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
1
National
Reading Panel
Components:
• Phonemic
awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
R
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
2
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
T
•
•
•
•
•
•
•
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-
•
•
•
•
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.
3
62
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.
T
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
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22
15
16
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18
19
20
Story 3: The First Man
on the Moon
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32
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65
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
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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
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End Date
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The Genie’s Gift
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Our Friend,
Martha
Saved From the
Crocodile
Book 5
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Book 9
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Reading Milestones, Fourth Edition
Level 6–Orange
Student Achievement Record
Help! Help!
10
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Underwater
Adventure
The Family
Party
Giants of the
Past
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A Family Tree
The Art Contest
Don’t Cry!
Escape From
the Bear
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David Livingstone,
An African Explorer
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Sailing Alone!
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A Skinny Kid With
a Funny Name
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Dogs! Dogs!
Dogs!
Electricity
Moves
Too Young–
Too Old
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3
2
1
Book 8
Workbook Pages
Book 10
Year
Spelling Pages
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Story 3: A Letter to Grandmother
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Story 4: Koalas
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Spelling
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Test
Mastery
Words
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Correct
25 26 27 28 29 30
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64
School
2
Story
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Popcorn
Story 2: The Divorce
Comments
Teacher
1
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Book 1
Mastery
Test
Words
Correct
Story
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Start Date
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Book 2
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Book 6
Book 1
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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
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5
4
3
2
1
Book 4
10
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5
4
3
2
1
Mom Learns,
Too
Too Much
Excitement
10
9
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7
6
5
4
3
2
1
The Trading
Post
Grandpa’s Box
of Surprises
10
9
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7
6
5
4
3
2
1
Story 1: A Fish Tale
Story 5: The Cookie Elf
10
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7
6
5
4
3
2
1
The Adopted
Baby
The Story of
Hibernation
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Book 3
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A Hobby for
Bobby
Do You Have a
Green Thumb?
A Wedding in
the Family
Cinderella
Book 6
Book 1
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Rapunzel
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Book 2
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Rescue From
the Dry Well
All About
Vitamins
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The Greedy Dog
Benjamin Franklin:
A Great American
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Levi Strauss, The
Pants Peddler
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Danny’s Money
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Mount St. Helens:
The Story of a
Volcano
Tom Thumb
Joey Learns
a Lesson
Lauren and Jasmine
Hunt for Treasure
Story
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The New
Tree House
The Little,
Brown Bat
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Book 1
Mastery
Test
Words
Correct
10
9
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3
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The Shoplifter
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A Special
Present
The Ugly,
Gray Duckling
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The Cookie Elf
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The Pony
Express
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Koalas
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5
4
3
2
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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
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Matt’s Space
Adventure
Fourth Edition
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Spelling
Fourth Edition
Fourth Edition
1
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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
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1
Spelling Pages
1
9
Student Achievement Record
Book 5
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1
Book 9
Workbook Pages
Story 1: Dirty Peggy Pig
StoryEdition
4: The Colored Eggs
Reading Milestones, Fourth
Recommendations
Book 8
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Story 1: Let’s Agree
4
5
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7
8
Story 2: Puss in Boots
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12
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22
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16
17
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Story 3: Louis Pasteur:
Fighting Germs
23
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27
28
29
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Story 4: The Bus to the Mall
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36
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Story 5: Fingerspellman!
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Book 10
Comments
13
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3
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Book 5
10
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Book 9
Spelling Pages
3
End Date
10
9
8
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5
4
3
2
1
Book 4
10
9
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5
4
3
2
1
Book 8
2
10
Review
10
9
8
7
6
5
4
3
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1
Workbook Pages
1
9
Story 6: Amazing Tricks
10
9
8
7
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3
2
1
Book 3
10
9
8
7
6
5
4
3
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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.
• Writethetitleofthestory“AFishTale”ontheboard,andhavethestudents
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?
Writethestudents’predictionsontheboard.Somestudentsmayguessthatit
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):Dustysatbythepond,buthewasn’tpatient.
#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
Checkforthecomprehensionoflinguisticstructures.Forexample,writethe
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:
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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.