Compare and Contrast: Using Story Frames & Venn Diagrams to Analyze Literature & Info Text


♪[theme music]>>teacher: What did we just read?>>Sarah: Firefighters wear
special clothes to stay safe.>>teacher: Okay, so does that
tell you about turnout gear? So is that a detail we could write? Compare and contrast is a very versatile
standard. Not only is it addressed in 3 or 4 um reading standards in every
grade level, but it can be used to teach any other standard as well.
For Unit 3 in second grade uh the standard that we’re focusing on
is compare and contrast for literature and compare and contrast
for informational text. The performance tasks that are assigned
in the unit are just like what I taught the kids to do so that they be
ready for the performance task. In a minute when I say go,
you’re gonna pick up your chair, turn it towards your partner, sit knees
to knees, (put it away) and buddy read. Okay, you’re gonna read a page, ask a…
>>class: Question>>teacher: This side of the room is gonna
start with One Afternoon first. Ready… Go! Well I’ve gained a lot
of feedback from teachers um expressing their concerns with being
able to find pieces of literature to meet these standards. Especially the
compare contrast one where they have to be similar stories or similar articles.
And so I just wanted to let you know everybody know that using
something out of your anthology and finding little hidden things that
are already at your school from you know twenty years ago, is something
that I’ve had to do. And it’s something that was relatively easy.
So that book One Afternoon I was able to find 7 of
them on my school site. And I just had the kids
um trade books and you know half the group started with
Chinatown and the other half of the group started with One Afternoon, and then
as they finished I just had them switch books. The two pieces of text that I chose for
comparing informational text were two articles on firefighters. And I found those
two articles on readworks.org. They were ah both about lexile five
or six hundred which is grade level appropriate
for second grade. And I chose those because we also read a
story in the anthology about firefighters. So how I set it up is I have
the kids buddy read the story, ask each other comprehension questions
so that they’d be prepared to discuss the story, they have little
conversations about it,>>student 1: What is the setting?
>>student 2: The setting is the L train.>>student 3: What is the setting…and time?
>>student 4: Time?>>student 4: Um…afternoon, and the street.>>teacher: And then they
filled out a-a graphic organizer with questions
that I chose so they with their partner they figured out um
who the characters were in the story, what the setting was in the story,
problem, solution, and they wrote details uh from the text onto
their graphic organizer. The graphic organizer that I
used in this lesson I got from um a GATE book that I
have, and what it is it’s a frame that you put the GATE icons on
normally. So I just took to GATE icons off and substituted it with questions
that I wanted the children to find in the stories and be able to compare on
a Venn Diagram and present to the class. For informational text they put things
like: what were some important details, what were some topic sentences, what were some picture captions you
found interesting? And so the kids are able to organize the information before
they put it on the Venn Diagram. Okay, all the information that
you need to use is on your…>>class: Paper.
>>teacher: Graphic organizer. Right? So this is what I want, this is-I
want specifically the information that you did on your graphic organizer.
So I wanna know… um…main topic Compare and contrast weighs pretty heavily
in Common Core like I said there’s at least four standards. Two for literature
and two for informational text. Um, but it’s all about what
you compare contrast, so um…the rigor involved is what the important
part is and that’s where Common Core steps in because it
demands um that you are way more rigorous in what you
compare as opposed to saying, oh both stories have girls, or both stories have dogs. Now you’ll talk about how the
character responded to the problem in both stories and the kinds of relationships
the characters have in both stories. And so it’s ah thinking about the stories
little bit deeper when you’re comparing. Here’s what we’re going to do now.
I am going to choose a name. The person that I choose
is gonna come up here, put their paper under the
Elmo, and read their answer. While that person is reading their
answer what are you gonna do?>>class: Look and listen to that person.
>>teacher: And by listening, we have to… One of the speaking and listening standards for
Common Core is being able to present to an audience, and so having them stand up and
present and become comfortable with that really helps them when it’s time for
them to be graded on a rubric for the same standard.>>student 3: The stories
are alike because they both have
apartments and they both have a boy in the story. The
stories are different because they go to different places and
they have a different setting.>>teacher: Excellent:
>>student 4: These articles are alike because they both talk about…turn-turnout gear.>>student 5: These articles are different because they…
>>teacher: have um…they have a different author and
they both have a different main topic.>>teacher: When it came to the informational
text portion of the compare contrast lesson, I thought I was going to
have the kids do it the exact same way that I had
them do the literature. Turns out it didn’t go over so well.
Um, the kids weren’t able to do as much with the informational text
independently as they were with the literature. So they were obviously much
more comfortable with the literature than they were with articles, so
I pulled them back and we did it whole group. So what we did, is
we color-coded all the text features… all of the headings, topic sentences,
paragraphs details, picture captions, and vocabulary words. And I had-we did that
whole group, so then they were able to sit down with the graphic
organizer with their partner and look at their
color-coded article and say, Okay, let’s write about um these
different topics that were in article or how these articles had um different headings
or maybe how they the same vocab word. And so it’s easier for the kids to access information from the
article after it was color-coded. This one also talks about something down here
that the other article doesn’t talk about.>>student 6: Oh, this. It talks about this.
>>teacher: About – what’s this?>>student 7: Fire safety.>>teacher: Fire safety. Only one article
talked about fire safety. The article doesn’t. ♪[theme music]

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