Reading Milestones 4th Edition - Level 3 (Yellow)

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An alternative reading program for deaf and hard-of-hearing students, students with language delays or learning disabilities, with autism or other developmental disabilities, and English language learners.

ITEM#	PRODUCT NAME	AVAILABILITY	PRICE	QTY/ACTIONS
76035	Reading Milestones Level 3 - Package Excluded from Shipping Discount	Ships Soon		Quantity

Product Description

Target group: Reading Grade Level 1.5

Level 3 Complete Package Includes Teacher’s Guide, a boxed set of 10 Readers, Reproducible Materials Flash Drive containing reproducible PDFs of Workbook activities, Spelling, and Word Cards, a 10-pack of Student Achievement Records, all in a sturdy storage box.

This successful alternative, language-controlled program is designed to take readers to approximately a fifth grade reading level. Reading materials are designed to match student's language levels and 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. 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 features ensure that students from many different populations can begin their reading experiences successfully:

adjusted language levels
controlled vocabulary
controlled syntax
chunking (i.e. grouping of words by sentence constituents - noun, phrase, verb phrase, etc.)
repetition

The Reading Milestones program incorporates the five essential components recommended by the National Reading Panel (NRP, 2000):

phonemic awareness
phonics
fluency
vocabulary
comprehension

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.

The 4th edition 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.

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 to 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 Guide includes the following:

specific activities for developing and activating prior knowledge
the presentation of new concepts and vocabulary word
activities for establishing the purpose for reading
post 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.

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 have been expanded and reformatted for clarity. Several useful appendixes have been added.

Reader Package
Includes 10 full color readers with 6 stories per book (total of 60 stories). The stories include characters that represent the population of students using the program and the types of settings in which they live. 2 - 3 words per story are introduced.

Features:

Syntax controls including sentence length, number of syllables, level of abstraction
Vocabulary 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 more
Story structure is included to focus students' attention on the components of the story and aid in 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

Workbooks
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 provide reinforcement of basic literacy and comprehension skills.

The 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 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

Spelling
The Spelling program units coincide with each of the first five stories in the Reading Milestones Readers. No spelling activities are provided for the sixth story in each Reader because these stories have no new words. The Spelling program 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 black line masters, which is available separately.

The phonological awareness activities in the Spelling activities have been designed to reinforce the direct instruction on development of phonological skills provided during the reading period. Several of the activities in the Spelling activities 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.

The Spelling program is designed to:

develop phonological awareness skills
develop sound spelling correspondence
provide additional practice in word recognition to attain automaticity
improve accuracy in word spelling that will contribute to writing fluency

The Spelling program contains Pretest; Word Practice; Alphabet, Visual, and Phonological/Phonics Instruction; Study Method; and Mastery Test.

Word Cards
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. Includes all the words taught in Level 1. 2.25" x 3.5", 145 cards.

Resources Flash Drive
Includes reproducible PDFs for all Workbook Activities, Spelling, and Word Cards.

Use RMPM: Reading Milestones Placement and Monitoring to place students in the correct level of Reading Milestones and monitor their progress through the program.

Specifications

Brand	Pro-Ed
Assembly Required	No

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Did You Know

Did You Know	National Reading Panel 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 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 program introduces vocabulary, syntax, and idiomatic language in very small steps and reinforces this learning before introducing new materials.

National Reading Panel
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 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 program introduces vocabulary, syntax, and idiomatic language in very small steps and reinforces this learning before introducing new materials.

Warnings