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

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

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

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

 (e)  Response Guide

 (f)  Skills Assessment

 (g)  Reading and Writing Skills Practice, Grade 4 (workbook)

 (h)  Essay and Writing Assessment Masters

 (i)  Comprehension Assessment Masters

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

 (k)  Formative Assessment

 (l)  Research Assessment

 (m)  Continuous Assessment Masters

 (n)  Reproducible Masters, Parts 1 and 2

 (o)  Learning Framework 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.

6.  Animated Handwriting video by Learning Windows Publications.

1.) With instruction, have students compare and make personal connections to the themes of different books. They should use a Reading Log to list their home and school reading, recording the title, author, genre, and personal reflections. Have students read independently and listen to imaginative stories from the Wizard of Oz collection. Other books, like the Little House series or adventure books by Gary Paulsen work well. As they read, have students (in their book-alike groups) summarize the main events of the plot by recording the following information on index cards: a picture to help retell the information; the cause of the event; support statements with quotes, page numbers, and interpretations from the text. Have students choose one character to recreate on paper, in Kid Pix, or as a three dimensional model. They should label the drawing with a description of character traits and create a Kid Pix character slide show using video pictures of their products. Have students use their knowledge of the fantasy genre, character, plot, setting, and the author's craft to extend the Oz tale by writing an original chapter. Have students work together to create a book report (theme, plot, setting, characters, and word studies) using Hyperstudio software, linking the book report to the Character Slide Show and Internet references. Word studies will include direct instruction and practice in learning vocabulary (including word origins), and figurative language (simile, hyperbole, personification). Have students create a word/ phrase "bank" of important new terms and words in the stories.

2.  Reading/Writing Connection, Vol. 4

3.  Skills Assessment--use with Tool Cards.

4.  Reading and Writing Skills Practice, Grade 4

5.  Comprehension Checkpoint

6.  Spelling tests

7.  Students' writing assignments and SPJUSD rubrics

8.  Reproducible Masters, Parts 1 and 2

1.) At the end of a series of lessons, look at different pieces of student work to determine what students know relative to the standards. Content:

Student conference:

Student group products:

Individual student products:

Performance Levels for Student Work: Develop with students the criteria for a "good" (at-standard) piece of work that provides evidence of skill acquisition and content knowledge. Show a student model of at-standard work. Discuss the criteria for excellence as well. 

A sample scoring guide for the individual chapter extension assignment might include these features for a score 3, at-standard, piece: