compare and contrast text structure - building rti · • learn how to identify compare and...

For use with the Building Capacity for Response to Intervention in Texas School project's online module: Instructional and Language Scaffolds for English Learners in Elementary Classrooms © 2014 University of Texas System/Texas Education Agency

Lesson Compare and Contrast Text Structure Objectives Students will do the following:

• Learn how to identify compare and contrast text structure • Learn how to use knowledge of this structure to obtain meaning • Learn how to use a graphic organizer (Venn diagram) to understand the

information presented in a compare/contrast text • Orally present the results from comparing/contrasting two items in a text

Materials • Four instructional-level examples of compare/contrast texts • Two non-example texts (passages with a different text structure) • Several copies of Venn diagrams • Visible list of key compare/contrast words: whereas, however, on the

other hand

Session 1 Review concept of compare and contrast Teach relevant vocabulary

Modeling

Explicit Vocab Instruction

• Review concepts of compare and contrast. • Review the Venn diagram graphic organizer by modeling how to use it

to compare/contrast the sun and the moon. • Explain that the same process can be done with an expository text that

compares and contrasts two things. • Teach key compare/contrast words: whereas, on the other hand, in

contrast, both. • Follow explicit vocabulary routines.

Session 2 Review vocabulary Model how to identify text structure and obtain information Lead guided practice for students

Review Vocab Modeling Through Think-Aloud Guided Practice

Review key compare/contrast words: whereas, on the other hand, in contrast, both.

• Show a sample paragraph (Tipis and Igloos) on projector, read the

paragraph, identify clue words, and use a think-aloud model to students how to do the following:

o Decide whether the text is a compare/contrast text o If it is, learn about what it compares and contrasts by completing

a Venn diagram • Follow the same modeling procedure with a non-example text (Renting a

Boathouse).

• Pair students according to skills and needs. • Pass out an example (paragraph A) and a non-example (paragraph B) to

each pair. • Have students take turns reading paragraph A, identifying clue words,

and deciding whether paragraph A is a compare/contrast text. • Stop students to ask about the process they are using, the clue words

they have identified, and whether paragraph A is a compare/contrast text.

• Provide feedback as necessary.

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SCAFFOLDING PLANNING GUIDE (Completed Example)

Language and Reading Skills Analysis Scaffolds to Implement

Key academic words and terms

• Whereas, on the other hand, in contrast, both

• Structure, compare, contrast, different, equal, graphic organizer, Venn diagram

• Plains, herds, temporary, support

• Pre-teach academic terms • Create vocabulary cheat sheets

Key academic language structures

_______whereas, ________

Academic language required for the lesson

To discuss with others • I believe that… • In my opinion… • I agree with… • I disagree…

To present to others • We agreed on… • We believe… • The paragraph contrasts and

compares…

Sentence frames bookmarks

Reading skills required for the lesson

• Advanced phonics skills to read grade-level words

• Fluent reading to read paragraphs • Sentence and paragraph comprehension

Adapt texts for Sofia

Content and Background Knowledge Analysis Scaffolds to Implement

Unfamiliar topics

• Native people of North America • Inuit of the cold Arctic region • The concept of renting a houseboat as a

vacation

Explain concepts

Instructional Analysis Scaffolds to Implement

Teaching activities

• Modeling • Monitoring • Think-Alouds • Providing feedback

Adapt think-aloud script to model academic language and foster comprehension

Grouping format • Whole group • Pairs

Student activities • Listen to modeling • Read texts independently and with

partner • Identify compare/contrast structures • Discuss with partner • Present to group

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SCAFFOLDING PLANNING GUIDE

Language and Reading Skills Analysis Scaffolds to Implement

Key academic words and terms

Key academic language structures

Academic language required for the lesson

Reading skills required for the lesson

Content and Background Knowledge Analysis Scaffolds to Implement

Unfamiliar topics

Instructional Analysis Scaffolds to Implement

Teaching activities

Grouping format

Student activities

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• If the text is a compare/contrast text, have students complete graphic organizer.

• When done, walk around to review graphic organizer and provide feedback.

• Repeat procedure with paragraph B, stopping and providing feedback along the way.

Session 3 Students complete independent practice Students present to group

Independent Practice Presentation to Group

• Pass out one last paragraph—some will get an example and some will not.

• Remind students of procedures: read text, identify clue words, and decide whether paragraph is compare/contrast text. If it is, students should complete Venn diagram with information.

• Some students work independently; other students work in pairs according to needs.

• Monitor students as they work independently.

Select students to present their work to the rest of the group.

Adapted from Texas Center for Reading and Language Arts. (2001). Texas second grade teacher reading academy. Austin, TX: Author.

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Ms. Colburn’s Compare/Contrast Script


Lesson Introduction Today you will learn how to decide whether a text is a compare/contrast text. We will use the text that you see here. This process has several steps that we will follow. First, we will read the text once, one time, to learn what the text describes, or talks about. Second, we will read the text again to see whether we can identify, whether we can find, some of the key words that we just learned: whereas, while, on the other hand, both, in contrast, and unlike. We will also decide whether the text talks about two items, two things, or mostly about only one item, or only one thing. Third, we will decide whether this text is a compare/contrast text. Fourth, if the text is a compare/contrast text, we will complete our graphic organizer—the Venn diagram, the graphic organizer with the two circles—to compare/contrast the two items. Think-Aloud I will begin reading the text to learn what the text describes. Before that, I will try to see whether there is something else in the text that can help me. I see the photo of an igloo. Perhaps the text talks about igloos. Teacher reads first paragraph and stops. I learned that this text is talking about tipis. I know what tipis are, but if I did not, I could use my vocabulary cheat sheet to learn. The text says that tipis were easy to put up and take down. I will continue reading. Teacher reads second paragraph. Now, the text started talking about igloos. I know what an igloo is, but if I did not, I could use my vocabulary cheat sheet. Now, I will read again to look for key words. Teacher reads again and stops at the word “whereas.” I found the word whereas, and it is one of the key words. I will underline this word. I believe this is an important word for a compare/contrast text. I will continue reading. Teacher continues reading and stops at the word “both.” I read the word both. This is another key word for a compare/contrast text. I will underline this word. Teacher continues reading and stops after “while, in contrast” and follows the same procedure. After reading it the second time, I can say that the paragraph describes two items, a tipi and an igloo, because the author gives information for both tipis and igloos. The author also tells how these two items, these two things, are different and how they are equal. In my opinion, this text compares and contrasts tipis and igloos.

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Adapted from Read Write Think website, published by the International Reading Association and the National Council for Teachers of English. 2007.

Adapted Text 1 for Sofia

Many years ago the Native people of North America built special houses. One kind of house was a tipi. Tipis were easy to put up and take down. In fact, it only took about 30 minutes to do this. The Inuit, who lived in the cold Arctic region, sometimes lived in igloos. Igloos were temporary homes like tipis. However, they were built for the cold winter months, whereas a tipi could be used all year. Both tipis and igloos had one big room for the family. The tipis and igloos were usually made for only one family. Tipis and igloos were made of very different materials. Igloos were made from blocks of snow put on top of each other, while tipis were made from buffalo hide, tree bark, or grass. The shapes of tipis and igloos were also different. Tipis were made in the form of cones. In contrast, igloos were round.

1. Does this paragraph compare and contrast two things? Yes No

2. If no, how do you know it is not a compare and contrast paragraph? __________________________________________________________

3. If yes, what two things are being compared? __________________________________________________________ __________________________________________________________

4. Circle the clue words in the paragraph that show that the author is comparing and contrasting information.

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.

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Adapted Text 2 for Sofia

Are you looking for an adventure when you go vacationing? If you are, then a houseboat might be the thing for you. You can find places that rent houseboats in different countries. This would be a great opportunity to travel the world in a unique way. You can do many different activities when vacationing on a houseboat. You can fish, swim, travel to different destinations, or just lie out and enjoy the sun and breeze. You should also consider cost when renting a houseboat for a vacation. You can actually rent a houseboat for about the same amount of money that you would spend on a nice hotel. One advantage of renting a houseboat is that you can cook your meals there because most houseboats have a kitchen. This will save you money on your vacation. So, if you want an affordable—not very expensive—adventure, try renting a houseboat for your next vacation.





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Adapted Text 3 for Sofia A ger is a home that is circular and looks like a tent. It was often used by the people of Mongolia. Gers are easy to take down and put up. In fact, when the ger is collapsed or folded down, one animal can take it to the next place. This is perfect for people who need to move from one place to another quickly. Unlike the ger, an adobe house does not move from one place to another. It is permanent and it is meant to stay in one place for a long time. An adobe house is built with bricks made of clay, water, and straw. A ger, on the other hand, is made with wooden poles and canvas material. Adobe houses are perfect for people who live in hot climates. The bricks keep the home cool when it is hot. In contrast, a ger is great for cold and warm weather.





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Adapted Text 4 for Sofia Some settlers of the Great Plains made their houses out of sod. A sod house was made out of bricks that were made of dirt. These dirt bricks came from the fields. The settlers chose a place to build their sod house and began laying the sod bricks. They added bricks until the sod house was tall enough for people. The settlers left a small hole in the front for the door. They left a smaller hole in the back for a window. They didn’t have wood, so they used blankets as the door. They used paper to cover the windows. The roof was made with weeds and hay. When the roof was finished, the settlers moved into their new house. Home sweet home!





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Adapted from ReadWriteThink website, published by the International Reading Association and the National Council for Teachers of English, 2007.

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Vocabulary Cheat Sheet for text “Tipis and Igloos” buffalo hide = buffalo skin

tree bark

cones

Native People of North America

Inuit

Plains

herds

groups of certain animals

temporary

not for always, just for some time

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Vocabulary Cheat Sheet for text “Renting a Houseboat”

houseboat

countries

Mexico and the United States are different countries. Países

Lie out

breeze

meals

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Vocabulary Cheat Sheet for text “Adobe Houses and Gers” ger

collapsed

folded down

adobe bricks

straw

wooden poles

canvas material

un tipo de tela

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Vocabulary Cheat Sheet for text “Sod Houses”

settlers of the Great Plains

dirt bricks

weeds

hay

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Flashcards for Instructional Words

text

paragraph a part of a text

Venn diagram

compare to see how things are equal

contrast to see how things are different

different

equal

graphic organizer

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Discussing with Partner

__________________

• I think…

• I believe…

• I agree…

• In my opinion, …

• I disagree…

Presenting to Others ________________

• We would like to share…

• We concluded that our paragraph…

• We agreed that…

Predicting ________________

• I predict that… • Based on _____, I infer….

• I hypothesize that…

Making Connections ________________

• This is similar to…

• This is different than…

• This reminds me of…

• This is related to…

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References

For use with the Building Capacity for RTI in Texas School project's online module: Instructional and Language Scaffolds for English Learners in Elementary Classrooms © 2014 University of Texas System/Texas Education Agency

1

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