In Activity 1, students are asked to read and watch informational sources about musk oxen and discuss how that information compares with what the musk ox in the story says about his species. Students are prompted to compare descriptive details such as where musk oxen live, what they eat, how people use them, and what threats they face. The activity provides caregiver-led prompts and linked resources (Britannica Kids and a video) to support the comparison.

The lesson introduces the terms "fiction" and "nonfiction" and tells students this book is nonfiction. Question #1 directs students to compare this book to Hondo and Fabian, noting that both books were about animals and asking whether each was make-believe or true. Question #2 asks students to state what information they learned from the nonfiction book, prompting them to consider and describe content differences or similarities.

Students are asked to choose an animal from the book and locate information about that same animal online or through library books, which requires using more than one text on the same topic. Students discuss the animal's body parts, how they are used, where the animal lives, and what it eats based on the sources they find.

Students read Millions of Cats and Hondo and Fabian and are prompted to page through Hondo and Fabian to remember the story. Students construct a large Venn diagram and list things the two texts have in common (e.g., whiskers, fur, four paws) and characteristics unique to each text (e.g., Fabian stays indoors; the cats in Millions of Cats have an outdoor adventure and speak in human words). The activity explicitly asks students to compare the cats from the two books and to record similarities and differences on the diagram.

The lesson instructs an adult to "Talk about how the poem relates to the book" and explicitly asks, "Would this poem describe the scene with all the cats from the book?", prompting the child to compare the poem and the book's depiction of cats. The poem activity requires the child to create motions that act out the words, then perform them while the poem is read, which encourages discussion of how the poem's descriptions match or differ from scenes in the book. The lesson also includes an activity where the child finds a library book or website about pet care, which could supply a second text on the same topic for discussion of care practices.

Activity 1 directs students to read multiple poems ("The Clock," "A Well," "The Mouse and the Clock," "Buttons," "Pancake Day") and then look at each poem's illustration to identify the shape of the clock face, well, button, and pancake as circles. The activity asks students to talk about the round shape across those different illustrations and to find circles in the environment, which has students compare visual features across texts.

Activity 2 directs students to read and sing nursery rhymes and notes that some sung versions vary from the printed rhyme (for example, the singing version of "Mary's Lamb" includes extra repetition). The lesson prompts an adult to "talk about how these old poems have been passed around among many people and for many years, so sometimes people learn different versions." The web link provided gives both text and song versions of nursery rhymes, allowing students to encounter two versions of the same content.

Students read and listen to multiple poems that focus on spherical objects (e.g., "The Balloon," "A Cherry," and "The Man in the Moon") and are prompted to "talk about the poems together and identify the spherical objects described." Students are asked to name as many spheres as they can and to use the vocabulary word "sphere" when describing objects and their locations, which requires attending to content across texts and describing objects mentioned.

The lesson has students read the nonfiction book Baby Owl and then watch an owl video, giving them two different texts/media on the same topic. It prompts students to talk about the difference between a photograph and a hand-drawn picture, and to look through pages and predict fiction vs. nonfiction. Students are asked to dictate or write facts they learned about owls on the activity page after viewing the book and video.

Students view the "Owls of North America" website and are asked to observe what is different and what is similar about the owls. Students click on individual owls to learn about what makes them like other owls and what makes them unique. Students are prompted to compare those real-owl attributes to the book Owl Babies by identifying things the story owls can do that real owls cannot (for example, talk or have human-like feelings).

Students are asked to look at two books about owls and decide which is fiction and which is non-fiction, citing clues they find. They are prompted to note differences in illustrations (paintings in Owl Babies vs photographs in Baby Owl) and differences in content (storytelling with characters vs factual information). Students are then asked to tell what they found, providing practice in comparing features across the two texts. Activity 3 has students produce a factual page and a fictional story about owls, giving additional practice distinguishing text types.

Students read the poem "The Dinosaurs" and are prompted to identify adjectives and rhyming pairs in that poem. Students also look at pictures in the book Dinosaurs Big and Small and are asked to come up with adjectives to describe specific dinosaurs. The lesson therefore has students attend to descriptive language and details within two separate dinosaur texts (a poem and a picture book).

Students are provided with two side-by-side illustrations of the same dinosaur showing negative and positive space, which presents two visual texts on the same topic. Students are asked to research a chosen dinosaur using multiple web pages and to dictate five facts beneath their drawing, giving them exposure to more than one descriptive source about a single topic. Students make at least two shadow prints (repeat with another dinosaur shape), producing multiple visual examples they could compare.

The teacher asks the child to compare his neighborhood to Harold's in Harold and the Purple Crayon by asking, "Is his neighborhood like Harold's? Why or why not?" Students are prompted to describe what their neighborhood has and to consider important places (police, fire stations, schools, etc.). Students build a neighborhood map using provided building images and toy cars, which gives them a chance to represent and discuss similarities or differences between Harold's imagined neighborhood and their own/created map.

Activity 1 asks students to read the fictional book Blueberries for Sal and a non-fiction source about bears (National Geographic or non-fiction library books). Students are instructed to create a two-column chart labeled "Fiction" and "Non-Fiction" and to list ways the story describes bears fictionally and scientifically accurate facts the story portrays. The lesson's sample chart explicitly contrasts fictional statements (e.g., "bears can talk") with factual statements (e.g., "bears eat fruit").

The Reading Workshop asks the child to examine "some books which, like Blueberries for Sal, are set in the past," and to search the books for clues that identify the setting as the past. The activity directs the child to look at illustrations and descriptions (for example, characters' clothes and the technology used) and then share findings with an adult, with prompts provided if needed.

Students are prompted to talk about how Owen and Mzee's friendship was similar to and different from Owen and Marshmallow's, with concrete example similarities (younger animal seeking an older animal, initial reluctance, eventual closeness) and differences (outdoor vs indoor, relative size and danger, reasons for vulnerability). The activity explicitly references two sources for comparison (a video of Owen and Mzee and the story/illustrations of Oliver and Marshmallow). An optional Venn diagram extension asks students to organize similarities and differences between the two stories.

Activity 2 asks the child to listen to two poems and to explain how they sound different from a story (e.g., having a beat and rhymes) and has the child examine multiple story books and poetry books to look for clues distinguishing the two types. Activity 3 has the child produce a short poem and a short animal story about the same chosen pet on a two-page spread, filling in blanks to create both texts about the same topic.

Activity 1 prompts the child to recall what friendship looked like in Week 17 (Marshmallow) and what made a good citizen in Week 20 (Harry the Happy Mouse). The child is then asked to look back at the pictures in Little Blue and Little Yellow and identify ways those characters were good friends and good citizens, linking traits across stories. The activity asks the child to explain why Little Blue's actions broke a rule and to give examples of safety rules at home, applying concepts from multiple texts to real situations.

The lesson directs the child to look at the front of the dollar bill and the cover of George Washington's Birthday and to compare the picture of George Washington on the cover to the picture on the dollar bill, noting what is alike and different (e.g., hair, style of dress, apparent age). The lesson also has the child read the book's sidebars that give factual information and discusses which stories are true versus myths, asking the child to decide whether the book is fiction or nonfiction and to explain why.

Students watch two short web videos: one about George Washington and one about Benjamin Franklin. Students are prompted to talk about the qualities and characteristics they admire in each figure (e.g., bravery, leadership, writer, inventor). The lesson directs students to discuss why those qualities are important, which leads students to identify attributes of each text's subject.

The lesson explicitly prompts an adult to "Talk to your child about the similarities and differences between the friendship of Chicken and Jessica in this book and Marshmallow and Oliver from the book Marshmallow (from Unit 17)." It provides example similarities and differences (different kinds of animals, enjoy each other, one pair acts like people while the other acts like real animals) to support discussion. The Skills section also lists "With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories," reinforcing practice comparing characters across texts.

Students read the American Alligator Facts webpage and are prompted to refer back to the Frog Science lesson and the frog life-cycle craft they made. Students are asked to recall the stages of the frog life cycle and to explain how the alligator life cycle differs from the frog life cycle. Students construct a parallel alligator life-cycle craft and act out both frog and alligator life cycles, reinforcing comparisons in descriptions and illustrations/representations.

The web link directs the child to view photographs of zebras and instructs an adult to point out that the website images are photographs while the pictures in the book are hand-drawn illustrations. The reading directions ask the child to look at the book cover, observe illustrations, and locate where zebras live on the world map (the map image highlights Southern Africa). The materials explicitly compare two sources about the same topic (book illustrations and online photographs) and note a concrete difference in picture type.

In Activity 2 students are asked to look through a stack of books, identify books that share a topic (for example, books with animal characters), and then choose two of those books to name one similarity and one difference between the books' characters. The activity also asks students to choose two books with outdoor settings and identify the setting of each, and to identify which books were non-fiction and recall the subject of each. These prompts require students, with adult support, to compare two texts on the same topic and note similarities and differences in characters, settings, and subject matter.

Students are asked to read Goodnight Moon and then read or view Goodnight Goon and to "observe what is similar and what is different about the two covers," explicitly prompting comparison of illustrations and style. Question #2 asks students to state similarities (room layout, rhyming words) and differences (color pages, Halloween characters), providing direct practice identifying similarities and differences between the two texts. The lesson's listed skill explicitly includes comparing and contrasting adventures and experiences of characters in familiar stories, supporting guided comparison of story elements.

Activity 2 has students locate rhyming word pairs in Goodnight Goon and suggests that, if available, the child could also look for rhyming pairs in Goodnight Moon. Students are asked to spend time independently finding pairs of words that rhyme in those books and then share any pairs they found. The activity therefore has students examine the same feature (rhyming words) in two different texts on a similar topic (bedtime).

Students are asked to reread Thanksgiving Is... by Gail Gibbons and to read a separate Pocahontas webpage (Activity 2). After reading the Pocahontas page, students are prompted to discuss how the help Pocahontas provided was different from the help the Native Americans at Plymouth provided to the settlers. The lesson therefore requires students to compare information about help given to early English settlements from two different texts.

Students are asked to explore and listen to the book The Christmas Wish and to consider its illustrations (including prompting to notice possible photo editing). Students are also asked to read the linked Britannica Kids page on conifers and to state three things they learned about real Christmas trees and draw a picture. The lesson has students examine illustrations and content about Christmas trees in at least two separate sources (the story and the informational web page).

Students are asked to look at the page in The Christmas Wish showing the northern lights and then watch a linked video of northern lights photographs, and they are asked to page through the book to note animals and observe the reindeer. The lesson then directs students to read a factual article about reindeer (including a link "Masters of a Cold World") and asks questions such as "What does it look like? Can a reindeer really fly?" which prompt consideration of the fictional portrayal versus factual information.

Students watch two age-appropriate informational videos about Booker T. Washington and Martin Luther King, Jr. (Activity 1 and Activity 2). Students are explicitly prompted to compare the two figures when asked to name something similar between the work of Booker T. Washington and Martin Luther King, Jr. (Activity 3). Students are also prompted to connect ideas across texts when reminded to relate the people-working-together theme to The Biggest Valentine Ever (Activity 4).

Students reread specified pages from two different books (Oh Say Can You Say What's the Weather Today? and Whatever the Weather) and discuss the different types of precipitation described on those pages (Activity 2). Students review pictures of precipitation in Whatever the Weather and answer guided questions about habitats and weather in Oh Say Can You Say What's the Weather Today? (Activity 1). The activities prompt students to talk about what they observed in each text (e.g., types of precipitation, pictures of habitats, characters' appearances when hot or cold).

Activity 3 asks students to look through books and describe the communities found in the illustrations, to select three books with different types of communities, to copy each book title, and to draw a simple illustration of the community in each story. The activity then directs an adult to "Discuss ways the communities are similar and ways they are different," which prompts comparison of illustrations and descriptions across texts.

Students are asked in Activity 2 to look at two pictures of communities and mark X on things that are not good and circle things that make a community good, which has them compare two visual representations. The extension in Activity 2 asks students to look through a variety of picture books and discuss whether the settings portray safe/happy communities or communities that would not be good places to live. These tasks engage students in noticing features of different representations of communities (illustrations and settings).

Day 2 directs students to read Over and Under the Pond and to compare the two covers and ask whether the books share the same illustrator. Question #4 asks students how the writing in the two books is similar (noting the alternation of opposites), and Question #5 asks students how the characters are similar and different. Activity 4 asks students to identify rocks in the illustrations of both books and discuss their roles, prompting comparison of illustrations across texts.

Activity 3 directs the child to look through multiple books and "identify ways the characters in the stories are using their senses," and it names two books (Brown Bear, Brown Bear What Do You See and Polar Bear, Polar Bear What Do You Hear) that focus on senses. The introduction asks the child after reading My Five Senses to name which senses the boy used and how he used each sense, showing practice in identifying sensory information across text and illustrations.

Students are given a sample "Party Planner" and a blank planner and are instructed in Game 1: Similarities and Differences to compare their own party plan with the sample to find similarities and differences. Students complete parallel charts (sense, idea, supplies) that let them compare descriptions and procedures across the two planner pages. Students are asked during wrap-up to explain how guests used their senses to find similarities and differences, prompting them to articulate comparisons.

Students read pages and look at pictures in A Life Like Mine and are asked to identify pictures of families, describe clothing, physical characteristics, activities, and interactions. In Option 1 students complete sentence prompts comparing "My family" to a family from another country in the book; in Option 2 students complete a Venn diagram labeling similarities and differences between "My Family" and "A _____ Family." Students draw and write to show how the two families are alike and different using the book illustrations.

In Activity 2, students are asked to look online for pictures and descriptions of holidays and traditions around the world and to discuss any similarities and differences they find compared to celebrations in their home. Activity 1 directs students to look at pictures in scrapbooks and read about holidays in encyclopedias or on websites, and to match traditions with holidays using pictorial symbols. Activity 5 has students create pages that include a sentence and images for holidays from other countries, which requires students to use descriptive information from sources as they assemble the book.

Activity 2 explicitly asks students to discuss how Wemberly and Chrysanthemum are similar and different and to consider how both characters change over the course of their stories. The Characters Change activity page asks students to describe Wemberly at the beginning and at the end and includes a prompt that compares before/after ("Before Wemberly was ____, but now she is ____"). Students are also instructed to go back to Chrysanthemum's Characters Change page and circle conjunctions on both pages, prompting direct comparison between the two texts' content and features.

Students are asked to identify the problems faced by Wemberly and Chrysanthemum in the Getting Started questions, prompting comparison of topics across texts. Activity 5 explicitly asks students to explain how the boy in What Do You Do With a Problem? is similar to and different from Wemberly. Activity 4 has students identify beginning, middle, and end for Chrysanthemum, Wemberly Worried, and What Do You Do With a Problem?, providing material for cross-text comparison of events and illustrations. The skills list also directs students to compare and contrast the adventures and experiences of characters in stories.

Students are given Venn-diagram activities (Activity 1 and Activity 2) where they write two unique traits for each character and three similarities in the overlap, explicitly comparing personalities, situations, families, and illustrations. In Activity 3 students dictate three- to four-sentence summaries for two stories and answer targeted questions such as "How are the characters' situations similar?" and "What can we learn from both characters?" Student pages also prompt students to illustrate each character and note similarities and differences between stories (e.g., "Illustrate Wemberly" and "Illustrate the boy").

Students are asked in Activity 1 to compare who is telling The Raft with What Do You Do With a Problem?, explicitly looking for same or different narrators. Activity 7 and the accompanying student pages require students to identify character, setting, problem, and solution for each of four stories and to match titles, problems, and solutions across those stories. The unit also includes a comparison chart image and matching exercises that have students link corresponding items from multiple texts, supporting cross-text comparison.

The lesson's Skills section explicitly lists identifying basic similarities and differences between two texts as a learning target. In Activity 3, students are asked to discuss multiple stories (e.g., What Do You Do With a Problem?, Chrysanthemum, The Raft, Wemberly) and consider how characters' responses and outcomes are similar or different. Activity 1 asks students to recall a negative effect and a positive effect from stories they read, which prompts cross-text comparison of outcomes.

In Activity 3 students choose two sections about young people from different time periods and are prompted to point out differences in setting, clothing, and other illustration features and to answer comparative questions (e.g., How are the kids from the two time periods different?). Activity 4 requires students to draw a historical child and themselves and complete prompts such as "One way the young person is different from me is" and "One way we are the same is," which practices identifying similarities and differences in descriptions and items. Activity 5 has students order images of homes, transportation, clothing, and school across time periods and discuss clues they used, reinforcing comparison of features across periods.

In Option 2 students choose a historical time period and compare it to today by selecting three cultural elements and writing or dictating paired sentences beginning "In the past __________" and "Today __________." The Elements of Culture activity page is divided into an "In the past..." section and a "Today..." section for each element, and students are asked to illustrate each side. The wrap-up asks students to read through their comparison pages and present them to family, which supports reviewing the two texts and their illustrations.

Activity 4.1 asks students to reread several short readers (The Club, At Camp, King Hank, Spring Has Sprung!, The Raft Trip) and then answer comparative questions such as which reader is their favorite and why. Students are asked to point to or name characters in each reader and to talk about the different things the characters do (examples given: swim, camp, sing songs, go on a raft trip). Multiple readers on related early-reader topics are presented and students are prompted to discuss character identity and actions across those texts.