overview fourth edition

Overview

1

Fourth EditionStephen P. Quigley

Patricia L. McAnallySusan 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

New

Improved

Edition

2

National Reading Panel Components:

Phonemic •awarenessPhonics•Fluency•Vocabulary•Comprehen-•sion

Reading Milestones is the most popular reading program of its kind. This successful alternative, language-controlled program is

designed to take readers to approximately a fifth- grade 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 Mile-stones accommodates the needs of such learners and has been developed to maximize their opportu-nities 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 neces-sarily oral, is a part of almost every lesson plan in the Teacher’s Guide. Extensive work on develop-ing automaticity of vocabulary and sight words is

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 rein-forcing 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 comprehen-sion 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, evalua-tive, 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.

Level 1—Red Books PreprimerLevel 2—Blue Books 1.0

Level 3—Yellow Books 1.5Level 4—Green Books 2.0Level 5—Purple Books 3.0Level 6—Orange Books 3.5

Reading Bridge 1 4.0Reading Bridge 2 5.0

Level Reading Grade Level

3

What’s New in the Fourth EditionFeatures:

Adjusted •language levelControlled •vocabularyControlled •syntaxChunking•Repetition•

The core content of the program remains the same and now includes many improvements. These include:

Reading Milestones• Placement and Moni-toring (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 informa-tion 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 rewrit-ten to include a more definite story structure. Knowledge of story structure helps students focus on the components and aids in compre-hension.Story Page Layout —• All sentences are com-plete 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-

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 recogni-tion to attain automaticity, and improve ac-curacy 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 accord-ingly. 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 repro-ducible PDFs are available for all Workbook Activities, Spelling, and Word Cards.

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.

62

Bob walks into the kitchen.Mom cooks ham in a panon the stove.Dad helps Mom.

4

Sections for each of the 10 books are included to record:

Date the •student completed each storyNumber of •Workbook and Spelling pages for each story the student completed successfully Space for com-•ments regarding progress and recommenda-tions.

Package Components

Student Achievement Record (SAR)

The Reading Milestones Student Achievement Record (SAR) is a document designed to allow the teacher to record the student’s completion of each of the stories in the Readers and activities in the Workbook and Spelling materials across a level of the program. The four-page SAR includes a Spell-

ing Chart to show visually the student’s mastery test results from all stories and books in the level.

Included in package: 10 Student Achievement Records

Supplemental Products

The following products can be purchased separately to supple-ment 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 in a sturdy storage boxSpelling Activities — • Level 1–6 Spelling Activities are avail-able as blackline masters in a sturdy storage boxWord Cards — • Level 1–6 Word Cards are available in print in sturdy storage boxesStudent 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

Book 1 Date Story Completed Workbook Pages Spelling Pages Comments

Story 1: The Boy1 2 3 4 5 6 7 89 10

1 2 3 4 5 6 7

Story 2: The Girl11 12 13 14 15 16 17 1819 20 21 22 23 24

8 9 10 11 12 13 14

Story 3: The Dog25 26 27 28 29 30 31 3233 34 35 36 37 38

15 16 17 18 19 20 21

Story 4: The Cat39 40 41 42 43 44 45 4647 48 49 50 51

22 23 24 25 26 27 28

Story 5: The Frog52 53 54 55 56 57 58 5960 61 62 63 64 65

29 30 31 32 33 34 35

Story 6: The Girl. The Boy66 67 68 69 70 71 72 7374 75 76 77 78 79

Review80 81 82 83 84 85

Recommendations

Reading Milestones, Fourth Edition

Level 1–Red Student Achievement Record

MasteryTestWordsCorrect

6 6 6 6 65 5 5 5 5

4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 43 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 32 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 21 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

Story

The B

oy

The G

irl

The D

og

The C

at

The F

rog

Who

?

The L

amp

The M

an

Juan

The H

at

A Gi

rl W

ins

The C

ar

A Gi

rl Di

gs

The B

us

An A

nt

Wha

t?

The P

ig D

rinks

The W

orm

The M

an W

inks

Juan

Jum

ps

The G

irl Sp

ills

the M

ilk

The S

ock

The C

at Sl

ips

A Bi

rd Si

ngs

a Son

g

Dee F

inds

Juan

Book 1 Book 2 Book 3 Book 4 Book 5


5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 54 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 43 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 32 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 21 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

Story

On th

e Roc

k

On th

e Ox

On th

e Rug

In th

e Nes

t

On th

e Hill

Whe

re?

On th

e Sled

The F

an

The S

hop

The J

am

At Lu

nch

At th

e Des

k

In M

ay

In M

arch

At N

ight

The S

hop

The B

ig G

irl

The R

ed Ca

t

On th

e Far

m

The R

ed So

ck

Jum

ps

Stop

!

The B

lack

Skun

k

The S

ick B

oy

The B

at

The F

at Ya

k


Name Year

Teacher School Start Date End Date

Spelling


Story 1: Long Ears1 2 3 4 5 6 7 89 10 11 12 13 14

1 2 3 4 5 6

Story 2: The Two Cats15 16 17 18 19 20 21 2223 24 25 26 27

7 8 9 10 11 12

Story 3: The Three Little Pigs28 29 30 31 32 33 34 3536 37 38 39 40

13 14 15 16 17 18

Story 4: Bubbles41 42 43 44 45 46 47 4849 50 51 52 53 54

19 20 21 22 23 24

Story 5: Breakfast in the Morning55 56 57 58 59 60 61 6263 64 65 66 67 68 69 7071

25 26 27 28 29 30

Story 6: The Little Dog72 73 74 75 76 77 78 7980 81 82 83 84

Review85 86 87 88 89 90 91


Level 3–Yellow Student Achievement Record


7 7 7 7 76 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 65 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 54 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 43 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 32 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 21 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

Story

The S

cary

Stor

y

We F

ix W

heels

A Cit

y

The F

rog P

rince

The W

hite

Sock

Sprin

g, Su

mm

er,

Fall,

Win

ter

Hi, S

now

man

!

Who

Has

th

e Key

?A

Castl

e in

th

e Woo

ds

No M

itten

s

Cand

y App

les

Joe H

urts

Hi

s Fin

ger

The C

at W

ith

the B

ell

The F

ight

Sad R

osie

Big a

nd Li

ttle

The G

irl an

d th

e Fou

r Elve

sA

Plan

t in

th

e Hou

se

The C

ircus

The N

ew B

aby

Brot

her

A Pi

cnic

The D

ream

The L

arge

Park

The S

even

Go

ats

The S

tory

Boo

k Pa

rty



6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 65 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 54 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 43 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 32 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 21 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

Story

Long

Ears

The T

wo Ca

ts

The T

hree

Lit

tle Pi

gs

Bubb

les

Brea

kfas

t in

th

e Mor

ning

Good

Man

ners

Nut C

ookie

s W

ith Ja

m

Light

ning

!

In th

e Woo

ds

The B

each

Ball

On th

e Boa

t

The T

hree

Bea

rs

The S

andb

ox

Red S

hoes

fo

r Ros

ie

Supe

r Cha

d

The S

hado

w

The B

lue Y

arn

Panc

akes

for

Brea

kfas

t

The S

led Tr

ain

The B

ig

Bean

stalk

Robin

s

The B

ig Sn

eeze

The P

aper

Mas

k

In th

e Coo

kie

Hous

eTh

e Mar

ker

Mon

ster


Name Year


Spelling

Recommendations


Story 1: The Truck1 2 3 4 5 6 7 89 10 11 12 13 14 15

1 2 3 4 5 6

Story 2: The Bears16 17 18 19 20 21 22 2324 25 26 27 28 29 30

7 8 9 10 11 12

Story 3: Two Friends31 32 33 34 35 36 37 3839 40 41 42

13 14 15 16 17 18

Story 4: Two Cats43 44 45 46 47 48 49 5051 52 53 54 55 56

19 20 21 22 23 24

Story 5: The Cones57 58 59 60 61 62 63 6465 66 67 68 69 70 71

25 26 27 28 29 30

Story 6: The Bees72 73 74 75 76 77 78 7980 81 82 83 84 85 86

Review87 88 89 90 91 92

Recommendations


Level 2–Blue Student Achievement Record


5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 54 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 43 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 32 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 21 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

Story

The T

ruck

The B

ears

Two F

riend

s

Two C

ats

The C

ones

In th

e Lak

e

Two E

yes

The M

oon

The C

ake

Two S

ocks

The K

ite

The C

low

ns

The H

ot Te

a

Dee W

aits

The G

irl Sk

ates

The S

oup

The E

yes A

re

Brig

ht

The B

us

Som

e Gift

s

Som

e Fun

Two M

asks

The B

lack O

il

The P

ie Is

Hot

Whe

els! W

ings

!

Two B

lack B

ears



5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 54 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 43 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 32 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 21 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

Story

Joe H

its Ch

ad

Beth

Win

s

The B

ugs

The C

low

ns

Have

Fun

The E

gg H

as

a Hat

The P

ink G

um

The B

row

n Br

ead

The W

orm

Cr

awls

Fast!

The O

ld H

ouse

Two B

lack

Skun

ks

Why

?

Hot C

hees

e on

Toas

t

A Sm

all B

ird

The M

ouse

Stea

ls So

me C

hees

e

The B

ad W

itch

At th

e Sto

re

The R

ope

A Ne

w Le

af

Wha

t Sm

ells

Good

?

The N

ew B

oots

The H

en H

elps

At th

e Zoo

The G

reen

Gra

ss

In th

e Air

The S

how

in

the T

ent


Name Year


Spelling


Story 1: Dirty Peggy Pig1 2 3 4 5 6 7 89 10 11 12

1 2 3 4 5 6

Story 2: Insects13 14 15 16 17 18 19 2021 22

7 8 9 10 11 12

Story 3: The First Man on the Moon

23 24 25 26 27 28 29 3031 32

13 14 15 16 17 18

Story 4: The Colored Eggs33 34 35 36 37 38 39 4041 42

19 20 21 22 23 24

Story 5: The Ghost in the Attic43 44 45 46 47 48 49 5051 52

25 26 27 28 29 30

Story 6: Schools of Long Ago53 54 55 56 57

Review58 59 60 61 62 63 64 65


Level 4–Green Student Achievement Record


10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 109 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 98 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 87 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 76 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 65 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 54 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 43 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 32 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 21 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

Story

The D

usty

Atti

c

Dad’s

Help

er

Taste

s and

Ta

ste B

uds

Bear

s in

the

Woo

dsCa

rdbo

ard

Robo

ts

Mat

t Sha

ves

Lew

is an

d Clar

k

Our C

apita

l

The L

emon

ade

Stan

dTh

e Bea

r and

th

e Gno

me

Fish

Sore

Feet

and

Sore

Toes

Liza’s

Wish

The S

choo

l Play

Flore

nce

Nigh

tinga

le

The S

wim

min

g Le

sson

s

The T

urtle

Tub

On Ti

me

The G

ood

Spor

tsTh

e Litt

le

Red H

en

A Ca

mpi

ng Tr

ip

Garu

nga,

Th

e Liza

rd

A M

ing T

ree

First

Day a

t Sc

hool

Jane

Add

ams,

A He

ro fo

r the

Peop

le



10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 109 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 98 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 87 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 76 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 65 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 54 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 43 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 32 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 21 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

Story

Dirty

Pegg

y Pig

Inse

cts

The F

irst M

an

on th

e Moo

nTh

e Col

ored

Eg

gsTh

e Gho

st in

th

e Atti

c

The H

omes

ick

Boy

The B

eave

r’s

Hom

eW

ho Is

This

Fam

ous A

ctor

?Ho

t Dog

s for

Di

nner

The C

lue

Chad

’s Kite

The B

ubbl

e Trip

The B

ig O

cean

s

Hank

Aar

on

King

Mid

as

Horse

s

A Ra

iny D

ay

Puzz

les

Whe

re D

oes t

he

Mail

Go?

Hone

st Ab

e

The N

ative

Pe

ople

in Al

aska

Mar

ty an

d Na

ncy’s

Rew

ard

The T

ooth

Fairy

Spid

ers a

nd

Spid

erlin

gsA T

rip to

the

Publ

ic Lib

rary


Name Year


Spelling


Story 1: A Fish Tale1 2 3 4 5 6 7 89 10 11

1 2 3 4 5 6

Story 2: The Divorce12 13 14 15 16 17 18 1920 21

7 8 9 10 11 12

Story 3: A Letter to Grandmother22 23 24 25 26 27 28 2930 31

13 14 15 16 17 18

Story 4: Koalas32 33 34 35 36 37 38 3940 41

19 20 21 22 23 24

Story 5: The Cookie Elf42 43 44 45 46 47 48 4950 51

25 26 27 28 29 30

Story 6: Another Animal With a Pocket

52 53 54 55 56

Review57 58 59 60 61 62 63 6465


Level 5–Purple Student Achievement Record


10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 109 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 98 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 87 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 76 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 65 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 54 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 43 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 32 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 21 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

Story

Laur

en an

d Jas

min

e Hu

nt fo

r Tre

asur

e

Joey

Lear

ns

a Les

son

Tom

Thum

b

Mou

nt St

. Hele

ns:

The S

tory

of a

Volca

no

The P

ony

Expr

ess

Benj

amin

Fran

klin:

A

Grea

t Am

erica

n

Cinde

rella

A Ho

bby f

or

Bobb

yDo

You H

ave a

Gr

een T

hum

b?A W

eddi

ng in

th

e Fam

ily

The T

radi

ng

Post

Gran

dpa’s

Box

of

Surp

rises

The G

reed

y Dog

Mom

Lear

ns,

Too

Too M

uch

Excit

emen

t

Dogs

! Dog

s! Do

gs!

Elect

ricity

M

oves

Too Y

oung

– To

o Old

A Sk

inny

Kid

With

a F

unny

Nam

e

David

Livin

gsto

ne,

An A

frica

n Ex

plor

er

Unde

rwat

er

Adve

ntur

eTh

e Fam

ily

Party

Gian

ts of

the

Past

Help

! Help

!

The T

iger

Train

M

yste

ry



10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 109 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 98 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 87 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 76 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 65 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 54 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 43 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 32 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 21 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

Story

A Fis

h Tale

The D

ivorce

A Le

tter t

o Gr

andm

othe

r

Koala

s

The C

ookie

Elf

A Sp

ecial

Pr

esen

tTh

e Ugl

y,

Gray

Duc

kling

The S

hopl

ifter

The N

ew

Tree H

ouse

The L

ittle,

Br

own

Bat

Dann

y’s M

oney

Levi

Stra

uss,

The

Pant

s Ped

dler

Resc

ue Fr

om

the D

ry W

ellAl

l Abo

ut

Vita

min

s

Rapu

nzel

The A

dopt

ed

Baby

The S

tory

of

Hibe

rnat

ion

Don’t

Cry!

Sailin

g Alo

ne!

Esca

pe Fr

om

the B

ear

The A

rt Co

ntes

t

Save

d Fro

m th

e Cr

ocod

ile

A Fa

mily

Tree

Our F

riend

, M

arth

a

The G

enie’

s Gift


Name Year


Spelling


Story 1: Let’s Agree1 2 3 4 5 6 7 89 10

1 2 3 4 5 6

Story 2: Puss in Boots11 12 13 14 15 16 17 1819 20 21 22

7 8 9 10 11 12

Story 3: Louis Pasteur: Fighting Germs

23 24 25 26 27 28 29 3031 32

13 14 15 16 17 18

Story 4: The Bus to the Mall33 34 35 36 37 38 39 4041 42 43 44

19 20 21 22 23 24

Story 5: Fingerspellman!45 46 47 48 49 50 51 5253 54 55

25 26 27 28 29 30

Story 6: Amazing Tricks56 57 58 59 60

Review61 62 63 64 65


Level 6–Orange Student Achievement Record


10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 109 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 98 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 87 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 76 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 65 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 54 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 43 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 32 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 21 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

Story

Mat

t’s Sp

ace

Adve

ntur

e

Bicy

cle Sa

fety

Nativ

e Am

erica

nsTh

e Plan

to

Save

Rin

gFr

om Sh

eep

to Cl

oth

The B

oy W

ho

Cried

Wol

fDa

d’s N

ight

Cl

ass

Geor

ge W

ashi

ngto

n:

Fath

er of

His

Coun

try

The N

ews

of th

e Day

The B

acky

ard

Grill

: A Pl

ay

40 Ye

ars o

f Lov

e

Seas

ons o

f th

e Yea

r

It’s N

ot M

y Day

Penc

ils an

d Er

aser

s

The D

onke

y Tale

My M

om,

the M

echa

nic

Fire!

The S

tory

of O

llie Fo

x an

d the

Sour

Gra

pes

Chin

ese

New

Year

Chin

ese

Horo

scop

es

Leon

ardo

da Vi

nci: A

M

an of

Man

y Tale

nts

Rum

pelst

iltsk

in

The T

elety

pew

riter

Id

ea It’s T

ime

The R

attle

snak

e’s

Frien

d



10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 109 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 98 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 87 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 76 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 65 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 54 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 43 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 32 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 21 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

Story

Let’s

Agr

ee

Puss

in B

oots

Loui

s Pas

teur

: Fig

htin

g Ger

ms

The B

us to

th

e Mall

Finge

rspell

man

!

Popc

orn

Belin

da G

oes

to B

orde

aux

Fenc

e Pain

ting

Fun

Mar

gare

t Mea

d:

Anth

ropo

logi

stTim

’s Mag

ic Sh

ow

The K

ing

of B

irds

Old A

be, F

amou

s Am

erica

n Ea

gle

Two B

roth

ers

Mov

ing D

ay

Andy

’s Trip

to

O’H

are

The F

ort i

n

the B

arn

Sleep

ing

Beau

ty

Poiso

n!

Mon

ey

Prob

lems

A Ch

illy N

ight

Valen

tine’s

Day

Hans

Chris

tian

Ande

rsen

The P

aper

Bag

Pa

rtyI L

ive in

Lie

chte

nste

inSa

m Is

Not

fo

r Sale


Name Year


Spelling

Fourth Edition

Word Cards

Fourth Edition

Word Cards

Fourth Edition

Word Cards

Fourth Edition

Word Cards

Fourth Edition

Word Cards

Fourth Edition

Word Cards

$

New

5

Appendixes

Levels 1–3Scope and •Sequence Chart Reading Standards •Addressed Words Introduced •Skill Work in Levels •1–3Strategies for •Developing Reading SkillsWord Cards for •Levels 1–3

Levels 4–6Scope and •Sequence ChartVocabulary Found •in Levels 1–6Skill Work in Levels •4–6Strategies for •Developing Reading SkillsReading Standards •Addressed in Levels 4–6Answer Key •for Workbook ActivitiesAnswer Key for •Spelling ActivitiesWord Cards for •Levels 4–6

Package Components

Teacher’s GuidesStephenP.Quigley•PatriciaL.McAnally• SusanRose•CynthiaM.King

The Teacher’s Guide provides a foundation for lesson development, focusing on concepts, vocabulary, and linguistic structures empha-

sized within each story. The Teacher’s Guide de-scribes 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 (vo-cabulary and syntax) and reading fluency. For each story, the Teacher’s Guide includes the following:

specific activities for developing and activating •prior knowledgethe presentation of new concepts and vocabu-•lary wordsactivities for establishing the purpose for read-•ingcomprehension questioning strategies and •activities for use during readingpost-reading activities, including activities for •developing an understanding of story structure, skills in phonological awareness, fluency, and story retelling

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.

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.

Teacher’s Guide 35

Red Book 1

Story 1: The BoyPrereading Activities

Table of Contents ▶ Show students the Table of Contents page. Ask them to fi nd 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, aft er 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. Th en hold up the Reader and ask: What is in this book? Allow the children to look through the book and respond. Th ey may respond with “pictures” and “words,” which are correct responses, but guide them to the response “stories.” Th en 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: Th is is a list of the contents of your reading book. Th is 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 fi gure out that the stories begin on those pages. Point to the fi rst story title on the page. Tell them that the title of the fi rst story is “Th e 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 dem-onstrate 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


Blue Book 1

Story 1: The TruckPrereading Activities

Table of Contents ▶ Have the students turn to the Table of Contents page. Write the title of the story, “Th e Truck,” on the board and ask the students to fi nd 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 estab-lish 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 fi ngerspell it. Ask the students how many letters are in the word. Ask them what the fi rst letter is and what sound it makes. Have them fi n-gerspell the word. Th e children probably all know what an ice cream cone is and have had previous experiences with that concept. As they tell about their experi-ences 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 fi ngerspell it three times, following your model. Th en 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 fi ngerspell them. Ask the students how many letters are in each word. Ask them what the fi rst letter is and what sound it makes for each word. Have them fi ngerspell 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). Th e children should also have the concepts of one and two from their math work. Reinforce these concepts by using manip-ulables; 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


Yellow Book 1

Story 1: Long EarsPrereading Activities

Table of Contents ▶ Introduce Yellow Book 1 to the students. Tell the students to fi nd the Table of Contents and have them read the fi rst, second, and third titles of stories. Ask the students what the three titles have in common. Write the titles on the board. (Th e fi rst three stories are about animals.) Have the students determine what animal each story is about. Have the students identify the page number for the fi rst story, “Long Ears.”

Aft er the students have reviewed the titles for all of the stories, have them predict which story they will like best. Th ey can write the title at the back of their Workbook.

Title Page ▶ Aft er discussing the picture and the title, tell the students that this selection is not a story. Explain why it is not a story. Tell them that this selection gives infor-mation 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 fi rst column and what they want to learn in the second. Aft er the guided reading section is fi nished, have the stu-dents complete the K-W-L-Plus Chart (McAnally, Rose, & Quigley, 2007).

Emphasized Structures

▶ Before the students read the story, provide language practice with prepositional phrases as part of a noun phrase if they do not already know this structure. Th ese forms are used only when there is a need or desire to diff erentiate 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 postmodifi ers 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”).

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

New Words

all* ▶ Show the children the word on page 2. Write the word on the board and sign/say and fi ngerspell it. Ask the students how many letters are in the word. Ask them what the fi rst and last letters are and have them fi ngerspell 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

Teacher's Guide 31

Green Book 1Story 1: Dirty Peggy PigPrereading Activities

Table of Contents ▶ Have the students identify the titles of the stories. Ask: Which story do you think will be your favorite? Why? Find the first story in your book.

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

New and Emphasized Syntax

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

two-word verbs:• looked up, sank downconjoined 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 stu-dents: 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 dis-course, 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 ▶ Have the students complete the Pretest on page 1 in the Spelling pages for this story and immediately correct misspelled words.

New 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 31

Table of Contents ▶ 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.

• Writethetitleofthestory“AFishTale”ontheboard,andhavethestudentsfind the title and the page number. Turn to page 1 of the reading book.

Title Page ▶ 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?

Writethestudents’predictionsontheboard.Somestudentsmayguessthatitis 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 Emphasized

Syntax

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

• infinitive: Ronnie wanted to go fishing.• negative adverbs: Dusty never went fishing.• disjunction (but):Dustysatbythepond,buthewasn’tpatient.

Checkfor thecomprehensionof linguisticstructures.Forexample,write thefollowing sentences on the board:

José wanted to go fishing.

José will go fishing.

José goes fishing every day.

Purple Book 1

Story 1: A Fish TalePrereading Activities

Teacher's Guide 31

Orange Book 1Story 1: Let's AgreePrereading Activities

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

Title Page ▶ Study the title page with the students. Ask: Who do you think the main char-acters are? What do you think they will agree on? What do you think the story is about? How do you know?

New and Emphasized Syntax

▶ 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?

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?•

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

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

New

6

Approximate Rate of Introduction of New Words

Level 1 (Red)—•2–3 words per storyLevel 2 (Blue)— •3–4 words per storyLevel 3 •(Yellow)—4–5 words per •story

Package Components

Reader PackagesStephen P. Quigley * Patricia L. McAnally * Susan Rose * Cynthia M. King

Each level of the program includes 10 Read-ers with 6 stories per book, for a total of 60 stories per level. The stories include charac-

ters that represent the population of students using the program and the types of settings in which they live. In the fourth edition, increased representation was also given to ethnic and disability groups.

FeaturesSyntax controls, including sentence length, •number of syllables, level of abstractionVocabulary controls, such as the number of •new words per story, multiple meanings, and word structures

Vocabulary sources include Dolch List, Dale-•Chall list of 3,000 common words, a revised core vocabulary of Grades 1–8, and moreStory structure is discussed to focus students’ •attention on the components of the story and aid in comprehension.Comprehension skills, including understand-•ing the main idea, locating details, sequencing, drawing conclusions, and moreChunking of phrases or constituents of sen-•tences 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.

48

The girls siton the bus.

49

The bus stopsat a farm.

16

New Words

owl

eyes

sleeps

green

17

The boy sees two eyes.

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

62

Bob walks into the kitchen.Mom cooks ham in a panon the stove.Dad helps Mom.

63

Bob pours some milk for Socks.Socks drinks the milk.Dad pours some milk for Bob.

New

7

Approximate Rate of Introduction of New Words

Level 4 •(Green)—10 words per •storyLevel 5 •(Purple)—10 words per •storyLevel 6 •(Orange)—12 words per •storyReading Bridge, •Levels 1 & 2—15 words per •story

Package Components

22

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.

23

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.

52

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.

53

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.

42

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.

43

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.

#14020 (Level 4)

#14040 (Level 5)

#14060 (Level 6)

8

Reading Milestones, Fourth Edition Reproducible Materials Flash Drive Level s 1–3Includes reproducible pdfs of:

Workbook •ActivitiesSpelling•Word Cards•

Package Components

Workbook Activities

Stephen P. Quigley * Patricia L. McAnally * Susan Rose

In this fourth edition, the Workbook activities, which were provided in individual, consumable workbooks in previous editions, are provided as

reproducible worksheet pages that can be printed from the Reading Milestones Reproducible Materi-als Flash Drive or the boxed set of blackline masters and reproduced as needed for your students’ use.

Workbook activities are based on schema theory and designed to emphasize the development of comprehension. Tasks are constructed to develop literal comprehension, inferential comprehension,

and the solving of problems. A variety of proce-dures are used: semantic maps, semantic feature analyses, story maps, word maps, and word analo-gies.

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.

© 2012 by PRO-ED, Inc.

Reading M

ilestones • Red W

orkbook 10

9

Name Date

Juan jumps on into

the desk.

Juan runs on into

the hall.

The man yells

yells.

Juan Man stops.

Stop! Sentences

Write the correct word on the line.


Reading M

ilestones • Red W

orkbook 10

16

Name Date

clap + s

print + s

nut + s

sit + s

hold + s

yell + s

jump + s

run + s

The Black Skunk Words

Write the correct word.

#14075 (Level 1)

#14076 (Level 2)

#14077 (Level 3)


Reading M

ilestones • Blue W

orkbook 2

4

Name Date

In the Lake Words

Look at each row of pictures.Name each picture in the row.

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


Reading M

ilestones • Blue W

orkbook 2

5

Name Date

far

fast

far

fast

In the Lake Words

Put a ✔ under the correct picture.


Reading M

ilestones • Yellow

Workbook 1

66

Name Date

Breakfast in the Morning The Story

Write the answers to the questions.

What is the title of the story?

Who is in the story?

What happened at the beginning of the story?

What happened in the middle of the story?

What happened at the end of the story?


Reading M


Workbook 1

64

Name Date

The boy walks into the .

Mom ham in a pan.

Bob some milk for Socks.

The drinks the milk.

Mee-Mee in the tree.

Mee-Mee climb down.

Breakfast in the Morning Sentences

Read the words in the box. Write the correct word on each line.

cooks can’t pours is kitchen dog

New

9

Level s 4–6Include reproducible pdfs of:

Workbook •ActivitiesSpelling•Word Cards•

Package Components

Workbook activities are available in two for-mats:

Reproducible worksheets that can be printed •from the Reading Milestones Reproducible Mate-rials Flash Drive, included in the kitA boxed, printed version of blackline masters, available •separately


Reading M

ilestones • Green W

orkbook 10

20

Name Date

Garunga, The Lizard

■ Look at the three words under each line.

■ Write the correct word on the line.

Grandfather points to a picture on see of

a big lizard. “This is

a two see picture of Garunga,” Grandfather says. “

Long Many Too

ago, Garunga was an Aboriginal girl boy lizard

. He liked to fi sh, and

he she they liked to play. He did

now no not like to work.”

Garunga were was have

very sad. His The A

skin was ugly.

His tongue was has is

long. He had four paws, or to and

he

had one two a

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

Grandfather Garunga Go, the Aboriginal boy.

Not Now I, he was

big and fat and very a

lazy. He She I

was Garunga, the lizard.


Reading M

ilestones • Green W

orkbook 10

22

Name Date

Garunga, The Lizard

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

1. Did mother cook hot dogs outside? Yes No

2. Did the children like kangaroo meat? Yes No

3. Did Grandfather tell an interesting story? Yes No

■ 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.

4.

■ Read the questions.■ Circle the letter next to the correct answer.

5. Who was Grandfather’s story about?

a. b. c.

6. What did the children see in the cave?

a. pictures on the walls b. Garunga c. fi sh d. women

7. Where did the children live?

a. America b. England c. Germany d. Australia

8. Garunga was a lizard. He was:

a. tall and nice c. a fi sh

b. big and fat and lazy d. a boy


Reading M

ilestones • Purple W

orkbook 10

61

Name Date

Using New Words

■ Find each word in the New Words section of Purple Book 10.

■ Write the page number on the line.

■ 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


1.

2.

enemies Page


1.

2.

balance Page


1.

2.

reasons Page


1.

2.

Lev 5 Book 10, Story 6.indd 61 5/4/11 1:22 PM


Reading M

ilestones • Purple W

orkbook 10

65

Name Date

Using Picture Clues

■ Read the paragraphs.

■ Look at the picture.

■ Follow the directions.

Kim and her dad were swimming in the ocean. They swam past two crabs. One crab was very big. That crab was fi ghting with a small fi sh. Next, they swam past a huge starfi sh. The starfi sh 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.

1. In the fi rst paragraph, what doest that crab mean? Circle that crab in the picture.

2. In the fi rst 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.

Lev 5 Book 10, Story 6.indd 65 5/4/11 11:58 AM


Reading M

ilestones • Orange W

orkbook 10

41

Name Date

It’s Time

■ Circle the letter next to the correct answer.

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

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.

■ 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

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

a. lunch b. dinner c. breakfast

6. What did man eat just before the sun went down?

a. breakfast b. lunch c. dinner


Reading M

ilestones • Orange W

orkbook 10

42

Name Date

It’s Time

■ Look at the map. Write or draw an instrument in each circle.■ Can you fill all eleven circles?

Telling Time

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

#14078 (Level 4)

#14079 (Level 5)

#14080 (Level 6)

10

The Spelling program is designed to:

develop •phonological awareness skillsdevelop •sound–spelling correspondenceprovide •additional practice in word recognition to attain automaticityimprove •accuracy in word spelling that will contribute to writing fluency

Package Components

SpellingPatricia L. McAnally * Susan Rose

The Spelling program units coincide with each of the first five stories in the Reading Mile-stones Readers. No spelling activities are

provided for the sixth story in each Reader because these stories have no new words. The Spelling pro-gram activity sheets are reproducible and are found on the Reading Milestones Reproducible Materials Flash Drive, which is included with the program or in the boxed set of Spelling blackline masters, which is available separately.

The phonological awareness activities in the Spell-ing component have been designed to reinforce direct instruction for development of phonological skills during the reading period. Several of the ac-tivities in the Spelling program have been changed to reflect a more developmentally appropriate se-quence. 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.

Name Date


33

Reading M

ilestones • Red S

pelling Book 1

The Frog

Writing Practice

■ Name the letter.

■ Trace the letter.

■ Write the letter.

■ Write a word that begins with the letter.

w

c

b

e

r

s

Name Date


3

Reading M

ilestones • Red S

pelling Book 1

The Boy

Spelling Practice

■ One word is spelled right.

■ Two words are spelled wrong.

■ Circle the word that is spelled right.

■ Cover the word and write it.

jmup jump jumb

byo poy boy

end enb emd

eht the hte

■ Write each word two more times.


3

Name Date

Reading M

ilestones • Blue S

pelling Book 10

Beginning Letters

■ Name the picture.

■ Circle the first letter or letters of the picture name.

■ Write the missing letters.

The Hen Helps

____en

h

k

l____ ____it

kn

nk

ki

____ ____ife

kn

nk

ki____ ____t

ka

ha

ba

____ ____ock

nk

ho

kn____ ____oon

kn

ha

sp


4

Name Date

Reading M

ilestones • Blue S

pelling Book 10

The Hen Helps

Vowel Sounds

■ Read the words in the box.

■ Write each word in the correct vowel box.

knife peach hen red pink

ride eat egg thin help

slide this hide fill seat

steam

Long i Long e

Short i Short e

Name Date


3

Reading M


Spelling B

ook 10

Syllables

■ Read each word.

■ Write the missing syllable or word on the line.

A Picnic

bas + ket →

pic + nic →

+ cake → cupcake

dif + fer + ent →

band + → bandage

can + → candy

+ ter → letter

cir + → circus

Name Date


9

Reading M


Spelling B

ook 10

Spelling Practice

■ Read the story.

■ Write the missing letters on the lines.

■ Use the consonant combinations in the box.

sh ch th wh

1. The____________oes were black and _________iny.

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

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.

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.

The Dream

#14085 (Level 1)

#14086 (Level 2)

#14087 (Level 3)

New

11

The Spelling program consists of the following components:

Pretest•Word Practice•Alphabet, •Visual, and Phonological/Phonics Instruction Study Methodand Mastery •Test

Package Components

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


Reading M

ilestones • Green S

pelling Book 10

4

Name Date

Contractions

■ Write the contractions on the lines.

will not → I am →

could not → would not →

cannot → were not →

must not → was not →

■ Read each sentence.

■ Write the contraction on the line.

1. Judy, Lee, and Jeff would not

sleep in a house.

2. Jeff will not

hurt the pretty butterfl y.

3. Jeff said, “I am

having fun!”

4. Judy could not

cook the fi sh on a stove.

5. She said, “I must not

burn the fi sh.”

6. Judy, Lee, and Jeff were not

tired, so they went for a walk.

A Camping Trip


Reading M

ilestones • Green S

pelling Book 10

9

Name Date

Verbs

■ These verbs are in your story.

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

■ Write the correct verb form on the line.

1. Grandfather was old and know

many stories.

2. The children see

many birds with bright feathers.

3. Grandfather take

the children into a cave.

4. Aborigines draw

pictures on the walls of the cave.

5. Grandfather tell

the children a story.

6. Garunga go

to the water and sat down.

7. Garunga did not feel well. He feel

different.

8. Garunga went to sleep. Later, he wake

up.

9. The children run

out of the cave.

Garunga, The Lizard


Reading M

ilestones • Purple S

pelling Book 10

3

Name Date

Consonant: f

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

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

difficult dwarf dolphin film laugh

leaf factory fierce photograph enough

stuff cough telephone chief

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

1. Dol________ins live in the ocean.

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

________oto album.

3. Phil has a new tele________one.

4. Sophie had enou________ candy ________or everyone. We stu________ed our bags

________ull of chocolates.

5. Please cover your mouth when you cou________.

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

thie________.

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

Underwater Adventure


Reading M

ilestones • Purple S

pelling Book 10

22

Name Date

Word Review

■ Read the spelling words.

park meter thief hose speed traffic

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

■ Write the new word on the line.

1. Rhymes with leaf

2. Rhymes with nose

3. Rhymes with bark

4. Rhymes with weed

5. Rhymes with heater

■ Read this story. Replace each underlined phrase with a new word.

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

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

the road. Some traffi c offi cers watch the parking machines that measure.

Sometimes they watch the fastness or slowness of the cars and trucks.

Help! Help!


Reading M

ilestones • Orange S

pelling Book 5

9

Name Date

Suffixes■ If a word ends in silent e, drop the e when adding an ending that begins

with a vowel (ed, ing ).

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

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

Base Word Suffix New Word

1. approximate ly

2. successful 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

■ Write the correct new word on each line.

11. Hans created 150 characters.

12. Hans’s father told him many stories.

13. The people Hans’s birthday every year.

Hans Christian Andersen


Reading M

ilestones • Orange S

pelling Book 5

21

Name Date

Prefixes■ 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.”

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

impatient uncomfortable uncover undecided

unfriendly undress unhappy

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 them in the spring.

3. Sean lost his wallet. He was very .

4. Before you jump in the pool, you must first and put on your swimming suit.

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

6. Todd wanted to leave immediately. He is so .

I Live in Liechtenstein

#14088 (Level 4)

#14089 (Level 5)

#14090 (Level 6)

12

Ages: 6 through 18

Testing Time: 10 minutes

Administration: Individual or group

Available Separately

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

RMPM: Reading Milestones Placement and MonitoringSusanRose•PatriciaL.McAnally

The 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 RMPMDesigned for use with any edition of • Reading Milestones.For use with all levels of • Reading Milestones (Levels 1–6) and Reading Bridge (Mosaic, Patterns, Tapes-try, 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)

Reading Milestones Placement and Monitoring

RMPMStudent Progress Report

Susan Rose Patricia L. McAnally

Section 1. Identifying Information

Student's Name

Female Male

School

Grade

Section 2. Progress Summary

Dates Tested RMPM Score RM Placement Level and Book

1

2

3

4

5

6

7

8

9

10

Set of all 3 forms (#13972) may be purchased from

PRO-ED, 8700 Shoal Creek Blvd., Austin, TX 78757-6897

800/897-3202, Fax 800/397-7633, www.proedinc.com


1 2 3 4 5 6 7 8 9 10 20 19 18 17 16 15 14 13 12 11

Reading Milestones Placement and Monitoring

RMPMStudent Record Form A

Susan Rose Patricia L. McAnallySection 1. Identifying Information

Student's Name Female Male Grade

School Examiner's Name Date Tested

Section 2. RMPM Score and RM Placement LevelRMPM Score RM Placement Level 1–Red

4–Green Mosaic–Lime Green

2–Blue 5–Purple

Patterns–Light Orange

3–Yellow 6–Orange

Tapestry–Light Blue

Kaleidoscope–Pink Section 3. Interpretation and Recommendations

Section 4. Example Items

Example 1. Y O U G O

Example 2. L O O K H E R E

Set of all 3 forms (#13972) may be purchased fromPRO-ED, 8700 Shoal Creek Blvd., Austin, TX 78757-6897800/897-3202, Fax 800/397-7633, www.proedinc.com

© 2012 by PRO-ED, Inc.1 2 3 4 5 6 7 8 9 10 20 19 18 17 16 15 14 13 12 11

New

#13970 (Kit)

13

Available Separately

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

Reading 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 language-variant populations, such as students learning English as a second language.

Reading Bridge introduces vocabulary, language structures, and comprehension skills in the same spiraling, researched-based approach as in Reading Milestones but at an accelerated rate and more advanced level. The Reading Bridge read-ers are presented in adult-format, hard cover books, making them more appeal-ing 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 EditionPatriciaL.McAnally•SusanRose• 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-of-hearing learners, this is one of the very few books on the market that focus entirely on the hearing impaired.

Section 1: Foundations—contains chapters deal-•ing with theory and research on such topics as: cognition, reading, language, literary development, vocabulary, and comprehension. Section 2: Instructional Management—describes in-•structional systems and designs. These chapters look

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 spell-ing, 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.

#11809

Language Learning Practices with Deaf Children–Third EditionSusanRose•PatriciaL.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 devel-opment theories used with deaf children, without advocating any particular ap-proach. This third edition includes:

a section on language assessment addressing high-stakes •or large-scale testinga 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

Includes all Reading Milestones and Edmark words

Easy English DictionaryDorotheeBaker•Constance Bettino Edited byDorothyMcCarr•JamesE.McCarr• LucilleEckert•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 defini-tions 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 special-needs 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)

#10860 Mosaic– Level 1 Complete Kit

#10865 Patterns–Level 2 Complete Kit

#10870 Tapestry– Level 3 Complete Kit

#10875 Kaleidoscope – Level 4 Complete Kit

14

Ordering Information

Money-Saving Combos

#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•

$

#13950 #13975 #13995 #14015 #14035 #14055

15

Order Form

Qty Product No. Price Total

PRODUCT TOTAL

HANDLING, POSTAGE, AND CARRYING CHARGES

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

SUBTOTALTexas residents ONLY add 8.25% sales tax

OR WRITE IN TAX-EXEMPT NUMBER

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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


Leve

l 1 -

Red

Leve

l 2 -

Blu

e

Leve

l 3 -

Yello

w

Leve

l 4 -

Gre

en

Leve

l 5 -

Purp

le

Leve

l 6 -

Ora

nge

Price

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

13950 13975 13995 14015 14035 14055 $389.00

Combination Packages

13945 (Levels 1-6) $2,100.00

13935 (Levels 1-3) 13940 (Levels 4-6) $1,050.00

Reader Package (1–10 in a box)

13955 13980 14000 14020 14040 14060 $125.00

Workbook PagesBlackline Masters

14075 14076 14077 14078 14079 14080 $140.00

Spelling PagesBlackline Masters

14085 14086 14087 14088 14089 14090 $110.00

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

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

13970 (RMPM Kit) $59.00

13971 (RMPM Manual) $21.00

13972 (RMPM Forms) $39.00

Reading Bridge

Mos

aic

Leve

l 1-B

ook

1

Patt

erns

Le

vel 1

-Boo

k 2

Tape

stry

Le

vel 2

-Boo

k 1

Kal

eido

scop

e Le

vel 2

-Boo

k 2

Price

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

Fourth Edition

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

8700 SHOAl CREEK BOUlEVARD AUSTIn, TEXAS 78757-6897

PRESORTED STAnDARD

U.S. POSTAGE PAID

PRO-ED, InC.

Fourth EditionStephen P. QuigleyPatricia L. McAnallySusan RoseCynthia M. King

Basal reader format•10 full-color Readers per level•Workbook Activities & Spelling at •every levelControlled vocabulary and syntax•Reading levels: Preprimer to 5.0•

New

Improved

Edition

#M13935-2012A

overview fourth edition

Documents