Essential Skills/Concepts Related to RL 6.7
Compare and Contrast
SOME AUTHORS USE a compare-and-contrast text structure to organize ideas. To compare, they tell how things are alike; to contrast, they tell how things are different. Words like same, different, some, all, every, also, but, both, or many signal to readers that the author is using a compare-and-contrast structure.
Compare: Every student in the school wore the same blue uniform.
Contrast: They may have to wear uniforms, but we don’t!
Authors don’t always use signal words. Then, readers must figure out what’s being compared or contrasted.
The DJ played classic rock and everyone agreed the music was cool . . . or as some put it, “fierce!” How could I tell my new friends that I preferred country-western?
Many times things can be alike in one or more ways but still be different. In the preceding example, rock and country-western are alike because both are kinds of music, but they are different in style and rhythm. A Venn diagram can help you keep track of likenesses and differences as you read.
Marissa and Matthew are twins, but she has dark hair and he’s a blond. Everyone in their family has brown eyes. Matthew plays drums and Marissa plays guitar in the school band. They both sing and want to start a rock group.
want rock group
Essential Skills/Concepts Related to RI 6.7
A SUMMARY IS a short retelling of a story or an event. You summarize every time you tell friends about your vacation or a movie you saw. You can’t tell everything, so you tell what’s most important: the main idea and a few details.
Usually, you can do this in just a few sentences. Here’s an event and summary:
Sara goes shopping at the mall over the weekend. She runs into an old friend, Chris, who’d moved away last year. They have lunch together and Sara discovers that Chris’s family will be moving back to town next month, so he’ll be going to her school again. Chris says he hopes he’ll be able to get back on the school soccer team since he’s on a winning team where he’s been living.
Sara’s Summary: Guess who I ran into at the mall, whose family’s moving back to town? Chris . . . and he thinks he’ll probably be back on our soccer team!
You can summarize a story or article; or just a part of it.
Archaeologists learn about the past by studying things ancient people left behind. The people can be grouped by the technology they used: Stone Age people used stone tools; Bronze Age people first made metal tools. A painting or carving may show people in carts. That’s technology. Scraps of material are clues to how people used technology to make clothing. And written journals tell how people used technology to make medicines from plants.
Summary: Scientists find evidence of how people used technology during their lifetimes. Different technologies were used at different times in history to make tools, clothing, art, vehicles, and medicines.
Posters, book covers, and ads are summaries. They give all the most important information about something in a small space! Sometimes you have to write or give an oral book report, and on many tests, you’re asked to write a short essay about a selection. That’s why it’s important to learn to look for the most important facts and sharpen your summarizing skills!
Extension Activity for RL 6.7
In a Venn Diagram – Compare and Contrast the experience of Reading The Absolute Value of Mike vs. the experience of Listening to The Absolute Value of Mike.
Reading The Absolute Value of Mike Same Listening to The Absolute Value of Mike
Extension Activity for RI 6.7
Complete a Journal Entry connecting a song or video to the article (in your folder). Explain how the song or video relates to the article.
One song or video that relates to ___________________ is _____________because__________.
(Name of Article) (Name of Song) (Explanation)