Compare and contrast within and between texts

If you see readers who . . .

• think literally about what they are reading without connecting different ideas or events in their reading.
• read without accessing their background knowledge.

Comparing and contrasting texts helps readers by engaging them in thinking critically. Readers go beyond descriptions, summaries, or retells and gain a deeper understanding of what they are comparing or contrasting.

Remember that comparing involves stating likenesses and differences, whereas contrasting focuses only on differences.

We begin by defining and giving examples of how to compare, talking about likenesses and differences between the things we are comparing. We may use two students and point out their similarities and differences. Then we compare characters or settings in a story. We also explain to students that compare and contrast is a text structure often used to organize information in nonfiction text. The author uses it to describe two or more things and identify similarities and differences.

We use a Venn diagram to compare and contrast texts by the same author, as well as texts from different authors. These diagrams help students organize their thoughts visually in a very simple format that works well for all ages.

Teaching points to remember:

Compare—tell how two or more things are alike and different clue words: like, as, same, both, similar

Contrast—tell how two or more things are different clue words: but, unlike, instead of, different, as opposed to

Suggested language:

• How are these stories the same? How are they different?
• Compare the characters in each story.
• How might you compare these stories?

Possible ways to differentiate instruction:

• Help students understand the skill by relating it to classifying. When we are grouping things together, we classify them by similarities and/or differences.
• Ask students to tap into their background knowledge. What do they already know about the topics that will help them compare and contrast?

Reconsider materials, setting, instruction, and cognitive processes.

These strategies may provide support before, during, and after teaching this strategy:

• Check for Understanding; Monitor and Self-Correct
• Use Main Ideas and Supporting Details to Determine Importance
• Summarize Text; Include Important Details