EL Scaffolds Module Combined HOs

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 • 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.
Explicit Vocab • Teach key compare/contrast words: whereas, on the other hand, in
Instruction 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 Review key compare/contrast words: whereas, on the other hand, in
contrast, both.
Modeling • Show a sample paragraph (Tipis and Igloos) on projector, read the
Through paragraph, identify clue words, and use a think-aloud model to students
Think-Aloud 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).
Guided • Pair students according to skills and needs.

Practice • 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.
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
1

SCAFFOLDING PLANNING GUIDE
(Completed Example)
Language and Reading Skills Analysis Scaffolds to Implement
Key academic • Whereas, on the other hand, in contrast, • Pre-teach academic terms
words and both • Create vocabulary cheat sheets
terms • Structure, compare, contrast, different,
equal, graphic organizer, Venn diagram
• Plains, herds, temporary, support
Key academic _______whereas, ________
language
structures
Academic To discuss with others Sentence frames bookmarks
language • I believe that…
required for the • In my opinion…
lesson • I agree with…
• I disagree…
To present to others
• We agreed on…
• We believe…
• The paragraph contrasts and
compares…
Reading skills • Advanced phonics skills to read grade- Adapt texts for Sofia
required for the level words
lesson • Fluent reading to read paragraphs
• Sentence and paragraph comprehension
Content and Background Knowledge Analysis Scaffolds to Implement
Unfamiliar • Native people of North America Explain concepts
topics • Inuit of the cold Arctic region
• The concept of renting a houseboat as a
vacation
Instructional Analysis Scaffolds to Implement

Teaching • Modeling Adapt think-aloud script to model
activities • Monitoring academic language and foster
• Think-Alouds comprehension
• Providing feedback
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
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
2

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
3
• 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 • Pass out one last paragraph—some will get an example and some will
Practice 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.
Presentation Select students to present their work to the rest of the group.
to Group

Adapted from Texas Center for Reading and Language Arts. (2001). Texas second grade teacher
reading academy. Austin, TX: Author.
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
4
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.
5
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.
Adapted from Read Write Think website, published by the International Reading Association and the National Council for Teachers of
English. 2007.
6
.
English. 2007.
7
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.

Yes No
__________________________________________________________
__________________________________________________________
__________________________________________________________
English. 2007.
8
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.

Yes No
__________________________________________________________
__________________________________________________________
__________________________________________________________
English. 2007.
9
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!

Yes No
__________________________________________________________
__________________________________________________________
__________________________________________________________
English. 2007.
10
Adapted from ReadWriteThink website, published by the International Reading Association and the National
Council for Teachers of English, 2007.
English. 2007.
11
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
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
12
Vocabulary Cheat Sheet for text “Renting a Houseboat”

houseboat
countries
Mexico and the United States are different countries.

Países
Lie out
breeze
meals
13
Vocabulary Cheat Sheet for text “Adobe Houses and Gers”

ger
collapsed
folded down
adobe bricks
straw
wooden poles
canvas material
un tipo de tela
14
Vocabulary Cheat Sheet for text “Sod Houses”
settlers of the Great

Plains
dirt bricks
weeds
hay
15
Flashcards for Instructional Words
text paragraph
a part of a text
compare contrast
to see how things are equal to see how things are different
different equal
graphic organizer Venn diagram
16

Discussing with
Presenting to Others
Partner
________________
__________________

• We would like to
• I think…
share…
• I believe…
• We concluded that
• I agree…
our paragraph…
• In my opinion, …
• We agreed that…
• I disagree…
Predicting
Making Connections
________________
________________

• I predict that…
• This is similar

to…
• Based on _____, I
• This is different
infer….
than…

• This reminds
• I hypothesize
me of…
that…
• This is related

to…

17
References
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Dickinson, D. K., Golinkoff, R. M., & Hirsh-Pasek, K. (2010). Speaking out for language:
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305–310.
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contrast text structures with ELLs in K–3 classrooms. Reading Teacher, 63(2), 132–
141.
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for the education of English language learners: Research-based recommendations
for the use of accommodations in large-scale assessments. Portsmouth, NH: RMC
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http://www.centeroninstruction.org/files/ELL3-Assessments.pdf
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struggling readers: How to help students succeed across content areas. Portsmouth,
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http://ies.ed.gov/ncee/wwc/pdf/practiceguides/20074011.pdf
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For use with the Building Capacity for RTI in Texas School project's online module: Instructional and Language Scaffolds for
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References
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
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Lesson Compare and Contrast Text Structure

Objectives Students will do the following:

Guided • Pair students according to skills and needs.

Instructional Analysis Scaffolds to Implement

Content and Background Knowledge Analysis Scaffolds to Implement

Instructional Analysis Scaffolds to Implement

Session 3 Students complete independent practice

Third, we will decide whether this text is a compare/contrast text.

Teacher reads first paragraph and stops.

Teacher reads second paragraph.

Now, I will read again to look for key words.

Teacher reads again and stops at the word “whereas.”

Teacher continues reading and stops at the word “both.”

Many years ago the Native people of North America built

1. Does this paragraph compare and contrast two things?

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

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

Are you looking for an adventure when you go

You can do many different activities when vacationing on a houseboat. You

5. Does this paragraph compare and contrast two things?

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

7. If yes, what two things are being compared?

A ger is a home that is circular and looks like a tent. It

1. Does this paragraph compare and contrast two things?

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

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

Some settlers of the Great Plains made their houses

1. Does this paragraph compare and contrast two things?

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

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

Native People of North America

groups of certain animals

not for always, just for some time

Mexico and the United States are different countries.

settlers of the Great

graphic organizer Venn diagram

Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language

Linan-Thompson, S., & Vaughn, S. (2007). Research-based methods of reading instruction

Lucas, T., Villegas, A. M., & Freedson-Gonzalez, M. (2008). Linguistically responsive

Pilgreen, J. (2006). Supporting English learners: Developing academic language in the

Walqui, A. (2006). Scaffolding instruction for English language learners: A conceptual

Yoder, P. J. (2013). Structured academic discussion and academic language acquisition of

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