This article presents the concept of tri-texts as a potential next step from paired texts following a collaborative inquiry with fifth-grade students. Paired texts are two texts intertextually connected, whereas tri-texts are three texts connected this way. The authors begin the article with a short literature review highlighting some of the benefits of teaching in an intertextual manner. Next, a mini-lesson demonstrating how tri-texts might be used in the classroom is presented. Several tri-texts that may be considered for use in the classroom are also shared. Final thoughts are presented to conclude the article.