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ou catalog of support direct instruction staff development product resources 10 r th a r ye 2009-2010 providing the programs students need and the support teachers deserve

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resources what s inside visit our new website www.erigroup.us providing the programs students need and the support teachers deserve welcome to the 2009-2010 school year 2 assessment forms assessment forms for horizons c-d 36 connecting math concepts assessment forms 35 reading mastery corrective reading language for learning assessment forms 35 reading mastery plus assessment forms 35 reading mastery signature edition assessment forms 35 computerized programs datamaster updated version 31,32 report writer 30 math mastery 27,28 instructional enhancement programs adventures in language 11 connections 2008 7-10 covering the bases 33,34 home school partnership program 12 letter names 6 power series 12 reader s club 12 reading for success 17,18 series launchers 13-16 teach your child to read in 100 easy lessons 19-21 lesson extensions for teach your child to read in 100 easy lessons 22 writing extensions for corrective reading a b1 b2 29 staff development staff development services 3-6 staff development tapes cd s dvd s advanced training 25 corrective reading comprehension 24 corrective reading decoding 1999 and 2008 editions 24 corrective reading sounds signals pronunciation 26 elements of effective coaching 37 language for learning 25 reading mastery reading mastery plus corrections sounds signals 26 reading mastery/corrective reading sounds dvd 26 reading mastery plus training 23 reading mastery rainbow or classic edition 23 reading mastery signature edition 23 ordering information 38 new 1

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summer 2009 ten years of service hello fellow educators ten years ago paul ed and i decided to join forces and bring together our varied experiences as teachers administrators and educational consultants to form educational resources inc our goal was to partner with schools to assist in making significant changes in how and what we teach in essence we aspired to impact in a positive way on the culture of our public and private educational classrooms today along with a cadre of exceptional consultants eri continues to enjoy a positive track record in achieving this goal as we start our tenth year paul ed and i want to thank each and every one involved with the eri family for their support dedication professionalism and loyalty without each of you eri would not be enjoying its continued success in its most important mission children our partner schools continue to achieve success far beyond anyone s expectations we are proud of their hard work and willingness to meet the everyday challenges we face in education today further we want to thank all of the teachers administrators and parents who continue to enjoy the many benefits that our support materials offer we look forward to the year ahead and promise you as we have in the past to provide the programs students need and the support teachers deserve sincerely mollyblakely molly blakely president paulmckinney paul mckinney vice president edschaefer ed schaefer vice president and the entire eri/rfe team 2

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educational resources inc effective schools via sound staff development programs vi si ww we t ou w bsit r ne er ig e at w ro up .u s in a 1998 publication entitled comprehensive school reform guidance the united states department of education identified the critical elements of successful school improvement the very first and most important element cited was the use of effective research-based methods strategies and programs for learning teaching and school management the american institutes for research s 1999 report an educators guide to school-wide reform unequivocally established a clear framework for making significant changes in the impact of reading and language arts instruction a sound program clear staff development procedures and on-going support from experts in teacher training are the most important critical components for success the usdoe report concludes by stressing the wisdom of securing high-quality external support and assistance from a comprehensive school reform entity with experience in school-wide reform and improvement around the nucleus of its founding partners molly blakely paul mckinney and ed schaefer eri has formed an able cadre of additional staff resources formerly superlative teachers and administrators these men and women are now exemplary trainers and staff development specialists the full range of staff resources available to eri accounts for well over a century of experience insight and wisdom in creating effective schools via sound staff development programs eri enables its client partners to create increasingly effective schools where · theoverwhelmingmajorityofstudentsachieveorexceedgradelevelnorms · staffsystematicallyacquirelevelsoftechnicalexpertisefarabovethenorm · administrativestaffgaintheleadershipknowledge,skill,andconfidencetoassumefull accountability for student achievement and staff performance eri offers a wide range of staff development services · school-wideorsingleprogramimplementations · grantwritingservices · classroominstructionalmanagementtraining · administrativeleadershiptraining · literacycoachingtraining · researchandevaluationservices tailored teacher training in all direct instruction programs· readingmasteryclassic,plus,signatureedition · correctivereading · horizons · spellingmastery,correctivemath 3 eri provides training and support services for · dibels · rewards · saxonmath · adventuresinlanguage · highperformancewriting · connections ·readingforsuccess ·serieslauncher · scott-foresman · harcourt

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eri is proud to announce our goldenapple awardschool for 2009-10 arapahoe school ­ arapahoe wyoming golden apple award arapahoe school is a k-8 public school located on the wind river reservation in rural wyoming 98 of the students at arapahoe school are native american arapahoe is a school-wide title 1 school with 95 of the student body qualifying for free or reduced lunch chronic absenteeism low vocabulary skills limited background knowledge and the lack of literacy in the home are characteristics that describe the majority of the students prior to the advent of direction instruction di and the arrival of educational resources inc eri at arapahoe school less than 10 of 3rd grade students met the 2007 spring benchmark on dibels the view from the upper grades was largely the same determined to change this prevalent pattern of education for native american children the staff of arapahoe school adopted a select group of direct instruction programs in the spring of 2007 additionally they chose educational resources inc a highly experienced consulting group that provides professional development and hands-on training coaching and assistance to schools implementing di programs to guide arapahoe school s implementation of language for learning reading mastery and corrective reading all published by sra/mcgraw-hill inc reading connections published by educational resources inc plus series launchers reading for success published by novel ideas inc having wisely chosen research-based curricula the leadership of arapahoe school then directed significant resources toward an effective efficient high-fidelity implementation of these programs with the advice and assistance of eri initial and ongoing staff development and support became a high priority to the point where instructional staff both teachers and para-professionals participated in side-by-side in-class coaching 4 to 5 times per month dramatic first year results 2007-2008 school year prompted arapahoe school to extend direct instruction programs through the eighth grade currently all students at arapahoe school participate in direct instruction reading lessons in addition content area teachers incorporate direct instruction techniques into their lessons the school board and administration increased the level of support for the staff and students during the second year 2008-2009 by offering additional professional development opportunities this required teachers and paraprofessionals to return to school one month earlier than usual the school board provided funds to extend contracts for the instructional staff the instructional staff arrived early with optimism and enthusiasm about the upcoming year by the spring of 2009 given only 2 years of di and eri 60 of arapahoe s kindergarteners 72 of 1st graders 63 of 2nd graders and 56 of 3rd graders met the 2009 spring benchmark on dibels given the spring 2007 dibels scores as a baseline the spring 2009 results yield an increase in reading achievement of 286 in kindergarten 277 in 1st grade 150 in 2nd grade and a whopping 622 in 3rd grade the students and staff of arapahoe school deserve high praise they have achieved outstanding gains in reading achievement in a remarkably short period of time due to their no excuses vision of student achievement and their we need to teach harder better and faster approach to curriculum instruction and staff development clearly these are the signposts on the road to educational excellence 4

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wheredoyoustart planning for a successful direct instruction implementation with educational resources inc involves strategic planning these plans follow ten essential benchmarks for success step 1 a one-day orientation for district administrative personnel is conducted prior to initiating the implementation step 2 an implementation survey for each school is completed and returned to the operations office at eri see following page step 3 placement testing training of district personnel preferably in the spring prior to the fall implementation is scheduled step 4 eri will train a testing cadre from each campus placement testing of all students is completed immediately at each school step 5 master groupings are formed for each campus with the supervision of eri eri will coordinate specific materials orders for each building step 6 pre-service training for the d.i programs is conducted during the summer or early fall for all staff members step 7 pre-planning set up time is scheduled before the start of the implementation to work with instructional materials disbursement and final groupings step 8 regular and on-going supportive supervision coaching is conducted throughout the school year using a side-by-side coaching model step 9 eri will assist in the on-going training of site-based teacher mentors/reading coaches these site-based teams will assume increasing amounts of responsibility for supervision of the d.i implementation step 10 eri will established an administrative academy for the district that will include training and on-going support and coaching of district level administrators finally eri prides itself in creating school environments that are successful supportive and positive eri will assist each campus in developing a parent friendly school taking the first important step involves no financial commitment find out how you and your school can take these important first steps in tailoring a school implementation that fits your needs · log on to our website www.erigroup.us · clickonthe consulting tab · click on the download at step 2 · submit the completed survery and return to eri there is no cost for the initial proposal analysis and orientation day is a complimentary visit 5

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letternames don t leave important instruction to chance by cary andrews letter names is an effective feeder program that teaches letter name recognition to students who have been placed in reading mastery rainbow classic or plus the goal of the program is to provide the classroom teacher with a · generic scripted template for the introduction of letter names · calendar sequence for the introduction of letter names · assessment opportunities patterned after standardized testing to measure student progress es ter nam let s w it horp lus te r n ame ch ing letyra in b o w c la s sic te amas te r re ading by re ws cary an d program components · scripted format to be used for letter name introduction · calendar of instruction that provides the teacher with a planning forum for the school year · blackline mastered prompts to be utilized as cumulative practice and assessment order ln59 $119.00 all orders must include 15 shipping and handling 6

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connections2008edition response to intervention by cary andrews cathi mintz trent weatherford kim bailey and susan davidson the evidence-based reading strategies along with the additional controlled vocabulary passages that correspond to reading mastery have been a vital resource for our students with special needs connections is a supplemental response to intervention rti program specifically designed to support the plus classic rainbow and the new signature edition co lev nn of reading mastery however connections is the el c teaect con perfect fit for any reading program having to cher g io leve nec lb tion uide resouns address rti rce connections level a writte n cary by an trent drews c at w and su eatherford hi mintz ki san d avidso m bailey n writt cary en by tre andre n and t wea ws c sus therf athi m o an dav rd kim intz idso bail n ey christy bryce ed s warren county public schools bowling green ky less o ns 1 7-32 s s plus k and rainbow/classic i 1-50 signature k 1-50 level a connections written by cary andrews cathi mintz trent weatherford kim bailey and susan davidson connections level b plus i and rainbow/classic i 51-160 signature k 51-160 and rainbow/classic ii 1-65 signature i 1-65 levon el ne c te ct © 2007 educ ational liverpo neysuckle ph/fax ol ny 130 drive 90 3156 52-31 75 c · pre acti ventio vitie n in · in s in the te tho rventi litera form o ach se stu on an cy work f rein fo ievin den d re · prev · su g m ts ha med stationrcing en m activiti tion in th s curr mer s astery ving diation e form es in iffi for in literac · interv of w in icu ch y wor reithfoo lum th ool an the co culty crcing a k those ention an d re re studen d remed stations instr t ensu after achiev ucti res sch ing m ts having iation fo on con ool r astery · sum di siste m in the fficulty ncy curric er school core ul with co um that and after re inst ensure school ructio s cons istenc · prevention in the form of reinforcing n y activities in literacy work stations 8268 · intervention and © remediation for live hone 2007 those students having difficulty ph/f rpool ysuckle edu ax 3 ny dr 156 1309 ive achieving mastery in thecation core 52-3 0 al r 175 es · summer school and after school ources curriculum that ensures consistency inc with core instruction 8268 ho reso ache urces inc r gu ide ion &r esou connections level c 8268 honeysuckle drive liverpool ny 13090 ph/fax 315652-3175 rces s © 2007 educational resources inc plus ii and rainbow/classic ii 66-160 signature i 66-160 transition lessons connections may be utilized as ·reinforcement and prevention components for independent work or work station activities to reinforce the reading mastery lesson and prevent potential difficulties ·intervention components in the core reading program tier i as well as additional instructional support that supplements and reinforces the core tier ii ·remediation for students who do not consistently meet the program assessment criterion ·enrichment for those students who have mastered program content and are more prepared to extend program content ·summer school and after school curriculum for students participating in these extended services connectionslessonmodulestargetthefiveessentialcomponentsidentified by the national reading panel 2000 phonemic awareness alphabetic principle vocabulary comprehension and fluency 7

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connections2008edition continued essential components comprehension and vocabulary original stories and poetry · connectionsstoriesandpoemsfollowapredictable story patterns all stories have a beginning middle end encouraging discussion of characters setting problem steps to solve the problem and the solution use after rmp i lesson 5 or classic i 59 sam te rat see sam sam is a fat rat sam sat on a seat see te cat te cat can see sam te cat ran at sam can tat cat eat sam b see sam sam ran sam ran on fat feet sam ran in a sock te cat can see sam man can see te cat tis man is mad m non-fictionpassages see tis man te man can see sam te · allmodulescontainonenon-fictionorexpository passage that provides simple background knowledge for the reader and develops additional vocabulary not found in the highlycontrolled student text no en ts st or y el em n fi ct io n fact an d details test p repara tion sam th e rat reading co test preparation · eachmodulecontainstestpreparationstressing common standardized testing objectives main idea fact and detail making inferences cause effect predictions compare/contrast vocabulary and sequencing essential component fluency repeated reading of stories and poems reader s theater now laminated ing a story at whether read teach us a good story us or everyone likes y can entertain read ol a good stor who write the stories we home or scho people ors write are ortant ies that auth something imp authors ors many stor the stories are called auth e way when writing story sam written in the g middle and end of the e important tell the beginnin g of a story we learn somstory in the in the beginnin help us understand the e story takes plac that will information and where the also meet the learn when we d beginning we in the story these are calle d the setting this is calle in the story that the als or things ng happens g somethi people anim in the beginnin solve this is called the or characters the t to change are ready for characters wan we have a problem we e problem onc er y s the charact es dle of the stor mid tells the step sometim of the story e the problem finally the middle or solv gs to and change takes to try do several thin to try racter does may have to all the cha the middle of the character e the problem up change or solv solve the problem makes or and change problem how the author tells the story the story the d the solution at the end of ed this is calle m or at home nged or solv r classroo is finally cha reading in you beginning middle and the while you are can identify if you listen to see y end of the stor 1 wh at kind of anim a pig al is sa m a rat a duck fact an d details mpreh ension making inferenc es 3 wh y is sa m he wants running to eat the the ca rock t wil he wants l get him to see the ma n 2 sam tried by a roc to hide k under se in a so eds ck · repeated readings of the original stories andpoems allow students to practice the selections in order to increase reading rate · alloftheoriginalstorieshavebeenscriptedasreader stheater students select characters to portray practice and perform the reader s theater at the end of the module sam the rat reader s theater reader one see sam sam is a fat rat sam sat on a seat partner reads sam am s sa te m t ra storieswithmarkedphrases te rat · alloftheoriginalstoriesandpoemshavebeenmarkedtofacilit tate appropriate student phrasing ultimately improving student comprehension e rat se esam phrase cards now laminated see sam · difficultphrasesinthestoriesandpoemshavebeenincluded see sam on phrase cards to be utilized in teacher-directed activities sam and independent or work station activities sam the punctuation connection sa · connectionsprovidescriptsandspecificteachingroutines is a fam t rat that create a greater awareness of punctuation and its imporat rat is a f tance in the development of fluent readers is a fat rat expression · specificteacher-directedactivitiesleadstudentstoabetterunderstandingofexpressivereading · partnerreadsallowstudentstopracticethestrategiesandskills learned during teacher-directed lessons reinforcing all fluency components on a daily basis sam the rat sam the rat sam the rat sam the rat reader two see te cat te cat can see sam sam the rat sam the rat sam the rat sam the rat sam the rat sam the rat sam the rat sam the rat sam the rat sam the rat sam the rat these teacher-directed activities may be used as a basis for additional independent or work station activities 8

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connections2008edition continued the punctuation connection connections provide scripts and specific teaching routines that create a greater awareness of punctuation and its importance in the development of fluent readers quota tion d periodperio marks p stopsto ice tap tap twice tw go s y it say it a with a new vo ic ice expression quest io mark n specific teacher-directed activities lead students to a better stop taunderstanding of expressive reading these teacher-directp twic ed e ask itactivities may be used as a basis for additional indepen dent or work station activities essential components phonemic awareness and phonics story connection word attack reinforcement name that letter · thestoriesarecomposedofatleast85%ofthewordsinthe amserdfith previously completed reading ncoennirfftmmaaentmdthoidretcd mastery lessons rofhdsocsaccisfomhrn word study templates sound-off · lessonrangewordshavebeenorganizedtoassistteachers with identifying common student miscues word study templates may be used to design appropriate word study it s all make believe activities such as word sorts to target specific student deficits dos rac min caf tom 15 fos nod sim tot mot 15 sound and letter name cards now laminated mic som nan faf rad 15 das mid mic cof sac 15 · soundandletternamecardsareincludedintwoofthe sid rot daf fom noc 15 connections program levels these cards may be used to reinforce sound symbol relationships and teach/reinforce letter names word cards now laminated · wordcardsforeachwordonthewordstudytemplatehavebeen included to be utilized in both teacher-directed activities and independent or work station activities test connection · tobetterpreparethestudentsforstandardizedphonemicawareness and phonics assessments prompts are included in the early connections program levels these prompts allow teachers to reinforce the child s phonemic awareness and grasp of the alphabetic principle test connection sam the rat fat rat sam the rat /r /a /t sick /s /i /k it /i /t seat /s /ea /t rock /r /o /k fit /f /i /t ate /ai /t name /n /ai /m this /th /i /s an /a /nm the sa ra sat t that /th /a /t not /n /o /t sock /s /o /k that /th /a /t can /c /a /n 9 8 8 9 8 tat rat sam the can rat sam the mad rat sam the sam rat sam the sad rat sam the ran rat sam the 9

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connections continued cb279l cc279l new online ordering available ca129l connections level a one binder kit $199.00 connections level b three binder kit $499.00 connections level c three binder kit $529.00 new eri is now offering pre-laminated teacher materials for every level of connections these materials will eliminate the need for teachers to duplicate and laminate the sound cards phrase cards word cards and reader s theater stories in the previous edition of connections they also offer extra sets of materials for teachers implementing the 2008 edition either way preparation and organization time is reduced cltma connection level a teacher student cards 130.00 cltmb cltmc connection level b word cards phrase cards readers theater 349.00 connection level c word cards phrase cards readers theater 349.00 connectionsstorybooksavailableforlevelsb&c designed to reduce the time and costs involved copying components of connections b&c these storybooks include fluency charts story maps stories non-fiction and test preparation in a convenient booklet form csb129levelbstorybook#1setof5 42.00 csb229levelbstorybook#2setof5 42.00 csb329levelbstorybook#3setof5 42.00 csb429levelbstorybook#4setof5 42.00 csc129levelcstorybook#1setof5 42.00 csc229levelcstorybook#2setof5 42.00 csc329levelcstorybook#3setof5 42.00 csc429levelcstorybook#4setof5 42.00 visit our website at erigroup.us for exciting video examples of this wonderful program all orders must include 15 shipping and handling 10

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dear educators novel ideas inc ni is pleased to continue its partnership in sales with educational resources inc eri the joint resources of the two companies will provide teachers and students with research based explicit direct instruction in language arts as well as high quality training and classroom support terry dodds president of novel ideas inc adventures in language is a multi-level direct instruction program for the development of basic language skills and written expression it can be used with students from the second half of grade 1 to students in grade eight adventures in language may also be appropriate for older special education students to help them acquire language and written expression skills the carefully designed teaching sequence is one of the reasons for the high level of student success confidence and fluency develop through teacher directed instruction and cumulative practice skills are coordinated to state standards for language and written expression as well as to the core knowledge curriculum by e d hirsch jr as students progress through the various levels of the program they acquire important basic skills that enable them to be effective speakers and reflective writers program components of levels i ii iii iva and ivb · teacher s presentation book · scripted lessons · blackline masters packet · blackline master homework program · student workbook · answer key presented as a filled-in student workbook · out-of-program mastery tests and rubrics for scoring written expression available as a separate component 1tpb 1 sb 1 opt 2tpb 2 sb 2 opt 3tpb 3 sb 3 opt 4a tpb 4a sb 4a opt 4b tpb 4b sb 4b opt adventures in language level i teacher presentation book 1 student book 1 packet of blm/homework masters answer key workbook 285 .00 student workbook level i 12 .00 out of program test blackline masters level i 250 .00 adventures in language level ii teacher presentation book 1 student book 1 packet of blm/homework masters answer key workbook 285 .00 student workbook level ii 12 .00 out of program test blackline masters level ii 250 .00 adventures in language level iii teacher presentation book 1 student book 1 packet of blm/homework masters answer key workbook 285 .00 student workbook level iii 12 .00 out of program test blackline masters level iii 250 .00 adventures in language level iva teacher presentation book 1 student book 1 packet of blm/homework masters answer key workbook 235 .00 student workbook level iva 12 .00 out of program test blackline masters level iva 125 .00 adventures in language level ivb teacher presentation book 1 student book 1 packet of blm/homework masters answer key workbook 235 .00 student workbook level ivb 12 .00 out of program test blackline masters level ivb 125 .00 all orders must include 15 shipping and handling 11

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the power series is a multi-level language and homework program designed to be used with the highly successful direct instruction corrective reading decoding programs published by sra the power series can be used with any students who placement test in decoding a b1 b2 or c the four programs in the power series are ·lift off to writing for decoding a ·paragraph power for decoding b2 ·sentence power for decoding b1 ·study skills power for decoding c each program contains the teacher s guide and blackline masters packet for student materials 1lotw 2sp 3pp 4ssp 5pss lift off to writing for decoding a 165 .00 sentence power for decoding b1 165 .00 paragraph power for decoding b2 165 .00 study skills power for decoding c 190 .00 power series set of all 4 programs 650 .00 authored by terry dodds and maureen chislett reader s club is a highly motivating supplemental reading program designed for students placed in reading mastery i or fast-cycle i rainbow class and plus editions each lesson in reader s club has been specifically correlated to follow the sequence of reading mastery i reader s club is an excellent way to establish communication with parents and include them as meaningful partners in the education of their children the games or story books may be sent home as components of a home support program or used as a classroom intervention program a sample letter provided as a blackline master outlines a simple routine for teachers parents and students to follow program components teacher s instructions for reader s club blackline masters for games and game cards correlated to lessons 1-80 in reading mastery i teacher s presentation book correlated to lessons 81-160 in reading mastery i classroom set of 40 different story books additional sets of storybooks may be purchased separately blackline masters of the 40 different storybooks optional 1rctpk 2rcblmsb 3rcsb reader s club teacher presentation kit teacher s presentation book blackline masters packet for games and game cards 40 story books 210 .00 blackline masters for 40 storybooks 130 .00 40 story books 75 .00 authored by terry dodds and maureen chislett the home school partnership program is a 160 page blackline master homework program designed for students placed in reading mastery ii each homework sheet in the home school partnership program supports and reinforces the skills and concepts taught in the daily reading lesson program components instruction sheets for the teacher blackline master parent letter blackline master sheets for each lesson in reading mastery ii 4hspp home school partnership program blackline masters packet .115 .00 all orders must include 15 shipping and handling 12

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serieslaunchers by terry dodds and fay goodfellow series launchers© is a direct instruction program that provides short novel studies which introduce students to popular series of children s chapter books each novel study is designed to offer two to three weeks of instruction lessons include vocabulary exercises guided story reading comprehension activities test practice and written expression activities the goal of series launchers is to establish confidence in young readers who are working in direct instruction reading programs to become independently involved in a choice reading program teacherpresentationbook series launchers by terry dodds and fay goodfellow teacher presentation book · fully scripted lessons with blms for overheads if required · decoding exercises include initial decoding firming it up and practice to the mastery level · vocabulary words and expression exercises provide the teacher with a clear instructional routine for helping students enlarge their reading and speaking vocabulary · guided reading includes literal and abstract questions in accordance with state standards literary analysis skills are an important part of the guided reading procedure each day s reading begins with a what s happened so far mouse tales based on arnold lobel books by arnold lobel reading level 1.5-2.3 level 1 · reading fluency is developed through a checkout procedure that begins with a teacher model silent reading practice an un-timed partner checkout then progresses to a timed partner checkout and culminates in a teacher directed checkout a chart for calculating and recording reading rate progress is provided a little nonsense now and then is cherished by the wisest men roald dahl 13

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serieslaunchers continued studentbook · wordsiwanttoremember individualized word bank offers a place for students to record words that are important to their reading and writing · introducingtheauthor expository passages introduce the author of each series and provide background information as required · wordsfromthestory vocabulary lists are firmed to mastery in each lesson with meanings presented in a variety of formats word analysis skills from various state standards such as root word prefixes and suffixes are covered · learningaboutwords follow-up activities include fill in the blanks multiple choice in test-practice format word and phrase replacement meaning from context synonyms and opposites/antonyms · showingwhatihavelearned extension activities include a wide range of activities including expanded written responses sketching drawing labeling webbing cooperative activities technology and projects · writer schecklist evaluation of writing projects is based on the six traits · endofunittest each chapter book or novel has an end of unit test for evaluation purposes which includes word reading a timed passage reading vocabulary short response comprehension and paragraph response writing · readasecondandthirdbook the student booklet includes open-ended literary analysis response forms for two additional books in the series or by the same author · read-on a bibliography of other selections in the series or by the same author is listed on the back cover of the student book teacher reminder the teacher and each student will need a copy of the novel being studied all of the included titles may be ordered at mr.dictionary-bookstoo po box 108 brandon ms 39043-0108 attn mr john conner phone 1-800-257-7566 fax 601-824-1999 ordering information for series launchers is on the following page 14

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