(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.

For research projects, use Study and Research Tool Cards 96-113, and Research Assessment book.

1.) Have students use the writing process to create, draft, revise, edit, evaluate, proofread, and publish. They will revise by choosing one idea (more if time and student skill level allow) from their fictional story that needs elaboration. They will use the encyclopedia, the Internet, newspapers, and other sources to find out real facts about something in their fictional story and write a short multi-paragraph report on this topic. The number and type of reference resources can be varied to meet individual needs. Students should use at least three different types of resources and cite them correctly. To complete the project, have students add illustrations or graphics to their writing. They will mount their three pieces (fiction, non-fiction, art) for display on the wall or link them using Hyperstudio for presentation on-line.

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.) Student products can be scored by teachers, students, or parents. A written scoring guide/ rubric lists the criteria for scoring. Often there is a school or district rubric for achievement in writing that should be shared with students and parents. It outlines performance levels, showing the expectations for grade level at-standard writing responses. In these lessons the student products are:

Refer to the standard as you plan, discuss, and decide about grade level performance levels. Criteria for success (at-standard) for the final copy should be clearly written down and "able-to-be articulated" by the students. The final copy may be scored for focus, content, and format, then saved to discuss and showcase. Student products gathered in a portfolio collection provide important evidence of student progress toward the standards. It can be as simple as a display of a series of scored work over time. An assessment portfolio can consist of selected pieces highlighting the essential knowledge outlined in the standards. Portfolios show what the student can do.

The scoring rubric would address the focus, content, and format for the writing. To be judged at-standard:

The Focus of the writing shows that the piece is clearly aimed to a particular audience for a particular purpose.

The Content stays on the topic in an organized manner that makes sense to the reader.

The Format shows proper use of the conventions of English and is neat, easy to read, and visually attractive.