UNIT X UNIT 1 | 5 DIFFERENTIATED INSTRUCTION Scaffold • Support students’ understanding of compare and contrast by creating two columns on the board. As students provide examples throughout the activities, write them in the correct column. Underline the compare and contrast words used. Students can refer to this to support their sentence structure. • For Activity C, students can draw the two kinds of weather; the visual images will help them to recognize the similarities and differences. Amplify Ask students to extend their understanding of compare and contrast by drawing a Venn diagram to show the similarities and differences in ways to prepare for severe weather. They can research the information and include images. If there is time, students can share their answers with the class. Reading Strategy: Compare and Contrast • Build academic language proficiency Discuss the meanings of compare and contrast. Look at the four weather symbols on the previous page. Compare the similarities of the symbols (three have clouds). Contrast the differences of the symbols (the sun is different and two of the clouds have different types of precipitation). Ask: What two types of severe weather conditions can be compared? (hurricane and a tornado) What are their similarities? (severe wind and rain) What two types of severe weather conditions can be contrasted? (a hurricane and a tornado) What are their differences? (one is over the sea and the other is over the land). • Identify and explain text features Have students identify text features–titles, headings, photos, illustrations, captions–in the Before You Read section. Ask them to explain how each feature helped them to understand the content. A Use a graphic organizer Copy the graphic organizer onto the board. Review each word from Activity A and the Words to Use box. Elicit which word belongs with each day. Have students complete the remaining words in their own copies of the organizer. ANSWERS Monday: cloudy, has an umbrella, rainy; both: has fun, wears a coat, wears a hat, wears boots; Friday: sunny, wears gloves B Identify the text structure of comparison Read the example provided. Highlight the weather condition and comparison and contrast words used. Have students present their graphic organizer of the two days in pairs. ANSWERS Sample answers: Kelly has an umbrella on Monday, but she doesn’t have one on Friday. Kelly wears boots on both days. However, she doesn’t wear gloves on Monday. Like on Monday, she also wears a hat on Friday. Unlike on Friday, it’s raining on Monday. C Express ideas in writing Students read the directions and complete Activity C. Students highlight the weather condition and compare and contrast words they used. ANSWERS Sample answer: I have an umbrella in rainy weather, but I don’t carry one in sunny weather. Unlike in cold weather, I don’t wear a coat in warm weather. Practice Book p. 1 Assessment Program p. 1 EXPLORE AND LEARN COMMUNICATE PRACTICE Compare and Contrast Reading Strategy When you compare things, you say how they are similar. When you contrast things, you say how they are different. Words that show similarities: Words that show differences: also both like too but different however unlike Try Out the Strategy A Look at the pictures of Kelly on two different days. Then, put the words in the correct place in a Venn diagram. There are clouds in the sky on Monday. There are clouds in the sky on Friday, too. Kelly doesn’t wear gloves on Monday. However, she wears gloves on Friday. B Use your notes to talk about Monday and Friday. Use words that show similarities and differences. C Think of two kinds of weather you’ve experienced. Write sentences to compare and contrast the weather and your actions in that weather. I wear boots in snowy weather, but I wear sandals in sunny weather. Monday Words to Use cloudy has an umbrella has fun rainy sunny wears a coat wears a hat wears gloves wears boots cloudy Monday both Friday Friday UNIT 1 5 UNIT X1 / BEFORE YOU READ
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