← Reading comprehension collection
Small-group printable · Activity 7 of 10Compare two plans
Compare on the same features and justify a choice.
Print and teach
A4 PDF · 2 pages · learner page + separate adult notes and answers.
Suggested Years 2-4. Choose by current skill. Allow talk, pointing, drawing, writing or usual communication tools.
This is not a controlled decodable text. An adult can read the material aloud; record that support when reviewing responses.
Activity
Plan A: Make the class display in the corridor. Visitors can see it easily, but the corridor wall is narrow. The class would need smaller pictures. Plan B: Make it in the classroom. The wall has room for every picture, but visitors will need an invitation to come inside.
- What is an advantage of each plan?
- Compare the plans for space.
- Which plan best fits the aim of showing every full-size picture? Why?
- What extra information would help the class decide?
Model it
I compare space with space, not the location in one plan with the opening time in the other.
Delivery steps
- Explain the aim and any unfamiliar background word without giving away the answer.
- Read the text once for meaning. Model the first question with the text visible.
- Let each learner answer a fresh question and point to supporting words. Compare ideas, reread and revise.
Answers and acceptable responses - for the adult
- A: easy for visitors to see. B: room for every picture.
- A is narrow and requires smaller pictures; B has enough room.
- B, based on the stated space. Do not assume other aims have been ruled out.
- Examples: picture sizes, when visitors can enter, or whether a wider corridor area is available.
Support
Read aloud if decoding is a barrier and record that support. Offer a sentence starter or two candidate answers; ask for evidence rather than a guess. Accept oral or pointed responses.
Extend and transfer
Use a new short curriculum text and the same question type. Ask learners to write a question that can be answered from evidence, then check it with a partner.
Look for progress
Record whether the learner found evidence independently, after a location cue, or after modelling. Note vocabulary and decoding barriers separately.
If an answer is unsupported, return to the relevant sentence and model locating evidence. If word reading masks understanding, read the same text aloud and compare responses. Teach the missing vocabulary or reference link before adding inference demands.