TEACHER GUIDE
H
Comparing and Contrasting
Table
For
the
of
Contents
Teacher............................................................................................................................................ iv
Research Summary.................................................................................................................................. xxii
Introduction. .................................................................................................................................................... 2
Instruction
and
Practice
Lesson 1
Part One, Modeled Instruction....................................................................................................................... 4a
Part Two, Guided Instruction.......................................................................................................................... 6a
Part Three, Guided Practice......................................................................................................................... 12a
Part Four, Independent Practice.................................................................................................................. 20a
Lesson 2
Part One, Modeled Instruction..................................................................................................................... 26a
Part Two, Guided Instruction........................................................................................................................ 28a
Part Three, Guided Practice......................................................................................................................... 34a
Part Four, Independent Practice.................................................................................................................. 42a
Lesson 3
Part One, Modeled Instruction..................................................................................................................... 48a
Part Two, Guided Instruction........................................................................................................................ 50a
Part Three, Guided Practice......................................................................................................................... 56a
Part Four, Independent Practice.................................................................................................................. 64a
Application
Lesson 4......................................................................................................................................................... 70a
Lesson 5......................................................................................................................................................... 74a
Lesson 6......................................................................................................................................................... 78a
Lesson 7......................................................................................................................................................... 82a
Lesson 8......................................................................................................................................................... 86a
Reproducibles
Teacher Assessments (1–3).............................................................................................................. 91
Graphic Organizer for Comparing and Contrasting..................................................... 95
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For
the
Teacher
What is the ZOOM IN Series?
What is in each Student Book?
ZOOM IN is a targeted instruction reading-strategy
series. The series focuses on six key reading
strategies and provides extensive instruction and
concentrated practice, which is especially useful for
striving readers, but can also be beneficial for on-level
readers.
Each Student Book includes an introduction and eight
lessons, targeting one reading strategy. Lessons 1–3
are scaffolded lessons, providing instruction and
practice. Lessons 1–3 each have four parts—Part One,
Modeled Instruction; Part Two, Guided Instruction; Part
Three, Guided Practice; and Part Four, Independent
Practice. Lessons 4–8 are application lessons for
strengthening students’ proficiency in using the reading
strategy. These five lessons may also be used for
benchmarking, to monitor students’ progress in
applying the reading strategy.
The six key reading strategies are:
•
•
•
•
•
•
Understanding Main Idea and Details
Understanding Sequence
Recognizing Cause and Effect
Comparing and Contrasting
Making Predictions
Drawing Conclusions and Making Inferences
ZOOM IN spans eight reading levels (1.0–8.9), with
six reading strategy books at each reading level. Each
book targets one reading strategy. The readability and
content of the reading passages from each book, as
well as the artwork, are designed so that students in
any grade reading at that level can use the book. For
example, any student reading at the 3.0–3.9 level can
use Book C.
Book
Reading Level
A
1.0–1.9
B
2.0–2.9
C
3.0–3.9
D
4.0–4.9
E
5.0–5.9
F
6.0–6.9
G
7.0–7.9
H
8.0–8.9
How do I place students in the
ZOOM IN Series books?
The ZOOM IN Placement Books are used to diagnose
and assess each student’s level of mastery for the six
reading strategies. Based on the results, the student
may then be placed in the appropriate strategy book
or books. The Placement Books are separate books,
one book at each reading level, A–H. Each Placement
Book consists of five lessons, and each lesson includes a
reading passage in one of several fiction and nonfiction
genres, followed by six selected-response questions. Each
question focuses on one of the six key reading strategies.
Each Placement Book also contains a student selfassessment form and an answer form.
Each Student Book also includes a Tracking Chart,
eight Self-Assessments, and a blank Graphic Organizer.
FEATURES OF THE STUDENT BOOK
A brief discussion of each Student Book feature
follows, and examples of features are called out on
Sample Pages (pages x–xxi).
• Introduction to Reading Strategy
A two-page introduction of the reading strategy
includes a brief definition, a simple graphic
organizer, a list of key points, a sample paragraph
highlighting use of the reading strategy in context,
and a brief summary of the reading strategy.
• Various Reading Genres
The reading passages in each book represent
a variety of fiction and nonfiction genres.
• Numbered Paragraphs
The paragraphs in the reading passages are
numbered for easy reference during discussions
and for locating answer information.
• Chunked Text
Each reading passage page is organized by
numbered paragraphs, to which specific reading
strategy information is related. This “chunking” of
text (along with the use of reading strategy tips
and note taking) helps students to comprehend
each page of the passage, as well as the passage
as a whole.
• Zoom In
Zoom In reading-strategy tips appear in the side
margin of the reading passage pages in Lessons 1–3
and guide students in using the reading strategy in
specific context to improve comprehension. When
there are comprehension questions, the first Zoom In
tip leads students to the answer of the first question,
the second Zoom In tip leads students to the answer
of the second question, and so on.
iv
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• Strategic Interaction with Text
Throughout the book, students interact with the text
by underlining or circling relevant reading-strategy
information.
• Getting the Gist
In the My Notes space, students take notes on
the “gist” of what they have read on the page.
The gist represents the most important information.
Later, students will use their notes to summarize
the whole passage, orally or in writing.
Students may take notes in the format shown in
the Sample Notes on the Student Book facsimile
pages in the Teacher Guide, or in a variety of other
formats, such as:
• Indentation—details indented after main ideas
in list format
• Bullets—highlighting each main idea or each detail
• Columns—main ideas in left column and details
in right column
• Personal Vocabulary List—Each student may
use the My Notes space to write words from the
passage that he or she wants to learn more about.
• Selected-Response and ConstructedResponse Comprehension Questions
In Lessons 1–3, comprehension questions follow
the reading passage in Part Three, Guided Practice
and Part Four, Independent Practice. Questions also
follow the reading passages in Lessons 4–8. Four
questions are selected-response (multiple-choice)
and two questions are constructed-response
(short-response). These six questions are readingstrategy related. One constructed-response question
asks students to summarize the whole reading
passage.
• Question-Format Connections
In the lesson parts or lessons that have
comprehension questions, one selected-response
question and one constructed-response question
are connected. This connection helps students
understand that both types of questions can ask
about the same kinds of things, whether students
choose the answer or write the answer. This can
help allay anxiety about answering questions in
either format.
• Answer Explanations
Each Part Three, Guided Practice provides
explanations for selected-response questions of
why each answer choice is correct or not correct
and for constructed-response questions of why
each sample answer is a correct answer.
• Scaffolding
Each ZOOM IN Student Book incorporates various
layers of scaffolding, through which students are
supported by the text and/or the teacher until they
can work more independently.
In each Part One, Modeled Instruction, the text
and the teacher provide strong modeled structure.
In each Part Two, Guided Instruction, a bit of the
structure (primarily the highlighting in the text) is
removed, the passage text is longer, and there are
more Zoom In tips.
In each Part Three, Guided Practice,
comprehension questions are added, with
explanations of why each answer choice is correct
or not correct. In each Part Four, Independent
Practice, the answer explanations have been moved
to the Teacher Guide, to be used at the teacher’s
discretion.
Students benefit from the structure of Lessons 1–3
before going on to more independent work in
Lessons 4–8.
Additionally, the referencing to specific paragraphs
in the comprehension questions is scaffolded
across Lessons 1–8.
Also, the readability level of the reading passages
progresses. In Lesson 1, the passages are in the
lower half of the readability range; in Lesson 2, they
are in the mid area of the range; in Lesson 3, they
are in the upper half of the range. In Lessons 4–8,
the readability of the passages covers the full range
of the reading level.
• Tracking Chart
Students write the date they complete each
lesson part or lesson. They also chart the number
of correct answers out of a possible number of
correct answers for the appropriate parts and
lessons. Students can use the scoring boxes
at the bottom of the Student Book pages
to gather this information.
• Student Self-Assessments
Students complete Self-Assessments after they
have finished each lesson part or lesson. Students
rate their performance and determine and describe
areas of difficulty. They also set and check goals
for future lessons.
• Graphic Organizer
A graphic organizer is used to visually depict the
use of each reading strategy in context. The graphic
organizer is at the back of the Student Book, for
students’ reference. A reproducible graphic organizer
is in the Teacher Guide.
v
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Teacher Information
Part Three of the student book includes a four-page
reading passage. Zoom In tips are in the side margins to
guide students. You may have students read the tips, or
you may read the tips to them. In the My Notes space,
students may write brief summary notes giving the “gist”
of what they have read on the page. Students may also
use this My Notes space to list additional vocabulary
words from the passage that they would like to learn
more about or that they find challenging.
Seven comprehension questions follow the passage:
four selected-response (multiple-choice) and three
constructed-response. The Zoom In tips relate to six
of the seven questions. Question 7 does not have a
correlating Zoom In tip because it is a summarizing
question that relates to the whole passage. Encourage
students to use their “gist” notes when they write
the summary in question 7, which should represent
the main idea of the whole passage, along with key
supporting details.
In the student book, and on state and national
tests, questions about comparing and contrasting
do not always contain the words compare and
contrast. A comparing question may ask how two
or more things are alike. For example, “How are the
princess’s and fisherman’s reactions to lovesickness
alike?” A question asking about a contrast might be,
“How are a palace and a hut different?”
Make sure students understand that selected-response
questions and constructed-response questions often
ask the same kinds of things, but the answers are
presented differently. With a selected-response question,
students choose the answer and fill in the correct
answer bubble. With a constructed-response question,
students figure out the correct answer and write the
answer. In Part Three, questions 4 and 5 ask about the
same instance of the reading strategy.
Before Reading
Before students begin Lesson 1, Part Three, you
may use the features on these two pages to:
• preview the reading passage genre
• activate students’ prior knowledge
• preview vocabulary words
• identify any additional vocabulary words that
are appropriate for your students
• preview English language arts concepts that
relate to the reading passage
Reading Passage Genre:
Folktale
Folktales are traditional stories that are passed down
in a particular culture. In many cultures, folktales
began as an oral tradition, meaning that the stories
were told aloud long before anyone wrote them
down. The purpose of most folktales is to teach a
lesson about human behavior and to lead readers to
a better understanding of the world. Many folktales
are about animals or events that occur in nature.
These tales often include magical characters or
events that are entirely imaginary.
Activate Prior Knowledge
Show students a world map, and help them
locate Vietnam. Explain that this folktale is about a
Vietnamese princess who falls in love with the voice
of a fisherman. Ask, “What can you tell about a
person from his or her voice?” (his or her emotions)
“Do you think you can love someone if you hear
only his or her voice? Why or why not?” (Yes, if you
listen closely you can tell what the person is like. No,
it’s not possible to fall in love with someone just by
hearing that person’s voice.)
In Part Three, there are explanations for why each
selected-response answer choice is correct or not
correct. Sample answers are provided for the three
constructed-response questions, and explanations are
given for why each sample answer is a correct answer.
Additional reading strategy information allows you
to explore the reading strategy in more depth with
students.
Part Three has an extension activity that may be
assigned after students have read the passage.
Students may work individually, in pairs, or in
groups to complete the activity and extend their
understanding of the reading passage.
12a
Lesson 1, Part Three, Guided Practice (Student Book Pages 12–19)
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Vocabulary
English Language Arts
Connections
privilege (PRIHV-uh-lihj), p. 12
a special right or advantage that few people have
The teen earned the privilege of using the
computer.
solitude (SOL-uh-tood), p. 12
the state of being alone
After his wife died, Mr. Greene lived in solitude.
melancholy (MEHL-uhn-kol-ee), p. 12
a feeling of sadness
Alexis was filled with melancholy when her friend
Tariq announced that he was moving.
listless (LIHST-lihs), p. 13
too tired to care about anything; bored
Connor, who is usually full of energy, seems sick
and listless today.
physician (fuh-ZIHSH-uhn), p. 13
a doctor
Ms. Gomez took her sick child to a physician.
ceased (seesd), p. 13
stopped doing something or stopped happening
The rain ceased, and the sun came out.
repelled (rih-PEHLD), p. 13
caused disgust
The smell of garbage even repelled the dog.
vocation (voh-KAY-shuhn), p. 14
one’s job or occupation
Teaching is Mr. Petricola’s vocation, and
woodworking is his hobby.
plaintive (PLAYN-tihv), p. 15
sad, sorrowful
We heard the kitten’s plaintive cry.
Additional Vocabulary
Synonyms
Explain that, as students read, they will encounter
a number of synonyms. Say, “A synonym is a word
or a phrase that has the same or nearly the same
meaning as another word or phrase.” On the board,
write these word pairs from the selection and read
them aloud: mandarin/ruler, sing/croon, rowed/
paddled, melody/song, sipped/drank, sluggish/
listless, modest/humble, valuable/precious. As a
class, define each word and explain each pair of
synonyms. Use these and other synonyms (stop/
cease, happy/joyous, live/dwell, large/enormous,
little/small) in a game of Concentration.
To play Concentration, distribute blank index cards to
students. Ask them to print each word from the board
(and the supplemental list, if needed) on one side of
an index card. Synonyms will be considered a pair or
match. Shuffle the cards, and tape them facedown
on the board. Organize students into teams. A player
chooses any two cards and turns them over. If the
words are synonyms, the student keeps the cards. If
the words are not synonyms, the cards are returned
to the board in the same place from which they were
taken. The object of the game is to match synonyms
correctly and remember where pairs are located.
Teams take turns, and the team with the most cards
at the end of the game wins.
Antonyms
This selection also includes a number of antonyms.
Explain that antonyms are words with opposite
meanings, such as big and small. If students
have difficulty understanding opposites, use other
examples such as open/closed, sad/happy, and
true/false.
Write the word handsome on the board, and
define it. Ask students whether they know a word
that means the opposite of handsome. Guide
students to understand that ugly is the opposite
of handsome. Then write the following words from
the passage on the board: palace/hut, magnificent/
humble. Work with students to define each word,
and guide them to understand why the paired words
are opposites. Organize a game of Concentration,
using antonyms as pairs.
Lesson 1, Part Three, Guided Practice (Student Book Pages 12–19)
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12b
During Reading
Lesson 1, Part Three, Guided Practice
Getting Started
Read aloud the directions on page 12. Then
read the whole passage on pages 12–15 as
students read along with you.
This passage is a retelling of a Vietnamese folktale. As you read the folktale,
think about how the fisherman and the princess are alike and different.
Point out to students the My Notes space
in the side margin. Encourage students to
use the My Notes space to list additional
vocabulary words from the passage.
Getting the Gist
Have students read page 12 of the folktale to
themselves. Then check their understanding.
Say: What did you read about on this
page? (My Nuong, the daughter of
a powerful ruler in Vietnam, heard a
fisherman singing. The princess enjoyed
the fisherman’s songs and became worried
when he did not appear for many days.)
Encourage students to use the My Notes
space to write brief notes about what they
have read on page 12. See Sample Notes.
Zoom In
Direct students’ attention to Zoom In in the
side margin. Have them read the tip. Then
discuss it.
ZOOM IN
Look at paragraph 2. It tells one way in
which the princess and the fisherman
were different.
1
Long ago, a royal princess named
My Nuong (MEEN WONG) lived in a
Underline the sentence in
paragraph 2 that tells how the daily
life of the fisherman differed from the
daily life of My Nuong.
palace near the banks of the Red River
in Vietnam. The only daughter of a
powerful mandarin, or ruler, she lived a
life of privilege and solitude and spent her
days reading, embroidering, or watching
MY NOTES
the river. One day, she heard a haunting
melody as a fisherman sang while he
Sample Notes:
fished. Although she could not see his
My Nuong—lived in palace, near banks
of Red River, Vietnam
face, she made an assumption that he
was handsome because his songs of
life of privilege, solitude—spent days
reading, embroidering, watching river
heard haunting melody as fisherman
sang—could not see, assumed he was
handsome, wished she could sing
looked forward to hearing fisherman
croon, observed water and riverboats—
became concerned when he did not
appear
melancholy moved her. How she wished
that she too could sing!
2
Week after week, the princess looked
forward with anticipation to hearing the
fisherman croon as he cast fishing lines from
his small boat. Because she did not have to
work, she leisurely observed the glistening
water and red sails of riverboats passing by
the palace. Unlike the princess, the fisherman
performed laborious work every day in good
Say: The last sentence in paragraph 2
tells how the fisherman’s days differed
from the princess’s days.
Make sure students underline the last
sentence in paragraph 2. This information
will get students ready for question 1 on
page 16.
The Fisherman
and the Princess
weather, so My Nuong became concerned
when he did not appear for days.
12
Lesson 1, Part Three, Guided Practice
Additional Reading Strategy Information
for Page 12
Say: According to paragraph 1, the princess could not sing.
In contrast, the fisherman sang haunting melodies.
Additional Reading Strategy Information
for Page 13
Say: Paragraph 5 tells that the fisherman was penniless. From
details in paragraph 1 of the folktale and on page 13, you can
tell that the princess instead was wealthy.
12
Lesson 1, Part Three, Guided Practice
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During Reading
ZOOM IN
3
After waiting for weeks, My Nuong
became pale, weak, and listless.
Look at paragraph 5. The fourth sentence
contrasts the reactions of the princess and
the fisherman once they met in person.
Concerned about his daughter’s health,
the mandarin asked the court physician to
cure her. Although he was knowledgeable
and skilled, the physician could not
determine what caused the illness.
4
From the opened windows of her
Say: What did you read about on this
page? (My Nuong became seriously
ill and could not be cured. Her health
improved once she heard the fisherman’s
songs again, so her father summoned
Truong Chi to the palace. The princess
and the fisherman met for the first time.
My Nuong was repelled by Truong Chi’s
appearance, but the fisherman was awed
by the princess’s appearance.)
Underline the sentence in
paragraph 5 that tells how My Nuong
and Truong Chi reacted differently
when they first met.
chambers, My Nuong could see the placid
waters of the river whirling lazily while a
Look again at paragraph 5. The third
sentence details the fisherman’s
appearance. According to the last
sentence in paragraph 5, how did My
Nuong’s appearance differ from the
fisherman’s appearance?
fisherman paddled by in his small boat. A
lyrical melody filled the air, and the princess
recovered completely, regaining her
strength, color, and appetite. Because the
court physician could find no reasonable
explanation for her sudden recovery, he
proclaimed this a medical miracle.
5
Noticing that his daughter’s illness
Underline the sentence in paragraph 5
that tells how the appearances of the
princess and the fisherman differed.
Encourage students to use the My Notes
space to write brief notes about what they
have read on page 13. See Sample Notes.
ceased once the fisherman had
reappeared, the mandarin summoned
Truong Chi (troo ONG CHEE) to the
Zoom In
MY NOTES
palace. “My, how ugly!” thought My
Have students read the first tip. Discuss it.
Sample Notes:
Nuong because Truong Chi was not
what she had envisioned. His calloused
My Nuong—became pale, weak, listless
skin, scraggly black hair, and tattered
My Nuong could see water, melody
filled air—regained color, strength,
appetite
clothes that smelled of fish repelled her.
When Truong Chi politely bowed to her,
My Nuong winced irritably with disgust;
Say: Paragraph 5 tells how the fisherman
and the princess reacted when they met.
How did the princess react when she met
Truong Chi? (She winced with disgust.)
How did the fisherman react when he met
My Nuong? (He shivered with awe.)
mandarin noticed daughter’s illness
ceased when fisherman reappeared,
summoned to castle
however, the penniless fisherman shivered
with awe. In contrast to Truong Chi’s
humble appearance, the princess wore
Truong Chi not what My Nuong
envisioned—calloused skin, scraggly
hair, tattered clothes, smelled of fish
a magnificent silk kimono, which
shimmered against her soft skin, and her
jet-black hair shone like glass.
My Nuong winced, Truong Chi shivered
with awe
Lesson 1, Part Three, Guided Practice
13
Using the Graphic Organizer
Give students a copy of the graphic organizer on page 95 of the
Teacher Guide. Have students (individually, in pairs, or in small groups)
fill in the graphic organizer with details that tell how the princess’s
and the fisherman’s appearances were alike and different as shown
in paragraph 5. Then review with students their completed graphic
organizers. See sample.
Princess
Fisherman
Alike
black hair
black hair
Different
soft skin
silk kimono
hair shone like glass
calloused skin
tattered clothes
hair was scraggly
Getting the Gist
Have students read page 13 of the folktale to
themselves. Then check their understanding.
Make sure students underline the fourth
sentence in paragraph 5. This information
will get students ready for question 2 on
page 16.
Next, have students read the second tip.
Discuss it.
Say: Look at the third sentence in
paragraph 5. What adjectives can you
think of that describe how the fisherman
looked? (poor, dirty) Now look at the
last sentence. What adjectives can you
think of that describe how the princess
looked? (beautiful, elegant)
Make sure students underline the last
sentence in paragraph 5. This information
will get students ready for question 3 on
page 16.
Lesson 1, Part Three, Guided Practice
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13