1.RL.4.2

Compare and contrast the adventures and experiences of characters in stories.

Learning Outcome:

With support, read and comprehend literature that is grade-level appropriate.

I Can Statements Question Stems
-I can compare and contrast the adventures and experiences of characters in stories.

-What happened to the character(s) in each story?
-Can you think of another story that is like this one?
-How are their adventures similar? How are they different?
-How are their experiences similar? How are their experiences different?

Academic Vocabulary

character
compare
contrast

Practical Examples, Standards, and Digital Resources

Reading Examples Writing Examples Speaking and Listening Examples
-Provide students with ample time to explore several stories with familiar characters.

-Have students use a venn diagram to compare and contrast the events of characters in a story.

-Read a story and use the illustrations and text to compare and contrast the characters experiences. Use a Venn Diagram to document the thinking.

-Students make a T-Chart to write or draw a comparison of characters in a story.

-Have students draw or write using a venn diagram to compare and contrast the events of characters in a story.

-With support, have students write and illustrate a story for that character going on a new adventure.

-Students discuss the adventures of two characters in a story by telling similarities and differences.

-Students discuss how one character is similar to another by using the sentence starter: "This character is similar to ________ because __________."

-Use different versions from the same series to facilitate discuss how the adventures of the same character are the same or different.

Reading Standards Writing Standards Speaking and Listening Standards
1.RL.2.2 1.RL.2.3 1.W.3.3  1.SL.3.1
Digital Resources

English Learner Considerations

The English Learner considerations, which were written by Indiana EL teachers, are meant to increase engagement and support growth for ELs.They are designed to support the standards and curriculum you are currently using. The following are recommendations of best practices to assist educators in making language more accessible for English Learners. Educators should adapt strategies based upon a student’s proficiency level and ensure that content is age-appropriate.

Additional strategies and the guiding principles regarding literacy instruction for English Learners.

Beginning Intermediate Advanced

-allow visuals in hand
-provide realia
-use picture books
-provide high-interest texts
-provide audiobooks
-provide modified texts

-post visuals in classroom for reference
-provide high-interest texts
-provide audiobooks
-provide modified texts

-provide visuals if needed
-provide high-interest texts

Special Education Considerations

The special education considerations, which were written by Indiana special education teachers, are meant to increase engagement and support growth for students in special education. This is not an exhaustive list of strategies, but these supports will help you make literacy instruction more accessible for students. Remember to adapt these to the needs of your students and ensure that you are creating opportunities for all students to engage with rigorous content.

Guiding principles regarding literacy instruction for students in special education.

Strategy  Examples
Offer multiple ways to present text  Read alouds 
Partner reading
Audio text
Video read aloud
Repeated reading of same text
Picture walk of story  Model how illustrations can raise questions about the story
Prompt students to notice important parts of the illustrations that move the story forward
Highlight important vocabulary words in the text that are also used in the picture walk
Use a storyboard to retell a story Give story segments and allow students to sequence
Fill in sections of storyboard ahead of time but have students fill in empty spaces
Give checklist of times to include in story retelling
Accept oral retelling of story
Use plot diagram to assist in including all parts of story retell
Identify character traits in small group discussion Use a chart to record character actions and the trait they represent
Draw a picture of the setting  Include a checklist of items to include in the illustration
Allow students to use technology or magazines to gather pictures
Read part of a story, stop, and ask the class what could happen next Turn and talk with a partner and share predictions
Use visuals to prompt turn taking and when to talk when partner reading
Have students record predictions on a whiteboard or answer sheet before speaking aloud
Give choice for how students respond to the text Accept oral answer 
Provide fill in the blank answers
Accept small group answers
Model how to answer before having students answer
Immerse students with songs and poems Use visuals to prompt student engagement 
Use pictures with the lyrics or poems to encourage engagement and comprehension