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Compare and contrast two or more versions of the same story ( e.g. Cinderella stories) by different authors of from different cultures

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Compare and contrast two versions of the The Three Little Pigs.

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CCSS.ELA-Literacy.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

CCSS.ELA-Literacy.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

CCSS.ELA-Literacy.RL.2.4
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

CCSS.ELA-Literacy.RL.2.5
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

CCSS.ELA-Literacy.RL.2.6
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

CCSS.ELA-Literacy.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

CCSS.ELA-Literacy.RL.2.9
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

CCSS.ELA-Literacy.RL.2.10
By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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English Language Arts Standards " Reading: Literature " Grade 2

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CCSS.ELA-Literacy.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CCSS.ELA-Literacy.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

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The educator can show a video read aloud of both stories. It is vital that the teacher exposes the students to both stories. Some students may not be familiar with both versions of the story.

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Miss Sofie's Story Time - Kids Books Read Aloud

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THE TRUE STORY OF THE 3 LITTLE PIGS - Children's Books Read Along Aloud | As told to Jon Scieszka

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The Three Little Pigs by James Marshall | Children's Book Read Aloud

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ELL students will be provided sentence frames for spoken language. Educators can create visual sentence frames through Microsoft white board. The EL student can use the sentence to engage in whole class discussions.

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Digital Online Whiteboard App | Microsoft Whiteboard | Microsoft 365

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The intelligent whiteboard and infinite canvas for creative collaboration that’s included with Microsoft 365.

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Educators can arrange students in small groups to proved EL students with opportunities to practice speaking the English language.

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English Language Learners

Videos can be a highly effective tool for teaching and learning English when used strategically. Check out these 7 videos to use with ELLs in the classroom.

Videos can be an effective tool for teaching and learning English (or, for that matter, any academic subject) if used strategically and not as a "babysitting" device. My colleague Katie Hull Sypnieski and I wrote a previous post for Edutopia titled Eight Ways To Use Videos With English-Language Learners that shares instructional strategies for many kinds of clips. Here are a few of my favorite videos to use with those exercises.

1. Mr. Bean - Getting Ready on the Way (4:11)
There are many popular television shows and movies that can be great tools for English-language development, and it's probably a safe bet to say that Mr. Bean is one used by English teachers throughout the world. You can find countless videos on the official Mr. Bean YouTube channel. Mr. Bean clips are great for use with the "Back to the Screen" technique explained here.

2. Asking For An Opinion (0:90)
English Central has a huge quantity of videos on their site integrated with their own software. The videos teach English vocabulary and grammar, and they automatically evaluate the pronunciation of users who are recording what they hear. Much of this content is free, and you can also pay for more advanced features.

3. Learning English Irregular Verbs (3:40)
This is perhaps the best-known video from Jason R. Levine's Fluency MC, and he offers many similar ones on his YouTube channel. Music is a great language-learning tool, and Jason combines it with a video demonstration, making this an unforgettable lesson in verb tenses.

4. You're So Beautiful (2:37)
This is a beautiful and popular song to use with English-language learners -- it's slow and reinforces learning adjectives. More importantly, however, this video shows the lyrics in time as the song is sung. You can find many of these clips by searching the name of a song plus "lyrics videos" on YouTube. Even the New York Times has written about their growing popularity. I specifically look for songs that reinforce the thematic unit we're studying. We practice the song with students, record them on SoundCloud, and embed it in our class blog, providing students and their families with an opportunity to hear their growing English abilities.

5. If You're Happy And You Know It (1:51)
The British Council Learn English Kids YouTube channel is a great source of videos for younger English-language learners. "If You're Happy and You Know It" gives you a taste of what you can find there.

6. Gus vs. Pool (1:45)
Research has shown that perseverance is a key quality of a successful language learner. I show this video to my ELL students, and after they describe it in writing and verbally, I ask them to tell me how they think its content might be related to learning a new language. The video serves as a fun introduction to an important topic.

7. Scaffolding for Middle School ELLs (2:07)
While the other videos on the playlist are for English-language learners, this one is for teachers. It's just one of a nice collection from Colorin Colorado showing educators demonstrating instructional strategies in the classroom. Three other similarly good classroom collections can be found at The Teaching Channel, the Southwest Regional Educational Laboratory Educational Program, and the University of Oregon's Online Learning Language Center.

Video Playlist: Resources for English-Language Learners

Watch the first video below, or watch the whole playlist on YouTube.

More Resources on How to Teach ELLs With Video

For more sources of good videos designed for English-language development, and for ideas on how to use them, visit these websites:

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5-Minute Film Festival: 7 Videos for ELL Classrooms

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English Language Learners Videos can be a highly effective tool for teaching and learning English when used strategically. Check out these 7 videos to use with ELLs in the classroom. Videos can be an effective tool for teaching and learning English (or, for that matter, any academic subject) if used strategically and not as a "babysitting" device.

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Educators can expose students to signal words that will allow students identify the differences between compare and contrast.

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Educators can create a prior knowledge digital assessment with the Kahoot app. Educators can create simple quiz with pictures of small and large animals, small and large shapes etc. This tool will help an educator gather knowledge about each students knowledge of the concept.

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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This diagram can be used before or after the concept/ skill has been presented to the students. Students may prefer to write or draw there prior or learned knowledge.

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Educators can adapt time allotted for learning, assignment completion or testing.

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Follow the Yellow Brick Road Flash Cards

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Follow the Yellow Brick Road Flash Cards

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Educators can use flash cards with compare and contrast signal words and pictures on the back of them. Students with special need can use these cards as compare and contrasting clues to answer teacher directed questions.

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26 Fun Second Grade Reading Comprehension Activities

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Creative ideas to get kids excited about reading deeper.

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Educators create a glove with the provides a visually fun and creative way to simplify the story and promote comprehension. Students will be able to compare and contrast the characters, the setting and the point of view of the pig and the wolf.

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26 Fun Second Grade Reading Comprehension Activities

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Creative ideas to get kids excited about reading deeper.

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Verbal, Written and Drawing responses to lesson questions

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Verbal, Written and Drawing responses to lesson questions

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Students with special needs should be provided options express their learning. This website will provide educators with accommodation ideas for students with disabilities,

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Page 4: Selecting an Accommodation

Identifying and selecting instructional and testing accommodations that will allow the student to access learning is the responsibility of the individualized education program (IEP) team. Before the team can select an accommodation to help a student meet his learning goals, however, they must first identify the barrier affecting his academic performance.
Individualized Education Program (IEP) Team
The multidisciplinary team of education and related services professionals that develops and evaluates, along with the students and their parents, the individualized education program plan for each student with a disability. Following is a list of potential IEP team members and their roles.

IDEA '04 requires that, at a minimum, multidisciplinary IEP teams include a parent, general education teacher, special education provider, a representative of the school district, and an educational professional who can interpret assessment results.

Parents. The term parent refers to a biological parent, foster parent, legal guardian, or an individual who acts in place of the parent (e.g., grandparent, stepparent, other relative). Parents can provide important information about priorities, strengths, and child needs as well as information about the cultural and developmental appropriateness of goals and intervention strategies.

General education teacher. At least one general educator should be present if the student is participating in general education. As the general education curriculum specialist, this person is responsible for providing the core academic instruction.

Special education teacher or special education provider. At least one special education teacher or provider should be present. An expert in specially designed instruction, accommodations, and curricular modifications, the special education teacher ensures that student performance data are collected and analyzed, and then instruction and intervention are modified accordingly. A special education provider is responsible for implementing the IEP. In addition to the special education teacher, this can include related service personnel, who also provide services outlined in the IEP (see below).

A representative of the school district. This person must be a) qualified to provide or supervise the uniquely designed instruction that will meet the student's needs, b) knowledgeable about the general education curriculum, and c) knowledgeable about available school resources.

Other professional (e.g., school psychologist). This person's role is to interpret the assessment results and explain the instructional implications of those results to the team. This role may be filled by any of the school personnel listed above, as appropriate.

Other relevant individuals. At the parent or school district's discretion, other people who have relevant knowledge or expertise regarding the student can be included, when appropriate.

Student with a disability. Depending on a child's age, maturity, interest in, and willingness to participate, the student should be included in IEP meetings when appropriate.

Additional team members are determined based on the individual needs of the student (see "Additional Team Members" below).

In addition to the required multidisciplinary team members listed in the table above, other personnel are often needed to address the individualized needs of the student. Related services personnel -each with discipline-specific expertise beyond that of the classroom or special education teachers-are frequently part of the multidisciplinary team and provide these supports.

Consider Liam

As you recall from the Challenge, Liam, a middle school student with low vision, struggles to read standard print materials in a timely fashion. Although he reads at grade level, Liam has difficulty finishing science reading assignments in class in the allotted time. At first, his teacher was a bit perplexed: She assumed that Liam's glasses provided full vision correction. However, after paying closer attention to Liam during reading, she noticed that he still needs to hold reading material close to his face, and even then he squints. As a result, it takes him longer to read a passage. She wonders what type of accommodation will help Liam read text faster or more efficiently.

Accommodations are typically grouped into four categories: presentation, response, setting, and timing and scheduling. The table below summarizes the relationship between barriers related to learning and the corresponding accommodation categories, and it also provides examples of accommodations for each category.

The way information is presented (e.g., text, lecture, video)

Presentation accommodations

Allow a student to access information in ways other than standard visual or auditory means

Change the way that instruction, directions, and information are presented

Books and materials with large print

Visual cues (e.g., color-coded text)

Audio books

Close-captions on videos

The way in which the student is required to respond (e.g., writing, speech)

Response accommodations

Allow students to complete assignments or assessments through ways other than typical verbal or written responses

Speech-to-text software

Orally dictate responses (using a scribe or digital recorder)

The characteristics of the setting (e.g., noise level, lighting)

Setting accommodations

Allow for a change in the environment or in how the environment is structured

Preferential seating (e.g., near the teacher)

Testing in a separate location

The timing and scheduling of the instruction (e.g., time of day, length of assignment)

Timing and scheduling accommodations

Allow for changes to when and how long students have to complete assignments or assessments

Allow assignments to be broken down into smaller sections

Extended time to complete task

Frequent breaks

Shorter testing sessions

Consider Liam

To address the barrier presented by Liam's disability-reading standard print-the IEP team decides to provide him with a digital textbook that allows him to enlarge the text (a presentation accommodation). The team hopes this will help him read more efficiently and complete science reading assignments in the allotted time because he will not have to strain to read small print.

For Your Information

Teachers often have first-hand knowledge of what works with the student in their classrooms. For this reason, they are valuable members of the IEP team, play an integral role in this process, and should be active participants.

In addition to considering the type of accommodation that would best support the student given the barrier presented by his disability, the IEP team might also consider and discuss the following to help identify a potentially effective accommodation.

Present levels of academic achievement and functional performance

Individual strengths and needs

Specific learning goals

Academic or social behaviors that interfere with the student's learning

Modalities (e.g., visual, auditory) that work best for the student

Accommodations that have already been tried (what has and has not worked well)

Some of the challenges presented by the use of these accommodations

How the accommodation will be evaluated to determine whether it is working

Whether the student is amenable to the accommodation and will likely use it

As they try to determine the type of accommodation that will likely support the student, the IEP team should keep in mind that decisions are individualized to the student and should not be based on a specific disability category. Listen as Ryan Kettler, Candace Cortiella, and Martha Thurlow offer suggestions about identifying and selecting accommodations.

Ryan Kettler, PhD
Applied Core Faculty
Rutgers Graduate School of Applied and Professional Psychology
Rutgers University

(time: 1:37)

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View Transcript
Martha Thurlow, PhD
Director of the National Center on Educational Outcomes
University of Minnesota

(time: 0:52)

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View Transcript
Transcript: Ryan Kettler, PhD

Disability status or disability category is not a sufficient way to identify which accommodations will be effective. You really need to dive into the assessment information and find where those functional impairments are that might affect performance or ability to show what one knows he can do on a test. For example, two students might have specific learning disabilities, but one may have a working memory impairment, and that could be addressed through an accommodation like reducing the amount of spread across pages, or reducing the number of answer choices, so that there doesn't have to be as much information that's kept in the working memory. Another person might have a specific learning disability and may have a processing speed impairment or really low processing speed, and that student would benefit from having extra time, or would likely benefit. Accommodations decisions should always be made based on not only the individual strengths and weaknesses of the person but also the access skills that are demanded by the instructional activity or by the test. If the demands change, every time you're considering a new test or a new instructional activity you have to readdress which accommodations are going to be appropriate for that student. Every time that the demands change of the situation-whether it be a test or an instructional situation-there has to be a reevaluation of the access skills that are necessary and whether or not the accommodations are appropriate in that new situation.

Transcript: Candace Cortiella

It's not unreasonable at all to go through some period of testing out accommodations to see if they do help the student with the access skills, and is the student going to embrace the accommodation. Are they actually going to use it or are they going to reject it in a classroom or test setting? The other thing to remember is that this is not an "if some is good, more is better" situation. I have seen through my work as a parent and as a parent advocate it's schools and teachers having a standardized menu of accommodations that they want to give students, dictated by the student's disability category. This is not a good way to go about making accommodations decisions. In fact, it's not a good idea at all to over-accommodate students. There are a lot of dangers in that, and one of the biggest ones is that they really won't be learning the content; they'll just be using their accommodations. And as they grow up and go to college or whatever, they're not necessarily going to have access to all those accommodations, so it's not a more-is-better situation.

Transcript: Martha Thurlow, PhD

The three top ones that I think about: Make sure that accommodations are individualized. That's one. And then two is closely related, and that is don't assume that what works for one student will work for another student. Nor should you assume that what works for a student in one content area is going to work in a different content area. Definitely, the notion of cutting and pasting is something to be avoided. The individualized is really important here when we think about accommodations. And then my third is a warning to not provide too many accommodations. Check out whether accommodations are doing what is intended by charting, by observing to know what's really happening with accommodations. Those are my top three.

After they have chosen the appropriate instructional and testing accommodations for a student, the team should document them on the student's individualized education program (IEP) or 504 plan. Although these vary by state, the forms include several sections where accommodations can be specified: communication and AT special considerations, supplemental aids and services, and assessment sections.

For Your Information

It is important that a student understand his disability and what accommodations can help him in school. By taking part in IEP meetings, the student can begin to learn to speak up for himself and his own needs. A student who is involved in the accommodation selection process tends to use the accommodations more often than one who is not involved. Through this process, the student learns to self-advocate and to make important decisions about his needs that he can then apply on the job or when attending post-secondary education.

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IRIS | Page 4: Selecting an Accommodation

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Identifying and selecting instructional and testing accommodations that will allow the student to access learning is the responsibility of the individualized education program (IEP) team. Before the team can select an accommodation to help a student meet his learning goals, however, they must first identify the barrier affecting his academic performance.

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Students can use a graphic organizer to organize their thoughts. Students struggling with grasping the concept, may benefit from a graphic organizer.

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graphic organizer template - Google Search

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bubble map main idea google docs web plot diagram cause effect story editable graphic vocabulary