(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

Use summing up strategy for retelling stories.

1.) Seat a small group of four to eight children in a circle. Explain that they will work together to retell the story. Use a beanbag or Koosh Ball to denote the speaker. The other students should listen quietly until they have the beanbag. Remind listeners that they need to think about what comes next in the sequence of events, so that they will be able to accurately continue the story when they receive the beanbag. Say, "Let's retell this story as if we were telling it to someone who had never heard it before." Begin the retelling of the story. After telling the setting, lightly toss the beanbag to a student. He/ she tells the next story part or event in sequence, and lightly tosses the beanbag to another student. That student continues the story, tosses the beanbag, and so on until each student has had a turn. Continue until the story is finished. Guided questions can be used to help students who are unable to continue the story when they get the beanbag. The teacher next leads a short discussion of the story as it was retold by the group. Was it complete? Can anyone think of something that was not included in the retelling? After discussion, ask for a volunteer to start the story again. Tell students they must toss the beanbag to a different student this time, so that members of the group take different events in the sequence as they retell the story. Encourage students to include all important elements and events of the story. This second retelling should be more detailed and complete than the first retelling.

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.) Retelling a story is a way of checking for understanding, and is an alternative to teacher follow-up questions. Students make connections and describe in their own words what they have understood; the setting is relaxed and informal. Listening skills improve because students do not look to the teacher for answers and approval, but listen better to each other. Students in the group may self assess the retelling of the story. They may discuss ideas with each other about what should be included. They may check the book itself to see if all pertinent information was included. Group self assessment criteria questions:

Individual self assessment criteria questions: 

Speaking skills:

Listening skills:

Group retelling: 

Assessed for completeness, accuracy, speaking and listening skills

Score 4: complete, detailed and accurately sequenced retelling; group members listened thoughtfully and spoke clearly 

Score 3: (at standard) complete and accurately sequenced retelling; group members listened and spoke clearly 

Score 2: generally accurate retelling, with some events transposed or omitted; some difficulty with listening or speaking skills 

Score 1: poor retelling, or difficult to understand due to inadequate speaking or listening skills