Compare the accounts
Two accounts of the river clean-up
Volunteer account: “Our team filled thirty-five bags during the river clean-up. We found most of the litter beside the picnic area. I think our event was the best project the town has ever organised.”
Local report: “Volunteers collected thirty-five bags of litter on Saturday. Organisers said the picnic area contained more litter than the other stretches they checked. The report did not compare this event with every previous town project.”
A council officer thanked the volunteers and proposed checking the area again after the next holiday weekend. That follow-up could show whether litter had accumulated again, but it had not yet taken place.
Distinguish a shared fact, an opinion and a proposed follow-up.
For parents and teachers
Playing Compare the accounts
Read the cards and match each one to its partner. Find six pairs, with no timer. Think about the meaning before choosing.
What this game practises
Year 6 comprehension compares accounts, distinguishes evidence from opinion and checks the limits of a claim. Compare the accounts uses two original fictional reports of a river clean-up. The shared quantity can be retrieved from both, while the volunteer’s claim about the best project ever is attributed as an opinion. A proposed follow-up must not be reported as something already observed. Ask whether thirty-five bags prove that this was the town’s best project. The quantity records one result, while the comparison with every earlier project is not supplied. Build a short summary that preserves the shared evidence and attributes the opinion to its speaker. Then explain what the proposed later check might establish and why it cannot already support a conclusion.
Progress and trying again
The normal game controls let children finish, save stars on this device and play again. A previous best result is kept when a later attempt scores less. Matching games count incorrect pairs; ordering games score the first check of each round; sorting games give another chance after a mistake. Take time to talk about a choice rather than racing.
Return to the learning collection for curriculum guidance, examples and activities to try away from the screen.