Empowering Writers Supports the T.E.K.S.
Fourth Grade Alignment
110.6(b)(18)(A)[1]
110.6(b)(17)(B)[2]
  110.6(b)(17)(A)[3]
110.6(b)(10)(E)[4] 110.6(b)(16)(A)[5]
110.6(b)(8)(A)[6] 110.6(b)(25)(A)[7]
110.6(b)(7)(F)[8] 110.6(b)(22)(A)[9]
110.6(b)(7)(B)[10] 110.6(b)(21)(F)[11]
110.6(b)(7)(A)[12] 110.6(b)(21)(E)[13]
110.6(b)(14)(A)[14] 110.6(b)(21)(D)[15]
110.6(b)(13)(H)[16] 110.6(b)(21)(B)[17] Key
110.6(b)(13)(G)[18] 110.6(b)(21)(A)[19]
          TEKS directly taught by the Empowering Writers 
110.6(b)(13)(F)[20] 110.6(b)(20)(E)[21] Curriculum and Resource Materials.
110.6(b)(13)(E)[22] 110.6(b)(20)(D)[23]    
110.6(b)(13)(C)[24] 110.6(b)(20)(C)[25]
   TEKS reinforced by the Empowering Writers
110.6(b)(13)(A)[26] 110.6(b)(20)(B)[27]               Curriculum and Resource Materials.
110.6(b)(12)(J)[28] 110.6(b)(20)(A)[29]
110.6(b)(12)(I)[30] 110.6(b)(19)(I)[31]
110.6(b)(12)(H)[32] 110.6(b)(19)(H)[33]
110.6(b)(12)(F)[34] 110.6(b)(19)(G)[35]
110.6(b)(12)(E)[36] 110.6(b)(19)(F)[37]
110.6(b)(12)(D)[38] 110.6(b)(19)(E)[39]
110.6(b)(12)(C)[40] 110.6(b)(19)(D)[41]
110.6(b)(12)(B)[42] 110.6(b)(19)(C)[43]
110.6(b)(12)(A)[44] 110.6(b)(19)(B)[45]
110.6(b)(11)(D)[46] 110.6(b)(19)(A)[47]
110.6(b)(11)(C)[48] 110.6(b)(18)(H)[49]
110.6(b)(11)(B)[50] 110.6(b)(18)(G)[51]
110.6(b)(11)(A)[52] 110.6(b)(18)(F)[53]
  110.6(b)(10)(L)[54] 110.6(b)(18)(E)[55] 117.16(b)(2)(C)[56] 126.3(b)(11)(A)[57]
  110.6(b)(10)(I)[58] 110.6(b)(18)(D)[59] 117.16(b)(2)(B)[60] 126.3(b)(10)(A)[61]
110.6(b)(5)(D)[62] 110.6(b)(10)(H)[63] 110.6(b)(18)(C)[64] 117.16(b)(1)(F)[65] 126.3(b)(7)(C)[66]
110.6(b)(5)(F)[67] 110.6(b)(10)(G)[68] 110.6(b)(18)(B)[69] 117.16(b)(1)(E)[70] 126.3(b)(7)(B)[71]
110.6(b)(5)(C)[72] 110.6(b)(10)(F)[73] 110.6(b)(17)(D)[74]   117.16(b)(1)(D)[75] 126.3(b)(6)(C)[76]
110.6(b)(5)(A)[77] 110.6(b)(10)(D)[78] 110.6(b)(17)(C)[79]   113.6(b)(24)(B)[80] 117.16(b)(1)(C)[81] 126.3(b)(5)(A)[82]
110.6(b)(4)(A)[83] 110.6(b)(10)(B)[84] 110.6(b)(16)(B)[85]   113.6(b)(24)(A)[86] 117.16(b)(1)(B)[87] 126.3(b)(2)(C)[88]
110.6(b)(3)(C)[89] 110.6(b)(9)(E)[90] 110.6(b)(15)(F)[91]   113.6(b)(23)(E)[92] 117.14(b)(4)(A)[93] 126.3(b)(2)(B)[94]
110.6(b)(3)(B)[95] 110.6(b)(9)(C)[96] 110.6(b)(15)(E)[97]   113.6(b)(23)(D)[98] 117.14(b)(3)(A)[99] 126.3(b)(2)(A)[100]
110.6(b)(3)(A)[101] 110.6(b)(9)(B)[102] 110.6(b)(15)(D)[103]   113.6(b)(23)(C)[104] 117.14(b)(2)(B)[105] 126.3(b)(1)(E)[106]
110.6(b)(2)(A)[107] 110.6(b)(9)(A)[108] 110.6(b)(15)(C)[109] 112.6(b)(2)(C)[110] 113.6(b)(23)(B)[111] 117.14(b)(2)(A)[112] 126.3(b)(1)(B)[113]
110.6(b)(1)(C)[114] 110.6(b)(8)(C)[115] 110.6(b)(15)(B)[116] 112.6(b)(2)(B)[117] 113.6(b)(22)(E)[118] 117.14(b)(1)(B)[119] 126.3(b)(2)(E)[120]
110.6(b)(1)(A)[121] 110.6(b)(8)(B)[122] 110.6(b)(15)(A)[123] 111.16(b)(15)(A)[124] 113.6(b)(22)(D)[125] 117.14(b)(1)(A)[126] 126.3(b)(2)(D)[127]
Listening  Speaking Reading Writing Math, Science
& Health		 Social Studies Art, Music &
Theatre		 Technology
Empowering Writers Curriculum* and Resource Materials for Use in 4th 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 a
Easy Art Activities that Spark Super Writing a a a a   a a
Narrative Classroom Posters a a a     a  
Elaborative Detail Posters a 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   a    
Step by Step Strategies for Teaching Expository Writing a a a a a a a
Expository Time's Up a   a   a    
[1]
Reinforced Skill:
Writing / grammar / usage. The student applies standard grammar and usage to communicate clearly and effectively in writing.  The student is expected to: use regular and irregular plurals correctly.
[2]
Reinforced Skill:
Writing / spelling. The student spells proficiently. The student is expected to: write with accurate spelling of roots such as drink, speak, read, or happy, inflections such as those that change tense or number, suffixes such as -able or -less, and prefixes such as re- or un-.
[3]
Reinforced Skill:
Writing / spelling. The student spells proficiently. The student is expected to: write with accurate spelling of syllable constructions, including closed, open, consonant before - le, and syllable boundary patterns.
[4]
Reinforced Skill:
Reading / comprehension. The student comprehends selections using a variety of strategies.  The student is expected to: use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information.
[5]
Reinforced Skill:
Writing / penmanship / capitalization / punctuation.  The student composes original texts using the conventions of written language such as capitalization, punctuation, and penmanship to communicate clearly.  The student is expected to write legibly by selecting cursive or manuscript as appropriate.
[6]
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.
[7]
Taught Skill:
Viewing / representing / production. The student produces visual images, messages, and meanings that communicate with others. The student is expected to: select, organize, or produce visuals to complement and extend meanings.
[8]
Reinforced Skill:
Reading / fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels.  The student is expected to: read silently with increasing ease for longer periods.
[9]
Taught Skill:
Writing / connections. The student interacts with writers inside and outside the classroom in ways that reflect the practical uses of writing. The student is expected to: collaborate with other writers to compose, organize, and revise various types of texts, including letters, news, records, and forms.
[10]
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" fourth grader reads approximately 90wpm).
[11]
Taught Skill:
Writing / inquiry / research. The student uses writing as a tool for learning and research. The student is expected to: evaluate his/her own research and raise new questions for further investigation.
[12]
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).
[13]
Taught Skill:
Writing / inquiry / research. The student uses writing as a tool for learning and research. The student is expected to: present information in various forms using available technology.
[14]
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: compare text events with his/her own and other readers' experiences.
[15]
Taught Skill:
Writing / inquiry / research. The student uses writing as a tool for learning and research. The student is expected to: summarize and organize ideas gained from multiple sources in useful ways such as outlines, conceptual maps, learning logs, and timelines.
[16]
Taught Skill:
Reading / inquiry / research. The student inquires and conducts research using a variety of sources.  The student is expected to: use compiled information and knowledge to raise additional, unanswered questions.
[17]
Taught Skill:
Writing / inquiry / research. The student uses writing as a tool for learning and research. The student is expected to: organize prior knowledge about a topic in a variety of ways such as by producing a graphic organizer.
[18]
Taught Skill:
Reading / inquiry / research. The student inquires and conducts research using a variety of sources.  The student is expected to: draw conclusions from information gathered from multiple sources.
[19]
Taught Skill:
Writing / inquiry / research. The student uses writing as a tool for learning and research. The student is expected to: frame questions to direct research.
[20]
Taught Skill:
Reading / inquiry / research. The student inquires and conducts research using a variety of sources.  The student is expected to: produce research projects and reports in effective formats using visuals to support meaning, as appropriate.
[21]
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 written works to determine its strengths and weaknesses and to set goals as a writer.
[22]
Taught Skill:
Reading / inquiry / research. The student inquires and conducts research using a variety of sources.  The student is expected to: summarize and organize information from multiple sources by taking notes, outlining ideas, or making charts.
[23]
Taught Skill:
Writing / evaluation. The student evaluates his/her own writing and the writing of others.  The student is expected to:  analyze published examples as models for writing.
[24]
Taught Skill:
Reading / inquiry / research. The student inquires and conducts research using a variety of sources.  The student is expected to: use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions.
[25]
Taught Skill:
Writing / evaluation. The student evaluates his/her own writing and the writing of others.  The student is expected to: evaluate how well his/her own writing achieves its purposes.
[26]
Taught Skill:
Reading / inquiry / research. The student inquires and conducts research using a variety of sources.  The student is expected to: form and revise questions for investigations, including questions arising from interests and units of study.
[27]
Taught Skill:
Writing / evaluation. The student evaluates his/her own writing and the writing of others.  The student is expected to: respond in constructive ways to others' writing.
[28]
Taught Skill:
Reading / text structures / literary concepts. The student analyzes  the characteristics of various types of texts (genres).  The student is expected to: describe how the author's perspective or point of view affects the text.
[29]
Taught Skill:
Writing / evaluation. The student evaluates his/her own writing and the writing of others.  The student is expected to: apply criteria to evaluate writing.
[30]
Taught Skill:
Reading / text structures / literary concepts. The student analyzes  the characteristics of various types of texts (genres).  The student is expected to: recognize and analyze story plot, setting, and problem resolution.
[31]