2.  Open Court materials:

 (a)  Framework for Effective Teaching: Thinking and Learning About Print, 
  Grade 1, Parts A and B (Teacher's Guide)

 (b)  Framework for Effective Teaching, Grade 1, Books 1 and 2 (Teacher's
  Guide

 (c)  Collection for Young Scholars:
  - Look Who's
  - Animals
  - Captain Bill Pinkney's Journey
  - Machines in Our Garden

 (d)  Reading/Writing Connection: Thinking and Learning About Print, Grade
  1, Parts A and B (student consumable)

 (e)  Reading/Writing Connection, Grade 1, Vol. 1, Books 1 and 2 (student
  consumable)

 (f)  Anthologies:  Collections for Young Scholars, Grade 1, Vol. 1, Books
  1 and 2

 (g)  Phonemic Awareness and Phonics Kit

 (h)  Skills Assessment

 (i)  Reading and Writing Skills Practice

 (j)  Home/School Connection

 (k)  Assessment Masters

 (l)  Assessment Guide

 (m)  Learning Framework Cards

 (n)  Teacher Tool Cards
  - Writer's Craft/Reading
  - Grammar and Mechanics
  - Spelling and Vocabulary
  - Classroom Support
  - Games and Songs

 (o)  Instructional Posters
  - Setting Reading Goals and Assessment
  - Responding to Text
  - Checking Understanding
  - Clarifying Unfamiliar Words and Passages

3.  Daily Oral Language supplemental book

1.) Put students into groups of four and assign each group one of the remaining four stories to read: "The Story," "A Lost Button," "A Swim," and "The Letter." After each group has read and discussed their story, they are to decide on a tableau. Students decide what parts they are to play in the tableau. They must be prepared to answer the five W's questions: "Who, What, When, Where, and Why." they will practice several "freezes" and then present their choice to you. When they have had sufficient time to practice their "frozen picture," invite the students to be the audience for these various groups and ask questions following the format described in the "Teacher Strategy" section.

2.  Teacher observation

3.  Student writing samples

4.  Student oral performance

1.) The first assessment involves the students in the role as audience and  questioner.
 

The second assessment of the students is in the role of actor in the tableau.