Word count: 2,107 excluding appendixes, AusVELS quotations and AT1, AT2b part of

spreadsheet.
Summary of Prior Learning
Prior to the students beginning the text Figgy in the World written by Tamsin Janu, students completed research on the setting
of the book, Ghana. Students have previously been involved in guided reading sessions with their teacher to ensure they are
activating all cueing systems whilst they read. Students have also previously completed a lesson on perspectives and written
stories from other characters points of view as a response to a book which will support them in the fourth session of the unit.
Students have also had lessons on the difference between literal understanding and making inferences.

What will Follow:

The following lessons will focus on deepening students understanding of the comprehension strategies which have been
taught. For example students will use making inference by drawing on prior knowledge to make final predictions of the book.
They will also complete a session on the comprehension skill of summarising and summarise the book and its main events.
The teacher will also reflect on the assessment data and may need to adapt lessons to meet the needs of the four learners.

Spreadsheet of Learning Intentions, AusVELS Links and Success Criteria

Literacy
Purpose
What do you
want the
students to
know and be
able to do?

Learning
Intention
AUSVEL
S
Descripto
r

Session 1 (AT1)
Use comprehension
strategies to build literal
and inferred meaning to
expand content
knowledge, integrating
and linking ideas and
analysing and evaluating
texts. (Victorian
Curriculum Assessment
Authority, 2015)

Session 2 (AT2b)
Use comprehension
strategies to build literal
and inferred meaning to
expand content
knowledge, integrating
and linking ideas and
analysing and evaluating
texts
Elaborations: creating
mental images (Victorian
Curriculum Assessment
Authority, 2015)

Session 3
Make connections
between students own
experiences and those of
characters and events
represented in texts
drawn from different
historical, social and
cultural contexts
Draw connections between
personal experiences and the
worlds of texts, and share

Session 4
Recognise that ideas in
literary texts can be
conveyed from different
viewpoints, which can
lead to different kinds of
interpretations and
responses (ACELT1610)
Use comprehension
strategies to build literal
and inferred meaning to
expand content

(Victorian Curriculum
Assessment Authority,
2015)

knowledge, integrating
and linking ideas and
analysing and evaluating
texts (ACELY1692)
(Victorian Curriculum
Assessment Authority,
2015)

Teacher Learning
Intention:
Students learn to make
connections to the text
using their prior
knowledge to understand
the cultural setting.

Teacher Learning
Intention:
Students will learn to use
their prior knowledge to
infer Nanas point of view
in a specific passage of
the text.

Child Friendly Learning

Intention:
We will learn to make
text-to-text, text-to-self
and text-to-text
connections whilst we
read to help us
understand the cultural
differences and
similarities of people
living in Ghana.
I am able to make
connections to the
text and identify what
type of connection it
is.

Child Friendly Learning

Intention:
We will learn to make
inferences using the
connection we make to
the character Nana to
understand how he is
feeling and what he may
be thinking.

responses with
others (ACELT1596)

Learning
intention
Student
Friendly

Success Criteria
How will I know what
they understand and are
able to do?

Good readers make

predictions before, during
and after using their prior
knowledge and
understandings.

I am able to read and

visualise the story in my
mind to help me find literal
and inferred meaning.

I have made
inferences about how
the character is feeling
from another
perspective using

clues from the text.

Reading Strategies

Predicting

Visualisation

I am able to explain
how I made these
connections to my
partner and tell my
partner how they help
me understand the
story more deeply.
Making Connections

Inferring

What strategies will I

focus on?

After 4 week unit:

Session 3
Reading Strategy:
Making Connections

Explanation and Justification of Reading Strategy:

Tovana (2000) suggests that readers can have prior experiences or knowledge
about a topic which is not being utilised. When students are made aware of this
knowledge and know how to use it they can use it to support meaning. According
to First Steps (2013) Making connections is a reading strategy where students
make associations with the text and their personal lives, prior knowledge about
the world and other texts. Students are able to use these connections to support
them in building a deeper understanding of the characters and events in the text.
Furthermore they are able to reflect on their own experiences and prior
knowledge to make sense of the text on a literal level and make inferences.
By this stage, I am hoping that students are comprehending the text on a literal

level and I want to extend them to understanding the story on an inferential level.
According to Harvey and Goudvis (2007), teaching students how to connect to the
text will support them in better understanding what they are reading. My hope is
that by teaching the students how to make connections to the book by drawing on
prior knowledge and experience, it will support them in better understanding the
text on a literal and inferential level.

Literacy Framework:
Gradual Release Model

I chose this reading strategy and subsequent passage because whilst I was
reading I noted that I was making many text-to-text references about Figgy and
her life in Ghana and how it was different or similar to my own. By doing this I was
better able to understand her culture and the pressures which are placed upon a
young girl like Figgy and her family when living in Ghana.
Explanation and Justification of Literacy Framework:
According to ACT Department of Education and Training (2010) a successful
program must provide students with the necessary scaffolding of their learning.
The Gradual Release Model explicitly explains how to guide teacher practice to
provide expert scaffolding to students. In this session the activities which students
engage in will be scaffolded using this model. Students will see teacher model the
making connection strategy, the teacher will then work with the students and
finally students will be ready to work independently after having the proper
scaffolding (ACT Department of Education and Training, 2010).

Differentiated Learning
Student

Differentiation

Fiona

Fiona will work independently at first. She will be expected to make a range of connections specifically text-totext as she is a vivid reader. Fiona will be paired with Edward after she has worked independently to discuss her
connections which will support her in becoming more confident in expressing her ideas. Edward is socially
advanced which will support Fiona in feeling confident to carry out a discussion with him.

Youseff

Claire

Edward

Mixed Ability Paired

Youseff will be paired with Claire. Claire will read the book with Youseff to support Youseffs understanding. To
record their connections, the graphic organisor will be displayed on the application Explain Everything. Claire
will write the connections which they made and they will record their conversations and justifications on the
application. This will support Youseffs oral language development and allow them both to meet the success
criteria.
Edward will read the text independently at first using the graphic organiser to record the connections he
makes. After he has completed the task, he will be paired with Fiona. Fiona is an advanced student and will
make a range of connections. I hope that by pairing the two together, Edwards understanding of connections is
scaffolded by Fiona and after speaking to her, he is able to make more connections.

Learning Activities
Explicit Teaching:
According to ACT Department of Education (2010) the
gradual release model first scaffolds students understanding
by the teacher modelling to the students the skill or concept.

Student Centred:
According to ACT Department of Education (2010) the next stage
of scaffolding students learning is sharing the learning process
with them.

Teacher will use the passage (see appendix A) from satellite

text Charlie and the Chocolate Factory written by Roald Dahl.
The passage discusses how the main character Charlie lives
and teacher can show how their life is different or similar to
the character through connections.
Teacher will display the text on the interactive whiteboard
and read the text. When the teacher makes a connection
(text-to-text, text-to-self, text-to-world) they will discuss their
inner conversation aloud and explain how they made that
connection writing these thoughts on a sticky note and
putting it in the place they made the connection. They will
then model how to place the sticky note connections onto the
graphic organiser and fill it out. (See appendix B).

Teacher will display the passage from Figgy in the World on (see
appendix C). Teacher will read the passage to class and make
connections and then ask if anyone has had a similar or different
experience. Teacher will also ask students to share the
connections they made with the text, post it noting them and
transferring them to the graphic organiser (see appendices B).
The final stage of the gradual release model has students
working independently, practising the skill which they have
learnt. (ACT Department of Education, 2010).
Students will use the Read, Write, Talk learning strategy during
this activity. They will read the passage on from Figgy in the
World (see Appendix D) and make connections using the graphic
organiser to sort their ideas (see appendix B). I chose this

paragraph as in my journal I noted many connections to the

setting and Nana and Figgys lives. Students will then discuss
their connections with their partners which are specified above.

Assessment Strategies
Self- Assessment:
After working within their mixed ability pairs, students will
complete the self-assessment rubric on their learning (See
appendix F) and give to the teacher.

Summative Assessment Strategy:

Teacher will collect the completed work and analyse the work
samples using the checklist (see appendix E) to see what
students understanding and what the next steps in their learning
are.

Session 4
Reading Strategy:
Making Inferences.

Explanation and Justification of Reading Strategy:

According to Harvey and Goudvis (2007) is when a person is able to read between
the lines and make a conclusion or interpretation about something which is not
explicitly written in the text (p.18). They also suggest that good readers make
inferences when they combine connections using their prior knowledge and clues
within the text to come to a conclusion. Students have previously done a session
on making connections and therefore this builds on that skill. It is essential
readers learn to infer as they will be unable to understand the text beyond a
literal level and therefore many questions and themes will not arise when readers
are reading.
The four students need to understand the text on an inferential level, specifically
Youseff, Claire and Edward who are all comprehending on a literal level. As stated
above, if readers are not understanding on an inferential level they will not have a
deep understanding of the text. The students need to move beyond a literal and
understand how to infer.

Literacy Framework: Luke Freebodys

Four Resource Model

Explanation and Justification of Literacy Framework:

Character perspectives and making inferences connect to role of Meaning
Maker in Luke Freebodys Four Resource Model.
According to Anstey (2002) the meaning maker role has readers draw upon any
social, cultural and reading experiences (connections) to bring meaning to the
text. This role has readers understand literal and inferential cues within a text.

Differentiated Learning and Success Criteria

Student

Differentiation

Fiona

Fiona and Claire will be paired together for this activity. Fiona often focuses on using the text user role and
needs to start understanding how to make meaning from the text. Claire understands the text on a literal level
and needs to activate the Meaning Maker role. As Fiona is highly able I hope that pairing the two together will
support Claire in understanding how to make inferences about how a character is feeling. Furthermore they are
able to discuss the inner conversation and become aware of it.

Claire
Youseff

Edward

Youseff and Edward will be paired together as this activity will support both of them in making inferences.
Edward is socially advanced and this will support Youseff in developing his oral language skills. They will work
together to create a comic strip from Nanas perspective, making inferences about what Nana would be feeling
and thinking. Youseff will be able to draw pictures and use the facial expression cues from the pictures they
draw to make meaning to words.

Learning Activities
Explicit Teaching:
Teacher will play the inferring game with students. (Boushey
and Moser, 2009). Teacher will write a sentence on the board.
Teacher will model how to find clues within the sentence to
support in making an inference about what is happening.
Teacher will then ask students to join in and work with them

Student Centred:
Students will read passage on of Figgy in the World (see
appendix G). Students will be mixed ability grouped to support
them in
Edward and Youseff

to find clues to make inferences. Some examples of

sentences which could be read out are:
Your mum came home with a bag from the Nintendo
store
You hear a truck in your neighbourhood that is playing
sweet music on a very hot day
Your dad stomps into the living room, turns off the TV,
and frowns at you.
The baseball game is on and you hear loud cheering
(Boushey & Moser, 2009, p.100).

Will use the iPad application comic life to make a comic from
Nanas perspective, showing that they can infer how Nana is
feeling through written means about what he is thinking and
drawing his facial expressions.
Claire and Fiona
Work together to highlight the parts of the text which help them
make the inference and then work together to rewrite the
passage from Nanas point of view inferring what he might be
thinking and feeling.

Assessment Strategies
Peer Assessment:
The two pair will swap their work samples at the end of the
session and use the Two Stars and One Wish Method (see
appendix H) about their peers inferences. They will be asked
to make two positive comments (stars) and one needs
improvement comment (wish).

Summative Assessment:
Teacher will collect and analyse work samples. Teacher will use a
rubric whilst observing the group and prompt students with
questions to understand what students now know about
inferences and what the next steps in their learning are (see
appendix I).

References:

ACT Department of Education and Training. (2010). Early Years Literacy and Numeracy Development. Retrieved October 7, 2015,
from
http://www.det.act.gov.au/__data/assets/pdf_file/0003/134895/Early_Years_Literacy_and_Numeracy_Development_Package_2010
.pdf
Anstey, M. (2002). The Four Resource Model. Literate Futures: reading. (p. 27-48). Coorparoo, Queensland: Access Ed
Dahl, R. (1995). Charlie and the Chocolate Factory. London, England: Penguin Group.
Boushey, G., & Moser, J. (2009). The CAFE Book: Engaging All Students in Daily Literacy Assessment & Instruction. Portland,
Maine, United States of America: Stenhouse Publishers.

First Steps. (2013). Reading Resource Book. Retrieved October 7, 2015, from
http://det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/
Harvey, S. & Goudvis, A. (2007). Strategies that Work. Teaching Comprehension for Understanding and Engagement. Portland,
Maine: Stenhouse.
Janu, T. (2014). Figgy in the World. New South Wales, Australia: Scholastic.
Tovani, C. (2000). I read it, but I dont get it: comprehension strategies for adolescent readers. Portland: Stenhouse.

Appendices

Appendix A: Passage from satellite text - Charlie and the Chocolate Factory Written
by Roald Dahl
The house wasnt nearly large enough for so many people, and life was extremely uncomfortable
for them all. There were only two rooms in the place altogether, and there was only one bed. The
bed was given to four old grandparents because they were so old and tired. They were so tired,
they never got out of it. .
Mr and Mrs Bucket and little Charlie Bucket slept in the other room, upon mattresses on the floor.
In summertime, this wasnt too bad, but in winter, freezing cold draughts blew across the floor all
night long, and it was awful.
There wasnt any question of them being able to buy a better house- or even one more bed to
sleep in. They were far too poor for that.
Mr Bucket was the only person in the family with a job. He worked in a toothpaste factory, where
he sat all day long at a bench and screwed the little caps on to the tops of the tubes of toothpaste
after the tubes had been filled. But a toothpaste cap-screwer is never paid vert much money, and
poor Mr Bucket, however hard he worked, and however fast he screwed on the caps, was never
able to make enough to buy one half of the things that so large a family needed. There wasnt
even enough money to buy proper food for them all. The only meals they could afford were bread
and margarine for breakfast, boiled potatoes and cabbage for lunch, and cabbage soup for supper.
Sundays were a bit better. They all look forward to Sundays because then, although they has
exactly the same, everyone was allowed a second helping. (Dahl, 1995, p. 15-16.)

Appendix B: Making Connections Graphic Organiser

Sticky Note

Page
Numb
er

Type of Connection

o Text to Text
o Text to Self
o Text to World
o Text to Text
o Text to Self
o Text to World
o Text to Text
o Text to Self
o Text to World
o Text to Text
o Text to Self
o Text to World
o Text to Text
o Text to Self
o Text to World

Explanation of Connection

Appendix C: Passage from Figgy in the World

Grandma Ama has a good job, as a teacher at a school near mine. Her school is really small so it
has no classrooms; instead the children are taught under the shade of a big mango trees. When it
rains everyone is sent home, because the paper and books get soggy and all the chalk runs off the
chalkboard. In our house we only have electricity, and dont have running water from a tap, a
refrigerator or a televisions. But neither do most people in my village. And we always have enough
food. Although sometimes I think Grandma Ama eats less so my cousins and I can eat more. Once
I asked her is this was true. Gradnma Ama said, Be quiet, Figgy, and finish your fufu. If you say
something like that again, I will can you. I knew she wouldnt cane me. But I was hungry, so I
finished my fufu. (Janu, 2014, P.12-13)

Appendix D: Passage from Figgy in the World

We were starving, so Nana bought two egg sandwiches from a chop bar and three plastic packed
of water. I gave Kwame an apple from my bag. We sat by the road while we ate, watching people
pass and discussing what we should do next. We can find jobs, Nana said, and after a few weeks,
when we have saved some money, we can travel north again.
But he didnt understand. I could not wait a few weeks. Grandma Ama might be dead by then. The
doctor of our village could not be trusted to keep Grandma Ama alive for long. All he would do is
tell her to go to bed, and then she would go to bed and die there. I told Nana this and he nodded,
his forehead creased. Then his face lit up. I know what do! Arent you going to get a loan from a
bank to buy your grandmas medicine? Once you reach the United Stilts of America? I nodded.
Why dont you get the loan now, instead? Nana swallowed the last nit of his sandwich and
grabbed my shoulder. There are banks in Kumasi! What is they dont give me the money? I am
only eight years old. Im almost ten. Nana said, sticking his nose into the air. Once I explain, Im
sure they will leand money to me. Ive been told I have a very trustworthy face.
The bank was a huge building and had four grim-faced guards standing out the front. Nana
marched towards the big glass doors opening into the bank. I followed, but my passage was
blocked by the guards. (Janu, 2014, P.48-49.)

Appendix E Teacher: Teacher Assessment Checklist

Students
Name:
Needs
Improvement
Makes text-totext
connections.
Makes text-toself
connections.
Makes text-toworld
connections.
Is able to
explain how
they made the
connections
either verbally
or in written

Good

Great!

Excellent!

form.
Explains how
connections
help them to
understand the
text.

Appendix F: Student Self-Assessment Rubric

Name:
Needs
Improvement
I can make
text-to-text
connections.
I can make
text-to-self
connections.
I can make
text-to-world

Good

Great!

Excellent!

connections.
I am able to
explain to my
partner how I
made these
connections.
Something I think I did well
at during this activity:

Something I need to improve

on is:

Today I learnt:

Appendix G: Passage from Figgy in the World Written by Tasmin Janu

Nana was pushed up against the stage wall and the big, dreadlocked man was gripping the front of his shirt. The
dreadlocked mans drumming friends surrounding the two of them. Nana looked terrified, his chest rising and falling quickly. I
did not have time to think, so I did the first thing that popped into my mind. I stepped around the corner of the stage so that I
was in full view of the group. My whole body was shaking, and my voice was too.
Nana? I think we should go home.
Seven pairs of eyes whipped to me. The dread-locked man let go of Nana and took a step forward.
Who are you, one-eyed girl?
I wanted to run.
I am Nanas sister. We need to go home. Come on Nana.
The dreadlocked man grabbed Nana in a headlock so he could not move. I hesitated for a second, then took a few steps
towards them.
He said he has no family. Another drummer said. He is an independent man. The men chuckled. I took a couple more
steps.
He was lying. I am his family. We have to go home.
I dont believe you, the dreadlocked man sneered. And anyway, little Nana is coming with us. He will play in our shows the
crowd loves him.
My anger at the man gave me a surge of confidence. But he doesnt want to come with you!
I dont care what he wants. We arent getting in as much money for performances as we used to, and Nana might give us a
boost. We have to eat, after all.
I was now standing only a few steps in front of Nana and the dreadlocked man. The drummers were laughing at me, but I
could tell it would not be long before they grew angry.
And Nana, Kwame and I could be hurt. Nana was mouthing at me to run. But I could not leave him there. These men seemed
violent. What if they beat Nana like his papa had? (Janu, 2014, p.82-85)

Appendix H: Teacher Assessment Rubric for Inferences

Student Name:
Needs Improvement

Can make inferences

about how the
character is feeling.
Can make inferences
about what the
character is thinking.
Can use the text and
identify clues from the
text to make
inferences.
Can draw upon
connections and prior
knowledge to make
connections.

Good

Great

Excellent

Additional Comments:

Appendix I: Peer Assessment Rubric: Two Stars, One Wish

Who am I assessing:_______________________
Give your peers two positive comments (stars) and one wish about something you
think they might need to change or improve on. Your comments should be about the
inferences they made in their work.