(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

Group presentations for history projects.

Demonstrations of how-to projects.

Seasonal or historical drama plays.

Learning Framework 
Card 6.

  Use reading roundtable discussion techniques.

1.) Engage students in a variety of speaking activities throughout the day, requiring short oral presentations in mathematics, history, and science. Build toward more planned presentations such as the following: How Did You Do That?: Have students prepare an expository speech in which they explain and demonstrate how to do something like solve a mathematical problem, draw a picture, create a Venn Diagram, read a history chapter, prepare a report, etc. You Were There!: Students research an historical event and tell about is as if they were eyewitnesses.

Examples:

You were there when the Mayflower landed at Plymouth Rock. You were there when a prospector discovered gold in California. Appropriate costuming would add a realistic dimension.

I Knew Her When!: 

Have students choose a famous person in the unit of study to research (historical figure, scientist, mathematical theorist, inventor, explorer). Reading a biography of the person would be ideal. The student then selects a real or imaginary person (teacher, classmate, boss) who may have known the person at a specific period in his or her life. Using what they learned about the person's accomplishments, talents, and personality traits, have students write a narrative titled "I Knew Her / Him When!" and present it to the class. Focus on one or two new elements of the speaking criteria each time, progressively building on the skills. 

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.) Utilize peer evaluation forms as well as scoring rubrics for specific oral presentations. Consider the following criteria:

Presentation: