English Language Arts and Reading.4.9.D.iii

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The student is expected to

recognize characteristics and structures of informational text, including:

 

organizational patterns such as compare and contrast;

multiple genres TEKS talk image

Knowledge and Skills Statement

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
a text that presents information to explain, clarify, and/or educate
Informational text is often presented according to common organizational patterns, or structures an author uses to organize ideas for an audience. For example, the author of an informational article related to science might organize the text in a compare/contrast structure to help the reader understand the similarities and differences between the various geographic regions in Texas. Identifying the organizational pattern(s) in informational text helps students make sense of what they read.
In reading, students are expected to have a clear idea of the particular attributes of informational texts. Students should know that informational text has unique characteristics, such as a central idea, and often includes graphic features, such as tables and diagrams. Students should also recognize the way an informational text is structured or organized. For example, an author may choose to organize an article using a compare-and-contrast approach to draw attention to the pros and cons of a particular topic or a chronological structure when explaining the timeline of a developing issue.

Research

1. Macarthur, C. A. (2010). Instruction in a strategy for compare--contrast writing. Exceptional Children, 76(4), 438+. Retrieved from https://link.galegroup.com/apps/doc/A230685031/PROF?u=tea&sid=PROF&xid=67322fa2

Summary: This study focused on the use of compare and contrast as a way to improve the writing skills of six struggling student writers, ages 11–14. Students used the writing strategy as an organizational method and made gains in self-efficacy, text structure elements, and overall quality.

2. Dreher, M. J., & Gray, J. L. (2009). Compare, contrast, comprehend: using compare-contrast text structures with ELLs in K–3 classrooms: understanding text structures can benefit young learners, especially English-language learners. The Reading Teacher, 63(2), 132+. Retrieved from https://link.galegroup.com/apps/doc/A210594953/PROF?u=tea&sid=PROF&xid=a938585a

Summary: Beginning with an analysis of their students' inability to compare and contrast spiders with bugs after reading about them, the authors identify areas of concern, and then discuss how to address those in the classroom. The article is especially focused upon how to teach EL students compare and contrast in the primary grades, using is to support comprehension, extend background knowledge, and expand vocabulary. Practical strategies can be employed across multiple grade levels.