You are on page 1of 3

Gina Caroddo Exploring the Compare/Contrast Structure in Non-fiction Texts Introduction We have been doing a unit on reading comprehension

strategies including sequence of events, identifying the main idea, identifying authors purpose, making predictions, recognizing cause and effect, finding word meaning in context, recognizing fact versus opinion, making inferences, interpreting figurative language, and distinguishing between real and make-believe (there are 12 of them altogether). The students have been doing a great deal of work on these strategies in preparation for standardized ELA tests in April. I wanted to do a lesson that would use a science-oriented read-aloud as my students seem to enjoy them. I also wanted to incorporate some strategies they have been using to help them in their reading comprehension, such as underlining and making diagrams (using graphic organizers, even ones as simple as lists). I think that incorporating strategies into their regular instruction (meaning not test-prep work) that can help them succeed in testing is completely worthwhile. Finally, I wanted them to do some writing at the end of the lesson for their own practice. A future lesson would have them creating their own short writing pieces using the compare/contrast structure. Grade level: 3rd grade Area of instruction: ELA Aim: How can I identify the compare/contrast structure in a text? ELA Performance Standards GRADE-SPECIFIC PERFORMANCE INDICATORS Standard 1: Students will read, write, listen, and speak for information and understanding. Read unfamiliar texts to collect data, facts, and ideas Read and understand written directions Locate information in a text that is needed to solve a problem Identify main ideas and supporting details in informational text Compare and contrast information on one topic from two different sources Use graphic organizers to record significant details from informational texts

Source: http://www.p12.nysed.gov/ciai/ela/elacore.pdf Objectives:

Students will be able to identify examples of comparisons and contrasts in a non-fiction text. Students will be able to identify words that signal the use of the compare/contrast structure
(signal words) Students will be able to use graphic organizers to organize their work

Materials: A non-fiction text that uses a compare/contrast structure, ELA notebooks, whiteboard or chalkboard, chalk, paper Setup: The teacher will have the compare/contrast signal words chart in a visible place. A whiteboard with strategies and types of graphic organizers will also be available.

Motivation: The teacher will introduce an example for the class to use to make comparisons and contrasts, for example, compare a hot dog to a hamburger or compare Diet Coke to chocolate milk. The teacher will do one similarity or difference on the board on a T-chart for the students and then students will contribute their similarities and differences. This is a compare/contrast warm-up exercise.

Procedure: (20-30 minutes): 1. Copies of the text will be handed out by classroom helpers. 2. Teacher will introduce the text and read it out loud to the class. 3. Students will be given instructions to find examples of similarities and differences between bees and killer bees that they have found in the text. 4. Students will be reminded of their strategies and of the choices they have to use for graphic organizers (T chart, lists, Venn diagram). 5. Teacher will model finding one similarity or difference in the text. 6. Students will be instructed to read the text independently and find and list the similarities and differences they have found in the text independently. 7. The teacher(s) will circulate throughout the class answering questions and being sure students are making entries and organizing their work. Share-out (5 minutes): 8. The students will be asked to share the similarities and differences they have found in the text. 9. The students will be asked to identify where in the text they have found their similarities or comparisons. 10. Especially good examples of student work will be shown to the class (for example, good organization; nice Venn diagram; The teacher may also point out good uses of their reading comprehension strategies (underlining, circling key words). Writing portion (10 minutes): This part of the lesson serves the purpose of helping to identify whether or not the students have understood the mechanics of the compare/contrast structure in a text.

11.

Students will be instructed to write a paragraph or so in response to the questions: What did you learn about killer bees that surprised you the most? Why were you surprised? Teacher will share the rubric expectations for their writing.

Closure: 12. Students will be asked to share what they have written with the class. 13. The teacher may point out good use of signal words and good contrasts or comparisons; good use of details from the text. Modifications for ELLs and students with special needs: These students would work with partners. Partners who are empathetic and helpful in class should be chosen to help any students with special needs. Special-needs students or any students who have difficulty writing should be kept in mind while the teacher models any work or activity, but the teacher will have to be sure to check their work. Partners who are known to be responsible may be assigned to be sure the needier student makes entries, but it is really up to the teacher to check their work during the lesson. There are no ELLs in this class but if there were Spanish-speakers I probably would be able to get the ideas across in their native language. Bilingual charts also might help students who are ELLs. Assessment: Students graphic organizers will be assessed by the teacher after the lesson using the attached rubric for evidence of their ability to identify examples of comparisons and contrasts in a non-fiction text and for their ability to identify and/or use words that signal the use of the compare/contrast structure (signal words) Suggested Additional Activities:

Classroom extensions: Have students write a paragraph using compare and contrast signal words on any of the following two subjects: two favorite TV shows; two favorite books; two family members. At home extensions: Have students read a book and watch the corresponding movie at home. Students can then complete a Venn diagram, T-chart or organized list in class comparing and contrasting the book and the movie. Books and movies could include The Great Mouse Detective, James and the Giant Peach, or Charlottes Web.

RUBRIC FOR ASSESSMENT: TARGET SATISFACTORY 3 Provides 3 similarities and 3 differences Similarities and differences are all written as complete statements Graphic organizer is very neat and well organized. Written paragraph uses complete statements and is 4 sentences or more. 2 Provides 2 similarities and 2 differences Most similarities and differences are written as complete statements Graphic organizer is neat or organized but not both. Written paragraph uses complete statements and 3 sentences.

UNSATISFACTORY 1 Provides 1 or fewer similarities and differences Similarities and differences are not written as complete statements Graphic organizer is disorganized and writing is illegible. Written paragraph is too short and does not use complete statements. /12 Score

You might also like