(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 11, 19, 31.

1.) After demonstrating how to analyze an author's style, have students read at least three books by the author of their choice. It is a good idea to begin with picture books. Authors like Patricia Polacco, Chris van Allsburg, Judith Viorst, Jan Brett, Cynthia Rylant and Steven Kellogg are good examples of picture book authors with distinctive and consistent styles. As they read, have students talk with their partner about the stories and write notes about the topics, themes, word choice, format, and illustrations in the books. As they read, discuss, ask questions, and jot down their observations on a graphic organizer, they can make predictions and have expectations about a fourth book by the author, based on their notes about the author's style. Extensions: Oral Reporting: Have pairs of students present their observations, predictions, and evaluations with the class. Hyperstudio Stacks: Have partners use Hyperstudio, the Internet, and/ or a digital camera to create a stack about their selected author. The stack could include:
1) author's biography; 
2) author's favorite topics; 
3) author's common themes;
4) other distinctive features of the author's style;
5) a bibliography of the author's books and predictions about them. Author Poster:
Have students create a poster advertising the selected author. Include elements of the author's style including themes, topics, and illustrations. Display in the classroom or school library with copies of the author's books.

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

After students have completed the graphic organizer and have read the fourth book, have them write a reader's response to the fourth book in which they:
1) tell what their predictions and expectations for the book were and why;
2) write about whether or not their predictions and expectations were correct and about anything that surprised them;
3) list anything about the fourth book that they would add to their schema of the author's style;
4) evaluate the effect this strategy had on their comprehension of the book. Score the Graphic Organizer and/ or the Assessment piece using a rubric:

4 - Has clear and insightful observations of the author's topics, themes, and format with sensible predictions based on the observations; evaluates the impact of this strategy on reading comprehension 

3 - Has some observations of author's style with less detail; includes some predictions about other books by the same author; is somewhat unclear on the impact of the strategy. 

2 - Has only surface observations of author's style and generalized predictions about other books by the same author; metacognition is still in the developing stages. 

1 - Has limited observations of author's style. Predictions are vague or unclear. Demonstrates need for further practice with metacognitive strategies.