teaching resource

Paired Passage Worksheets-Mammals vs. Reptiles

Updated: 14 Feb 2026

Compare mammals vs. reptiles and add to your reading instruction with leveled nonfiction, compare and contrast passages and worksheets.

Editable: Google Slides
Non-Editable: PDF
Pages: 6 Pages
Grades: 3 - 5
Differentiated: Yes

Curriculum

CCSS.ELA-LITERACY.RI.3.2

Determine the main idea of a text; recount the key details and explain how they support the main idea.
CCSS.ELA-LITERACY.RI.3.3

Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
CCSS.ELA-LITERACY.RI.3.8

Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
CCSS.ELA-LITERACY.RF.3.4

Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-LITERACY.W.3.2

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.W.3.5

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.)
CCSS.ELA-LITERACY.L.3.4

Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.RI.4.1

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.4.2

Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CCSS.ELA-LITERACY.RI.4.5

Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
CCSS.ELA-LITERACY.RI.4.8

Explain how an author uses reasons and evidence to support particular points in a text.
CCSS.ELA-LITERACY.W.4.2

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.W.4.4

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.RI.5.2

Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CCSS.ELA-LITERACY.RI.5.5

Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
CCSS.ELA-LITERACY.RI.5.8

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
CCSS.ELA-LITERACY.RI.5.9

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS.ELA-LITERACY.CCRA.R.1

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
1. Anchor Standards
2. College and Career Readiness Anchor Standards for Reading

ELAR 3.6

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (1) es...
1. TEKS ELAR
2. TEKS ELAR 3
ELAR 3.6(F)

Make inferences and use evidence to support understanding;
ELAR 3.6(G)

Evaluate details read to determine key ideas;
ELAR 3.6(I)

Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
ELAR 3.9(D)

Recognize characteristics and structures of informational text, including:
ELAR 3.9(D)(i)

The central idea with supporting evidence;
ELAR 3.9(D)(iii)

Organizational patterns such as cause and effect and problem and solution;
ELAR 3.11(B)(ii)

Developing an engaging idea with relevant details;
ELAR 4.6

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (1) es...
1. TEKS ELAR
2. TEKS ELAR 4
ELAR 4.6(I)

Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
ELAR 4.7(B)

Write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;
ELAR 4.9(D)

Recognize characteristics and structures of informational text, including:
ELAR 4.11

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student...
1. TEKS ELAR
2. TEKS ELAR 4
ELAR 5.3

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to: (1) use print or digital resources...
1. TEKS ELAR
2. TEKS ELAR 5
ELAR 5.6

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (1) es...
1. TEKS ELAR
2. TEKS ELAR 5
ELAR 5.7(C)

Use text evidence to support an appropriate response;
ELAR 5.9(D)

Recognize characteristics and structures of informational text, including:
ELAR 5.11

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student...
1. TEKS ELAR
2. TEKS ELAR 5
ELAR.6(H)
1. Teks

teaching resource

Paired Passage Worksheets-Mammals vs. Reptiles

Updated: 14 Feb 2026

Compare mammals vs. reptiles and add to your reading instruction with leveled nonfiction, compare and contrast passages and worksheets.

Editable: Google Slides
Non-Editable: PDF
Pages: 6 Pages
Grades: 3 - 5
Differentiated: Yes

Compare mammals vs. reptiles and add to your reading instruction with leveled nonfiction, compare and contrast passages and worksheets.

How to Differentiate a Reading Passage…We’ve Got You Covered!

What is the best way to differentiate reading? Experts have many opinions on the subject, but one truth holds clear – students need accessible materials and lots of practice. Differentiated texts are your best bet to reach learners of different abilities. This grouping of materials has students comparing and contrasting mammals and reptiles.

The differentiated resources offered in this downloadable resource come in two levels – on and below level. Each set of paired passages is accompanied by a compare and contrast cut and sort activity and a structured writing template for producing a compare and contrast paragraph.

A shape in the upper right‑hand corner of each text page signals the level:

circle = on‑level text
triangle = below‑level text

This set of Mammal vs. Reptile resources focuses on the following skills:

Comparing and Contrasting (Passages)
Identifying facts and details
Organizing and recording information (Cut and Sort Table)
Writing an informative paragraph (Sentence Frames Provided)

An answer key is included with your download to make grading fast and easy!

Download and Print Your Reptiles vs. Mammals Comparison Worksheets

This resource is available in two formats: an easy‑to‑print PDF and an editable Google Slides version. Use the dropdown arrow on the Download button to choose the version that works best for you and your students.

Each download includes two differentiated versions of the text. While the texts differ in reading level, they share the same worksheets. A shape in the upper right‑hand corner of each text page signals the level:

circle = on‑level text
triangle = below‑level text

This resource was created by Kirstin Sowers, a teacher in Illinois and Teach Starter Collaborator.

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Curriculum

CCSS.ELA-LITERACY.RI.3.2

Determine the main idea of a text; recount the key details and explain how they support the main idea.
CCSS.ELA-LITERACY.RI.3.3

Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
CCSS.ELA-LITERACY.RI.3.8

Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
CCSS.ELA-LITERACY.RF.3.4

Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-LITERACY.W.3.2

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.W.3.5

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.)
CCSS.ELA-LITERACY.L.3.4

Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.RI.4.1

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.4.2

Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CCSS.ELA-LITERACY.RI.4.5

Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
CCSS.ELA-LITERACY.RI.4.8

Explain how an author uses reasons and evidence to support particular points in a text.
CCSS.ELA-LITERACY.W.4.2

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.W.4.4

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.RI.5.2

Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CCSS.ELA-LITERACY.RI.5.5

Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
CCSS.ELA-LITERACY.RI.5.8

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
CCSS.ELA-LITERACY.RI.5.9

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS.ELA-LITERACY.CCRA.R.1

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
1. Anchor Standards
2. College and Career Readiness Anchor Standards for Reading

ELAR 3.6

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (1) es...
1. TEKS ELAR
2. TEKS ELAR 3
ELAR 3.6(F)

Make inferences and use evidence to support understanding;
ELAR 3.6(G)

Evaluate details read to determine key ideas;
ELAR 3.6(I)

Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
ELAR 3.9(D)

Recognize characteristics and structures of informational text, including:
ELAR 3.9(D)(i)

The central idea with supporting evidence;
ELAR 3.9(D)(iii)

Organizational patterns such as cause and effect and problem and solution;
ELAR 3.11(B)(ii)

Developing an engaging idea with relevant details;
ELAR 4.6

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (1) es...
1. TEKS ELAR
2. TEKS ELAR 4
ELAR 4.6(I)

Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
ELAR 4.7(B)

Write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;
ELAR 4.9(D)

Recognize characteristics and structures of informational text, including:
ELAR 4.11

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student...
1. TEKS ELAR
2. TEKS ELAR 4
ELAR 5.3

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to: (1) use print or digital resources...
1. TEKS ELAR
2. TEKS ELAR 5
ELAR 5.6

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (1) es...
1. TEKS ELAR
2. TEKS ELAR 5
ELAR 5.7(C)

Use text evidence to support an appropriate response;
ELAR 5.9(D)

Recognize characteristics and structures of informational text, including:
ELAR 5.11

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student...
1. TEKS ELAR
2. TEKS ELAR 5
ELAR.6(H)
1. Teks

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