Literature Based Plan: Rowena Strempel 211374327

Grade Level: 6
Title and synopsis of major text used: The Two-Hearted Numbat by Ambelin & Ezekiel Kwaymullina
Links to the Australian Curriculum:
English Level 6/ LiteracyInteracting with others:
Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments,
sharing and evaluating information, experiences and opinions (ACELY1709)
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for
defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)
Interpreting, Analysing, Evaluating: Use comprehension strategies to interpret and analyse information and ideas,
comparing content from a variety of textual sources including media and digital texts (ACELY1713)
Literature- Creating literature:
Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)
Cross-curriculum priorities/ Aboriginal and Torres Strait Islander histories and culturesCountry/ Place:
OI.3 Aboriginal and Torres Strait Islander Peoples have unique belief systems and are spiritually connected to the land,
sea, sky and waterways
Culture:
OI.5 Aboriginal and Torres Strait Islander Peoples ways of life are uniquely expressed through ways of being, knowing,
thinking and doing.

FRONT LOADING
1

Week 1lesson 1

Strategic
Questions

To try and
get
students
to predict
what the
book The
Twohearted
Numbat
might be
about.
Because
there is
quite a
few
details in
the front
cover that
could lead
to
interestin
g
prediction
s and/or
questions

Q.What do
you think
the story
might be
about?
Q. What
do you
think the
bright
colours on
the cover
signify?
Q.How do
you think
the
Numbat is
feeling in
this
picture?

Whole Class
Activities to
Engage the
Students
Students at this
stage will only be
shown the front
cover of the book
and the title will
be covered. Can
be displayed up
on the interactive
whiteboard so
students are able
to see all the
detail of the
picture.
The class will be
sitting at their
desks and will
complete a K-W-L
sheet (see
Appendix 2) filling
in what they
know, want to
know and leave
the column for
what they learnt
blank until
reading the story
later in the week.

Follow on activities(either
small group or independent)

Assessment

Resources

-Students will break up into

their reading groups:
Dolphins, Turtles, Goldfish
and Jellyfish. Note: apart
from guided reading group,
students will go off with
their reading groups but
complete activities
individually.
-Dolphins will be doing their
guided reading with the
teacher
-Turtles will be completing a
Y-chart (Appendix 3) based
on the front cover (title of
book still covered)
-Goldfish will be writing their
own blurb based on the
front cover
-Jellyfish will be doing a 3
Level Guide activity and
creating a literal, inferential
and interpretive question
based on the front cover of
the book
(Students will rotate to
another activity once during
this lesson)

-Teacher will listen to

students reading of
their guided reading
books (not The Twohearted Numbat
book). Focus for
guided reading this
week is fluency.
Teacher will use
Pinnell and Fountas
fluency rubric (see
Appendix 1) and
assess each student
as they are reading.
-Informal discussion
(Winch et al., 2010,
p.145) will be used
with the whole class
at the beginning of
the lesson to assess
students prior
knowledge about
this book and/or
what it may be
about.
-Teacher will collect
other students
completed activities
and look over each

Guided reading books

Blank Y charts
Blank K-W-L sheets
Interactive whiteboard
with front cover of The
Two-hearted Numbat
displayed and/or colour
photocopies
of the
front cover of The Twohearted Numbat

Paper and coloured pencils

work sample to
gauge where
students are at
before next lesson.

Week 1lesson 2

Strategic
Questions

This is a
continuatio
n from
previous
lesson with
the same
focus,
however,
students
will be
shown the
blurb of the
book this
lesson.
Students
will go
through
two
rotations to
complete
the other
two

Q. What are
some
predictions
that people
made last
week about
what the
book might
be about
after
looking at
the front
cover?

Whole Class
Activities to
Engage the
Students
-Teacher will get
students to read
out some of their
responses from
previous lessons
activities
-Teacher will
display the blurb
on the interactive
whiteboard after
students have
shared.

Follow on activities(either
small group or independent)

Assessment

Resources

-Students will break up into

their reading groups again:
Dolphins, Turtles, Goldfish
and Jellyfish.
-Each group will complete
the two rotations they did
not do in lesson 1, however,
this time they will be
completing the tasks based
on the blurb of the book.

-Teacher will
listen to
remaining two
guided reading
groups. Focus is
on fluency.
Teacher will use
Fountas and
Pinnel fluency
rubric (See
appendix 1) to
assess each
student as they
are reading.

Guided reading books

reading
groups
activities
they did
not
complete in
lesson 1

Week 1lesson 3

Strategic
Questions

-Teacher will read

the blurb of the
book and then
allow a few
minutes for
discussion before
directing students
to their first station
for reading
rotations

-Goldfish will be doing their

guided reading with the
teacher
-Jellyfish will be completing
a Y-chart based on the blurb
of The Two-hearted Numbat
-Dolphins will be writing
predictions of what
problems the Two-hearted
numbat may face by having
two hearts and which one
they think he will choose in
the end and why.
-Turtles will be doing a 3
Level Guide activity and
creating a literal, inferential
and interpretive question
based on the blurb
(Students will rotate to
another activity once during
this lesson)

-Teacher will lead

an informal
discussion
(Winch et al.,
2010 p.145) to
assess students
comprehension
based on the
blurb of the book

Interactive whiteboard
with blurb of The Twohearted Numbat
displayed and/ or colour
photocopies of the
blurb of The Twohearted Numbat

Whole Class
Activities to
Engage the
Students

Follow on activities(either
small group or independent)

Assessment

Resources

This is the
final
frontloadin
g lesson for
the first
week
before the
teacher
moves into
explicit
teaching
the
following
week.
Students
will be
shown
parts of the
book today
to give
them more
of an idea
what the
book may
be about
and check
if their
predictions
were
correct, or
to create
new
predictions

Q. What
possible
sentences
can be
created
from this
wordle that
you think
may be in
this book?
Q. (After
first four
pages have
been read
to class)
What do
you think
will happen
next in the
story?

-Students will be
seated at their
desks or on the
floor in front of the
interactive
whiteboard.
-Teacher will
display the picture
from a particular
page in The Twohearted Numbat
book (shown in
resources column).
-Students will each
complete a Y-chart
with Looks like,
Sounds like and
Feels like based on
the particular page
from the book.
Students will then
be given the
opportunity to
share some of their
ideas with the class

-Teacher will display a

wordle on the interactive
whiteboard (shown in
resources column). Students
will be asked to come up
with three sentences
incorporating at least one of
these words. Sentences
should be formed trying to
make predictions of possible
sentences within the story.
Students again will be given
the opportunity to share
their sentences.
-Teacher will read aloud the
first four pages of text from
the book. Have class
discussion about whos
sentences were pretty much
spot on with what is actually
in the book
- Students will then come up
with predictions of what will
happen next in the story
(which will be read in the
following lessons next
week).

-Informal
discussion with
whole class and
allowing
students to
share their Ycharts and
created
sentences (using
the wordle) will
help the teacher
gauge which
students are
grasping the
main theme of
the book and
where to go to in
next lessons.

Interactive whiteboard
with the following page
from the book

displayed
Blank Y-chart sheets
Wordle displayed on
interactive whiteboard:

(Wordsalad app)
-

Hard copy of The Two5

based on
additional
information
.

hearted Numbat book.

(Below is a picture of
the first four pages of
written text)

Sequence Two: Explicit Teaching Session 1Introduction

Examine The Two-hearted Numbat book by Ambelin & Ezekial Kwaymullina. Students will each be
given a copy of the book to follow along and the teacher will read aloud the book. Teacher could
either read from a hard copy of the book, or by uploading the ebook version onto the interactive
whiteboard. Teacher will ask students if this story reminds them of anything in their own life or in
another book. Show students the last page in the book that reads Ambelin and Ezekiel
Kwaymullina are from the Bailgu and Nyamal peoples of the Pilbara region of Western Australia to
give students a sense of the background of the story and the connection with Indigenous
Australians.

AusVELS link:
6

ACELY1709 http://www.australiancurriculum.edu.au/english/Curriculum/F-10?layout=1#level6.

OI.3 & OI.5 http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Aboriginal-and-Torres-StraitIslander-histories-and-cultures

Elaboration
The teacher will lead a Nail that Character activity (see Appendix 4). As a whole-class, discuss
adjectives to describe how the two-hearted numbat felt and how to describe his character when he
was wearing each of his two hearts. Then come up with adjectives to describe how he felt and how
to describe his character when he wore both his hearts. Teacher will draw up a table on the
whiteboard with the three versions of the two-hearted numbat and write adjectives in each column.
Teacher may need to model one example of each and then students will be able to contribute
ideas. Students will then return back to their desks and write individually what they believe the
underlying message of the story is (Van Der Hoeven 2002)

Appendix 4 : Nail that character table

AusVELS link:

ACELY1713 http://www.australiancurriculum.edu.au/english/Curriculum/F-10?layout=1#level6.
Practice
Think:
7

1. Students are given the opportunity to share with the class what they believe the underlying
message of the story is. This will help to cement the students understanding of the theme of the
book and to build their comprehension.
2. Students will be required to complete a Story Star individually. Each student will have their own
copy of the book and fill in each main area with question(s) (See appendix 5). During this time, the
teacher should circulate throughout the room to gauge how students are going. Students may
share any areas they are struggling with and the teacher will clarify at the end. Explain to students
the types of questions they are creating needed to be difficult enough, they would require the
reader to go back into the book to find out the answer. Should not be easy enough for someone to
answer off the top of their head.

Link to AusVELS:

ACELY1709 & ACELY1713 http://www.australiancurriculum.edu.au/english/Curriculum/F-10?layout=1#level6.

Review
Pair: Each student will partner with another student to assess the questions they have created. This
will be marked against an assessment rubric (Appendix 6) to assess their work based on relevance
and creativity.
Share: Students will be given the opportunity to share a chosen point written by their partner they
assessed. Will then have a whole-class discussion -using the rubric as a guide- to reiterate each
type of question and how to successfully create an example of each.

Resources

The Two-Hearted Numbat by Ambelin & Ezekial Kwaymullina (enough copies for the class)
Ebook version of The Two-hearted Numbat
Interactive whiteboard
Whiteboard markers
Blank Story Star worksheets

Explicit Teaching Session 2:

Introduction

Elaboration

Practice

Teacher will lead start off the whole-class session by telling the students they are going to re-read The
Two-hearted Numbat again. Teacher will tell students to be focusing carefully on the type of language,
the detail in the illustrations (in particular, the eldest numbat throughout the story and the entire last
picture), the differences between when he is wearing his feather heart/ stone heart/ both hearts.
Teacher will read the story.
After reading the teacher will ask the following questions:
1. Who is speaking? Whose perspective is the story told from? What is that grammatical name for
this?
2. What type of language is used throughout the story? What is the effect of this type of language?
(This story is written in the traditional style of Aboriginal teaching stories. The use of simple language
helps to enhance the underlying message of the book) (Fremantle Press 2014, p.1).
3. What is the significance of the illustrations? Did anyone notice something in particular about the
eldest dingo since her first appearance in the story all the way to the end? (She is watching over him
on every page) Examine the last picture of the book. Can anyone find the dingo, the berries, the river
and the magpie in the illustration? (Fremantle Press 2014, p.1)
4. What did the other numbats expect of the two-hearted numbat when he had his feather heart?
What about when he wore his stone heart? What was wrong or unfair of these expectations?
This discussion will take place with all students seated (either on the floor or at their desks) as a
whole-class discussion.

Think:
Students will be broken up into groups of 4. Teacher will explain to groups they are required to
9

come up with three fat questions and three skinny questions based on the book and create
an A3 poster on the book. Explain to students fat questions are types of questions that are
open questions that involve deeper level thinking through needing to provide justification,
reasons and explanations for their response. Skinny questions are able to be answered quite
simply and the answers are short, simple and factual (White, White & OBrien p.114). Prompt
students to think about some of the features of the book that were described at the beginning
of the lesson to help them come up with their questions. Remind students that their fat
questions should require someone to go back into the book to discover the answer and/or
there may be multiple responses to the question depending on the individuals beliefs and
opinion.
Review

Resources

Pair:
Students will pair up and swap the questions they created and their partner needs to find the answers
in the book and down their responses.
Share:
Students will choose the questions created by their partner that they thought was the most
imaginative and required you to go back into the story and think deeply about the answer. This will be
a whole-class share time where each student will share aloud with the class.
-The Two-hearted Numbat book OR eBook displayed on interactive whiteboard
-Enough copies of The Two-hearted Numbat for each group
-A3 paper and textas

Sequence 3: Developing a multimodal response

Introduction: Whole class activities to prepare/support the students for what will be expected of them: The whole class will
watch the YouTube video of The Chamber Readers- The Legend of Lightning Larry by Aaron Shepard which will be displayed
on the interactive whiteboard. This video is an example of a Readers Theatre performance. Prompt students to look at what
the performers use to add to the meaning of the story, how they set the mood, scene etc. and bring the characters to life in
ways other than use of props of costumes (facial expression, tone, voice projection, expression and intonation, body
language).

10

Follow on activities: - Think, Pair, Share with partner after the video and write down all the different ways the performers
portrayed their message without the use of costumes or props. Allow students to have around 5 mins to discuss and write
down their ideas and then allow some share time.
Assessment: Informal discussion to gauge if students picked up all the different ways. If not, have a further discussion with
prompts to allow students to become aware of all the different things they will need to focus on for their own Readers Theatre
performances.
Resources
-YouTube video of The Chamber Readers- The Legend of Lightning Larry by Aaron Shepard http://www.youtube.com/watch?
v=1uwHp4IrbxA
-Interactive whiteboard
Elaboration: As a class, students are required to create a role play response to the text The Two-heart Numbat by Ambelin &
Ezekial Kwaymullina , focusing on one of three versions of the two-hearted numbat: Feather heart, stone heart or both hearts.
They will follow the guidelines of the Read Aloud- Readers Theatre:
1. Form small groups of students. Depending on numbers, you could have around 3-4 members in each group. Teacher
will designate the type of numbat their group will be re-enacting. Each group will be required to write their own script
for their play.
2. Groups rehearse their scripts and decide on props to support their performance. Teacher explains props are limited to
four per group so students need to prioritise what is important to convey the meaning to the audience. Groups are
allowed to add music if they feel this will add to their performance.
3. Groups perform by reading their scripts aloud in front of their peers. The props should be kept to a minimum so that
the focus is on the script and the delivery by each group. As students perform, they should try to maintain eye contact
with the audience and focus on their voice projection, expression and intonation. Student will need to be given
sufficient rehearsal time over a number of lessons (or weeks) to ensure they are able to achieve these standards.
Students will also have the choice of adding music to their performance if they believe this will add meaning to their
performance (Lowe 2002)
They must create their own script for each group. Due to the cross-curriculum priority focus of Aboriginal and Torres Strait
Island cultures and history, the scripts will need to written in the same style as the book: traditional Aboriginal teaching
11

stories. Performances should include: script, dialogue, movement and props (music optional). However, the teacher will have
explained to students they are to keep props to a minimum. The main focus is on creation of an imaginative script and
delivering this in an engaging way to the class using all the different ways this can be achieved that has been discussed in
class. Students will be assessed on areas such as creativity, selection of appropriate props, presentation including voice
projection, body language, expression and intonation (see rubric for full assessment criteria Appendix 7). This task caters
for a wide range of learning styles due to the combination of visual, audio and gestural components. Students will be given
guidelines to begin their planning; however, it is open-ended as students have the freedom to have their own personalised
input in a number of ways.
As this would be a major assessment piece for students, this would sequence would spread over a number of lessons. An
example of how it may be spread out:
Lesson 1- As written above, in the first lesson, students would watch a video of an example of Readers Theatre performance.
Students would then form their groups and the teacher would allocate to each group which version of The Two-hearted
Numbat each group will be representing.
Lesson 2- Teacher will select a few pages from the book to reiterate the use of simple language throughout the text. Whole
class discussion will be used to help students to understand how this helps to make the underlying message of the story more
apparent. The teacher will explain to students they are to write their scripts for their group performances in this same style.
Students would use the rest of the lesson to create plans for their script and ideas for their performances.
Lesson 3-4- Students will continue with their script writing. Students will be required to self-edit and bring their final draft to
the teacher for checking before they are able to type up their scripts. Once students have typed up their scripts they will
decide what props they are going to use for their performance.
Lesson 5- Students will begin rehearsing their performances. They will need to have adequate practice time to allow them to
become familiar with their script so they are not relying on reading straight off the page. This will help them to maintain eye
contact and ensure their performance is more engaging (Lowe 2002).
Lesson 6- Continue rehearsing and finely tuning performances. Teacher will need to use judgement to decide how students
are progressing and if they are finished or near completion. For groups who are ready, each group will pair up with another
group and do a practice performance. The group that is watching will peer review their performance and give constructive
feedback on what they need to improve on and what they did really well.

12

Lesson 7- Teacher judgement used to decide if students are ready. If all groups are ready, begin performances today.
Depending on how students feel, maybe a few could be chosen to perform again in front of the school at assembly the
following week.

Part 2: Rationale (1000 words)

My lesson sequence has been created for a grade 6 year level. I selected the picture book, The Two-hearted Numbat by
Ambelin & Ezekial Kwaymullina as I felt it had very interesting and engaging illustrations, linked with the cross-curriculum
priority of Aboriginal history and culture and had an underlying message that deals with social issues that students at this
age could relate to. Winch (2010, p.519) states picture books are being used more and more to deal with social issues such
as; environmental and gender issues and the general pressures of modern life. This book explores issues caused by
individuals struggling to find a balance between helping others and thinking of yourself. Due to the simple language of this
text, I feel this book could be used throughout all primary school year levels with different learning focuses. A teacher must
consider a number of factors when selecting a book for use within a classroom. Winch suggests (2010, p.445) teachers must
select a text that will: model textual features of writing students will be expected to use in the classroom, stimulate children
to write, spark childrens creativity and imagination, gender-inclusivity and depictions of cultural diversity. The Bureau of
Statistics (2010, in Henderson 2012, p.10-11) state Australia has a rich Indigenous culture and is one of the most culturally
diverse countries in the world. Australian Curriculum Assessment and Reporting Authority (ACARA)(2014) states texts
selected within primary school years should include the oral narrative traditions of Aboriginal and Torres Strait Islander
people. ACARA (2014) further explains that in order to extend and support the learning of students in Years 5-6, texts should
be selected that explore themes of ethical-dilemmas and interpersonal relationships. The Two-hearted Numbat covers all
these factors and teaches students about Indigenous culture and story writing and required students to participate in deeper
level thinking through exploration of the underlying message of the book. I therefore feel it is an appropriate book selection.
As outlined by Henderson (2012, p.26), planning for learning must be deliberate, have clear learning goals, assessment is
considered at the beginning stage of planning and deciding on appropriate resources and teaching approaches in order to
teach these skills. Whilst planning this sequence, I first selected my cross-curriculum priority- Aboriginal and Torres Strait
Islander culture and history. I then decided on my learning goals and what assessments I would use and planned activities
13

around this. Throughout my planning, I kept in mind the different learning needs of students and aimed to include learning
activities that would cater to different learning styles. Throughout the frontloading section of the lesson sequences, these
activities draw out prior knowledge of students and also support and provide opportunity to gain understand of new concepts
(Wilhelm 2002). For example, the Know-Want-Learn activity, students are able to brainstorm what they already know about
this topic and allows room for further learning. It is a great activity to gauge what students have learnt after the activity and
give the students a sense of accomplishment as they have written down something new they have learnt (Crilly 2002). The
three level guide activity has a number of ways it promotes students learning. Used correctly, a Three Level Guide has the
potential to promote discussions that allows for differing opinion, incorporates students background knowledge and allows
students to focus on key elements of the text with learning goals in mind (Suomnen & Wilson 2002). This creates a supportive
environment as students who do not have prior knowledge on a topic will gain understanding from sharing of ideas form their
peers and then will be given the opportunity to create their own questions they want to find answers to when the book is
explored in the following lessons.
Throughout the explicit teaching sequence, differing learning styles are catered for through a combination of small group,
whole-class and individual activities. Explicit teaching is not just giving students clear instructions and learning goals at the
start of a lesson. It involves purposeful thinking, acting, teaching and learning throughout planning, implementation and
review (Edwards-Groves 2002).An example of explicit instructional talk throughout my lesson sequence is during the Three
Fat and Three Skinny questions activity. The instructional talk from the teacher intentionally prepares students for their
learning and guides them along the intended learning path. This learning activity is differentiated as it allows for a number of
different responses from students. Through the discussion of students sharing what they came up with, this allows students
to think of things in another way. The Nail That Character activity is an example of learning that is scaffolded by the teacher
and is based on Vygotskyan ideas of students learning with and from one another in the zone of proximal development (Van
Der Hoeven 2002). Throughout this activity, students are required to draw upon their own background knowledge and be able
to justify their ideas. It also teaches students how the same text can be interpreted in different ways and how to be accepting
of other peoples ideas and beliefs. This shows that throughout this lesson, students are involved in critical literacy. Critical
literacy includes: multiple readings of texts due to the multiple possibilities of different meanings, enable to students to take
a stand on particular issues and allow them to think about and justify their ideas and beliefs (Nicholas 2014, PowerPoint slide
6, week 10).
Multimodal Literature consists of a combination of two or more modes such as Reading and Producing (Nicholas 2014,
PowerPoint slide 26, week 8). My planned multimodal response includes a combination of Reading (picture book and eBook)
and Producing (drama performance). The multi-modal response section of this sequence of lessons caters to different learning
styles of individual students as the Readers Theatre performance involves written, audio and visual contributions to the
14

performance. For those students who would not feel comfortable performing in front of the class, they can contribute with the
script writing and behind-the-scenes details such as music. Through the process of first reading the book, then students
writing and making a creative response, this allows students to communicate better and push themselves past their current
level of skills (Winch et al., 2010, p.684). The Readers Theatre activity does not require elaborate costumes, sets or props as
the main focus is on the reading and writing skills required of students. This activity supports students as they are performing
as part of a group and enables less confident students to contribute in other ways. Readers Theatre provides students reading
and writing opportunities and helps them gain an understanding of the important elements of story such as the role of
characters and oral expression (Lowe 2002). During Level 6, students should create literary texts that adapt or combine
aspects of texts students have experienced in innovative ways and plan, rehearse and deliver presentations, selecting and
sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices
for modality and emphasis (ACARA 2014). Readers Theatre is a fun way for students to explore the story and express their
understanding of the text through a drama performance in front of their peers.

References
Australian Curriculum Assessment and Reporting Authority 2014, Curriculum/ English, Year 6 Level Description, viewed 23
September 2014, <http://www.australiancurriculum.edu.au/english/Curriculum/F-10?layout=1#level6>.
Australian Curriculum Assessment and Reporting Authority 2014, Curriculum/ Cross-curriculum priorities, Aboriginal and
Torres Strait Islander histories and cultures, viewed 23 September 2014, <
http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Aboriginal-and-Torres-Strait-Islander-histories-and-cultures>.
Commonwealth of Australia 2002, Classroom Organisation: Cooperative Learning Strategies, Y-chart image, viewed 28
September 2014, <http://www.myread.org/organisation.htm#coop>.
Crilly R, 2002, Three Stages of Reading, Story Star image, viewed 24 September 2014,
<http://www.myread.org/guide_stages.htm>.
Edwards- Groves C, 2002, Connecting Students to learning Through Explicit Teaching, viewed 26 September 2014,
<http://www.myread.org/explicit.htm>.
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Fremantle Press 2014, Teaching notes: The Two-hearted Numbat, viewed 25 September 2014,
<http://www.fremantlepress.com.au/dreamgirl/filesend/6277/TWO%20HEARTED%20NUMBAT%20TEACHING%20NOTES.pdf>.
Henderson R2012, Teaching Literacies in the Middle Years, Oxford University Press, South Melbourne, Victoria
International Reading Association 2014, Readers Theatre Rubric, viewed 27 September 2014, <
http://www.readwritethink.org/files/resources/printouts/30698_rubric.pdf>.
Lowe K, 2002, Read Alouds- Readers Theatre, viewed 27 September 2014, <http://www.myread.org/guide_theatre.htm>.
Nicholas M, 2014, Planning Literature-based multimodal and integrated units of work, in ECL310 Multiliterate Learners in
Middle Years Environments, Deakin University Burwood, Powerpoint slides week 8, viewed 28 September 2014,
Nicholas M, 2014, Text types and student voice, in ECL310 Multiliterate Learners in Middle Years Environments, Deakin
University Burwood, PowerPoint slides week 10, viewed 28 September 2014,
<https://d2l.deakin.edu.au/d2l/le/content/245250/viewContent/2354837/View>.
Suomnen K & Wilson A, 2002, Three Level Guide, viewed 28 September 2014, <http://www.myread.org/guide_three.htm>.
Van Der Hoeven S, 2002, Nail that Character, viewed 25 September 2014, <http://www.myread.org/guide_nail.htm>.
White D, White S & OBrien K 2006, DEEP Thinking: And Essential for Learning, viewed 25 September 2014,
<https://d2l.deakin.edu.au/d2l/le/content/245250/viewContent/2354530/View
Wilhelm J, 2002, Frontloading: Assisting the reader before reading, viewed 26 September 2014,
<http://www.myread.org/guide_frontloading.htm>
Winch G, Johnston R, March P, Ljungdahl L & Holliday M, 2010, Literacy: Reading, Writing & Childrens Literature,4th edn,
Oxford University Press, South Melbourne, Victoria

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Appendices
Appendix 1: Fountas and Pinnel Fluency Rubric

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Appendix 2: K-W-L chart (Wilhelm 2002)

K
(what I know)

W
(what I want to know)

L
(what I learned)

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Appendix 3: Y-chart (Commonwealth of Australia 2002)

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Appendix 4: Nail that Character table

Two-hearted Numbat

Two-hearted Numbat

Two-hearted Numbat

with feather heart

with stone heart

with both hearts

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Appendix 5: Story Star (Crilly 2002)

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Appendix 6: Assessment rubric for Story Star (1 is the lowest, 3 is the highest)

Is the question relevant to prompt? Rate 1, 2 or 3

imaginative & creative? Rate 1, 2 or 3

Q.
Who?
Where?
Why?
When?
What?
How did it
end?

| Is the question

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Appendix 7: Readers
Theatre Rubric
(International Readers
Association 2014)

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