Comparing and Contrasting

Comparing and Contrasting C

TO THE STUDENT In this book, you will learn how to use the reading strategy called Comparing and Contrasting. With your teacher s help, you will practice using this strategy to better understand what you read. Acknowledgments Product Development Product Developer: Dale Lyle Book Editors: Mary McNary, Maureen Sotoohi Book Writer: Karla Beatty Design and Production Product Designer: Susan Hawk Cover Designer: Susan Hawk ISBN 978-0-7609-4882-8 2009 Curriculum Associates, Inc. North Billerica, MA 01862 No part of this book may be reproduced by any means without written permission from the publisher. All Rights Reserved. Printed in USA. 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

TABLE OF CONTENTS INTRODUCTION... 2 INSTRUCTION AND PRACTICE Lesson 1 Part One, Modeled Instruction... 4 Part Two, Guided Instruction... 6 Part Three, Guided Practice... 12 Part Four, Independent Practice... 20 Lesson 2 Part One, Modeled Instruction... 26 Part Two, Guided Instruction... 28 Part Three, Guided Practice... 34 Part Four, Independent Practice... 42 Lesson 3 Part One, Modeled Instruction... 48 Part Two, Guided Instruction... 50 Part Three, Guided Practice... 56 Part Four, Independent Practice... 64 APPLICATION Lesson 4... 70 Lesson 5... 74 Lesson 6... 78 Lesson 7... 82 Lesson 8... 86 TRACKING CHART... 91 SELF-ASSESSMENTS 1 8... 93 GRAPHIC ORGANIZER... 101

INTRODUCTION Comparing and Contrasting Comparing is finding how things are alike. Contrasting is finding how things are different. GRAPHIC ORGANIZER Alike Different One Thing Another Thing KEY POINTS 1 When you compare things, you find ways in which they are alike. 2 When you contrast things, you find ways in which they are different. 3 Two or more people, places, objects, and events can be compared and contrasted. 4 Clue words can signal comparisons. The words same, both, like, alike, and also signal ways in which things are alike. 5 Clue words can signal contrasts. The words but, unlike, different, and however signal ways in which things are different. 6 If there are no clue words in what you read, ask yourself, How are things alike? How are things different? 2 Introduction

EXAMPLE When you read about two or more people, places, objects, or events, think about how they are alike. Then think about how they are different. Look for clue words that are used to compare and contrast them. alike different Want to go for a ride? Bicycles have two wheels, and most scooters have two wheels. Both have handlebars and brakes to stop. On a bicycle, the rider sits on a seat and turns the pedals. On a scooter, the rider stands while riding. Unlike a bicycle, a scooter is pushed along by a foot. They are fun to ride! clue word clue word The paragraph above compares and contrasts bicycles and scooters. It tells how the two things are alike because both have handlebars and brakes. It uses the clue word both. The paragraph also tells how the two things are different because on a bike the rider sits and turns pedals. On a scooter, the rider stands and pushes with a foot. It uses the clue word unlike. Remember Comparing and contrasting is finding out how things are alike and different. Clue words often signal how things are alike and different. Introduction 3

INSTRUCTION AND PRACTICE Lesson 1, Part One, Modeled Instruction This passage is a story. As you read the story, think about comparing and contrasting. ZOOM IN Look at paragraph 1. One sentence tells you how the two brothers are alike. It uses the clue word both. The sentence is highlighted for you. Underline the sentence in paragraph 1 that tells you how the two boys are alike. MY NOTES Two Sports Cars 1 Hooray for birthdays! Hooray for birthday presents, cried Jared s little brother, Henry. It was Jared s birthday. Jared was twelve years old. He was tall, skinny, and good at playing sports. Henry was ten years old. However, he was short, chubby, and awkward at playing sports. Both boys had thick, wavy black hair. 2 Jared received several nice gifts for his birthday. The gifts that excited both boys the most were model cars. What a surprise that Jared got two gifts of model sports cars! One of the sports car models was red. The other sports car model was blue. 4 Lesson 1, Part One, Modeled Instruction

3 In some ways the cars were different. The red sports car model had black racing stripes. It had doors that could be opened and shut. The blue sports car model had painted flames along the front. It had headlights that could be turned on and off. ZOOM IN Now look at paragraph 4. The clue word unlike is highlighted for you. It signals that there is a contrast. Read the sentence to find out one way that the red car is different from the blue car. Circle the clue word in paragraph 4. MY NOTES 4 Both cars had racing numbers. The blue car had a big number 45 painted on top of the hood. Unlike the blue car, the red car had its racing numbers on the side doors. It had number 37 painted in black and white. 5 Jared always enjoyed putting models together. He thought his little brother Henry would be interested in doing more than just watching. So Jared placed the car models on his desk in two spots. Then he brought two chairs and placed a chair at each model. 6 Henry, he said, I need some help making these models. I ll build the red car. Why don t you build the blue sports car? Henry was thrilled and excited to help his big brother. Lesson 1, Part One, Modeled Instruction 5

Drawing Conclusions and Making Inferences G

TO THE STUDENT In this book, you will learn how to use the reading strategy called Drawing Conclusions and Making Inferences. With your teacher s help, you will practice using this strategy to better understand what you read. Acknowledgments Product Development Product Developer: Dale Lyle Book Editor: Dale Lyle Book Writer: Martha Morss Design and Production Product Designer: Susan Hawk Cover Designer: Susan Hawk ISBN 978-0-7609-4910-8 2009 Curriculum Associates, Inc. North Billerica, MA 01862 No part of this book may be reproduced by any means without written permission from the publisher. All Rights Reserved. Printed in USA. 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

TABLE OF CONTENTS INTRODUCTION...2 INSTRUCTION AND PRACTICE Lesson 1 Part One, Modeled Instruction...4 Part Two, Guided Instruction...6 Part Three, Guided Practice...12 Part Four, Independent Practice...20 Lesson 2 Part One, Modeled Instruction...26 Part Two, Guided Instruction...28 Part Three, Guided Practice...34 Part Four, Independent Practice...42 Lesson 3 Part One, Modeled Instruction...48 Part Two, Guided Instruction...50 Part Three, Guided Practice...56 Part Four, Independent Practice...64 APPLICATION Lesson 4...70 Lesson 5...74 Lesson 6...78 Lesson 7...82 Lesson 8...86 TRACKING CHART...91 SELF-ASSESSMENTS 1 8...93 GRAPHIC ORGANIZER...101

INTRODUCTION Drawing Conclusions and Making Inferences Figuring out information that is not directly stated is called drawing conclusions and making inferences. Clues in Passage GRAPHIC ORGANIZER What You Already Know Conclusion or Inference + KEY POINTS 1 Think about information that is directly stated as details in the passage. Look for detail clues to information that is not directly stated. 2 Add what you already know to the detail clues in the passage. 3 Figure out what is hinted at but not directly stated in the passage. 2 Introduction

EXAMPLE As you read a passage, think about the details that are directly stated. Look for details that you can use as clues to information that is not directly stated. Then think about what you already know. Use the detail clues and what you already know to figure out information that is not directly stated. You will be drawing a conclusion or making an inference. detail clue Samantha stepped out onto the porch and sniffed the frosty air. Overnight, it seemed, the last of the brilliant orange leaves of the maple trees had floated to the ground. Samantha had a chore to do, but the clear blue sky made her feel cheerful as she walked to the far end of the yard and began raking the leaves. detail clue detail clue Details are pieces of information about people, places, or things. Detail clues in the paragraph state that the air is frosty, that the leaves are orange, and that Samantha is raking the leaves. You probably already know that the air is cool, the leaves on trees turn orange, and people rake up fallen leaves in the fall. The paragraph does not directly state what season of the year it is. But you can use the clues and what you already know to figure out, or conclude, that it is fall. Remember Use directly stated detail clues in a passage, along with what you already know, to figure out information that is not directly stated. Introduction 3

Lesson 3, Part Four, Independent Practice This passage is a report. As you read the report, think about information that is directly stated and what is not directly stated. ZOOM IN From detail clues in the first three sentences of paragraph 1, why do you think people go to wilderness areas? Why Wilderness? Tips for Wilderness Camping Underline the first three sentences in paragraph 1. Details in the last two sentences of paragraph 2 can be used as clues to figure out whether or not a backpacking trip calls for careful planning. Underline the last two sentences in paragraph 2. MY NOTES 1 Imagine hiking through a mountain meadow where the only sounds you hear are the wind and the birds. Imagine fishing for trout in a jewel-like lake under snowcapped peaks. Or imagine gazing at a night sky so filled with stars that you can barely make out familiar constellations. Many people are attracted to wilderness areas for these kinds of experiences. 2 People might go to a wilderness to climb mountains, ride horses, fish in streams, raft down rivers, and canoe across lakes. But one of the most popular wilderness activities is backpacking. This is a combination of hiking and camping, where you carry everything you need food, clothing, and shelter on your back. A backpacking trip can last from a couple of days up to several weeks. 64 Lesson 3, Part Four, Independent Practice

Get Ready 3 To enjoy a backpacking trip, you must be prepared physically. You will be walking for most of each day, often uphill, carrying the weight of your pack. You will also have to balance this weight as you cross streams on logs or stones. To prepare for your trip, walk frequently, sometimes wearing a loaded pack. Better yet, run or climb stairs. All of these activities, which improve your heart rate and blood circulation, will build up your endurance. ZOOM IN You can use details in the second and third sentences of paragraph 3 as clues to figure out whether or not backpacking is physically demanding. Underline the second and third sentences in paragraph 3. MY NOTES 4 You must also be prepared mentally. You will be away from all of your usual comforts bathtubs, beds with pillows, heated rooms and you will be exposed to whatever Mother Nature dishes out. You want to come through whistling a tune. Pack Up 5 At a minimum, you should pack these items: tent, sleeping bag, clothing, cook stove, cooking pans, waterproof matches, eating utensils, water bottles, water treatment kit, garbage bags, sunglasses, flashlight, toilet paper, toiletries, first-aid kit, repair kits, map, compass, and guidebook. For clothing, take broken-in hiking boots, wool socks, a warm jacket or sweater, rain gear, a hat, long- and short-sleeve shirts, pants, and shorts. Lesson 3, Part Four, Independent Practice 65

ZOOM IN Details in the sixth and seventh sentences of paragraph 6 can help you figure out whether or not bears are attracted to the food that backpackers carry. Underline the sixth and seventh sentences in paragraph 6. A detail in the last sentence of paragraph 6 provides another clue about bears and the food that backpackers carry. Underline the last sentence in paragraph 6. MY NOTES Be Prepared 6 Part of packing for your trip is preparing for extreme weather, hazards, and emergencies. For example, placing a camera inside a plastic bag will protect it from a drenching storm. A map and compass will help you find your way if you lose the trail. Of course, you must know how to use them! Mosquito repellent and sunscreen are a must on most trips. And if you will be backpacking in bear country, you should definitely carry a bear canister. This is a sturdy, lightweight container with a tight-fitting lid that can hold five to six days of food for one person. If you cannot find a bear canister, take a length of clothesline rope so you can hang your food from a high tree limb. Take Care 7 The motto of all thoughtful backpackers is Leave no trace. In other words, the natural area you visit should look just as natural after you leave it. How can you take care of natural areas? First, travel and camp on durable surfaces. Walk on the established trail, not on softer ground nearby. This usually means walking single file and is especially important when the ground is wet or muddy. For your campsite, choose a flat, dry area, where there is little vegetation. Do not alter the site by cutting off parts of trees or by trenching around the tent, for example. 66 Lesson 3, Part Four, Independent Practice

8 Taking care also means disposing of waste properly. When you fold your campsite, check for any trash, leftover food, or other litter. All waste should be packed into plastic bags that you have brought along and then carried out of the area with you. When you wash dishes or yourself, you should carry water 200 feet from streams or lakes and use a soap that will cause the least harm to the environment. ZOOM IN Details in the second sentence of paragraph 11 can help you figure out how you could be courteous to other hikers when backpacking. Underline the second sentence in paragraph 11. 9 Campfires scar the landscape and can lead to wildfires. If fires are permitted in the area where you are hiking, always use established fire rings, use only sticks from the ground to make the fire, and put out the campfire completely. Otherwise, use your stove for all your cooking, and use a lightweight candle lantern for light. MY NOTES Respect Wildlife and Other People 10 While animals near car-camping areas might seem tame, the animals you encounter in a wilderness area are not. Feeding these animals can be harmful to their health and alters their natural behavior. In general, observe wildlife from a distance. 11 When you go to a wild area, you expect it to be peaceful and quiet, and others do too. When people are admiring a panoramic view from a remote mountain pass, the last thing they want to hear is screaming or shouting or someone s cell phone ringing. Always be courteous to other hikers. Lesson 3, Part Four, Independent Practice 67

Choose the correct answer to each question. Fill in the answer bubble. 1. Based on detail clues at the beginning of the report, why do people go to wilderness areas? to have an adventure to enjoy nature to forget their troubles to gather food 3. Detail clues under the heading Get Ready suggest that in a physical sense, backpacking can be considered impossible. damaging. demanding. relaxing. 2. From detail clues at the beginning of the report, you can figure out that a backpacking trip requires little or no planning. careful planning. a sense of humor. considerable bravery. 4. The report suggests that bears in the wild do not eat human food. avoid mosquito repellent. generally ignore backpackers. are drawn to backpackers food. 68 Lesson 3, Part Four, Independent Practice Lesson 3 4

Answer each question. Write each answer on the lines. 5. From detail clues in the report, what can you figure out about bears and the food that backpackers carry? What detail clues did you use? 6. Using detail clues in the report under the heading Respect Wildlife and Other People, come up with two or three rules for how to show courtesy to other hikers in wilderness areas. Tell why the rules are important. 7. Write a short paragraph to summarize the whole report. Tell only the most important information. Lesson 3 3 Lesson 3, Part Four, Independent Practice 69