(a)  Framework for Effective Teaching, Grade 5, Book 1 (Teacher's Guide)

 (b)  Collections for Young Scholars, Grade 5, Vols. 1 and 2

 (c)  Explorer's Notebook, Vol. 5 (student workbook)

 (d)  Reading/Writing Connection, Vol. 5 and Response Guide

 (e)  Reading/Writing Connection, Grade 5

 (f)  Essay and Writing Assessment Masters

 (g)  Comprehension Assessment Masters

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

 (i)  Reproducible Masters, Parts 1 and 2

 (j)  Learning Framework Cards

 (k)  Continuous Assessment Masters

 (l)  Research Assessment 

 (m)  Formative Assessment

2.  American Book English (grammar text), American Book Co., D.C. Death and Co.

3.  SRA Reading Laboratory materials

4.  San Mateo Spelling materials

5.  Reading chain sets of novels, biographies, nonfiction, picture books, plays at each individual school site

6.  Formula-Three Reading-Spelling-Learning Program Instruction Manual

See Tool Cards 27, 31.

1.) After using the described comprehension strategies, select a painting, drawing, or photograph that depicts an important aspect of a topic such as "immigration" or "slavery." The selection could be found in the student text or other print material, on a laser disc, a CD-ROM, slide, or overhead transparency. Ask students to analyze the picture and write down some of their observations, with each observation on a separate Post-it note. Based on their knowledge of the topics, have students write a letter, poem, or journal entry as if they were the person in the picture. Have them arrange their selected pieces on Post-its in any way that appeals to them to create their piece of writing. These movable Post-its allow for quick rearranging of ideas and additional thoughts. Prompts: What does the person see, do, wonder, want, feel, think? What are the problems facing the person?

2.  Reading/Writing Connection, Vol. 5

3.  Response Guide

4.  Reading and Writing Skills Practice, Grade 5

5.  Spelling tests

6.  Essay and Writing Assessment Masters

7.  Comprehension Assessment Masters

8.  Reproducible Masters, Parts 1 and 2

9.  Students' research papers and other writing samples

10.  SPJUSD writing rubrics

1.) The following is a rubric to assess the student writing: 4 - There is a strong insight and clear evidence of several appropriate inferences, conclusions, or generalizations made from factual knowledge of the topic. Writing is complete, clear, coherent, and concise. Details reflect a strong understanding of the concept. 3 - Writing contains some evidence of inferences, conclusions, or generalizations made from factual knowledge of the topic. Details show an understanding of the concept. Writing is organized. 2 - Writing evidences an understanding of the main idea and concepts of the topic, which are stated as facts rather than insightful inferences and generalizations. Lacks insight. 1 - Writing evidences little real understanding of the main ideas and concepts, and little connection to the picture.