Just Imagine

Year 3 Kindlekrax

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Camilla Garofalo has been reading Philip Ridley’s Kindlekrax with her year 3 class. In the previous lesson, she introduced a poem by John Agard, ‘The Hurt Boy’.

In this lesson Camilla introduces a ‘Double Bubble’ thinking map (David Hyerle)  to demonstrate how the characters in both texts can be compared. This graphic organiser helps the students formulate and record their ideas. In the second part of the lesson Camilla uses a ‘T diagram’ to illustrate the difference between literal facts (explicitly stated in a text), and ideas that are formulated from inferences (based on clues in the text).

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Krindlekrax 1: Comparing characters

Camilla introduces a ‘Double Bubble’ thinking map to aid comparison.

Prompts for professional development

How does the the ‘Double Bubble’ thinking map support the children’s thinking in this session?

How could you use the completed ‘Double Bubble’ thinking map to plan next steps for the students?

Strategies used

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Kindlekrax 2: making inferences

Camilla introduces a T diagram to make the distinction between literal information and inference.

Prompts for professional development

Does the graphic organiser (T Diagram) help the students understand the difference between literal information and the inferences made based on clues?

What potential do you see for the development of graphic organisers to support reading comprehension in your own class or school?

Strategies used

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