(a)  Framework for Effective Teaching, Grade 4 (Teacher's Guide)

 (b)  Collections for Young Scholars, Grade 4, Vols. 1 and 2 

 (c)  Comprehension Checkpoint, Grade 4 (workbook tests for stories)

 (d)  Explorer's Notebook, Vol. 4 (student workbook)

 (e)  Reading/Writing Connection, Vol. 4 (student workbook)

 (f)  Reading and Writing Skills Practice, Grade 4 (student workbook)

 (g)  Response Guide

 (h)  Essay and Writing Assessment Masters

 (i)  Comprehension Assessment Masters

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

 (k)  Formative Assessment (Teacher's)

 (l)  Research Assessment (for research papers) 

 (m)  Continuous Assessment Masters (editing sheets, portfolios)

 (n)  Student Tool Cards

2.  SRA Reading Laboratory materials

3.  San Mateo Spelling

4.  Formula-Three Reading-Spelling-Learning Program Instructor's Manual

5.  School sites have reading chain and other sets of novels, biographies, nonfiction, picture books and plays, which are in addition to Open Court materials. 

See poetry lessons in textbook.

1.) This multi-step project engages students in reflecting on an event, composing a poem and painting a picture about it, presenting their poem, producing a videotape "commercial" about the event, and critiquing classmates' productions. Oral Communication: Have partners orally summarize a video, an assembly, a play, or a field trip. The speaker needs to be concerned with the organization and delivery of the summary while the listener needs to focus on comprehending the summary and making connections to the speaker's ideas. Help students clarify main points and details. The focus questions could be: What was the message that the speaker wanted to share? What made the message clear? How could the message be more clearly communicated? Have students discuss their answers to these focus questions. Poem: Students will compose a poem that summarizes the lessons learned from the original stimulus experience, concluding with a personal opinion about the experience. Students need to consider: audience; purpose; message. Students can type the poem using Student Writing Center. Picture: Students then paint a picture that captures the essence of and adds meaning to their poem. Practice: Students should practice presenting their poem orally so as to be able to present it to the class. Commercial: In groups, have students design, write, produce, and record a "commercial" on videotape, recommending that others attend or not attend the event. Critique: This project is culminated with students writing critiques of their classmates' commercials. Focus questions could be? What is the main idea of the presentation? What is the purpose? Who is the intended audience? Are they conveying facts or opinions or both?

2.  Explorer's Notebook, Vol. 4

3.  Reading/Writing Connection, Vol. 4

4.  Skills Assessment

5.  Reading and Writing Skills Practice, Grade 4

6.  Continuous Assessment Masters

7.  Students' writing samples and SPJUSD rubrics

8.  Reproducible Masters, Parts 1 and 2

1.) The student products that evidence speaking and listening abilities are: Products: Commercial - scored for content; presentation Critique - content; organization; writing conventions Scoring criteria for oral presentation of poem with picture (scored for content, format and expression)