Reading Milestones Brochure

Overview

New Improved Edition

Fourth Edition Stephen P. Quigley Patricia L. McAnally Susan Rose Cynthia M. King

An Alternative Reading Program for: • Deaf and hard-of-hearing students • Students with language delays or learning disabilities • Students with autism or other developmental disabilities • English language learners Meets the Requirements of the No Child Left Behind Act and The National Reading Panel

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National Reading Panel Components: • Phonemic awareness • Phonics • Fluency • Vocabulary • Comprehension

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eading Milestones is the most popular reading program of its kind. This successful alternative, language-controlled program is designed to take readers to approximately a fifthgrade reading level. It is especially effective for students with hearing impairments and language delays and is also widely used with others who have special language and reading needs, including individuals with learning disabilities developmental disabilities and English Language Learners (ELL).

These students are aided by reading materials designed to match their language levels and that progress in steps small enough to ensure continued success in reading. Success from the beginning of the learning-to-read experience motivates students to read and to continue learning. Reading Milestones accommodates the needs of such learners and has been developed to maximize their opportunities for success.

The National Reading Panel Component This 4th edition of Reading Milestones includes instructional and reinforcement tasks that focus on developing phonemic awareness and phonics in a language context in the Workbook activities, the Spelling program, and the Teacher’s Guide.

The NRP reported that repeated oral reading with feedback and guidance and well-developed word recognition skills lead to improvements in reading fluency. Repeated reading, although not necessarily oral, is a part of almost every lesson plan in the Teacher’s Guide. Extensive work on developing automaticity of vocabulary and sight words is

Level Level 1—Red Books Level 2—Blue Books Level 3—Yellow Books Level 4—Green Books Level 5—Purple Books Level 6—Orange Books Reading Bridge 1 Reading Bridge 2

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Reading Grade Level Preprimer 1.0 1.5 2.0 3.0 3.5 4.0 5.0

presented in the Reading Milestones materials to develop fluency.

Extensive work on the development of vocabulary concepts is part of every reading unit. Experiential activities and schema-based strategies are strongly recommended for the development of concepts in young beginning readers.

Text comprehension receives major emphasis in the Reading Milestones program, with activities reinforcing research-based comprehension strategies such as prediction, question–answer relationships, monitoring, and summarizing.

Methodology Many students with hearing impairments and other special language needs experience a significant gap between their language base and the materials they are given to read. Reading Milestones was designed and constructed to minimize this gap by beginning with the simplest possible language, to ensure initial success in reading, and by increasing language acquisition (vocabulary, syntax, figurative language).

Students work in very small steps, accompanied by constant reinforcement, to ensure continuing success.

Vocabulary, language structures, and comprehension skills are introduced in small and constantly reinforced increments. The vocabulary was drawn from several high-frequency-word lists (including the Dolch Basic Sight Word List). All the essential comprehension skills—literal, inferential, evaluative, and critical reading skills—are introduced and practiced in the Workbook Activities. Chunking (the separation of phrases by several spaces) is used in the first three levels to aid in processing units larger than single words. Reading Milestones begins at the most basic language level.

The instructional design used in Reading Milestones provides educators with sufficient information to make the reading series a self-contained program.

Detailed step-by-step instructions for teaching each story are provided in an easy-to-use format.

What’s New in the Fourth Edition

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he core content of the program remains the same and now includes many improvements.

These include: Reading Milestones Placement and Monitoring (RMPM) — Separately available, this informal test places students in the correct level of Reading Milestones and monitors their progress through the program.

New Look — Many new illustrations have been added to the stories included in the Readers for all levels.

Teacher’s Guide — The Teacher’s Guide has been revised to include extensive information on recent research and best practices in reading. Strategies for teaching have been expanded and reformatted for clarity. Several useful appendixes have been added.

Additional Stories — Many new stories have been included with increased, multicultural representation and full-color illustrations.

The number of stories in each Reader was increased for a total of 6 stories per book and 60 stories for each level.

Story Structure — Many stories were rewritten to include a more definite story structure.

Knowledge of story structure helps students focus on the components and aids in comprehension.

Story Page Layout — All sentences are complete on one page or on opposing pages to aid the student in developing fluency.

Workbook Activities — All Workbook activities are now provided as reproducible worksheets that can be printed from the Reading Mile-

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stones Reproducible Materials Flash Drive, included in the kit. A boxed, printed version of blackline masters is also available separately.

Spelling — The Spelling program has been improved to develop phonological awareness skills, teach sound–spelling correspondence, provide additional practice in word recognition to attain automaticity, and improve accuracy in word spelling that will contribute to writing fluency. All Spelling activities are now provided as reproducible worksheets that can be printed from the Reading Milestones Reproducible Materials Flash Drive, included in the kit. A boxed, printed version of blackline masters is also available separately.

Student Achievement Record (SAR) — used to record the student’s completion of each of the stories and activities in the Workbook and Spelling materials across a level of the program. Space is provided for comments regarding progress and recommendations. A package of 10 SARs is included in the kit.

Word Cards — Vocabulary words taught in the program are displayed in two formats: as reproducible PDFs on the Reading Milestones Reproducible Materials Flash Drive and as boxed, printed cards available separately.

The cards are grouped and alphabetized by corresponding Reader and numbered accordingly. Students can use the cards, for practice in the Spelling and other lesson activities, in group games, and as flash cards in individual or group review.

Reading Milestones Reproducible Materials Flash Drive — Included in each kit, now reproducible PDFs are available for all Workbook Activities, Spelling, and Word Cards.

Features: • Adjusted language level • Controlled vocabulary • Controlled syntax • Chunking • Repetition

The Reading Milestones Program, The Reading Bridge Series, and the No Child Left Behind Act of 2001 #M10950 Reading Milestones Research Compilation Go to: http://www.proedinc.com/downloads/ M10950ReadingMilestonesResearch.pdf for a free download.

Bob walks Mom cooks on the stove.

Dad helps

into the kitchen. ham in a pan Mom.

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Package Components

Student Achievement Record (SAR)

Sections for New each of the he Reading Milestones Student Achievement Record (SAR) is a document designed to allow the 10 books are teacher to record the student’s completion of each of the stories in the Readers and activities in the included to record: Workbook and Spelling materials across a level of the program. The four-page SAR includes a Spelling Chart to show visually the student’s mastery test results from all stories and books in the level.

• Date the student Included in package: 10 Student Achievement Records completed each story Level 1–Red Level 3–Yellow Student Achievement Record Student Achievement Record • Number of Workbook and Spelling pages for each story the student Level 2–Blue Level 4–Green completed Student Achievement Record Student Achievement Record successfully • Space for comments regarding progress and recommendations.

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Reading Milestones, Fourth Edition

Name

Reading Milestones, Fourth Edition

Year

Teacher

School

End Date

Teacher

End Date

24

29

30

Robins

The Big Sneeze

The Seven Goats The Story Book Party

The Large Park

5

6

7

8

Story 2: Insects

13 21

14 22

15

16

17

18

19

20

Story 3: The First Man on the Moon

23 31

24 32

25

26

27

28

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30

33 41

34 42

35

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43 51

44 52

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49

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53

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55

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58

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60

61

62

63

64

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Review

Teacher

$

School

Start Date

Book 7

3

4

5

Spiders and Spiderlings A Trip to the Public Library

Honest Abe

The Tooth Fairy

Where Does the Mail Go?

The Native People in Alaska Marty and Nancy’s Reward

Puzzles

The Big Oceans

2

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

Garunga, The Lizard

A Ming Tree

First Day at School

Jane Addams, A Hero for the People

Book 10 Comments

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

End Date

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

The Genie’s Gift

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

Our Friend, Martha

Saved From the Crocodile

Book 5

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

Book 9

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

Reading Milestones, Fourth Edition

Level 6–Orange

Student Achievement Record

Help! Help!

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

Underwater Adventure The Family Party Giants of the Past

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

A Family Tree

The Art Contest

Don’t Cry!

Escape From the Bear

10 9 8 7 6 5 4 3 2 1

David Livingstone, An African Explorer

10 9 8 7 6 5 4 3 2 1

Sailing Alone!

10 9 8 7 6 5 4 3 2 1

A Skinny Kid With a Funny Name

10 9 8 7 6 5 4 3 2 1

Dogs! Dogs!

Dogs!

Electricity Moves Too Young– Too Old

10 9 8 7 6 5 4 3 2 1

Book 8

Workbook Pages

Book 10 Year

Spelling Pages

12 20

13 21

14

15

16

17

18

19

Story 3: A Letter to Grandmother

22 30

23 31

24

25

26

27

28

29

Story 4: Koalas

32 40

33 41

34

35

36

37

38

39

50

51

52

53

54

55

56

57 65

58

59

60

61

3

4

5

6

7

8

9

10

11

Spelling 12

13

14

15

16

17

18

19

20

21

22

23

24 Test

Mastery

Words 42 43 44 45 46 47 48 49 Correct 25 26 27 28 29 30

62

63

64

School

2

Story

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

Popcorn

Story 2: The Divorce

Comments

Teacher 1

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

Book 1

Mastery Test Words Correct

Story

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

Start Date

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

Book 2 10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

Book 6

Book 1

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

The Boy Who Cried Wolf Dad’s Night Class

8

Fingerspellman!

7

Louis Pasteur: Fighting Germs The Bus to the Mall

6

Native Americans The Plan to Save Ring From Sheep to Cloth

5

Puss in Boots

4

Bicycle Safety

3 11

Let’s Agree

2 10

Review

10 9 8 7 6 5 4 3 2 1

Name

Date Story Completed 1 9

Story 6: Another Animal With a Pocket

10 9 8 7 6 5 4 3 2 1

Book 4 10 9 8 7 6 5 4 3 2 1

Mom Learns, Too Too Much Excitement

10 9 8 7 6 5 4 3 2 1

The Trading Post Grandpa’s Box of Surprises

10 9 8 7 6 5 4 3 2 1

Story 1: A Fish Tale

Story 5: The Cookie Elf

10 9 8 7 6 5 4 3 2 1

The Adopted Baby The Story of Hibernation

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

Book 3 10 9 8 7 6 5 4 3 2 1

A Hobby for Bobby Do You Have a Green Thumb?

A Wedding in the Family

Cinderella

Book 6

Book 1

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

Rapunzel

10 9 8 7 6 5 4 3 2 1

Book 2 10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

Rescue From the Dry Well All About Vitamins

10 9 8 7 6 5 4 3 2 1

The Greedy Dog

Benjamin Franklin: A Great American

10 9 8 7 6 5 4 3 2 1

Levi Strauss, The Pants Peddler

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

Danny’s Money

10 9 8 7 6 5 4 3 2 1

Mount St. Helens: The Story of a Volcano

Tom Thumb

Joey Learns a Lesson

Lauren and Jasmine Hunt for Treasure

Story

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

The New Tree House The Little, Brown Bat

10 9 8 7 6 5 4 3 2 1

Book 1

Mastery Test Words Correct

10 9 8 7 6 5 4 3 2 1

The Shoplifter

10 9 8 7 6 5 4 3 2 1

A Special Present The Ugly, Gray Duckling

10 9 8 7 6 5 4 3 2 1

The Cookie Elf

10 9 8 7 6 5 4 3 2 1

The Pony Express

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

Koalas

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

A Letter to Grandmother

The Divorce

Story

10 9 8 7 6 5 4 3 2 1

A Fish Tale

Mastery Test Words Correct

10 9 8 7 6 5 4 3 2 1

Matt’s Space Adventure

Fourth Edition

10 9 8 7 6 5 4 3 2 1

Spelling

Fourth Edition

Fourth Edition

1

10 9 8 7 6 5 4 3 2 1

Year

Name

Fourth Edition

The Bubble Trip

4 12

Story 6: Schools of Long Ago

Fourth Edition

Chad’s Kite

3 11

Story 5: The Ghost in the Attic

Fourth Edition

The Clue

2 10

Level 5–Purple

10 9 8 7 6 5 4 3 2 1

Spelling Pages

1 9

Student Achievement Record

Book 5

10 9 8 7 6 5 4 3 2 1

Book 9

Workbook Pages

Story 1: Dirty Peggy Pig

StoryEdition 4: The Colored Eggs Reading Milestones, Fourth

Recommendations

Book 8

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

Story 1: Let’s Agree

4

5

6

7

8

Story 2: Puss in Boots

11 19

12 20

13 21

14 22

15

16

17

18

Story 3: Louis Pasteur: Fighting Germs

23 31

24 32

25

26

27

28

29

30

Story 4: The Bus to the Mall

33 41

34 42

35 43

36 44

37

38

39

40

Story 5: Fingerspellman!

45 53

46 54

47 55

48

49

50

51

52

56

57

58

59

60

61

62

63

64

65

1

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

2

3

4

5

10 9 8 7 6 5 4 3 2 1

6

7

8

9

10

11

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15

16

17

18

19

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25

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10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

Book 10 Comments

13

10 9 8 7 6 5 4 3 2 1

Book 5 10 9 8 7 6 5 4 3 2 1

Book 9 Spelling Pages

3

End Date

10 9 8 7 6 5 4 3 2 1

Book 4

10 9 8 7 6 5 4 3 2 1

Book 8

2 10

Review

10 9 8 7 6 5 4 3 2 1

Workbook Pages 1 9

Story 6: Amazing Tricks

10 9 8 7 6 5 4 3 2 1

Book 3 10 9 8 7 6 5 4 3 2 1

Book 7 Date Story Completed

10 9 8 7 6 5 4 3 2 1

The Rattlesnake’s Friend

23

28

Book 4

It’s Time

22

27

10 9 8 7 6 5 4 3 2 1

The Teletypewriter Idea

21

26

10 9 8 7 6 5 4 3 2 1

Hans Christian Andersen The Paper Bag Party I Live in Liechtenstein Sam Is Not for Sale

20

25

In the Cookie House The Marker Monster

The Big Beanstalk

The Dream

Book 7 Date Story Completed

10 9 8 7 6 5 4 3 2 1

Rumpelstiltskin

19

The following products can be purchased separately to supplement or refill Reading Milestones Program components: • Additional Readers — all readers are available individually and in sets of 10.

• Workbook Activities — Level 1–6 Workbook Activities are available as blackline masters Word Cards in a sturdy storage box Word Cards • Spelling Activities — Level 1–6 Word Cards Spelling Activities are available as blackline masters in a Word Cards sturdy storage box Word Cards • Word Cards — Level 1–6 Word Word Cards Cards are available in print in sturdy storage boxes • Student Achievement Record — Level 1–6 Student Achievement Record (10 packs) are available • SAVE $100! Reproducible Materials Flash Drive — available for each Level, the flash drive contains reproducible PDFs of the Workbook Activities, Spelling, and Word Cards

4

The Paper Mask

The Sled Train

A Picnic

Pancakes for Breakfast

The Blue Yarn

The New Baby Brother

The Shadow

The Girl and the Four Elves A Plant in the House

The Fight

Joe Hurts His Finger The Cat With the Bell

Candy Apples

The Circus

Super Chad

Big and Little

The Three Bears

Red Shoes for Rosie

On the Boat

The Sandbox

The Beach Ball

Sad Rosie

In the Woods

The Three Little Pigs

Two Black Bears

Book 6

Book 1

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

A Camping Trip

18

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

Valentine’s Day

92

17

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

A Chilly Night

91

16

10 9 8 7 6 5 4 3 2 1

Book 3

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

Leonardo da Vinci: A Man of Many Talents

90

15

10 9 8 7 6 5 4 3 2 1

A Rainy Day

89

14

10 9 8 7 6 5 4 3 2 1

The Good Sports The Little Red Hen

88

13

Story

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

Money Problems

87

12

10 9 8 7 6 5 4 3 2 1

Chinese New Year Chinese Horoscopes

Story 6: The Bees

79

6

11

10 9 8 7 6 5 4 3 2 1

Book 2

10 9 8 7 6 5 4 3 2 1

Horses

64

78 86

5

10

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

On Time

50

63 71

77 85

4

9

10 9 8 7 6 5 4 3 2 1

10 9 8 7 6 5 4 3 2 1

Poison!

49

62 70

76 84

3

8

10 9 8 7 6 5 4 3 2 1

Book 1

Book 10

End Date

10 9 8 7 6 5 4 3 2 1

The Story of Ollie Fox and the Sour Grapes

48 56

61 69

75 83

2

7

Mastery Test Words Correct

King Midas

47 55

60 68

74 82

79

91

The Turtle Tub

46 54

59 67

73 81

78

90

10 9 8 7 6 5 4 3 2 1

Fire!

45 53

58 66

72 80

77

89

10 9 8 7 6 5 4 3 2 1

Hank Aaron

44 52

57 65

76 84

88

5 4 3 Recommendations 2 1

10 9 8 7 6 5 4 3 2 1

The Swimming Lessons

43 51

Story 5: The Cones

75 83

87

71

Story 6: The Little Dog

10 9 8 7 6 5 4 3 2 1

The Fort in the Barn Sleeping Beauty

Story 4: Two Cats

74 82

86

24

Comments

1

Story

18

23

10 9 8 7 6 5 4 3 2 1

My Mom, the Mechanic

38

17

22

10 9 8 7 6 5 4 3 2 1

Florence Nightingale

37

16

21

10 9 8 7 6 5 4 3 2 1

The School Play

36

73 81

85

20

10 9 8 7 6 5 4 3 2 1

Andy’s Trip to O’Hare

35

72 80

19

10 9 8 7 6 5 4 3 2 1

Moving Day

34 42

48

10 9 8 7 6 5 4 3 2 1

The Donkey Tale

33 41

47

10 9 8 7 6 5 4 3 2 1

Pencils and Erasers

32 40

46 54

10 9 8 7 6 5 4 3 2 1

Liza’s Wish

31 39

45 53

10 9 8 7 6 5 4 3 2 1

Two Brothers

Story 3: Two Friends

44 52

10 9 8 7 6 5 4 3 2 1

It’s Not My Day

23

43 51

10 9 8 7 6 5 4 3 2 1

Sore Feet and Sore Toes

8

22 30

15

10 9 8 7 6 5 4 3 2 1

Fish

7 15

21 29

14

10 9 8 7 6 5 4 3 2 1

Old Abe, Famous American Eagle

6 14

20 28

42 50

Start Date

Seasons of the Year

5 13

19 27

3 2 1 5: Breakfast in the Morning Story

Year

School

Spelling

Mastery Test Words 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 25 26 27 28 29 30 Correct 41 49

4 Story 4: Bubbles

Review

5 4 3 2 1

12

The Lemonade Stand The Bear and the Gnome

4 12

18 26

5 4 3 2 1

6

11

The King of Birds

3 11

17 25

5 4 3 2 1

5

10

Comments

Teacher

40 Years of Love

2 10

5 4 3 2 1

4

9

Reading Milestones, Fourth Edition

The News of the Day The Backyard Grill: A Play

1 9

5 4 3 2 1

Book 9

Spelling Pages

16 24

5 4 3 2 1

3

8

6 5 4 3 2 1

Our Capital

Book 8

Story 2: The Bears

5 4 3 2 1

2

6 5 4 3 2 1

Book 10

Name

7

6 5 4 3 2 1

George Washington: Father of His Country

5 4 3 2 1

Book 9

1

13

Book 5

Lewis and Clark

5 4 3 2 1

8

6 5 4 3 2 1

Matt Shaves

5 4 3 2 1

Workbook Pages

Story 1: The Truck

Review

5 4 3 2 1

7

6 5 4 3 2 1

The Tiger Train Mystery

Book 7

Date Story Completed

5 4 3 2 1

6 14

7 6 5 4 3 2 1

6 5 4 3 2 1

Belinda Goes to Bordeaux Fence Painting Fun Margaret Mead: Anthropologist Tim’s Magic Show

5 4 3 2 1

5 13

7 6 5 4 3 2 1

6 5 4 3 2 1

The Homesick Boy The Beaver’s Home Who Is This Famous Actor?

Hot Dogs for Dinner

5 4 3 2 1

Book 5

5

4 12

7 6 5 4 3 2 1

Book 4

6 5 4 3 2 1

6 5 4 3 2 1

The First Man on the Moon The Colored Eggs The Ghost in the Attic

5 4 3 2 1

5 4 3 2 1

3 11

6 5 4 3 2 1

Tastes and Taste Buds Bears in the Woods Cardboard Robots

Book 6

Book 1

5 4 3 2 1

Book 4

5 4 3 2 1

2 10

6 5 4 3 2 1

Insects

5 4 3 2 1

5 4 3 2 1

7 6 5 4 3 2 1

6 5 4 3 2 1

Dad’s Helper

5 4 3 2 1

Book 3

5 4 3 2 1

7 6 5 4 3 2 1

6 5 4 3 2 1

Dirty Peggy Pig

5 4 3 2 1

The Brown Bread The Worm Crawls Fast!

5 4 3 2 1

The Pink Gum

5 4 3 2 1

The Clowns Have Fun The Egg Has a Hat

5 4 3 2 1

The Bugs

Joe Hits Chad

Mastery Test Words Correct

5 4 3 2 1

Beth Wins

5 4 3 2 1

Book 2

5 4 3 2 1

6 5 4 3 2 1

6 5 4 3 2 1

The Dusty Attic

Book 1

5 4 3 2 1

Wheels! Wings!

351

5 4 3 2 1

In the Air

134

5 4 3 2 1

The Green Grass

32 1 33

5 4 3 2 1

At the Zoo

311

5 4 3 2 1

The Hen Helps

1 30

5 4 3 2 1

The New Boots

73

5 4 3 2 1

What Smells Good?

72

85

5 4 3 2 1

A New Leaf

58 1 59 1 29

71

84

5 4 3 2 1

The Rope

571 65

70

83

5 4 3 2 1

At the Store

56 64

69

5 4 3 2 1

The Pie Is Hot

35

The Black Oil

34

Two Masks

33

Some Fun

32 40

Some Gifts

31 39

The Bus

30 38

The Eyes Are Bright

29 37

The Soup

Story 3: The Three Little Pigs

28 36

The Bad Witch

55 63

Story 77 78 79

Lightning!

The Fat Yak

14

The Girl Skates

22

21

6 5 4 3 2 1

Spelling Pages

21

Dee Waits

20

6 5 4 3 2 1

Book 8

20

The Mouse Steals Some Cheese

19

6 5 4 3 2 1

Workbook Pages

19 27

36 37 385 5 5 5 5 5 5 5 Mastery 4 4 4 4 4 Test 42 43 444 45 4 46 4 243 25 3 26 327 283 3 3 3 22 23 3 Words 50 51 2 2 2 2 2 2 2 Correct 2

6 5 4 3 2 1

6 5 4 3 2 1

18 26

The Hot Tea

18

Book 7

Date Story Completed

6 5 4 3 2 1

Book 3

17 25

A Small Bird

17

6 5 4 3 2 1

16 24

The Clowns

16

6 5 4 3 2 1

15 23

Hot Cheese on Toast

82

15

13

6 5 4 3 2 1

Story 2: The Two Cats

The Kite

68 76

81

32

12

6 5 4 3 2 1

6 5 4 3 2 1

Story 1: Long Ears

Why?

54 62

67 75

80

31

11

6 5 4 3 2 1

7

6

Two Socks

53 61

66 74

30

10

5

The Cake

52 60

Story 6: The Girl. The Boy

29

9

4

End Date

6 5 4 3 2 1

Book 2

Book 6

Start Date

Two Black Skunks

Story 5: The Frog

28

8

3

The Old House

41 49

2

6 5 4 3 2 1

6 5 4 3 2 1

1 9

The Moon

27 35

40 48

1

6 5 4 3 2 1

6 5 4 3 2 1

Book 1

Comments

Two Eyes

26 34

39 47

8

18

6 5 4 3 2 1

6 5 4 3 2 1

No Mittens

The Bat

Story

Book 10

In the Lake

25 33

Story 4: The Cat

7

17

The Cones

Story 3: The Dog

6

14 15 16 Spelling 22 23 24

Two Cats

13 21

Nut Cookies With Jam

1

Good Manners

1

Mastery Test Words Correct

6 5 4 3 2 1

Who Has the Key? A Castle in the Woods

1

Breakfast in the Morning

1

6 5 4 3 2 1

Hi, Snowman!

1

Bubbles

1

6 5 4 3 2 1

Spring, Summer, Fall, Winter

1

6 5 4 3 2 1

Book 1

School

Two Friends

Story 2: The Girl

12 20

The Bears

2 10

6 5 4 3 2 1

5 4 3 2 1

The White Sock

5 4

Spelling Pages

The Truck

1 9

The Two Cats

5 4

5 4 3 2 1

The Frog Prince

5 4

Year

Teacher 3 4 5

Long Ears

5 4

5 4 3 2 1

A City

5 4

Book 9

Workbook Pages

6 5 4 3 2 1

We Fix Wheels

5 4

3 3 3 3 3 3 3 Reading Milestones, Fourth Edition 2 2 2 2 2 2 2

Name

Date Story Completed

5 4 3 2 1

The Scary Story

Dee Finds Juan

5 4

The Sick Boy

The Big Girl

5 4 3 2 1

The Black Skunk

5 4 3 2 1

Stop!

5 4 3 2 1

Story

5 4 3 2 1

Book 5

The Red Sock Jumps

5 4 3 2 1

6 5 4 3 2 1

On the Farm

5 4 3 2 1

The Red Cat

5 4 3 2 1

Mastery Test Words Correct

6 5 4 3 2 1

A Bird Sings a Song

The Sock

6 5 4 3 2 1

The Cat Slips

6 5 4 3 2 1

The Girl Spills the Milk

The Pig Drinks

Juan Jumps

What?

The Man Winks

An Ant

4 3 2 1

6 5 4 3 2 1

Book 4

Book 8

Story

Supplemental Products

Start Date

The Show in the Tent

Book 7

4 3 2 1

The Worm

4 3 2 1

The Shop

5 4 3 2 1

11 19

Recommendations

4 3 2 1

At Night

5 4 3 2 1

Story 1: The Boy

Review

4 3 2 1

The Bus

The Car

5 4 3 2 1

At the Desk

On the Sled

5 4 3 2 1

At Lunch

Where?

Book 6

5 4 3 2 1

The Jam

5 4 3 2 1

4 3 2 1

Book 3

The Shop

5 4 3 2 1

4 3 2 1

A Girl Digs

4 3 2 1

In March

The Lamp

4 3 2 1

A Girl Wins

Who?

5 4 3 2 1

Book 1

4 3 2 1

The Fan

5 4 3 2 1

On the Hill

On the Ox

Story

5 4 3 2 1

In the Nest

5 4 3 2 1

Mastery Test Words Correct

4 3 2 1

Book 2

On the Rug

5 4 3 2 1

On the Rock

Book 1

4 3 2 1

In May

4 3 2 1

The Hat

4 3 2 1

Juan

4 3 2 1

The Man

4 3 2 1

The Frog

The Girl

4 3 2 1

The Cat

4 3 2 1

The Dog

4 3 2 1

The Boy

Story

School

Spelling

Spelling Mastery Test Words Correct

Year

Name

Start Date

New

Package Components

Teacher’s Guides

Also included are literature activities to assist the teacher in integrating classic themes and selected stories into the reading and language curriculum to present a balanced instructional perspective.

Stephen P. Quigley • Patricia L. McAnally • Susan Rose • Cynthia M. King

T

he Teacher’s Guide provides a foundation for lesson development, focusing on concepts, vocabulary, and linguistic structures emphasized within each story. The Teacher’s Guide describes an interactive process for guiding students in the acquisition of information through print. The format for the guide includes instructional steps for the development of linguistic comprehension (vocabulary and syntax) and reading fluency. For each story, the Teacher’s Guide includes the following: • specific activities for developing and activating prior knowledge • the presentation of new concepts and vocabulary words • activities for establishing the purpose for reading • comprehension questioning strategies and activities for use during reading • post-reading activities, including activities for developing an understanding of story structure, skills in phonological awareness, fluency, and story retelling

Instructional guidelines for Workbook activities for each story are also included in the Teacher’s Guides, with specific activities for vocabulary practice, linguistic structures, story structures, and related skills. As the lessons progress, the guide provides the teacher with strategies for discussing Workbook activities that focus on metacognitive skills.

Valuable resource and reference information for well-grounded instructional decision making and problem solving is interwoven into the lessons.

The Teacher’s Guide has been revised to include extensive information on recent research and best practices in reading. Strategies for teaching have been expanded and reformatted for clarity. Several useful appendixes have been added.

Blue Book 1

Red Book 1

Yellow Book 1 Story 1: Long Ears Prereading Activities

Story 1: The Boy

Story 1: The Truck

Prereading Activities Table of Contents

Table of Contents

▶ Introduce Yellow Book 1 to the students. Tell the students to find the Table of

Title Page

▶ After discussing the picture and the title, tell the students that this selection is

Emphasized Structures

▶ Before the students read the story, provide language practice with prepositional

Spelling Pretest

▶ Have the students complete the Pretest for this story and immediately correct

Prereading Activities

▶ Show students the Table of Contents page. Ask them to find the same page in

their reading books. Point to the title of the page and tell them this page is called the “Table of Contents.” (Fingerspell these words.) Write the phrase on the board.

Ask the children what table means and, after their responses, tell them that this word also has another meaning. It can mean a list of words that explains something or gives information. Ask: What do you think table in “Table of Contents” means—a table like this (point to a table in the room) or a list of words that tells us something—like this (show the Table of Contents page)?

Tell the children that contents is a new word for them also. Contents means what is inside a container—a box, a can, a bag, a bottle, or a book. Hold up a box of crayons and ask the children what is in the box. Respond by using the word contents (for example, Yes, the contents of this box are crayons). Repeat with another box, a bag, a can, or a bottle. Then hold up the Reader and ask: What is in this book? Allow the children to look through the book and respond. They may respond with “pictures” and “words,” which are correct responses, but guide them to the response “stories.” Then tell them that the contents of the book are words, pictures, and stories. Hold up the Table of Contents page and tell the students that this page lists the contents of their reading book. Point to the listing of story titles and ask: What are these? Elicit the response “stories” or “names of stories.” Reinforce the concept of Table of Contents. Say: This is a list of the contents of your reading book. This is a list of story titles, and all of these stories are in your book.

Point to the page numbers and ask the children what they think the numbers are. Let them look through the book to figure out that the stories begin on those pages. Point to the first story title on the page. Tell them that the title of the first story is “The Boy.” Ask the students on what page it begins. Have them turn to that page and note that the title is the same as the title on the Table of Contents page. Repeat the procedures for the second and third stories. If the page numbers of the last three stories are beyond the students' number concepts, you can demonstrate the same procedures described previously for the children.

Point to the last listing on the page and read the phrase “New Words” to them. Ask if they think that is the name of a story. Ask what they think might be in this part of the book. Have them turn to the page to see if they predicted Teacher’s Guide

#13951 (Level 1), #13976 (Level 2), #13996 (Level 3)

Table of Contents

▶ Have the students turn to the Table of Contents page. Write the title of the story, “The Truck,” on the board and ask the students to find the title and the page number. Have them turn to the correct page.

Title Page

▶ Have the students read the title of the story. When discussing the picture on the

title page, encourage the students to recall and relate prior experiences they have had with ice cream trucks (or other ice cream vehicles). Ask them to establish the setting (place and season) and predict what might happen in the story.

Write their responses on the board.

Spelling Pretest

▶ Have the students complete the Pretest for this story and immediately correct misspelled words.

New Words cone

▶ Show the children the new word and picture on page 2. Write the word on the

board and say/sign and fingerspell it. Ask the students how many letters are in the word. Ask them what the first letter is and what sound it makes. Have them fingerspell the word. The children probably all know what an ice cream cone is and have had previous experiences with that concept. As they tell about their experiences with ice cream cones, take every opportunity to link the concept to the printed word. Introduce them to the geometric shape and see if they know that this particular shape is called a cone. Have them study the word, then say/sign and fingerspell it three times, following your model. Then have them write the word.

one*/two*

▶ Show the children the new words and pictures on page 2. Write the words on

the board and say/sign and fingerspell them. Ask the students how many letters are in each word. Ask them what the first letter is and what sound it makes for each word. Have them fingerspell the words. Point to the numerals 1 and 2 on page 2 and ask the children what they are (they have probably had instruction on numbers in their math classes). The children should also have the concepts of one and two from their math work. Reinforce these concepts by using manipulables; for example, give each child three or four grapes. Hold up a card with one, two, 1, or 2 on it and have the children separate the appropriate number of Teacher’s Guide

35

Contents and have them read the first, second, and third titles of stories. Ask the students what the three titles have in common. Write the titles on the board.

(The first three stories are about animals.) Have the students determine what animal each story is about. Have the students identify the page number for the first story, “Long Ears.”

After the students have reviewed the titles for all of the stories, have them predict which story they will like best. They can write the title at the back of their Workbook. not a story. Explain why it is not a story. Tell them that this selection gives information about rabbits. Ask the students what kind of information they might learn from the story. Ask them why the story is titled “Long Ears.” Start the development of a K-W-L-Plus Chart with the students by having them write what they already know about rabbits in the first column and what they want to learn in the second. After the guided reading section is finished, have the students complete the K-W-L-Plus Chart (McAnally, Rose, & Quigley, 2007).

phrases as part of a noun phrase if they do not already know this structure.

These forms are used only when there is a need or desire to differentiate between two or more groups (e.g., “some rabbits with white fur,” “the girl with the blue hat,” “the girl with the red hat”). Some of the postmodifiers can be used either as an adjective or in a postmodifying prepositional phrase (e.g., “straw house” or “house of straw”). You may want to discuss the meanings of these phrases, but take care not to use examples that have the same surface form but do not share the same characteristic (e.g., “cup of tea” does not equal “tea cup”). misspelled words.

New Words all*

▶ Show the children the word on page 2. Write the word on the board and sign/

Appendixes Levels 1–3 • Scope and Sequence Chart • Reading Standards Addressed • Words Introduced • Skill Work in Levels 1–3 • Strategies for Developing Reading Skills • Word Cards for Levels 1–3 Levels 4–6 • Scope and Sequence Chart • Vocabulary Found in Levels 1–6 • Skill Work in Levels 4–6 • Strategies for Developing Reading Skills • Reading Standards Addressed in Levels 4–6 • Answer Key for Workbook Activities • Answer Key for Spelling Activities • Word Cards for Levels 4–6

say and fingerspell it. Ask the students how many letters are in the word. Ask them what the first and last letters are and have them fingerspell the word.

Give each student a paper. Write on the board the sentence “All the children have paper.” Take the paper away from some of the students, cross out the word

35

Teacher’s Guide

35

Green Book 1

Purple Book 1

Orange Book 1

Story 1: Dirty Peggy Pig

Story 1: A Fish Tale

Story 1: Let's Agree

Prereading Activities ▶ Have the students identify the titles of the stories. Ask: Which story do you

Title Page

▶ When discussing the title and the picture, have the students predict what the

New and Emphasized Syntax

▶ The following are the new and selected emphasized syntactic structures in this

think will be your favorite? Why? Find the first story in your book.

New Words

Table of Contents

setting for the story will be. Have them describe Peggy, noting how she feels.

Ask: Why do you think Peggy is sad? Have the students skim the story and the pictures and then ask them to predict what they think the story will be about and who the characters will be. Ask: Who do you think the main character is?

Why do you think that? What clues did you use? story: • • • •

two-word verbs: looked up, sank down conjoined sentences: I want a clean face and I want clean legs. introduction of direct discourse: Peggy asked, “Will you help me?” use of personal pronouns with animated animals: Peggy was not a duck. She was a pig.

• negatives: cannot, was not Check for the comprehension of linguistic structures. For example, write the following sentence on the board: “Peggy said, ‘I need help!’” Ask the students: Who said, “I need help”? How do you know Peggy said that? What do the quotation marks tell you? If the students have difficulty with direct discourse, illustrate the character speaking on the board and place the discourse in a discussion bubble. Then have the students write the cartoon in a sentence using the “. . .” to indicate direct discourse. Have the students develop their own examples.

Two-word verbs and conjoined sentences are reinforced in the student’s Workbook on page 9.

Spelling Pretest

Prereading Activities

Prereading Activities

Table of Contents

▶ Have the students complete the Pretest on page 1 in the Spelling pages for this story and immediately correct misspelled words.

▶ bath

said clean face am sank tongue can again Write the new words on the board. Using the Spelling Practice on page 2, have the students (a) underline the words they know, (b) circle the words they have seen or heard before but don’t know, and (c) check the words they don’t know.

Say/sign and fingerspell each word with the students. Then have them say the

Teacher's Guide

Title Page

▶ Turn to the Table of Contents page. Ask the students: How many stories are in

the reading book? If the students respond 6, review the list of titles. Think aloud with the students: • Is New Words a story? Let’s look to see if New Words is a story? What page should I go to? Page74. Ah, New Words is a Glossary! It is a place where we can learn more about the new words in the reading book.

• Let’s look at the Table of Contents again. How many stories are in this book? Five stories! Which story do you think will be your favorite?

Which story do you think is fiction? Which story do you think is full of facts? You may have the students write a predication log for this Reader and compare their choices when they complete the Reader.

• Write the title of the story “A Fish Tale” on the board, and have the students find the title and the page number. Turn to page 1 of the reading book.

Title Page

▶ Study the title page with the students. Ask: Who do you think the main char-

New and Emphasized Syntax

the Table of Contents? How can the Table of Contents help us? Read the titles.

Ask: How many stories are in the book? Which story do you think you will like best? Why? What clues did you use to make a decision?

Write the title of the story “Let’s Agree” on the board. Is this the third story in the book? On what page does the story begin? acters are? What do you think they will agree on? What do you think the story is about? How do you know?

▶ The new and selected emphasized syntactic structures in this story are: that–complements: My music teacher told me that I must practice. exclamations with wh–words: What could it be? negative tag questions: Al, you like my new baseball glove, don’t you?

Write the students’ predictions on the board. Some students may guess that it is a story about a fish; others may guess that it is a story about someone going fishing. Tell the students: We will learn new words as we prepare for this story.

You will have more clues and may want to add to or change your predictions about the story.

New and ▶ The following are the new and selected emphasized syntactic structures in this story: Emphasized Syntax • infinitive: Ronnie wanted to go fishing.

• negative adverbs: Dusty never went fishing.

• disjunction (but): Dusty sat by the pond, but he wasn’t patient.

#14016 (Level 4), #14036 (Level 5), #14056 (Level 6)

▶ Ask: Where can we find a list of titles for the stories in this book? Where is

▶ Discuss the title and the picture with the students:

• Where do you think the story takes place?

• What animals are in the picture?

• Look at the title and the picture. What do you think the story will be about?

• What clues did you use?

31

Table of Contents

Check for the comprehension of linguistic structures. For example, write the following sentences on the board: José wanted to go fishing.

José will go fishing.

José goes fishing every day.

Teacher's Guide

31

Check students’ comprehension of the linguistic structures emphasized in this story.

Spelling Pretest

▶

Complete the Pretest and immediately correct misspelled words.

New Words

▶

ceiling banging drawers disturb bass drum glove excellent earmuffs terrible cotton Write the new words on the board. Have the students read the words with you. Say/Fingerspell the words with the students. Review the new words with the students. Tell the students: Underline the words you know. Then use the words you know in a sentence. Review the students’ use of words for accuracy.

Ask: • Which words have only one syllable?

• Which word begins with the letter c and sounds like /k/?

• Which word begins with the letter c and sounds like /s/?

• Which word is a compound word? (Note that a “muff ” is a cover that keeps things warm.)

• Which words have three syllables?

Teacher's Guide

31

5

Package Components

Reader Packages

Approximate New Rate of Introduction of Stephen P. Quigley * Patricia L. McAnally * Susan Rose * Cynthia M. King New Words • Level 1 (Red)— ach level of the program includes 10 Readers with 6 stories per book, for a total of 60 2–3 words per stories per level. The stories include characstory ters that represent the population of students using • Level 2 (Blue)— the program and the types of settings in which they live. In the fourth edition, increased representation 3–4 words per was also given to ethnic and disability groups. story Features • Level 3 • Syntax controls, including sentence length, (Yellow)— number of syllables, level of abstraction • 4–5 words per • Vocabulary controls, such as the number of new words per story, multiple meanings, and story

E

• • • •

Vocabulary sources include Dolch List, DaleChall list of 3,000 common words, a revised core vocabulary of Grades 1–8, and more Story structure is discussed to focus students’ attention on the components of the story and aid in comprehension.

Comprehension skills, including understanding the main idea, locating details, sequencing, drawing conclusions, and more Chunking of phrases or constituents of sentences in the first three levels

Reader package includes: 10 full-color readers in a boxed set.

Individual readers are available. Please contact PRO-ED Customer Service or go to www.proedinc.com.

word structures

New Words sleeps

eyes

owl The boy

green

sees

16

The girls on the bus.

48

sit

The bus at a farm.

two eyes.

17

stops

49

clockwise: #13955 (Level 1), #13980 (Level 2), #14000 (Level 3)

Bob walks Mom cooks on the stove.

Dad helps

into the kitchen. ham in a pan Mom.

62

6

Bob Socks Dad

pours some milk drinks the milk. pours some milk

63

for Socks. for Bob.

Package Components

The workers cut the large heads of lettuce with their knives. They put the lettuce into empty boxes. Some workers carried the boxes of lettuce back to the road.

The workers worked very hard in the elds.

Shibo’s dad worked with the workers, and Shibo helped.

Approximate Rate of Introduction of New Words • Level 4 (Green)— • 10 words per story • Level 5 (Purple)— • 10 words per story • Level 6 (Orange)— • 12 words per story • Reading Bridge, Levels 1 & 2— • 15 words per story

The workers cut the lettuce all morning.

They worked until 11 o’clock. Then they walked to their cars, and they ate their lunches out of paper bags. Shibo ate lunch with his father in the shadow of a car.

After lunch, the men went back to the rows of lettuce. They cut more lettuce, and they carried more boxes.

22

23 Other city workers are good helpers. Some very important helpers are reghters. Fireghters help us when res start in homes and other places.

When someone calls the re department for help, the reghters jump in the trucks quickly and go to the re.

Fireghters have several different jobs. They save people, and they put out res. Some reghters hold the big water hoses. Other reghters climb up the ladders and bring frightened people out of the burning buildings.

#14020 (Level 4)

When there are no res, reghters do other work. Sometimes, they practice and try to put out make-believe res. They study about different kinds of res, and the reghters learn to stop the res.

Fireghters also teach about safety at schools and scout meetings. They show their bright red re trucks to the students at schools, and they explain about their special machines. One of their special machines has oxygen in it. The oxygen helps people who are hurt, and the people can breathe more easily.

52

53

After many seasons, man decided to call the time from one spring to the next spring a year.

A year was four seasons. After that, man began to notice that there were twelve, and sometimes thirteen, full moons in a year. So he decided to call the time between each full moon a month. Each month had 28 days. Then man began to keep time by writing the number of days, months, and years on cave walls or stone tablets. If something important happened on one day, sometimes he drew a picture story on the wall or on the tablet.

#14040 (Level 5)

When fall came, the leaves on the trees turned yellow, orange, red, and brown. The days were getting cooler and shorter. The nights were getting longer. The birds were ying south. The animals were eating and storing food before the coming of the rst snow. It was time to get ready for winter.

During winter, it usually was very cold, and there was snow on the ground. Most of the time, man stayed in his cave, and the animals stayed in their homes. Then, with the coming of spring, the snow thawed, and the seasons began again.

42

43

#14060 (Level 6)

7

Package Components Reading New Workbook Milestones, Activities Fourth Edition Reproducible Stephen P. Quigley * Patricia L. McAnally * Susan Rose Materials Flash Drive n this fourth edition, the Workbook activities, which were provided in individual, consumable Level s 1–3 workbooks in previous editions, are provided as reproducible worksheet pages that can be printed Includes from the Reading Milestones Reproducible Materireproducible als Flash Drive or the boxed set of blackline masters and reproduced as needed for your students’ use. pdfs of: • Workbook Workbook activities are based on schema theory and designed to emphasize the development of Activities comprehension. Tasks are constructed to develop literal comprehension, inferential comprehension, • Spelling • Word Cards

I

Name

and the solving of problems. A variety of procedures are used: semantic maps, semantic feature analyses, story maps, word maps, and word analogies.

Other tasks include: • matching print and pictures • classification • sequencing • story structure • phonological awareness activities The Reading Milestones Workbook pages provide activities that serve as reinforcement and practice for the skills the teacher has taught through direct instruction during the reading period. The tasks become progressively more sophisticated as the students advance in the levels, and they provide reinforcement of basic literacy and comprehension skills. #14075 (Level 1)

Date

Name

Stop!

Date

The Black Skunk

Sentences

Juan jumps

on

clap + s

the desk.

into

Words

Write the correct word.

Write the correct word on the line.

print + s nut + s

Juan runs

on

into

the hall.

sit + s

9

16

hold + s The

man

jump + s

stops.

Name

Date

In the Lake

run + s Name

Look at each row of pictures.

Name each picture in the row.

Circle the two pictures that end with the same letter or sound.

© 2012 by PRO-ED, Inc.

Date

In the Lake

Words

Put a ✔ under the correct picture. © 2012 by PRO-ED, Inc.

Reading Milestones • Red Workbook 10

Man

yell + s

yells.

Reading Milestones • Red Workbook 10

Juan

yells

Words

far

Name

Name

Date

Breakfast in the Morning

Date

Breakfast in the Morning

The Story

Write the answers to the questions.

fast

Sentences

4

Read the words in the box.

Write the correct word on each line.

What is the title of the story?

cooks is

Who is in the story?

can’t kitchen

pours dog

The boy walks into the

far .

64 Bob

some milk

for Socks.

© 2012 by PRO-ED, Inc.

fast

© 2012 by PRO-ED, Inc.

Reading Milestones • Blue Workbook 2

ham in a pan.

66

Reading Milestones • Blue Workbook 2

Mom

What happened at the beginning of the story?

5

What happened in the middle of the story?

The

© 2012 by PRO-ED, Inc.

© 2012 by PRO-ED, Inc.

Mee-Mee

in the tree.

Mee-Mee

climb down.

#14076 (Level 2) Reading Milestones • Yellow Workbook 1

8

Reading Milestones • Yellow Workbook 1

What happened at the end of the story?

drinks the milk.

#14077 (Level 3)

Package Components #14078 (Level 4) Name

Date

Name

Date

Garunga, The Lizard

Garunga, The Lizard

■ Look at the three words under each line.

■ Read the sentence.

■ Circle Yes or No. ■ Write a full sentence on the line.

■ Write the correct word on the line.

Grandfather points to a picture

a

two

see

she

Garunga

His tongue

had

one

they

girl

boy

a big lizard. “This is

of

lizard

liked to play. He did

were

was

was

has

two

see

picture of Garunga,” Grandfather says. “

ago, Garunga was an Aboriginal

he

on

a

have

is

now

very sad.

Many

The

long. He had four paws,

■ ■ ■ ■

like to work.”

not

20

A

or

Yes

No

Yes

No

3. Did Grandfather tell an interesting story?

Yes

No

Too

. He liked to fish, and

no

His

Long

1. Did mother cook hot dogs outside?

2. Did the children like kangaroo meat?

Australia has kangaroos. The kangaroos run outside.

American children can only see kangaroos in zoos.

What things do you see in Australia?

Circle the things.

22

4.

skin was ugly.

■ Read the questions.

■ Circle the letter next to the correct answer. to

and

he

a.

and

very

Go

a

, the Aboriginal boy.

lazy.

Not

Now

I

, he was

Name

He

She

I

was Garunga, the lizard.

b.

a. pictures on the walls a. America

Using New Words

b. Garunga

c. fish

b. England

c. Germany

d. women Name

8. Garunga was a lizard. He was:

a. tall and nice ■ Find each word in the New Words section of Purple Book 10. b. big and fat and lazy ■ Write the page number on the line. © 2012 by PRO-ED, Inc.

© 2012 by PRO-ED, Inc.

c.

6. What did the children see in the cave?

7. Where did the Date children live?

c. a fish

d. Australia

Date

Using Picture Clues ■ Read the paragraphs.

d. a boy

Reading Milestones • Green Workbook 10

Garunga

Reading Milestones • Green Workbook 10

Grandfather big and fat

#14079 (Level 5)

5. Who was Grandfather’s story about?

big eyes. Now, he would always be a lizard. He was not

Level s 4–6 Include reproducible pdfs of: • Workbook Activities • Spelling • Word Cards

■ Look at the picture.

■ Follow the directions.

■ Write the words in the corner of the page in the blanks below.

■ Copy the sentence.

■ Write a new sentence. Use the word in your sentence.

simple

Page

The guide words are

/

.

/

.

1.

2. entertained

Page

The guide words are

65

61

1.

2. enemies

Page

The guide words are

/

.

1.

Kim and her dad were swimming in the ocean. They swam past two crabs. One crab was very big. That crab was fighting with a small fish. Next, they swam past a huge starfish. The starfish was trying to eat an oyster, and that oyster was trying to escape!

Finally, Kim and her dad saw a really wonderful sight! “Dad, look at that,” said Kim. Dad was excited about the sight too, and the two swimmers took several photographs.

2. balance

Page

The guide words are

.

/

.

reasons Name

Date

It’s Time ■ Circle the letter next to the correct answer.

Thousands of years ago, man’s first clock was his body.

Page

The guide words are

Name

1.

It’s Time

2. © 2012 by PRO-ED, Inc.

Reading Milestones • Purple Workbook 10

2.

■ Look at the map. Write or draw an instrument in each circle.

■ Can you fill all eleven circles?

Lev 5 Book 10, Story 6.indd 61

5/4/11 1:22 PM

1. In the first paragraph, what doest that crab mean?

Circle that crab in the picture.

Date

2. In the first paragraph, what does that oyster mean?

Put an X on that oyster in the picture.

Draw a square around all other oysters in the picture.

3. In the second paragraph, what does that mean?

Draw a line from Dad’s camera to that. © 2012 by PRO-ED, Inc.

Lev 5 Book 10, Story 6.indd 65

Reading Milestones • Purple Workbook 10

/

1.

5/4/11 11:58 AM

1. man’s means: a. man is b. his c. man was 2. man means: a. one man b. two men c. all people 3. Clocks became more accurate, and someone added a second hand. The second hand was for the 60 seconds in each minute.

These sentences mean: a. There are two hands on the clock. b. There are three hands on the clock. c. There are 60 hours in a day.

41

42 Telling Time

■ Read the sentences.

■ Answer the question.

■ Circle the letter next to the correct answer.

Man noticed that he was always hungry just after the sun rose. He was also hungry when the sun was in the middle of the sky and again before it went down.

4. What did man eat just after the sun rose? a. breakfast b. lunch c. dinner

a. breakfast b. lunch c. dinner © 2012 by PRO-ED, Inc.

■ Now, write the instruments you use today to tell time.

© 2012 by PRO-ED, Inc.

Reading Milestones • Orange Workbook 10

a. lunch b. dinner c. breakfast 6. What did man eat just before the sun went down?

Reading Milestones • Orange Workbook 10

5. What did man eat when the sun was in the middle of the sky?

#14080 (Level 6)

Workbook activities are available in two formats: • Reproducible worksheets that can be printed from the Reading Milestones Reproducible Materials Flash Drive, included in the kit • A boxed, printed version of blackline masters, available separately

9

Package Components

Spelling

The Spelling New program is Patricia L. McAnally * Susan Rose designed to: • develop he Spelling program units coincide with each phonological of the first five stories in the Reading Milestones Readers. No spelling activities are awareness skills provided for the sixth story in each Reader because • develop these stories have no new words. The Spelling prosound–spelling gram activity sheets are reproducible and are found correspondence on the Reading Milestones Reproducible Materials Flash Drive, which is included with the program • provide or in the boxed set of Spelling blackline masters, which is available separately. additional practice in word recognition The Frog to attain automaticity • improve accuracy in word spelling that will contribute to writing fluency

T

Name

The phonological awareness activities in the Spelling component have been designed to reinforce direct instruction for development of phonological skills during the reading period. Several of the activities in the Spelling program have been changed to reflect a more developmentally appropriate sequence. The emphasis on phonological awareness activities has been increased in this edition.

Spelling words are the new vocabulary words for each story. For several of the units, the teacher has the opportunity to add additional spelling words that are key words in other areas of study, such as math, social studies, and science.

Date

Name

Date

The Boy

Writing Practice

Spelling Practice

■

Name the letter.

■

One word is spelled right.

■

Trace the letter.

■

Two words are spelled wrong.

■

Write the letter.

■

Circle the word that is spelled right.

■

Write a word that begins with the letter.

■

Cover the word and write it.

w

c

33

jmup

jump

jumb

byo

poy

boy

end

enb

emd

eht

the

hte

3

b

■

Write each word two more times.

e

r

s Name

Date

Name

The Hen Helps

Date

The Hen Helps

Beginning Letters

© 2012 by PRO-ED, Inc.

#14085 (Level 1)

Name the picture.

■

Read the words in the box.

■

Circle the first letter or letters of the picture name.

■

Write each word in the correct vowel box.

■

Write the missing letters.

l

knife ride slide steam

kn

k ____ en

nk ____ ____ it

ki

3

peach eat this

hen egg hide

red thin fill

Long i

pink help seat

4

Long e Name

____ ____ ife

kn

ka

nk

ha

ki

____ ____ t

____ ____ ock © 2012 by PRO-ED, Inc.

kn

ha ____ ____ oon

sp

Short i

© 2012 by PRO-ED, Inc.

Spelling Practice

■

Read each word.

Short e

■

Write the missing syllable or word on the line. bas

+

ket

→

pic

+

nic

→

+

cake

→

+

ent

→

dif +

fer

Date

The Dream

Reading Milestones • Blue Spelling Book 10

ho

Name

Syllables

ba

kn

Date

A Picnic

Reading Milestones • Blue Spelling Book 10

nk

© 2012 by PRO-ED, Inc.

Vowel Sounds

■

h

Reading Milestones • Red Spelling Book 1

Reading Milestones • Red Spelling Book 1

#14086 (Level 2)

cupcake

■

Write the missing letters on the lines.

■

Use the consonant combinations in the box.

+

→

bandage

+

→

candy

→

letter

ch

th

wh

1. The____________ oes were black and _________ iny.

3

can

ter

Read the story.

sh

band

+

■

2. _______ree rabbits played in _____e grass by ______e tree.

9

3. Jane sat in her _________ eel_________ air.

4. The _________ ildren had new _____airs at school.

5. June and Dee ______ought _____at ____ey heard ____under.

6. _________ad_____ased Juan _____rough _____e trees.

→

circus

7. Dad said, “_____ose _____orns are very _____arp.”

8. _____e _____eel fell off _____e _____eel_____air.

9. _____e _____ildren ate ____eese sandwi____es for lun_____.

10. Bob bought a new _____irt in _____e _____op. © 2012 by PRO-ED, Inc.

Reading Milestones • Yellow Spelling Book 10

© 2012 by PRO-ED, Inc.

+

Reading Milestones • Yellow Spelling Book 10

cir

#14087 (Level 3)

10

Package Components Name

Date

Name

A Camping Trip

The Spelling program consists of the following components: • Pretest • Word Practice • Alphabet, Visual, and Phonological/ Phonics Instruction Study Method • and Mastery Test

Date

Garunga, The Lizard

Contractions

Verbs

■ Write the contractions on the lines.

■ These verbs are in your story.

■ When these verbs become past tense, the word changes.

will not

I am

→

■ Write the correct verb form on the line. →

could not →

would not →

cannot

were not

→

was not

→

→

1. Grandfather was old and

2. The children must not →

■ Write the contraction on the line.

1. Judy, Lee, and Jeff

2. Jeff

9 pictures on the walls of the cave.

draw

sleep in a house.

5. Grandfather

the children a story.

tell

hurt the pretty butterfly.

will not

3. Jeff said, “

4. Aborigines

would not

the children into a cave.

take

4

■ Read each sentence.

many birds with bright feathers.

see

3. Grandfather

6. Garunga

go

having fun!”

I am

to the water and sat down.

7. Garunga did not feel well. He

5. She said, “I

must not

6. Judy, Lee, and Jeff

burn the fish.”

were not

Name

tired, so they went for a walk.

different.

up.

wake

Date

9. The children

Underwater Adventure

© 2012 by PRO-ED, Inc.

feel

8. Garunga went to sleep. Later, he

Name

out of the cave.

run

Reading Milestones • Green Spelling Book 10

cook the fish on a stove.

could not

Reading Milestones • Green Spelling Book 10

4. Judy

many stories.

know

Date

Help! Help!

Consonant: f

© 2012 by PRO-ED, Inc.

■ The consonant f may also be spelled ff, ph, or sometimes gh.

Word Review

■ Read the spelling words.

■ Read the words in the box. Underline the f consonant sound.

#14088 (Level 4)

park difficult

dwarf

dolphin

film

laugh

leaf

factory

fierce

photograph

enough

stuff

cough

telephone

meter

thief

hose

speed

traffic

■ Find the new word that sounds almost the same as the bold word.

chief

■ Write the new word on the line.

■ Read the sentences. Complete each sentence with the missing f sound.

1. Rhymes with leaf 1. Dol________ins live in the ocean.

3

22

2. Rhymes with nose

2. Frances has a ________otograph of her great grand________ather in her

3. Rhymes with bark

________oto album.

4. Rhymes with weed 3. Phil has a new tele________one.

5. Rhymes with heater 4. Sophie had enou________ candy ________or everyone. We stu________ed our bags ■ Read this story. Replace each underlined phrase with a new word.

________ull of chocolates.

thie________.

Date

Hans Christian Andersen

7. It is di________icult to lau________ with your mouth ________ull.

Name © 2012 by PRO-ED, Inc.

■ Look at the words in the box. Read each sentence. Write the correct word on each line.

■ Then study the base word and the suffix. Write the completed word on the line.

Suffix

ly

3. attract

ed

4. laugh

ed

5. want

ed

6. fascinate

ing

7. excite

ing

8. interest

ing

9. celebrate

ed

10. continue

ed

9

11. Hans created

13. The people © 2011 by PRO-ED, Inc.

uncomfortable

uncover

unfriendly

undress

unhappy

undecided

1. Tom, Sue, and I had to share a seat on the bus. It was very

.

2. We covered the flowers with leaves in the fall. We the spring.

3. Sean lost his wallet. He was very

.

150 characters. stories.

Hans’s birthday every year.

and put on your

5. We don’t know where we will go for a vacation. Dad is still

6. Todd wanted to leave immediately. He is so

© 2011 by PRO-ED, Inc.

21

them in

4. Before you jump in the pool, you must first swimming suit.

■ Write the correct new word on each line.

12. Hans’s father told him many

impatient

.

.

Reading Milestones • Orange Spelling Book 5

2. successful

New Word

Reading Milestones • Orange Spelling Book 5

ly

#14089 (Level 5)

■ Adding the prefix im, in, or un to a word changes the meaning to the opposite.

For example, uncomfortable means “not comfortable,” inexpensive means “not expensive,” and uncovered means “not covered.”

■ Review page 9 in your reader. Study the words with suffixes.

Base Word

Sometimes they watch the fastness or slowness of the cars and trucks. © 2012 by PRO-ED, Inc.

Prefixes

■ If a word ends in silent e, drop the e when adding an ending that begins with a vowel (ed, ing ).

1. approximate

the road. Some traffic officers watch the parking machines that measure.

Date

I Live in Liechtenstein

Suffixes

who stole something. Sometimes they direct cars, trucks, and people on

Reading Milestones • Purple Spelling Book 10

6. We waited for the chie________ of police to show us the photo of a ________ierce

Name

Police officers have very important jobs. Sometimes they must catch a person

Reading Milestones • Purple Spelling Book 10

5. Please cover your mouth when you cou________.

#14090 (Level 6)

Spelling is available in two formats: • Reproducible worksheets that can be printed from the Reading Milestones Reproducible Materials Flash Drive, included in the kit • a boxed, printed version of blackline masters, available separately

11

Available Separately Ages: 6 through 18

Now you can place students in the correct level of Reading Milestones and monitor their progress through the program.

New

RMPM: Reading Milestones Placement and Monitoring

Testing Time: 10 minutes

Susan Rose • Patricia L. McAnally

Administration: Individual or group

T

he Reading Milestones Placement and Monitoring (RMPM) is a valid and reliable assessment. It was designed to (a) provide an efficient guide to the identification of the initial instructional level within Reading Milestones (b) establish a baseline of performance, and (c) monitor student growth within the program.

The RMPM can be administered by classroom teachers, special education teachers, reading specialists, school psychologists, or any other individual with some training in standardized test administration. The test can be administered to entire classes, small groups, to individual students in approximately 10 minutes.

Two equivalent Student Record Forms (A and B) and a Student Progress Report are provided.

Special Features of the RMPM • Designed for use with any edition of Reading Milestones.

• For use with all levels of Reading Milestones (Levels 1–6) and Reading Bridge (Mosaic, Patterns, Tapestry, and Kaleidoscope).

• Includes scoring keys for ease of determining results.

• Student Record Forms have both example items and practice items.

• Six scoring exercises are provided for examiner practice.

• Procedures for both class or small-group and individual administration are provided in the manual.

COMPLETE RMPM KIT INCLUDES: Examiner’s Manual, 10 Student Record Forms A, 10 Student Record Forms B, and 10 Student Progress Reports, all in a sturdy storage box. (2012)

es Placement and Reading Mileston

Monitoring

Reading Mileston es

RMPM

ss Report

Student Progre Susan Rose

Placement and Monitoring

RMPM

Student Record

nally Patricia L. McA

Susan Rose

Section 1. Iden tifying Info

rmation

Form A

Patricia L. McA nally

Student's Name rmation

tifying Info Section 1. Iden

Female

Female

School

Male

Date Tested

Student's Name

Examiner's Name

Section 2. RMP M Score and

School

RMPM Score

Grade

Dates Tested

l and Book

RMPM Score

Grade

Level

RM Placement Leve

1–Red 2–Blue 3–Yellow

y

ress Summar Section 2. Prog

RM Placement

Male

l

4–Green 5–Purple 6–Orange

RM Placement Leve

Section 3. Inte rpretation

1

and Recommend

Mosaic–Lime Gree n Patterns–Light Oran ge Tapestry–Light Blue Kaleidoscope–Pink

ations

2 3 4 5 6

Section 4. Exam ple Items

7 8

#13970 (Kit)

9 10

D, Inc. © 2012 by PRO-E 10 6 7 8 9 1 2 3 4 5

12

12 11 16 15 14 13 20 19 18 17

purchased from (#13972) may be 6897 Set of all 3 forms Austin, TX 78757Shoal Creek Blvd., c.com PRO-ED, 8700 3, www.proedin Fax 800/397-763 800/897-3202,

Example 1.

YOUGO

Example 2.

LOOKHE

© 2012 by PRO-E D, Inc. 1 2 3 4 5 6 7 8 9 10

RE

20 19 18 17 16 15 14 13 12 11

Set of all 3 forms (#13972) may be PRO-ED, 8700 purchased from Shoal Creek Blvd., Austin, TX 78757800/897-3202, 6897 Fax 800/397-763 3, www.proedin c.com

Available Separately

Reading Bridge, Second Edition Reading Level Level 1 – 4.0 Level 2 – 5.0

R

eading Bridge is a series of readers that provides a bridge from Reading Milestones to general reading materials at the fourth- and fifth-grade levels. These readers are specifically constructed for deaf students and for other language-different or languagevariant populations, such as students learning English as a second language.

Reading Bridge introduces vocabulary, language structures, and comprehension skills in the same spiraling, researchedbased approach as in Reading Milestones but at an accelerated rate and more advanced level. The Reading Bridge readers are presented in adult-format, hard cover books, making them more appealing to students desiring an adult-looking product.

The student workbooks provide practice activities for the major components of Reading Bridge: vocabulary and concept development, comprehension, and research and study skills.

This engaging reading series will quickly become one of your favorite reading comprehension tools.

Reading Practices with Deaf Learner– Second Edition Patricia L. McAnally • Susan Rose • Stephen P. Quigley

Written specifically for professors and college students in teacher training programs for deaf education and for classroom teachers working with deaf and hard-ofhearing learners, this is one of the very few books on the market that focus entirely on the hearing impaired.

• Section 1: Foundations—contains chapters dealing with theory and research on such topics as: cognition, reading, language, literary development, vocabulary, and comprehension.

• Section 2: Instructional Management—describes instructional systems and designs. These chapters look

Language Learning Practices with Deaf Children–Third Edition Susan Rose • Patricia L. McAnally • Stephen P. Quigley

This text provides teachers of deaf children with basic theoretical and research knowledge as well as specific principles and practices for fostering the development of language and reading. It describes the variety of language development theories used with deaf children, without advocating any particular approach. This third edition includes: • a section on language assessment addressing high-stakes or large-scale testing • a chapter on special programs (e.g., ASL–English programs for children from multicultural homes; technology for language learning) • an appendix of useful annotated Web sites

#10219

•

at current trends in education and how these trends apply to the education of students who are deaf or hard of hearing.

Section 3: Applications—focuses on specific instructional models in reading, writing, and spelling, detailing strategies that have been successfully used with deaf and hard-of-hearing learners. The last chapter in this section discusses assessment, giving information and examples of both formal and authentic procedures.

#10860 Mosaic– Level 1 Complete Kit #10865 Patterns– Level 2 Complete Kit #10870 Tapestry– Level 3 Complete Kit #10875 Kaleidoscope – Level 4 Complete Kit

#11809

Includes all Reading Milestones and Edmark words

Easy English Dictionary

Dorothee Baker • Constance Bettino Edited by Dorothy McCarr • James E. McCarr • Lucille Eckert • Sara Natwick The 512-page Easy English Dictionary, containing 5,000 entries, meets the needs of those who have limited reading and comprehension abilities, and it can be used for students with hearing and language impairments. The large number of illustrations, combined with the controlled syntax and vocabulary in the definitions and usage sentences, makes this dictionary invaluable to students with special needs.

Features include an easy-to-read format with large type; illustrations on every page; Thorndike markings used as a pronunciation guide in all entries; part of speech identified for each meaning; two-word verbs included as entry words; contextual use shown for each meaning; and idiomatic expressions included as entry words.

This unique dictionary (available in hardcover and paperback) provides specialneeds students with a nonthreatening, easy-to-understand resource that they will want to use frequently on their own. This will provide independence for both you and the student.

#6247 (hardcover), #6248 (softcover)

13

Ordering Information

#13950

#13975

#13995

#14015

#14035

Money-Saving Combos • • •

14

#13935 Reading Milestones, Fourth Edition Levels 1–3 Combo #13940 Reading Milestones, Fourth Edition Levels 4–6 Combo #13945 Reading Milestones, Fourth Edition Levels 1–6 Combo

#14055

$

Order Form

Level 2 - Blue

Level 3 - Yellow

Level 4 - Green

Level 5 - Purple

Level 6 - Orange

Package (includes Teacher’s Guide, 10 Readers, 10 Student Achievement Records, Flash drive with reproducible PDFs of Workbooks, Spelling, and Word Cards)

Level 1 - Red

Reading Milestones, Fourth Edition

Price

13950

13975

13995

14015

14035

14055

$389.00

13945 (Levels 1-6)

Combination Packages

13935 (Levels 1-3)

Qty

Product No.

Total

PRODUCT TOTAL

$2,100.00

13940 (Levels 4-6)

Price

$1,050.00

HANDLING, POSTAGE, AND CARRYING CHARGES

Reader Package (1–10 in a box)

13955

13980

14000

14020

14040

14060

$125.00

(U.S. add 10%; Canada add 15%; others add 20%. Min. charge $1.00)

Workbook Pages Blackline Masters

14075

14076

14077

14078

14079

14080

$140.00

Spelling Pages Blackline Masters

14085

14086

14087

14088

14089

14090

$110.00

SUBTOTAL Texas residents ONLY add 8.25% sales tax OR WRITE IN TAX-EXEMPT NUMBER

Teacher’s Guide

13951

13976

13996

14016

14036

14056

$49.00

Student Achievement Record–10 pack

13966

13991

14011

14031

14051

14071

$20.00

Word Cards (in a box)

14091

14092

14093

14094

14095

14096

$35.00

Flash Drive (contains reproducible PDFs of Workbook, Spelling, and Word Cards) Save $100!

13967

13992

14012

14032

14052

14072

$185.00

GRAND TOTAL (U.S. FUNDS ONLY) DATE:

PHONE:

BILL TO:

PAYMENT METHOD: AMEX

New Test Available Separately: Reading Milestones Placement and Monitoring (RMPM) for All levels + Reading Bridge

13970 (RMPM Kit)

$59.00

13971 (RMPM Manual)

$21.00

EXP. DATE:

13972 (RMPM Forms)

$39.00

SIGNATURE:

Kaleidoscope Level 2 -Book 2

Tapestry Level 2 -Book 1

Patterns Level 1 -Book 2

DISCOVER

CHECK

MASTERCARD

VISA

CREDIT CARD #: CC VERIFICATION #:

SHIP TO:

Reading Bridge Mosaic Level 1-Book 1

PURCHASE ORDER

Price

Please contact me about becoming a Field Examiner for PRO-ED Assessments.

Reading Bridge, Second Edition (Complete Set includes: 1 Reader, 1 Teacher’s Guide, and 1 Workbook)

10860

10865

10870

10875

$79.00

Reader

10861

10866

10871

10876

$37.00

Teacher’s Guide

10862

10867

10872

10877

$37.00

Workbook

10863

10868

10873

10878

$21.00

Easy English Dictionary (8.5” x 11” Hardcover Edition)

6247

$60.00

Easy English Dictionary (7” x 10” Softcover Edition)

6248

$45.00

Reading Practices with Deaf Learners, Second Edition

11809

$58.00

Language Learning Practices with Deaf Children, Third Edition

10219

$61.00

All products sold on 30-day approval. Prices subject to change without notice. Please return to:

8700 Shoal Creek Boulevard •Austin, Texas 78757-6897 Phone: 800-897-3202 • Fax: 800-397-7633 Secure online ordering: www.proedinc.com

Fourth Edition Readers also continue to be sold separately. New 4th edition Readers, Workbooks, Spelling can be used with 3rd edition materials. A RM brochure and sample pages are available on the Web site.

15

8700 Shoal Creek Boulevard Austin, Texas 78757-6897

#M13935-2012A

New Improved Edition

Fourth Edition Stephen P. Quigley Patricia L. McAnally Susan Rose Cynthia M. King • Basal reader format • 10 full-color Readers per level • Workbook Activities & Spelling at every level • Controlled vocabulary and syntax • Reading levels: Preprimer to 5.0

PRESORTED STANDARD U.S. POSTAGE PAID PRO-ED, INC.