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

 (b)  Reading and Writing Skills Practice, Grade 2, Vols. 1 and 2 (student workbook)

 (c)  Collection for Young Scholars, Vol. 2, Books 1 and 2 (student reading (text)

 (d)  Collection for Young Scholars, Transition and Review Guide (review of Open Court sounds)

 (e)  Essay and Writing Assessment Masters

 (f)  Comprehension Assessment Masters

 (g)  Formative Assessment (Teacher's Guide)

 (h)  Research Assessment Masters

 (i)  Continuous Assessment Masters

 (j)  Home/School Connection

 (k)  Reproducible Masters, Grade 2, Parts 1 and 2

 (l)  Comprehension Checkpoints Masters

 (m)  Learning Framework Cards

 (n)  Instructional Posters for Reading, Writing, Research, Exploration

 (o)  Teacher Tool Cards:
 - Writer's Craft/Reading
 - Grammar, Mechanics, Usage
 - Spelling and Vocabulary
 - Study and Research
 - Phonics Review
 - Classroom Supports

 (p)  Student Tool Cards
 

2.  San Mateo Spelling program

3.  Daily Oral Language program

1.) After using one of these teaching strategies to focus on a specific set of words, allow students to "play" with words, experiment, and discover how words work. Rivet is a vocabulary introduction activity that serves as a prediction activity or review activity as well. To prepare, pick six to eight important words from the selection, with an emphasis on longer words and important names. Write numbers and draw lines on the board to indicate the number of letters in each word. Demonstrate this as a whole group activity. Using the book, If You Give A Mouse a Cookie, prepare the board to look like this:

1. _ _ _ _ _ 

2. _ _ _ _ _ _ 

Ask students to draw the same number of lines after each number. Fill in the letters to the first word one at a time. Have students write them as you do, and encourage them to guess the word.

1. m o u _ _

Once someone has guessed the correct word, finish spelling it on the board as all students write it on their papers. If they give an incorrect guess, just keep writing in one letter at a time until someone guesses the correct word.

1. m o u s e 

2. c o o k i e

When all the words have been introduced, have the students use the words to predict some events in the story. Encourage divergent predictions by asking questions, even if the first prediction is correct.

2.  Essay and Writing Assessment Masters

3.  Comprehension Assessment Masters

4.  Research Assessment Masters

5.  Continuous Assessment Masters

6.  Reproducible Masters, Grade 2, Parts 1 and 2

7.  Students' writing samples

8.  Teacher evaluation of oral presentations

9.  Teacher observation of reading

1.) Teacher Observation - Look at the errors or miscues that students make as they read to determine what work identification strategies they are using. Early readers may rely heavily on letter sound knowledge. If they are also able to use context clues to see that what they are reading makes sense, they can more easily self correct during reading. The Running Record is a method developed by Marie Clay, as part of a program called "Reading Recovery." Teacher use of Running Records helps document student progress. Student products that are at standard show evidence that the student is correctly identifying and using words in daily classroom reading and writing activities.