You will learn
- Find similarities.
- Find differences.
- Use signal words.
- Use a Venn diagram or chart.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Alike words: both, also, same, like.
- Different words: but, however, unlike.
- Make a chart or Venn diagram.
- Use evidence from the text.
Words to know
to show how things are alike
to show how things are different
the two together
a word that shows a difference
1. Discover: Frogs and toads
Frogs and toads are both amphibians. They both lay eggs in water and have no tails as adults. However, frogs have smooth, moist skin and long legs for jumping. Toads have dry, bumpy skin and shorter legs, so they usually walk or hop short distances.
Think: How are frogs and toads alike? How are they different?
2. Understand: Alike and different in texts
Idea 1: Similarities
Words like both show how things are alike: both are amphibians, both lay eggs in water.
Idea 2: Differences
Words like however and but show how they are different: frogs have smooth skin; toads have bumpy skin.
Idea 3: Organise
Use a Venn diagram or chart. Write shared facts in the middle and differences on each side.
3. Worked examples
Example 1 (I show you): Alike
Name one similarity.
- Look for both.
Answer: both are amphibians
Example 2 (We do it together): Different
How is the skin different?
- However…
Answer: frogs smooth and moist; toads dry and bumpy
Example 3 (You try): Legs
Which has longer legs?
Show the steps and answer
- For jumping.
Answer: frogs
Did you know?
There are thousands of kinds of frogs and toads around the world.
Why this matters
Comparing helps you understand how things are related.
4. Explore: Venn it
Compare two animals.
- Choose two animals.
- Find facts.
- Fill a Venn diagram.
- Write sentences.
Think about it: what did you notice?
You can compare in writing.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- Both ___ and ___ ___.
- ___ has ___ but ___ has ___.
- However, ___.
- The main difference is ___.
Guided practice
Question 1. To show how things are alike is to ___.
compare
Question 2. To show how things are different is to ___.
contrast
Question 3. A word for the two together is ___.
both
Independent practice
Level 1: Start
- To show how things are alike is to ___.
- To show how things are different is to ___.
- A word for the two together is ___.
- A word that shows a difference is ___.
- Frogs and toads are ___.
Level 2: Grow
- Where do both lay eggs?
- Which has smooth skin?
- Which has bumpy skin?
Level 3: Stretch
- Is both a similarity word?
- Is however a difference word?
- Can a chart help?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Compare two animals you know using both and however.
Show a sample answer
two sentences
Another one. Compare two animals or foods using a Venn diagram.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can find similarities.
- I can find differences.
- I can use signal words.
- I can use a Venn diagram or chart.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Alike words: both, also, same, like.
- Different words: but, however, unlike.
- Make a chart or Venn diagram.
- Use evidence from the text.
11. Next lesson
Next lesson: Chronological organisation. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What does compare mean? [1 mark]
- What does contrast mean? [1 mark]
- Give two similarities of frogs and toads. [2 marks]
- Give two differences. [2 marks]
- Explain how to compare and contrast in a text. [3 marks]
Total: 9 marks.
Marking guide and model answers
- to show how things are alike [1]
- to show how things are different [1]
- amphibians [1]; lay eggs in water [1]
- skin [1]; legs [1]
- find alike facts [1]; find different facts [1]; use signal words or a chart [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- To show how things are alike is to ___.
- To show how things are different is to ___.
- A word for the two together is ___.
- A word that shows a difference is ___.
- Frogs and toads are ___.
- Where do both lay eggs?
- Which has smooth skin?
- Which has bumpy skin?
- Is both a similarity word?
- Is however a difference word?
Homework
Compare two animals or foods using a Venn diagram.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. To show how things are alike is to ___. | compare | 1 |
| 2. To show how things are different is to ___. | contrast | 1 |
| 3. A word for the two together is ___. | both | 1 |
| 4. A word that shows a difference is ___. | however | 1 |
| 5. Frogs and toads are ___. | amphibians | 1 |
| 6. Where do both lay eggs? | in water | 1 |
| 7. Which has smooth skin? | frogs | 1 |
| 8. Which has bumpy skin? | toads | 1 |
| 9. Is both a similarity word? | yes | 1 |
| 10. Is however a difference word? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 compare; 2 contrast; 3 both; 4 however; 5 amphibians. Level 2: 1 in water; 2 frogs; 3 toads. Level 3: 1 yes; 2 yes; 3 yes.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Find similarities | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Find differences | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Use signal words | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Use a Venn diagram or chart | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.
- Listen while your child explains the idea.
- Ask for one new example.
- Praise effort and careful work.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: find similarities; find differences; use signal words; use a Venn diagram or chart.
Prerequisite knowledge. Cause and effect.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Introduce the idea with the opening example.
Explanation (10 min). Teach the key words.
Guided activity (10 min). Practise together.
Independent activity (10 min). Check understanding with the quiz.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the key idea? Can I give my own example?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Rushing without checking. Slow down and check your work.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 3 » Reading: Foundational Skills; Grade 3 » Reading: Literature; Grade 3 » Reading: Informational Text. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core RI.3.3 and RI.3.9 (compare and contrast the most important points and key details presented in two texts on the same topic); Cambridge Primary English Stage 3 (reading non-fiction). These sources informed the lesson.