1. Topic-
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Reading Comprehension
Comparing and Contrasting Text Information, Facts, and Data |
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2. Content-
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Reading Standard
2.6 Extract appropriate and significant information from the text,
including problems and
solutions.
Key Vocabulary:
Compare
Contrast
Similar
Differences
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3. Goals: Aims/Outcomes-
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1.SWBAT use compare and contrast skill to increase comprehension
of a specific text.
2.SWBAT use compare and contrast skill to assist in future summary
writing for a specific text. |
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4. Objectives-
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1.SWBAT compare and contrast information from text in order to find
differences and similarities. (CONTENT)
2.SWBAT to use a Venn Diagram to record the similar facts and differences
contained in a story or text. (CONTENT)
3.SWBAT write facts from a text into the correct categories on a Venn
Diagram and discuss with a group their findings. (LANGUAGE)
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5. Materials and Aids-
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| Large whiteboard, markers, Practice Book pages from Houghton-Mifflin,
pencils, and Extra Support worksheets from HM Language Arts program. |
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6. Procedures/Methods-
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A. Introduction-
1. Revisit the picture of motorcycle and car from previous lesson.
2. Compare means similar/same
3. Contrast means different
4. Introduce Venn diagram to be used in today's lesson. |
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B. Development-
1. Highlighter Pens will be used to mark important facts found in
the text.
2. Hi-light the Venn Diagram Title for each circle.
3. The students will work with a partner to concentrate on only one
subject of the text. (Either the toy poodle section or the Labrador
dog.)
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C. Practice-
1. The partner groups will take turns reading the text together.
2. Each group will then search for specific facts about their assigned
dog from the text. They will use highlighter to mark facts about their
assigned dog.
3. The groups will share out together the information found and the
teacher will record on a large whiteboard.
4. Teacher will lead discussion to assist in groups finding similar
facts about both dogs.
5. Teacher will connect how a Venn Diagram can assist in categorizing
information of a text so it is easier to compare. |
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D. Independent Practice-
1. Teacher will distribute the Extra Support sheets from the Houghton
Mifflin book.
2. Students will use their hiliters to mark important facts about
each category found on ES 4-4 lesson.
3. Teacher will collect and assess understanding based on the completed
pages. |
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E. Accommodations (Differentiated Instruction)-
1. Colored highlighters are used to assist students in visually
being able to distinguish from the two categories.
2. Partners are used to assist students who need extra support with
reading text or writing information.
3. Teacher Guided Practice is done using the grade level reading passage
from Practice book 26 and 27.
4. Students use the below grade level passage from Extra Support book
to assess the skill of compare and contrast at an appropriate instructional
level. |
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F. Checking for understanding-
1. All these students for this Universal Access group are struggling
with comprehension and are Below Basic or Far Below Basic on previous
benchmark exams.
2. They will be given a second opportunity tomorrow to independently
compare and contrast characters in a story from the Phonics Readers.
3. Formal assessment will be given later in the week as the students
will be given a selection test for the story, "Seal Surfer". |
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G. Closure-
1. Go over steps that are expected to be done in the independent
study.
2. Hand out ES 4-4 sheets to the students and ask them to read the
second selection from the Phonics Readers for tomorrows assignment. |
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7. Evaluation-
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1. The first evaluation will be observations during the guided practice
portion of the lesson.
2. The second evaluation is the Extra Support pages assigned.
3. Future selection tests and benchmarks that assess compare and contrast
skills for comprehension levels from selected text. |
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8. Teacher Reflection-
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I chose to use the Practice Book pages 26/27 as a guided practice
lesson because this particular group is well below grade level in
reading.
They were part of a whole class compare/contrast lesson for "Seal
Surfer" as well but I knew that they needed additional practice. I
did not want to use the Extra Support page for this guided lesson
because it gives the students an example that is easier for them to
read.
The Practice Book pages are more difficult for them and with teacher
support they will be more successful in understanding the process
of labeling facts about a particular subject. |
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