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Compare and contrast the adventures and experiences of characters in stories.

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Compare and Contrast Reading Strategies 

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Compare and Contrast Reading Strategies 

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Compare and Contrast | Reading Strategies | EasyTeaching

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How do you introduce the concept of compare and contrast to your little learners?

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How do you introduce the concept of compare and contrast to your little learners?

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How do you introduce the concept of compare and contrast to your little learners? This was the question that kept creeping up as I was planning for this week's reading instruction. I have been trying to work with my students this year on speaking and listening to each other by using partner talk much more. I wanted less pencil and paper work and more discussion. So far, my students have been doing a nice job with this switch and I'm so proud! That's why when it came time to think about lesson planning for reading this week, I didn't want to introduce compare and contrast without activities that would enhance my students' discussions. Enter this new packet of activities!

In first grade, students are responsible for comparing and contrasting character's activities and experiences within a story. Wonderful, sounds great and easily attainable within one week...NOT. I thought how can my littles compare and contrast character's experiences when they haven't done that work with their own lives yet? That's what I hoped to accomplish this week, set the foundation for comparing and contrasting things that students can relate to and THEN move onto characters in stories. So far so good!

We started today by introducing the terms compare and contrast with these posters and focusing on their key words.

Then, we discussed as a whole group how we could compare and contrast cats and dogs using these key words. The ideas were fantastic, they both have four paws, they both play with toys, they both have fur, they eat different food. I was really excited to continue! We kept the momentum going and started a compare and contrast pocket chart activity. Students chose a card and sorted if the statement compared cats and dogs or contrasted them.

Discussing the statements with their classmates really helped them to sort and finding the key words did also. After finishing up this pocket chart activity as a group, the kids were ready to start the next activity: pair and share. I paired my students up with their reading buddies (like-ability reading partners) and passed out cards with two similar things on them. The students were only asked to discuss ways to compare and contrast these two things first. Here are some examples:

It was so nice to see my kids sitting with their partners and discussing these two things in a respectful and appropriate way. I felt so proud that all of our practice was paying off! After a few minutes of discussion, we reviewed a Venn Diagram and how we could use it to organize our thoughts. The pairs were then given one and asked to complete it for their things on their cards. The kids went to town with very little further instruction...#teachersuccess!

(Yes, those are adorable pink Hunter boots from our resident "Princess Peach" for the day. She had a tiara on and everything!)

We will continue to work with compare and contrast all week, finally getting to some character comparisons towards the end of the week with our Journeys' anthology and guided reading books. But first, some more real life application through these activities...

I can't wait to see how the "Friend Venn" activities turn out!

If you're interested in these activities please visit my tpt store and check it out! Okay, ready to curl up and watch the Bachelor in snowy "Snowboken, NJ" with this bat dog! Stay safe and warm everyone!

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Compare and Contrast in First Grade - Teach Talk Inspire

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How do you introduce the concept of compare and contrast to your little learners? This was the question that kept creeping up as I was planning for this week's reading instruction. I have been trying to work with my students this year on speaking and listening to each other by using partner talk much more.

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Lesson: Comparing Two Cinderella Stories

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Lesson: Comparing Two Cinderella Stories

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The Common Core Standard for this lesson is RL.1.9 and it says that students should be able to compare and contrast the adventures and experiences of characters in a story. In this lesson the students compare and contrast the two characters in the original Cinderella and Cinder Edna. The College and Career Readiness Anchor Standard states that the students need to analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches of the authors. So, the similar theme is "you should be kind and good things will happen to you." In order to develop this standard I like to use a variety of complex text and all, Cinderella text are challenging for primary students. Now my students do read from a broad range of high quality literature. Both I often select text that is a little over their lexile for the read aloud. Most of my read alouds are at their frustration level if they were reading independently. This helps me expose students to rich vocabulary and extend their thinking skills.
Lesson Overview
I begin this lesson in the lounge area. Students are seated in collaborative heterogeneous groups. The groups are assigned by me, promote peer collaboration, and each person is given a title. One student is the peanut butter and one is the jelly. This is fun, but it allows me to give specific directions to certain students.
Activity
To activate and engage my students I ask them to make predictions about the story based on the illustration and title. This is just and activating strategy that gets students thinking. Most like they will say she looks plain, simple, normal, or not like Cinderella. It actually lays the foundation for the students to notice the way the author wants to show a value in natural beauty, and give the story a modern setting.

Then, I explain that they are going to analyze why the authors' choose to keep some things different and some things the same. We chant: I can compare and contrast two characters in a story. This helps my students remember the goal of the lesson.

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This is a great lesson to compare two characters. It is fun and has modernized Cinderella which is exciting. When they make the connections between the stories they get very excited. Plan your 60-minute lesson in English / Language Arts or Reading with helpful tips from Regan Aymett

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Lesson: Comparing and Contrasting the Two Stories using a Double Bubble Map

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Lesson: Comparing and Contrasting the Two Stories using a Double Bubble Map

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At this stage of the school year I am trying to take a step back and have my students take more responsibility for their learning. I want to give them enough information that they understand what to do, but also step back enough where they don't feel as if they need me, every step of the way.

I said, "All right everyone, now it's your turn to do all the thinking and recording. Right now we are contrasting. What does contrasting mean again? That's right, we are stating how things are different. I will ask you the questions. You can talk about the answers with your partner, then we will have a class discussion. Finally you will record your answers on the double bubble map. Let's look closely at the double bubble map here on the Smartboard. We started with our green bubbles. Question 2 will be answered in the red bubbles, Question 3 in the light blue bubbles, Question 4 in the purple bubbles, Question 5 in the pink bubbles, and Question 6 in the aqua bubbles. Does every one understand how we are going to go around the double bubble map as we record our information?

Once students understood the process I started to ask my questions. Partners talked about what the answers to the questions were, we had a class discussion and then they recorded their information in their bubbles. If the students were way off on their answers I tried to ask them questions that might lead them to the correct answer. There were times when I had to go back and reread a portion of one of the books to help students back to the correct answer. This is certainly OK if the class is absolutely stuck. I want to emphasize how important text evidence is, so this is one way to reinforce that. Here are the rest of the questions that I asked:

How did each of the houses of sticks get blown down in each story? ( The wolf sneezed in one and the wolf blew it down on purpose in the other)

What happened after the house of sticks fell down in each story? ( The wolf ate the pig in one and the cows took the pigs back to their house and took care of them in the other)

In each story did the pigs have any help keeping the wolf away? ( The pigs had no help in one and the cows and Doggedly helped the pigs in the other)

What did the wolves say in jail in each of the stories? ( One wolf said he was framed, the other wolf said he promised to be good from then on.)

Who is telling the story in each of the books? ( The wolf told the story in one book and Doggedly told the story in the other.

I have a video of my class doing our second contrasting point. You can see how we went through the process by watching the video here Discussing and Writing Our Second Point - 3 Pigs Day 3.

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Comparing and Contrasting the Two Stories using a Double Bubble Map

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At this stage of the school year I am trying to take a step back and have my students take more responsibility for their learning. I want to give them enough information that they understand what to do, but also step back enough where they don't feel as if they need me, every step of the way.

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SPED: Compare & Contrast Level E Book & Comprehension (Autism/SPED/ESL)

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SPED: Compare & Contrast Level E Book & Comprehension (Autism/SPED/ESL)

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RL.1.9 - I can compare and contrast characters' adventures and experiences in stories. This was modified/adjusted to address these same concepts but focusing on visual supports.

Level E (Reading A-Z Book) Bear and Kangaroo Book
The book was modified by with Picture Symbol Text Support

Includes:
- RL 1.9 Vocabulary and Visuals
- RL 1.9 I Can Statement
- Bear and Kangaroo Level E (Reading A-Z) book with picture symbol text support
- RL 1.9 Compare and Contrast Multiple Choice Comprehension (7 questions)

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Compare & Contrast Level E Book & Comprehension (Autism/SPED/ELL/ESL)

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RL.1.9 - I can compare and contrast characters' adventures and experiences in stories. This was modified/adjusted to address these same concepts but focusing on visual supports. Level E (Reading A-Z Book) Bear and Kangaroo Book The book was modified by with Picture Symbol Text Support I...

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Using Compare-Contrast Text Structures with ELLs in K-3 Classrooms

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Using Compare-Contrast Text Structures with ELLs in K-3 Classrooms

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It is a brisk October day in Chicago during my first year of teaching. I (Jennifer, second author) am seated at a small table in the back of the classroom, surrounded by the members of my on-level guided reading group. The six second-grade students in the group are getting ready to read a short nonfiction trade book about spiders that is a required text in our regular reading series. The book uses a straightforward compare-contrast text structure to present information about spiders, comparing and contrasting them first with insects and then with other arachnids, like scorpions. My goal in the lesson is to help children to both gain new knowledge about spiders and to understand the compare-contrast text structure that the book uses.

The children (all names are pseudonyms) speak to one another quietly in Spanish as they take out their reading logs and pencils. They begin to study the cover of the book, which features a large color photo of a spider in its web.

"Eww, arañas! [Eww, spiders!]" Lourdes whispers.

"Oh, I know. Spiders are gross!" her friend Daniela replies.

"Why do you hate spiders? Why do you think they are gross?" I ask the girls.

"'Cause they are scary and yucky!" Daniela squeaks, shuddering.

"They on the wall in my room sometimes," Lourdes says softly.

Benjamin chimes in and says, "Halloween!"

"Good thinking! You're right." I say. "We see spiders inside our houses and in other buildings sometimes. We also see spiders in decorations for Halloween."

I ask the group what else they know about spiders. Several students share ideas about spiders being scary and creepy. I probe for more information about where spiders live, what they eat, and whether there are different kinds of spiders. I realize quickly that my students do not have the kinds of background knowledge about spiders that I expected them to have. We create a K-W-L chart on a piece of chart paper, making a short list of the things that we already know about spiders and a longer list of the things that we want to know. I then direct students to open the book and to read the first two pages. On these first two pages, the authors of the book compare and contrast the physical characteristics of spiders and insects. The first page describes these physical similarities and differences, and the second page presents labeled diagrams of a spider and an ant. When students have finished reading these pages, I ask them to talk about what they have read.

"All right, who can tell me one thing that they learned about spiders?" I ask.

The students are silent. Finally, Julio ventures, "Spiders are insects?" I return to the text, pointing to the two diagrams and saying, "Look, these diagrams can help us learn about spiders and insects." We discuss the two diagrams, and students are able to point out and talk about the physical features of the spider and the ant. Then, I ask, "So, how are spiders and insects different?" The students are silent once again. Finally, Daniela tentatively says, "The spider is big and the ant is little?" Julio whispers, "Spiders can bite you, but ants don't bite you?" I ask "How are spiders and insects the same?" Lourdes looks down at the book and says "bugs." "They are both bugs?" I ask. She nods. "Is that right?" I ask, looking at the group. "Are they both bugs?" The other students remain silent. The lunch bell rings, and the students line up and file out of the classroom, looking confused.

What went wrong in this lesson?

Why were the students unable to compare and contrast spiders and insects? The students in this group were considered on-level readers based on district and state-mandated assessments, were not receiving any supplemental support or instruction in reading outside of their regular mainstream classroom, and were able to read many of the narrative selections in the school's adopted reading program without difficulty. Why did they struggle with this text? We believe that there were three main reasons. First, the students were most likely confused because they, like many other young learners, were unfamiliar with this informational text's compare-contrast structure (Englert & Hiebert, 1984) and were not sure how to interpret the information about spiders and insects when it was presented in this format. Second, the students did not have a great deal of background knowledge about either of the two things (spiders and insects) that were being compared and contrasted. Third, the students in this group, like many students in Jennifer's second-grade class, were English-language learners (ELLs), and had gaps in their English vocabulary- they literally may not have had the necessary vocabulary at their disposal in English to understand or express what they were reading or thinking during the lesson.

In this article, we will explore ways to address these three issues when using the compare-contrast text structure with ELL students in the primary grades. Specifically, we will explain the following:

How to teach students to identify the compare- contrast text structure, and to use this structure to support their comprehension.

How to use compare-contrast texts to activate and extend students' background knowledge.

How to use compare-contrast texts to help students expand and enrich their vocabulary.

We begin with a brief discussion of the unique needs of ELL students, describing how they can benefit from understanding text structures, and explaining why we have selected the compare-contrast text structure for use with ELL students. We then describe ways in which teachers can teach ELL students to identify and use the compare-contrast text structure to aid their comprehension.

Why is learning about text structure important for young ELL students?

Even though ELL students bring a wealth of cultural and linguistic knowledge with them to school, research has shown that these students tend to lag behind their monolingual English-speaking peers in their levels of academic achievement (Echevarria, Short, & Powers, 2006). As discussed in the 2006 Report of the National Literacy Panel on Language- Minority Children and Youth (August & Shanahan, 2006), there is growing evidence that ELL students are often able to perform at or even above the level of their English-speaking peers in the areas of spelling and word recognition, but tend to struggle more in the areas of reading vocabulary and comprehension. In response to the discrepancy between monolingual English-speaking students and ELL students' reading comprehension, several researchers have developed programs with the goal of boosting ELL students' reading comprehension achievement (Echevarria et al., 2006; Klingner & Vaughn, 1996). Although these programs focus on numerous important skills and strategies to help facilitate English reading comprehension for ELL students, they do not emphasize an essential element of comprehending English text: the structure of the text.

How does learning about text structure help young students?

Why is it so important for young learners to understand the specific structures of informational texts? Research has shown that early experiences with and instruction in the use of informational texts support students' comprehension of these types of text s (Kletzien & Dreher, 2004; Williams et al., 2005) and can help prepare young students for future interactions with informational texts. When students do not have these early experiences with informational text, they may be more likely to struggle when they encounter such texts in the later grades. Unfortunately, many children in the early grades are exposed to very little informational text. Duke (2000) found that first-grade students attending schools that served low-income families received even less exposure to informational texts than those in higher-income areas. In fact, in half of the classrooms in low-income schools that Duke visited, no informational texts were used at all.

At the level of rhetorical structure, informational texts differ from narrative texts in important ways (Weaver & Kintsch, 1991). Several different types of rhetorical structures are used in informational texts, such as cause-effect, problem-solution, and compare-contrast. These structures are significantly different from the rhetorical structure that is generally used in narrative texts. The number and variety of the rhetorical structures used in informational texts can create challenges for readers, particularly if they have not received explicit instruction in how to recognize and learn from these different structures.

Why teach ELL students the compare-contrast text structure?

Although we believe that young ELL students would benefit from instruction related to many different expository text structures, we have chosen to focus on the compare-contrast structure for two reasons. First, research has suggested that, of the most common expository text structures, the compare-contrast structure may be one of the more difficult for students to navigate (e.g., Englert & Hiebert, 1984; Raphael, Englert, & Kirschner, 1986). Second, after young learners have a basic understanding of the compare-contrast text structure, teachers can use compare-contrast texts to help bridge the gap between what students already know (their background knowledge, their previous experiences with texts, and their cultural and linguistic backgrounds) and the new content teachers are presenting. By selecting texts in which information that is somehow tied to students' background is compared with new ideas, teachers can create opportunities for students to make meaningful connections between the new information and the "funds of knowledge" (Moll, Amanti, Neff, & Gonzï¿½lez, 1992) they bring from their own lives and experiences. We will describe what this type of lesson might look like, and how texts might be selected for such lessons. First, however, we will describe how to provide explicit instruction in the identification and use of the compare-contrast structure for ELL students in the primary grades.

Text structure, background knowledge, and vocabulary acquisition

How to teach young students to identify and use the compare-contrast text structure

As we have described, one of the issues that young students often face when attempting to comprehend compare-contrast texts is that they are unfamiliar with this type of structure itself-they do not understand that they are being asked to recognize the similarities or differences between two or more things. Explicit instruction and teacher modeling are needed to show students how these texts work, and to demonstrate strategies that they can use as they interact with these texts on their own.

One way to provide this kind of explicit instruction and modeling is to conduct a series of carefully organized lessons. For example, Singer and Donlan (1989) have explicated a method of providing instruction in reading strategies in which teachers model or demonstrate a strategy or process, then provide students with opportunities for guided practice, and finally allow students to practice the strategy or process on their own. Using this type of organization for instruction, a lesson introducing students to the compare-contrast structure might contain the following steps:

1. The teacher conducts a brief think-aloud activity, modeling the thinking that he or she does when reading a compare-contrast text. The teacher also records the similarities and differences between the things being compared and contrasted using a graphic organizer such as a Venn diagram. The students' role in this first think-aloud activity is to watch and listen to the model that the teacher provides. The teacher also points out features of the compare-contrast text structure itself, and creates a list of words or phrases in the text that students can look for to help them understand that they are being asked to compare and contrast two or more different things or ideas.

2. The teacher engages the students in a second think-aloud activity. At this stage, the teacher involves students by asking direct questions about the things or ideas that are being compared and contrasted in the text, and then supports students as they complete a graphic organizer either in small groups or as a class.

3. The teacher provides students with the opportunity to practice reading compare-contrast texts, either in small groups or individually. Students are instructed to use the same strategies modeled by the teacher during the think-aloud activities, and are given a graphic organizer to help them record and think about the similarities and differences between the things or ideas that are being compared and contrasted in the text.

Figure 1: Compare-contrast chart for teacher modeling

A good book for conducting this type of explicit lesson is What's the Difference? 10 Animal Look-Alikes by Judy Diehl and David Plumb (2000). This book provides 10 simple, compare-contrast passages about pairs of animals that are similar in appearance (such as alligators and crocodiles). A sample of what a compare-contrast lesson using this book might look like is included in the following vignette.

Teacher: [placing the chart in Figure 1 on the overhead projector or other projection device, and holding up What's the Difference? (Diehl & Plumb, 2000) for the class to see] Today we are going to read a book about pairs of animals that look a lot alike, but are actually different types of animals. As we read, we are going to keep track of the ways that the animals are alike, and the ways that they are different. We are going to compare and contrast the two types of animals as we read. We will use charts like this [teacher points to Figure 1] to help us compare and contrast these animals.

For the first part of this lesson, your job is to watch and listen very carefully. I am going to show you what I do and what I think about when I compare and contrast. [Teacher reads the first paragraph of the book.] Wow! I've just learned that both crocodiles and alligators have short legs, sharp teeth, and scaly skin. I am going to write these three ways that alligators and crocodiles are alike on my chart, right here where it says "both." I know that these are characteristics that both of these animals have, and that make alligators and crocodiles alike. Now I am going to keep reading. As I read, I am going to see if I can learn more ways that alligators and crocodiles are alike, and ways that they are different. [Teacher reads the rest of the selection about alligators and crocodiles, continuing to model his or her thinking and to demonstrate the use of the chart.]

Teacher: I learned a lot about alligators and crocodiles from that passage. I noticed that the way the passage compared and contrasted alligators and crocodiles really helped me understand the ways that alligators and crocodiles are the same, and the ways that they are different. I also noticed that there were certain words and phrases that I saw as I was reading that let me know that this was a compare and contrast passage. Let's go back to the passage now and see if we can find any words or phrases that let us know that the passage is comparing and contrasting two types of animals. [Teacher and students read through the passage again, and create a list of compare-contrast words and phrases that includes both, similar, but, different, compare, and to tell apart.]

Teacher: Excellent work! We will keep adding compare-contrast words and phrases to this list as we read today. Let's turn to another passage now, and see if we can find any compare-contrast words or phrases. [Teacher and students turn to the passage about butterflies and moths, and point out words and phrases that let them know that this is a compare-contrast passage. They add the phrase instead of to their list.] Now, let's get ready to read the passage together. [Teacher places Figure 2, the Venn diagram for butterflies and moths, on the projector.] This time, you are going to help me fill in this chart as we read. We are going to use the chart to help us keep track of the ways in which butterflies and moths are similar, and the ways that they are different. [Teacher and students read the passage together and fill in the Venn diagram.]

Teacher: Now it is time for you to practice on your own. I am going to give each of your groups another compare-contrast passage. First, you will look through the passage to see if you can find any compare-contrast words and phrases. If you find any that are not already on our list, we will add them! Next, you will read the passage. As you read, you will use this Venn diagram [teacher places Figure 3 on the projector] to help you to keep track of the ways in which the two types of animals in the passage are the same, and the ways that they are different. Finally, your group will share what you have learned about the two types of animals with the class. [Students work in small groups, and share what they have learned.]

Teacher: Now, let's review what we have learned today. What does it mean to compare and contrast something? What words or phrases can we look for when we read to help us know that we are reading a compare- contrast text? How can comparing and contrasting two different things help us to understand both of those things better?

Figure 2: Compare-contrast chart for guided practice

Figure 3: Compare-contrast chart for independent practice

How to use compare-contrast texts to activate and extend students' background knowledge

Once students have a basic understanding of compare- contrast text structures, teachers can select compare-contrast books that help students make connections between their background knowledge and experiences and the new content they are learning. These connections are particularly important for ELL students, who may bring different "funds of knowledge" (Moll et al., 1992) to school than their native English-speaking peers, including different interests, experiences, and other types of background knowledge. Helping all students make connections between their own knowledge, interests, and experiences not only allows them to gain a deeper understanding of the new content, but also increases students' engagement and motivation (Jacobs, 2002).

Two books that could be used to help young students make these kinds of connections are Are Trees Alive? by Debbie S. Miller (2002) and What's It Like to Be a Fish? by Wendy Pfeffer (1996). In each of these books, students are asked to make connections between new content information (the structure of trees and the bodies of fish, respectively) and a familiar subject: their own bodies. In Are Trees Alive? the author uses simple language and detailed illustrations to help students learn about the parts of a tree by comparing them to parts of their bodies. For example, one page compares the sap in a tree to the blood in the human body, and asks students to look at the veins on the back of a leaf and then on the back of their own hands. In this way, students have the opportunity to make an immediate and concrete connection between what they are learning and themselves.

A third compare-contrast book that may be used to help students make connections between new content and their own experiences is The Sun, the Wind, and the Rain by Lisa Westberg Peters (1990). In this book, Peters explains the difficult concept of the formation of a mountain by comparing and contrasting its formation with the building of a sand mountain by a young girl on the beach. Depending on students' prior experiences, this comparison may help them to make concrete connections between their own experiences building with sand and the formation of an actual mountain.

The three texts we have just described are all excellent resources for using the compare-contrast structure with young learners. Table 1 provides additional information about these texts, along with a detailed list of other compare-contrast books.

How to use compare-contrast texts to expand and enrich young students' vocabulary knowledge

Although explicit vocabulary instruction is beneficial for all students, it is critical for ELL students to begin to "close the gap" in vocabulary knowledge that exists between them and their English-speaking peers (August, Carlo, Dressler, & Snow, 2005; August & Shanahan, 2006; Carlo et al., 2004). Compare- contrast texts can be used to introduce and reinforce new and important vocabulary for young learners. Compare-contrast texts (as well as other informational texts) are often excellent sources of two particular types of vocabulary that are important for young students' literacy development. The first type is general academic vocabulary. This term has been defined and used differently by researchers and practitioners over time. Here, we are using it to describe words that students are unlikely to encounter in regular conversation with their peers, but that they are likely to find in many texts that they read in school in a variety of content areas (Hiebert & Lubliner, 2008). The second type of vocabulary is content-specific- words that are specific to the content being taught (and are unlikely to be encountered by students outside of readings or discussions about that particular content).

Academic vocabulary. Teachers can foster young students' general academic vocabulary development by drawing students' attention to the cueing words and phrases that are often included in compare- contrast texts, such as unlike, similar to, resembles, and compared to. Teachers can highlight these words and phrases in the compare-contrast text by displaying the text on an overhead projector and circling the words, by making a word bank of the cueing words and phrases found in a compare-contrast text, or by asking students to go on a word hunt to locate the cueing words. Teachers can also conduct brief thinkaloud activities when reading compare-contrast texts aloud to students to model the use of these words as cues to let the reader know what the text is asking them to do. Finally, when appropriate, teachers can draw students' attention to cognates that may exist between these highlighted words and phrases and students' first languages.

Content-specific vocabulary. To teach contentspecific vocabulary, teachers may choose a small number of content-specific words to focus on during their explicit vocabulary instruction. They can then highlight these words using visual aids, diagrams, or word cards. Figure 4 shows an example of what a word card might look like. In addition, teachers can support students' understandings of targeted vocabulary words (including content-specific words) by providing clear, student-friendly definitions of the words during read-aloud activities using the texts (Biemiller & Boote, 2006; Silverman, 2007). For example, in a lesson comparing killer whales and sharks, a teacher could define the term dorsal fin by comparing and discussing pictures of killer whales and sharks. Then when the term comes up during a read-aloud of the text, the teacher could provide additional support for students' understanding of the word by embedding a student-friendly definition into the read-aloud (such as "the shark's dorsal fin, or the fin on the shark's back").

Figure 4: Word card

Compare-contrast instruction makes a difference

Although we have focused on ELL students, all young learners can benefit from the strategies we have described. Explicit instruction on the compare-contrast text structure can help students understand this structure and support their comprehension of compare- contrast texts. This type of instruction can also help students learn the vocabulary that will help them to recognize this structure when they encounter it in the texts that they read. Once students understand this structure, compare-contrast texts can be used to help young students make connections between new content and their own background knowledge and experiences.

As we have discussed, this instruction is especially important for young ELL students. ELL students are even less likely than their native English-speaking peers to have the vocabulary needed to comprehend informational text, and so instruction that helps build both general academic and content-specific vocabulary knowledge is particularly critical for them. ELL students are also likely to draw on different types of background knowledge than native English-speaking students, and to come from cultural and linguistic backgrounds that may be different from that of either their peers or their teacher. Compare-contrast texts can be used both to build ELL students' background knowledge and to tap into the knowledge and experiences they bring to school.

Dreher, M., & Gray, J. (2009, October). Compare, Contrast, Comprehend: Using Compare-Contrast Text Structures With ELLs in K-3 Classrooms. The Reading Teacher, 63(2), 132-141.

August, D., Carlo, M.S., Dressler, C., & Snow, C.E. (2005). The critical role of vocabulary development for English language learners. Learning Disabilities Research & Practice, 20(1), 50- 57. doi: 10.1111/j.1540-5826.2005.00120.x

August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Erlbaum.

Biemiller, A., & Boote, C. (2006). An effective method for building vocabulary in primary grades. Journal of Educational Psychology, 98(1), 44-62. doi:10.1037/0022-0663.98.1.44

Carlo, M.S., August, D., McLaughlin, B., Snow, C.E., Dressler, C., Lippman, D., et al. (2004). Closing the gap: Addressing the vocabulary needs of English language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39(2), 188-215. doi:10.1598/RRQ.39.2.3

Duke, N.K. (2000). 3.6 minutes per day: The scarcity of informational texts in first grade. Reading Research Quarterly, 35(2), 202-224. doi: 10.1598/RRQ.35.2.1

Echevarria, J., Short, D., & Powers, K. (2006). School reform and standards-based education: A model for English-language learners. The Journal of Educational Research, 99(4), 195-210. doi:10.3200/JOER.99.4.195-211

Englert, C.S., & Hiebert, E.H. (1984). Children's developing awareness of text structures in expository materials. Journal of Educational Psychology, 76(1), 65-75. doi:10.1037/0022- 0663.76.1.65

Hiebert, E.H., & Lubliner, S. (2008). The nature, learning, and instruction of general academic vocabulary. In A.E. Farstrup & S.J. Samuels (Eds.), What research has to say about vocabulary instruction (pp. 106-129). Newark, DE: International Reading Association.

Jacobs, V.A. (2002). Reading, writing, and understanding. Educational Leadership, 60(3), 58-61.

Klingner, J.K., & Vaughn, S. (1996). Reciprocal teaching of reading comprehension strategies for students with learning disabilities who use English as a second language. The Elementary School Journal, 96(3), 275-293. doi:10.1086/461828

Kletzien, S.B., & Dreher, M.J. (2004). Informational text in K-3 classrooms: Helping children read and write. Newark, DE: International Reading Association.

Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132-141.

Raphael, T.E., Englert, C.S., & Kirschner, B.M. (1986). The impact of text structure instruction and social context on students' comprehension and production of expository text (Research Series No. 177). East Lansing: Michigan State University, Institute for Research on Teaching.

Silverman, R.D. (2007). Vocabulary development of Englishlanguage and English-only learners in kindergarten. The Elementary School Journal, 107(4), 365-383. doi:10.1086/516669

Singer, H., & Donlan, D. (1989). Reading and learning from text (2nd ed.). Hillsdale, NJ: Erlbaum.

Weaver, C.A., III, & Kintsch, W. (1991). Expository text. In R. Barr, M.L. Kamil, P.B. Mosenthal, & P.D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 230-245). New York: Longman.

Williams, J.P., Hall, K.M., Lauer, K.D., Stafford, K.B., DeSisto, L.A., & deCani, J.S. (2005). Informational text comprehension in the primary grade classroom. Journal of Educational Psychology, 97(4), 538-550. doi:10.1037/0022-0663.97.4.538

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Compare, Contrast, Comprehend: Using Compare-Contrast Text Structures with ELLs in K-3 Classrooms

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It is a brisk October day in Chicago during my first year of teaching. I (Jennifer, second author) am seated at a small table in the back of the classroom, surrounded by the members of my on-level guided reading group.

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Venn Diagram ELL Modifications and More | BrainPOP Educators

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For students who may find it challenging to complete the Venn Diagram task, try these tips and strategies: Recognize academic vocabulary. Introduce these words that signal compare/contrast: distinguish between, differentiate, group, identify, illustrate, point out, recognize, separate, describe common attributes, describe commonalities, describe differences, classify. Graphic organizers.

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SPED: Differentiated Compare and Contrast Reading Comprehension Character Set

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SPED: Differentiated Compare and Contrast Reading Comprehension Character Set

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These worksheets are designed to improve sight word/ reading fluency as well as providing practice for comparing and contrasting key details in text. They correspond to the following Common Core Standards:

RL.1.7

RL.2.7

and the following

DLM (Dynamic Learning Maps) Essential Elements:

EE.RL.4.3

EE.RL.4.9

EE.RL.5.3

EE.RL.5.9

This set includes 20 stories offered with differentiated answer formats. Each page includes a fictional passage about two characters. The first level provides the students with key details and requires them to identify and color the details based on to which character the detail corresponds. The second level asks the students to compare and contrast the characters while providing their own details.

To download the free, two-story sample, click here!

UPDATE: The pack has been updated to include a second file with a larger space for students to write their answers as well as Venn diagrams for each page.

Happy reading!

| Reading | Comprehension | Key Details | Compare | Contrast | First Grade | Second Grade | Fourth Grade | Fifth Grade| ELA | Special Education | Dynamic Learning Maps | Essential Elements |

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Differentiated Compare and Contrast Reading Comprehension Character Set

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These worksheets are designed to improve sight word/ reading fluency as well as providing practice for comparing and contrasting key details in text. They correspond to the following Common Core Standards: RL.1.7 RL.2.7 and the following DLM (Dynamic Learning Maps) Essential Elements: EE.RL.4.3 EE.RL.4.9 EE.RL.5.3 EE.RL.5.9 This set includes 20 stories offered with differentiated answer formats.

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Are your beginning readers learning to Compare and Contrast detailsin a story? This BOOM Game is so helpful in helping students to understand the reading comprehension skill of Comparing and Contrasting. Each game slide has a short story 4-7 sentences and students will either answer a compare question or a contrast question.

There are 12 stories, with a compare and contrast question for each story.

The cards are randomized so students can play again, and again.

There is AUDIO on each card reading the story and answer choices aloud to students.

This game is great for whole group instruction, small groups, independent work, or homework.
PDF Includes:
A link to your purchased deck on Boom Learning℠ which contains the Compare and Contrast Reading Comprehension Boom Game.

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Boom Cards:
Are digital and interactive task cards

Are self-checking

Are super fun (like a game to the students)

Require NO printing, laminating, or assembling in any way (nothing can get lost)

Can be used over and over

Are great paperless practice option for your classroom or homeschool students

Can be purchased on TPT or through the Boom Store on the Boom Learning website

Not sure your browser is modern enough? Try a free Boom Cards deck first OR Open the preview of this product to see a sample!
Look at what teachers are saying about these Boom Cards! "This was my first BOOM cards purchase! Oh what fun! I love this and above all, my students are CRAZY excited to do these BOOM cards! Thank you for an amazing product!" "My kids LOVE BOOM cards!! Great review and assessment tool!" "This is a fantastic resource for teachers. Students are engaged and love participating in the fun activities. I highly suggest this product to others!" "I have never used Boom Cards before this product, and this was AMAZING! It was a fun (and easy) way to switch up our lesson activities!" "Quick practice that can be done one-on-one, during guided reading, during large group on the smart board. Simply amazing. LOVE IT!" "This is awesome! I wish I would have known about this fun game last year. This will really help me this summer when I am working one on one with my students." "My students beg to do these everyday!"
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After you purchase this product, you will download a PDF that will contain a link to your purchased cards on Boom Learning. To redeem your Boom Cards, you will create an account for Boom Learning. The account that accompanies your purchase allows you to play the Boom Cards on interactive white boards and with individual students using Fast Play. Fast Play does not save student progress reports.

BUT- With your Teachers Pay Teachers purchase, users new to Boom Learning get a three-month free trial of student progress reporting for up to 150 students. Your trial includes the ability to make up to 5 free DIY decks. You may upgrade or cancel at any time. Boom Cards play on modern browsers (released in the last three years) on interactive whiteboards, computers and tablets. Boom Cards apps are also available. Not sure if your browser is modern enough? Try a free Boom Cards deck first. When you redeem your purchase, Boom Learning opens an account for you if you do not already have one. If you do not subscribe at the end of your trial, you will be able to continue using Boom Cards with the Fast Play feature. Fast Play does not track individual progress. If you do not subscribe we will delete your student records 3 months after the expiration of the trial to protect student privacy. If you wish to continue tracking student progress, you will need to purchase a (SUPER affordable!) paid account.

Boom Learning℠ and Boom Cards™ are the trademarks of Boom Learning, Inc. Used with permission.
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Happy Teaching!❤️

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Boom Cards Compare and Contrast Reading Comprehension

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Are your beginning readers learning to Compare and Contrast details in a story? This BOOM Game is so helpful in helping students to understand the reading comprehension skill of Comparing and Contrasting. Each game slide has a short story 4-7 sentences and students will either answer a compare qu...

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After looking over my end of the year test results and talking with my sweet friend who teaches first grade in Arizona, I decided that it would be highly beneficial to create passages to help my kiddos practice comparing and contrasting.

In the product there are 25 pages that will give your students the much needed practice. Each page includes two passages to compare and contrast. Some have the students comparing and contrasting characters, while others are comparing and contrasting similar topics.

The passages are challenging, so I have used these toward the end of the year with my firsties. You could read the passages together and have the students help you come up with what to put in the Venn Diagram too.

I have added answer keys to this product. There are about 3-5 answers given per part of the Venn Diagram.

The Passages Include:

Gorilla Groups & Gary Gorilla-A nonfiction passage about gorilla groups and a fiction passage about the leader of a gorilla group named Gary

Crazy Clans & Lot of Lions-A nonfiction passage about hyena groups and a nonfiction passage about lion groups

Crocodiles & Alligators- Two nonfiction passages about alligators and crocodiles

Dogs Declare & Cats Connect-Two nonfiction passages about dogs & cats and how they communicate using their tails

Beautiful Butterflies & Marvelous Moths-Two nonfiction passages about butterflies and moths

Betty Butterfly & Margaret Moth-Two fiction passages about a butterflies' and a moth's lives

Killer King Cobras & Gentle Gecko-Two nonfiction passages about cobras and geckos

Labrador Retriever & Border Collies-Two nonfiction passages about two types of dogs

African & Asian Elephants-Two nonfiction passages about how Asian and African elephants are similar and different

Whitewater Rafting & You Saved my Life-A nonfiction passage about whitewater rafting and a passage about a sister who saves her brother during a whitewater rafting trip

Stingrays & Manta rays-Two nonfiction passages about stingrays & manta rays

Octopuses & Giant Squid-Two nonfiction passages about octopuses and giant squid

Sea Cucumbers & Sea Stars-Two nonfiction passages about sea cucumbers and stars and how they are similar and different

Cheetahs & Jaguars-Two nonfiction passages about two large cats

Zebras & Giraffes-Two nonfiction passages on zebras and giraffes

Polar Bears & Brown Bears-Two nonfiction passages on polar and brown bears and how they are similar and different

Emperor Penguins & Macaroni Penguins-Two nonfiction passages on how these two types of penguins are the same and different

Sherry Shark & Hammerhead Sharks- A fictional passage about a hammerhead shark that makes a new friend, A nonfiction passage about hammerhead sharks

Jellyfish & Portuguese Man-Of-War-Two nonfiction passages about two "fish" that look similar, but are completely different

Black Widows & Tarantulas-Two nonfiction passages comparing two dangerous spiders

The Frog Princess & The Life Cycle of a Frog-One fictional passage about a princess who turns into a frog and a nonfiction passage about the life cycle of a frog

Owen Olsen & Olivia O'Ryan-Two fictional passages about two first graders who go to different schools and live in different lives

Dolphins & Whales-Two nonfiction passages about dolphins and whales and their similarities and differences

Crabs & Shrimp-Two nonfiction passages about two crustaceans

Honey Bees & Killer Bees-Two nonfiction passages about bees

***********************************************************************
Other Recommended ELA Resourcess Reading Races-Zeno Sight Word Style Super Heroes & Sight Words-A Zeno Sight Word Unit Sight Word Stories
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Compare and Contrast Passages-Animals, Insects, Adventures, & Amphibians

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Compare & Contrast Non-fiction & Fiction PassagesAfter looking over my end of the year test results and talking with my sweet friend who teaches first grade in Arizona, I decided that it would be highly beneficial to create passages to help my kiddos practice comparing and contrasting. In th...

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Characters & their Adventures Compare/Contrast 

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Characters & their Adventures Compare/Contrast 

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Links to both books are included in this download, so just click and students can watch this story being read to them! This reading resources includes comparing and contrast, character traits and story elements for both stories Wolf's Chicken Stew and My Lucky Day!

If you are not familiar with these books they are a hoot! Students and teachers both will surely smile and giggle as they go on two adventures with these clever characters in two different stories:
Story elements Character Traits Compare and Contrast
Grab these for whole group instruction, centers, homework, small group lessons too!

Thanks for stopping by...

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Characters & their Adventures Compare/Contrast Stories ELA First Grade

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Links to both books are included in this download, so just click and students can watch this story being read to them! This reading resources includes comparing and contrast, character traits and story elements for both stories Wolf's Chicken Stew and My Lucky Day! If you are not familiar with these...

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Compare, Contrast Characters RL 1.9 No Prep Tasks for Instruction and Assessment

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This no prep ELA Print a Standard provides opportunities for your students to read various stories and compare and contrast the character's experiences, adventures, and traits. There are 12 activities in all. Some activities require kiddos to cut and paste and others simply require a pencil. These ...

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Art Project: Compare and Contrast Glasses 

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Art Project: Compare and Contrast Glasses 

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Hi all! I've been completely slacking on blogging so I'm glad to be back! A while ago, I posted a picture on my Instagram of some "Magic Compare and Contrast Glasses" that I had used with my first graders. I got so many questions about them that I decided to blog about how I use them and how to put them together!

How to use the glasses:

Well, there are a couple of different ways. One way would be to have students make the glasses when you introduce Venn Diagrams. Before introducing Venn Diagrams, I discussed with students the definitions and comparing and contrasting. We also practiced comparing and contrasting some topics that students are familiar with. Some ideas of familiar topics are: two different students in the classroom, a student and the teacher, cats, and dogs, summer and winter, hotdogs and hamburgers. Then, I show students a Venn Diagram and show where the things that we compared and contrasted would be located.

Another way would be to make one set and use them during a whole class activity. The student who is comparing or contrasting can put on the magic glasses while they do so. I know it sounds kind of silly, but it has been a HUGE motivator. Seriously, before that my students cringed at the sight of a Venn Diagram. Now, they can't wait to have a chance to compare and contrast with a Venn Diagram!

How to assemble the glasses:

Want to give them a try? There is a free printable at my TPT shop! Get them by clicking here or clicking the picture below!

How do you teach comparing and contrasting in your classroom? How will you use these glasses? I would love to hear about it in the comments!

Happy teaching,

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Hi all! I've been completely slacking on blogging so I'm glad to be back! A while ago, I posted a picture on my Instagram of some "Magic Compare and Contrast Glasses" that I had used with my first graders.