11(b)(3)(A)[63] 126.3(b)(7)(B)[64]
110.5(b)(4)(B)[65] 110.5(b)(9)(C)[66] 110.5(b)(17)(D)[67]   117.13(b)(2)(B)[68] 126.3(b)(6)(C)[69]
110.5(b)(4)(A)[70] 110.5(b)(9)(B)[71] 110.5(b)(17)(C)[72]   113.5(b)(18)(B)[73] 117.13(b)(1)(D)[74] 126.3(b)(5)(A)[75]
110.5(b)(3)(E)[76] 110.5(b)(9)(A)[77] 110.5(b)(17)(B)[78]   113.5(b)(18)(A)[79] 117.13(b)(1)(C)[80] 126.3(b)(2)(C)[81]
110.5(b)(3)(D)[82] 110.5(b)(8)(D)[83] 110.5(b)(16)(H)[84] 115.5(b)(9)(A)[85] 113.5(b)(17)(C)[86] 117.12(b)(5)(C)[87] 126.3(b)(2)(B)[88]
110.5(b)(3)(C)[89] 110.5(b)(8)(C)[90] 110.5(b)(15)(B)[91] 112.5(b)(2)(B)[92] 113.5(b)(17)(B)[93] 117.11(b)(4)(A)[94] 126.3(b)(2)(A)[95]
110.5(b)(2)(A)[96] 110.5(b)(8)(B)[97] 110.5(b)(14)(D)[98] 111.15(b)(16)(A)[99] 113.5(b)(17)(A)[100] 117.11(b)(2)(C)[101] 126.3(b)(1)(E)[102]
110.5(b)(1)(F)[103] 110.5(b)(8)(A)[104] 110.5(b)(14)(C)[105] 111.15(b)(15)(B)[106] 113.5(b)(16)(C)[107] 117.11(b)(2)(A)[108] 126.3(b)(1)(B)[109]
110.5(b)(1)(E)[110] 110.5(b)(7)(C)[111] 110.5(b)(14)(B)[112] 111.15(b)(15)(A)[113] 113.5(b)(16)(B)[114] 117.11(b)(1)(B)[115] 126.3(b)(2)(E)[116]
110.5(b)(1)(D)[117] 110.5(b)(7)(B)[118] 110.5(b)(14)(A)[119] 111.15(b)(14)(C)[120] 113.5(b)(4)(A)[121] 117.11(b)(1)(A)[122] 126.3(b)(2)(D)[123]
Listening  Speaking Reading Writing Math, Science
& Health		 Social Studies Art, Music &
Theatre		 Technology
Empowering Writers Curriculum* and Resource Materials for Use in 3rd 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     a  
Elaborative Detail Posters a   a        
Narrative Time's Up a a a        
Write it Right a   a   a   a
You Be the Editor a   a   a   a
The Most Wonderful Writing Lessons Ever a a a a a a a
Super Story Writing Strategies a   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   a    
Expository Posters - Sentence Starters a a a        
Step by Step Strategies for Teaching Expository Writing a a a a a a a
Expository Time's Up 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" third grader reads approximately 80wpm).
[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 which no more than approximately 1 in 20 words is difficult for the reader).
[7]
Reinforced Skill:
Writing / grammar / usage. The student composes meaningful texts by applying knowledge of grammar and usage.  The student is expected to: use correct irregular plurals such as sheep.
[8]
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.
[9]
Reinforced Skill:
Writing / spelling. The student spells proficiently. The student is expected to: spell words ending in -tion and -sion such as station and procession.
[10]
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.
[11]
Reinforced Skill:
Writing / spelling. The student spells proficiently. The student is expected to: write with accurate spelling of syllable constructions such has closed, open, consonant before -ie, and syllable boundary patterns.
[12]
Taught Skill:
Reading inquiry / research. The student generates questions and conducts research using information from various sources.  The student is expected to: use complied information and knowledge to raise additional, unanswered questions.
[13]
Reinforced Skill:
Writing / spelling. The student spells proficiently. The student is expected to: write with more proficient spelling of contractions, compounds, and homonyms such as hair-hare and bear-bare.
[14]
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.
[15]
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 oil/toy, match/speech, badge/cage, consonant doubling, dropping e, and changing y to i.
[16]
Taught Skill:
Reading inquiry / research. The student generates questions and conducts research using information from various sources.  The student is expected to: organize information in systematic ways, including notes, charts, and labels.
[17]
Reinforced Skill:
Writing / spelling. The student spells proficiently. The student is expected to: write with more proficient spelling of inflectional endings, including plurals and past tense and words that drop the final e when such endings as -ing, -ed, or - able are added.
[18]
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 Native Americans tribes inhabit (ed) Texas?".
[19]
Reinforced Skill:
Writing / spelling. The student spells proficiently. The student is expected to: spell myltisyllabic words using regularly spelled phonogram patterns.
[20]
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.
[21]
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-vowel-consonant-silent e (CVCe)(hope), and one-syllable words with blends (drop).
[22]
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.
[23]
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 more proficient control of all aspects of penmanship.
[24]
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, feelings, relationships, and changes.
[25]
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.
[26]
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, myths, fables, tall tales, limericks, plays, biographies, and autobiographies.
[27]
Taught Skill:
Writing / inquiry / research. The student uses writing as a tool for learning and research. The student is expected to: record his/her own knowledge of a topic in a variety of ways such as by drawing pictures, making lists, and showing connections among ideas.
[28]
Taught Skill:
Reading / text structures / literary concepts. The student analyses the characteristics of various types of texts.  The student is expected to: understand and identify literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue, and scene across a variety of literary forms.
[29]
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.
[30]
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.
[31]
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.
[32]