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Literacy · Years 3-5
How can I teach children to compare characters using evidence?
Compare how two fictional characters respond to the same problem.
Download: Compare two characters
A4 PDF · 2 pages · free · no sign-up
Print page 1 for the activity and keep page 2 for teaching notes, answers or review criteria.
Use A4 paper at 100% or Actual size. Suggested years or grades are selection aids, rather than curriculum alignment claims.
How to use this resource
- Use the same comparison feature for both characters: first action, help given, or response to the problem.
- Use the supplied example or task brief. Let the learner respond through writing, drawing, discussion or their usual communication method.
- Review the answers or criteria below. Check for a paired comparison supported by the passage rather than an unsupported personality label.
What is in the printable?
Original story: A gust scattered the paper labels. Ava immediately collected the labels under the bench. Eli held the empty box against the wind, then helped Ava. "Let us put a stone on top next time," Eli said. Ava nodded and checked that no labels were missing.
- What problem do both characters respond to?
- What does Ava do first? What does Eli do first?
- Give one similarity, with evidence.
- Give one difference, with evidence.
- Can we conclude that Eli never acts quickly? Explain.
Make it easier or add challenge
More support
Provide a two-column Ava / Eli table and reread one sentence at a time.
More challenge
Explain how two different actions could both be useful in this situation.
What to look for
Check for a paired comparison supported by the passage rather than an unsupported personality label.
Teacher answers and suggested responses
1. The wind scatters the labels.
2. Ava collects labels; Eli holds the box against the wind.
3. Both help recover the labels: Ava collects them and Eli then helps. Other supported comparisons accepted.
4. Ava begins collecting; Eli first secures the box and suggests prevention.
5. No. One short event cannot establish how he always behaves.
Further teaching guidance
Related guidance from EP for Schools: How can graphic organisers support reading comprehension?
Try another activity
Deliver individually or in a small group
Choose one learning aim from this activity. Model one example, work through another together, then give each pupil a turn with a fresh example. In a group, ask everyone to think or show a response before sharing; one confident answer does not show what the whole group understands.
Keep the task’s more-support option available. Allow the usual communication tools, practical materials or drawing where these preserve the learning aim. Reduce the number of examples if needed, rather than rushing through the sheet.
What progress should I look for?
Check for a paired comparison supported by the passage rather than an unsupported personality label.
Note the example used and whether the response was independent, followed a general prompt or needed a model. Try a different example on a later occasion and look for clearer reasoning or less support on a comparable task. Use these observations to plan the next teaching step.
Printing, access and sharing
Use separate paper or a different recording method when more space or an accessible format is needed. Free to print and copy within your school, setting or family. Retain the website credit and share this teaching page with other settings.