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

Child of the week interviews.

Questions for high school storytellers

March to the alphabet activity.

1.) Students will listen to the story and follow your directed drawing lesson. Tell the class they are now ready to give and follow directions on their own. Match each student with a good working partner. Explain that everyone will be going outside and moving around the playground by following their partner's directions. "You may have your partners move a short distance by telling them how many steps they are going to take and in what direction. You must be very careful to keep your partners out of trouble and you may tell them to stop at any time. Let's go outside and I will have Mary be my partner and show you how this will work." Once everyone is outside, follow a script similar to this: "Mary, I want you to turn to your left and take three large steps. Good. Now, turn to your left again and take five medium steps. Where is Mary? Yes, I wanted Mary to go to the room next door. I didn't tell Mary to go there, but I gave her directions so she would arrive where I wanted her to go. Any questions? Now you try it with your partner." After about five minutes, have the partners switch roles. After ten minutes have everyone return to the room for a class discussion about what worked and what caused problems.

2.  Teacher observation

3.  Student writing samples

4.  Student oral performance

1.) Assessment focuses on the two activities: Directed Drawing Lesson The directed drawing lesson should have a final product which has:

Partner Directions 

During the second activity, the partner work, assessment must focus on the ability of each child to direct his/ her partner to the desired place. Also, the second partner should be able to follow the directions given. A simple check system works well: