Old School, New School TG
Level D/6
Old School, New School Social Studies
Teacher’s Guide Skills & Strategies Anchor Comprehension Strategy
•• Compare and Contrast Phonemic Awareness
•• Segment phonemes in words
Phonics
•• Identify short i •• Identify initial r
High-Frequency Words •• live, many, sit, small
Content Vocabulary •• Parts of a school
Grammar/Word Study •• Sentences
Social Studies Big Idea
•• S chools have many things in common, but they also have many unique things.
B
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• Small Group Reading Lesson • Skills Bank • Reproducible Activity
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
11/15/10 5:04:03 PM
Small-Group Reading Lesson playground
library
Before Reading Activate Prior Knowledge
School classroom
ell
lunchroom
• Ask students to think about places in their school. Prompt with questions if necessary: Where do we eat lunch? Where do we go at recess? Begin a word web (left) with the word “School” in the center circle. In the outer circles, write the places that students suggest.
Make Text-to-Self Connections Support Tips
for English-Language Learners
Build Vocabulary and Language Patterns Prior to reading, take students on a picture walk to find out if they can recognize and name the different parts of a school. Encourage them to tell what they know about each place. Point to the pictures and model sentences using the vocabulary: This is a playground. This playground has swings and a slide. Have students repeat your sentences to reinforce structure, vocabulary, and intonation.
CUES FOR STRATEGIC READING Visual Cues • Look at the beginning letter or letters (r in read; sl in slide). • Look for familiar chunks within the word (play in playground).
Structure Cues • Ask whether the sentence sounds right. • Look for repeated language patterns: This is . . .; My old school had . . .; My new school has . . .
• Display the book cover. Read the title aloud and say: When I read a book, I make connections between my own experiences and the subject of the book. When I read the title Old School, New School, I think about schools I went to when I was younger. I went to one school that was small. I went to one school that was big. I liked the small school. But I really liked the big playground at the big school! • Encourage students to recall schools they, family members, or friends have attended. Say: As you read the book, think about your school and compare it to the schools that the girl in the book tells about. This will help you enjoy the book more.
Preview the Book • Have students turn to the title page. Ask: What do you see on this page? How are the two school buildings different? • Preview the rest of the book with students. Point to each picture and ask students what part of a school it shows. Reinforce the language used in the text. For example, Ask: Does our school have a small playground or a big playground?
Set a Purpose for Reading • Have students turn to page 2 and whisper-read the book. Say: Read to find out how the old school and the new school are the same and how they are different. Monitor students’ reading and provide support when necessary.
Review Reading Strategies • Use the clues provided to remind students that they can apply different strategies to identify unfamiliar words.
Meaning Cues • Think about what makes sense in the sentence. • Look at the picture to confirm the meaning of the word.
2
Old School, New School
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© 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible page for classroom use. No other
part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN: 978-1-4108-2673-2
11/15/10 5:04:03 PM
During Reading Observe and Prompt Reading Strategies • Observe students as they read the book. Take note of how they problem-solve on text. Guide, or prompt, individual students who cannot problem-solve independently.
After Reading Reflect on Reading Strategies • After students have completed their reading, encourage them to share the reading strategies they used. Reinforce the good reading behaviors you noticed by saying: I noticed, [student’s name], that when you came to a word you didn’t know, you tried to say each sound and then you blended the sounds together. That was good reading. [ Student’s name], I saw that you tried to figure out how to say the word computer. You sounded out the first letter and checked the picture to see whether it looked familiar. Did that help you?
Build Comprehension: Discuss Concepts • L ocate facts/compare and contrast: How is the new school’s playground different from the old school’s playground? (It does not have a slide.) • L ocate facts: What did the girl like about the library at her old school? (It had a rug that she liked to sit on while she read.) •C ompare and contrast: What is one way that the new school is like the old school? (The girl has many friends.) •D raw conclusions: Which school does the girl like better? Explain your answer. (Answers will vary. Students may say that she does not like one better than the other, although she likes different things about each one.) •P ersonal response: What is your favorite part of your school? Why? (Answers will vary.) • Use the Comprehension Assessment Tips on page 4 to evaluate how students answer different types of questions. • To practice text-dependent strategies, use the Comprehension Through Deductive Reasoning card provided for Old School, New School.
© 2011 Benchmark Education Company, LLC
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ell
Support Tips
for English-Language Learners
Highlight for students the words old and new as they are used in the story. Point out that the girl uses old and new to distinguish between the school she used to go to and the school she goes to now. Her “old” school may not be old, as in “built a long time ago,” and her “new” school may not be new, as in “built recently.” Model the words in other similar situations, such as old and new houses or cars.
Skills Support tips Use the Skills Bank Based on your observation of students’ reading behaviors, you may wish to select activities from the Skills Bank (pages 6–7) that will develop students’ reading strategies.
Assessment Tip
Check a student’s reading strategies by asking him or her to read a page of the text aloud to you while other students whisper-read. Note whether the student is using visual, structure, and/or meaning cues to self-correct and to make sense of the text.
Make Fiction-to-Fact™ Concept Connections If students have read At the Park, ask: •W hat things in At the Park are also in Old School, New School? (Both describe playgrounds with swings and slides.) •W hich book tells about real people? Which book tells about make-believe people? (Old School, New School tells about real people; At the Park tells about make-believe people.) Old School, New School
3
11/15/10 5:04:04 PM
Small-Group Reading Lesson
COMPREHENSION ASSESSMENT TIPS
Monitor Comprehension • Are students able to locate specific answers to textdependent questions in the text? If they are having difficulty, show them how to match the wording of the question to the wording in the text. • Are students able to find answers to questions that require a search of the text? If they are having difficulty, model how you would search for the answer. • Can students combine their background knowledge with information from the text to draw conclusions? You may wish to model how you would answer the question.
Build Comprehension: Compare and Contrast Model Create an overhead transparency of the graphic organizer “Old School, New School” or copy the chart on the board. Help students recall details about the two schools in the story. Model how to complete the chart. Use the following think-aloud. To compare and contrast two things, I note how they are alike and how they are different. In this book a girl tells about her old school and her new school. I can use a graphic organizer like this one to record what she says about the parts of the schools. What does she say about the playground at her old school? It has swings and a slide. I will write that in the first box under “Old School” and next to “Playground.” Now let’s recall what the girl tells about the playground at her new school. Practice and Apply Guide students as they find details that tell about each part of the two schools and tell where to write the information on the chart. If you think students can complete the chart independently, distribute copies of the graphic organizer (page 8) and monitor their work. Allow students time to share their completed graphic organizers.
• Are students’ answers to creative questions logical and relevant to the topic? • Do students’ completed graphic organizers reflect an ability to compare and contrast details in a story? If necessary, provide more modeling.
42
Louis Pasteur Old School, New School
26732_TG.indd 4
Old School, New School Old School
New School
Playground
Has swings and a slide
Has swings but no slide
Library
Small with a rug to sit on
Big with many books and computers
Pets
A lizard in a cage
No lizard, but a fish in a bowl
Friends
Many friends
Many friends
© 2011 Benchmark Education Company, LLC
11/15/10 5:04:04 PM
Interactive Writing • Have students use information from the graphic organizer to write sentences about story details. Say: Let’s look at our chart. It tells how the schools in the book are alike and different. Let’s think of a sentence we can write about one of these details. (Possible sentences: “The new playground does not have a slide” and “The new school has computers.”) • Repeat the sentence aloud several times with students so they internalize the language pattern. Collaborate with them to write the sentence on chart paper or on the board, one word at a time. Start by saying the first word slowly. Ask: What sound do you hear at the beginning of this word? What other sounds do you hear? Let students write the known sounds in each word, then fill in the remaining letters for them. Continue until the sentence is completed.
√√√ √
√
√ √√ √ √√√
Write Independently
the nu skul hs a f is.
• Have students write their own sentences based on the story. Encourage them to articulate words slowly, use spaces between words, and write known words fluently.
The new school has a f ish.
• Conference with students about their sentences. Validate their knowledge of known words and letter/sound correspondences by placing a light check mark above students’ contributions. Praise students as you write the message conventionally for students to see.
FLUENCY SUPPORT TIPS
Reread for Fluency
Model Fluency
• Ask students to reread Old School, New School independently. Then ask them to read the story with a partner, alternating pages.
• Read sections of the book aloud to students to model fluent reading of the text.
Connect to Home
• Model using appropriate phrasing, intonation, volume, expression, and rate.
• Have students read the take-home version of Old School, New School to family members. Suggest that students and family members discuss and compare schools that they have attended.
© 2011 Benchmark Education Company, LLC
26732_TG.indd 5
T
• Have students listen to you read a portion of the text and then have them read it back to you.
Old School, New School
5
11/15/10 5:04:04 PM
Skills Bank Phonemic Awareness: Segment Phonemes in Words •S ay: Listen as I say the sounds in a word: /f/ /i/ /sh/. What word am I saying? Have students repeat the sounds and then say the word fish. • Repeat the procedure with the following words: school, slide, small, swings, rug, books, cage, bowl, and friends. As a challenge, give volunteers one of the words and ask them to segment the sounds in the word.
Phonics: Short i
is this hit if
tip gift wish
• Write the word is on the board. Ask students to identify the beginning sound in the word and the letter that makes that sound. Then have students look through the book and find another word that begins with /i/. (it) • Write the word this on the board. Ask: Do you hear the short i sound in this word? Where do you hear it? Point out that the letter i can make /i/ at the beginning and in the middle of words. Have students look through the book and find other words that have /i/. (sit, big, lizard, lived, fish, lives) •S ay: I will say three words. Tell me which word has the short i sound: slide, hit, or has. When students choose the word hit, write it on the board. Continue with these word groups: at, up, if; bat, tip, cup; gift, have, ten; duck, wish, cap. Read the /i/ words together, emphasizing the sound.
Phonics: Initial r
The red rabbit ran down the road. Rob reads on the rug.
6
Old School, New School
26732_TG.indd 6
• Write the word red on the board. Ask students to say the word with you and to listen to the beginning sound. Underline the letter r and explain that r stands for /r/ at the beginning of red. Have students look through the book and find other words that begin with r. (read, rug) Write the words on the board. Help students brainstorm more words that begin with r, such as rock, rabbit, rope, ring, ran, and road. Write the words students suggest on the board. • Together think of sentences that use at least three of the listed r words. (They can be nonsense sentences.) Write the sentences on the board and read them aloud.
© 2011 Benchmark Education Company, LLC
11/15/10 5:04:04 PM
High-Frequency Word Vocabulary • Say and spell the following high-frequency words with students: live, many, sit, and small. Write them on the board, pointing to each letter as you say it. Say: Tell me which words are the opposite of these words: few (many); large (small); die (live); stand (sit).
live many sit small
• Write the sentences below on the board. Read each sentence aloud and let students decide which high-frequency word completes the sentence. Write the word in the blank or have a volunteer write the word. We ___ at our desks. (sit) A mouse is a ___ animal. (small) I ___ in a small house. (live) There are ___ stars in the sky. (many)
Content Vocabulary: Parts of a School • Have students look through the book to find and recall the words that name parts of a school. (playground, library) Write the words on the board. Help students think of other parts of a school. Review the word web you made during Activate Prior Knowledge. Write the words on the board. (classroom, lunchroom, playground, library) •S ay: Let’s play a guessing game. I will give a clue about a part of our school. Tell me which part the clue tells about. I am thinking of where we go to check out books. (library) Continue giving clues until all the words have been used at least twice.
Grammar/Word Study: Sentences • Have students turn to page 2. Read the sentence aloud. Say: I know that this is a sentence. How do I know that? A sentence begins with a capital letter. Does this begin with a capital letter? Have a volunteer point to the capital T. •S ay: A sentence ends with a punctuation mark, such as a period, question mark, or exclamation mark. Does this end with a punctuation mark? Have a volunteer point to the period. Say: A sentence tells a complete idea. Does this tell a complete idea? Yes, it does. • Have students go on to page 3. Read the sentence aloud. Ask: Is this a sentence? Then ask the same questions as before and help students determine that this is also a sentence. Continue with the sentences on pages 4, 6, 8, and 10.
© 2011 Benchmark Education Company, LLC
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Old School, New School
7
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Name _______________________________________________________ Date __________________
Old School, New School Old School
New School
Playground
Library
Pets
Friends
© 2011 Benchmark Education Company, LLC
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11/15/10 5:04:05 PM
Old School, New School Social Studies
Teacher’s Guide Skills & Strategies Anchor Comprehension Strategy
•• Compare and Contrast Phonemic Awareness
•• Segment phonemes in words
Phonics
•• Identify short i •• Identify initial r
High-Frequency Words •• live, many, sit, small
Content Vocabulary •• Parts of a school
Grammar/Word Study •• Sentences
Social Studies Big Idea
•• S chools have many things in common, but they also have many unique things.
B
26732_TG.indd 1
• Small Group Reading Lesson • Skills Bank • Reproducible Activity
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
11/15/10 5:04:03 PM
Small-Group Reading Lesson playground
library
Before Reading Activate Prior Knowledge
School classroom
ell
lunchroom
• Ask students to think about places in their school. Prompt with questions if necessary: Where do we eat lunch? Where do we go at recess? Begin a word web (left) with the word “School” in the center circle. In the outer circles, write the places that students suggest.
Make Text-to-Self Connections Support Tips
for English-Language Learners
Build Vocabulary and Language Patterns Prior to reading, take students on a picture walk to find out if they can recognize and name the different parts of a school. Encourage them to tell what they know about each place. Point to the pictures and model sentences using the vocabulary: This is a playground. This playground has swings and a slide. Have students repeat your sentences to reinforce structure, vocabulary, and intonation.
CUES FOR STRATEGIC READING Visual Cues • Look at the beginning letter or letters (r in read; sl in slide). • Look for familiar chunks within the word (play in playground).
Structure Cues • Ask whether the sentence sounds right. • Look for repeated language patterns: This is . . .; My old school had . . .; My new school has . . .
• Display the book cover. Read the title aloud and say: When I read a book, I make connections between my own experiences and the subject of the book. When I read the title Old School, New School, I think about schools I went to when I was younger. I went to one school that was small. I went to one school that was big. I liked the small school. But I really liked the big playground at the big school! • Encourage students to recall schools they, family members, or friends have attended. Say: As you read the book, think about your school and compare it to the schools that the girl in the book tells about. This will help you enjoy the book more.
Preview the Book • Have students turn to the title page. Ask: What do you see on this page? How are the two school buildings different? • Preview the rest of the book with students. Point to each picture and ask students what part of a school it shows. Reinforce the language used in the text. For example, Ask: Does our school have a small playground or a big playground?
Set a Purpose for Reading • Have students turn to page 2 and whisper-read the book. Say: Read to find out how the old school and the new school are the same and how they are different. Monitor students’ reading and provide support when necessary.
Review Reading Strategies • Use the clues provided to remind students that they can apply different strategies to identify unfamiliar words.
Meaning Cues • Think about what makes sense in the sentence. • Look at the picture to confirm the meaning of the word.
2
Old School, New School
26732_TG.indd 2
© 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible page for classroom use. No other
part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN: 978-1-4108-2673-2
11/15/10 5:04:03 PM
During Reading Observe and Prompt Reading Strategies • Observe students as they read the book. Take note of how they problem-solve on text. Guide, or prompt, individual students who cannot problem-solve independently.
After Reading Reflect on Reading Strategies • After students have completed their reading, encourage them to share the reading strategies they used. Reinforce the good reading behaviors you noticed by saying: I noticed, [student’s name], that when you came to a word you didn’t know, you tried to say each sound and then you blended the sounds together. That was good reading. [ Student’s name], I saw that you tried to figure out how to say the word computer. You sounded out the first letter and checked the picture to see whether it looked familiar. Did that help you?
Build Comprehension: Discuss Concepts • L ocate facts/compare and contrast: How is the new school’s playground different from the old school’s playground? (It does not have a slide.) • L ocate facts: What did the girl like about the library at her old school? (It had a rug that she liked to sit on while she read.) •C ompare and contrast: What is one way that the new school is like the old school? (The girl has many friends.) •D raw conclusions: Which school does the girl like better? Explain your answer. (Answers will vary. Students may say that she does not like one better than the other, although she likes different things about each one.) •P ersonal response: What is your favorite part of your school? Why? (Answers will vary.) • Use the Comprehension Assessment Tips on page 4 to evaluate how students answer different types of questions. • To practice text-dependent strategies, use the Comprehension Through Deductive Reasoning card provided for Old School, New School.
© 2011 Benchmark Education Company, LLC
26732_TG.indd 3
ell
Support Tips
for English-Language Learners
Highlight for students the words old and new as they are used in the story. Point out that the girl uses old and new to distinguish between the school she used to go to and the school she goes to now. Her “old” school may not be old, as in “built a long time ago,” and her “new” school may not be new, as in “built recently.” Model the words in other similar situations, such as old and new houses or cars.
Skills Support tips Use the Skills Bank Based on your observation of students’ reading behaviors, you may wish to select activities from the Skills Bank (pages 6–7) that will develop students’ reading strategies.
Assessment Tip
Check a student’s reading strategies by asking him or her to read a page of the text aloud to you while other students whisper-read. Note whether the student is using visual, structure, and/or meaning cues to self-correct and to make sense of the text.
Make Fiction-to-Fact™ Concept Connections If students have read At the Park, ask: •W hat things in At the Park are also in Old School, New School? (Both describe playgrounds with swings and slides.) •W hich book tells about real people? Which book tells about make-believe people? (Old School, New School tells about real people; At the Park tells about make-believe people.) Old School, New School
3
11/15/10 5:04:04 PM
Small-Group Reading Lesson
COMPREHENSION ASSESSMENT TIPS
Monitor Comprehension • Are students able to locate specific answers to textdependent questions in the text? If they are having difficulty, show them how to match the wording of the question to the wording in the text. • Are students able to find answers to questions that require a search of the text? If they are having difficulty, model how you would search for the answer. • Can students combine their background knowledge with information from the text to draw conclusions? You may wish to model how you would answer the question.
Build Comprehension: Compare and Contrast Model Create an overhead transparency of the graphic organizer “Old School, New School” or copy the chart on the board. Help students recall details about the two schools in the story. Model how to complete the chart. Use the following think-aloud. To compare and contrast two things, I note how they are alike and how they are different. In this book a girl tells about her old school and her new school. I can use a graphic organizer like this one to record what she says about the parts of the schools. What does she say about the playground at her old school? It has swings and a slide. I will write that in the first box under “Old School” and next to “Playground.” Now let’s recall what the girl tells about the playground at her new school. Practice and Apply Guide students as they find details that tell about each part of the two schools and tell where to write the information on the chart. If you think students can complete the chart independently, distribute copies of the graphic organizer (page 8) and monitor their work. Allow students time to share their completed graphic organizers.
• Are students’ answers to creative questions logical and relevant to the topic? • Do students’ completed graphic organizers reflect an ability to compare and contrast details in a story? If necessary, provide more modeling.
42
Louis Pasteur Old School, New School
26732_TG.indd 4
Old School, New School Old School
New School
Playground
Has swings and a slide
Has swings but no slide
Library
Small with a rug to sit on
Big with many books and computers
Pets
A lizard in a cage
No lizard, but a fish in a bowl
Friends
Many friends
Many friends
© 2011 Benchmark Education Company, LLC
11/15/10 5:04:04 PM
Interactive Writing • Have students use information from the graphic organizer to write sentences about story details. Say: Let’s look at our chart. It tells how the schools in the book are alike and different. Let’s think of a sentence we can write about one of these details. (Possible sentences: “The new playground does not have a slide” and “The new school has computers.”) • Repeat the sentence aloud several times with students so they internalize the language pattern. Collaborate with them to write the sentence on chart paper or on the board, one word at a time. Start by saying the first word slowly. Ask: What sound do you hear at the beginning of this word? What other sounds do you hear? Let students write the known sounds in each word, then fill in the remaining letters for them. Continue until the sentence is completed.
√√√ √
√
√ √√ √ √√√
Write Independently
the nu skul hs a f is.
• Have students write their own sentences based on the story. Encourage them to articulate words slowly, use spaces between words, and write known words fluently.
The new school has a f ish.
• Conference with students about their sentences. Validate their knowledge of known words and letter/sound correspondences by placing a light check mark above students’ contributions. Praise students as you write the message conventionally for students to see.
FLUENCY SUPPORT TIPS
Reread for Fluency
Model Fluency
• Ask students to reread Old School, New School independently. Then ask them to read the story with a partner, alternating pages.
• Read sections of the book aloud to students to model fluent reading of the text.
Connect to Home
• Model using appropriate phrasing, intonation, volume, expression, and rate.
• Have students read the take-home version of Old School, New School to family members. Suggest that students and family members discuss and compare schools that they have attended.
© 2011 Benchmark Education Company, LLC
26732_TG.indd 5
T
• Have students listen to you read a portion of the text and then have them read it back to you.
Old School, New School
5
11/15/10 5:04:04 PM
Skills Bank Phonemic Awareness: Segment Phonemes in Words •S ay: Listen as I say the sounds in a word: /f/ /i/ /sh/. What word am I saying? Have students repeat the sounds and then say the word fish. • Repeat the procedure with the following words: school, slide, small, swings, rug, books, cage, bowl, and friends. As a challenge, give volunteers one of the words and ask them to segment the sounds in the word.
Phonics: Short i
is this hit if
tip gift wish
• Write the word is on the board. Ask students to identify the beginning sound in the word and the letter that makes that sound. Then have students look through the book and find another word that begins with /i/. (it) • Write the word this on the board. Ask: Do you hear the short i sound in this word? Where do you hear it? Point out that the letter i can make /i/ at the beginning and in the middle of words. Have students look through the book and find other words that have /i/. (sit, big, lizard, lived, fish, lives) •S ay: I will say three words. Tell me which word has the short i sound: slide, hit, or has. When students choose the word hit, write it on the board. Continue with these word groups: at, up, if; bat, tip, cup; gift, have, ten; duck, wish, cap. Read the /i/ words together, emphasizing the sound.
Phonics: Initial r
The red rabbit ran down the road. Rob reads on the rug.
6
Old School, New School
26732_TG.indd 6
• Write the word red on the board. Ask students to say the word with you and to listen to the beginning sound. Underline the letter r and explain that r stands for /r/ at the beginning of red. Have students look through the book and find other words that begin with r. (read, rug) Write the words on the board. Help students brainstorm more words that begin with r, such as rock, rabbit, rope, ring, ran, and road. Write the words students suggest on the board. • Together think of sentences that use at least three of the listed r words. (They can be nonsense sentences.) Write the sentences on the board and read them aloud.
© 2011 Benchmark Education Company, LLC
11/15/10 5:04:04 PM
High-Frequency Word Vocabulary • Say and spell the following high-frequency words with students: live, many, sit, and small. Write them on the board, pointing to each letter as you say it. Say: Tell me which words are the opposite of these words: few (many); large (small); die (live); stand (sit).
live many sit small
• Write the sentences below on the board. Read each sentence aloud and let students decide which high-frequency word completes the sentence. Write the word in the blank or have a volunteer write the word. We ___ at our desks. (sit) A mouse is a ___ animal. (small) I ___ in a small house. (live) There are ___ stars in the sky. (many)
Content Vocabulary: Parts of a School • Have students look through the book to find and recall the words that name parts of a school. (playground, library) Write the words on the board. Help students think of other parts of a school. Review the word web you made during Activate Prior Knowledge. Write the words on the board. (classroom, lunchroom, playground, library) •S ay: Let’s play a guessing game. I will give a clue about a part of our school. Tell me which part the clue tells about. I am thinking of where we go to check out books. (library) Continue giving clues until all the words have been used at least twice.
Grammar/Word Study: Sentences • Have students turn to page 2. Read the sentence aloud. Say: I know that this is a sentence. How do I know that? A sentence begins with a capital letter. Does this begin with a capital letter? Have a volunteer point to the capital T. •S ay: A sentence ends with a punctuation mark, such as a period, question mark, or exclamation mark. Does this end with a punctuation mark? Have a volunteer point to the period. Say: A sentence tells a complete idea. Does this tell a complete idea? Yes, it does. • Have students go on to page 3. Read the sentence aloud. Ask: Is this a sentence? Then ask the same questions as before and help students determine that this is also a sentence. Continue with the sentences on pages 4, 6, 8, and 10.
© 2011 Benchmark Education Company, LLC
26732_TG.indd 7
Old School, New School
7
11/15/10 5:04:05 PM
Name _______________________________________________________ Date __________________
Old School, New School Old School
New School
Playground
Library
Pets
Friends
© 2011 Benchmark Education Company, LLC
26732_TG.indd 8
11/15/10 5:04:05 PM
