Literature

Question 1

plot tension · core

Which detail creates a clear time pressure?

1. The bird is made of wood.
2. The clock moves towards the train's six o'clock departure.
3. The mat is blue.
4. The note is on square paper.

VC2E4LE02 · VC2E4LE03

Question 2

character through action · core

Use the text at Question 1.

Why does the writer repeat “the pockets” in the search?

1. To show that there are three different coats.
2. To explain how pockets are made.
3. To suggest Niko is worried and checking the same place again.
4. To make the parcel seem larger.

VC2E4LE02 · VC2E4LE03

Question 3

sentence effect · core

Use the text at Question 1.

What is the effect of the short sentence “Behind him, something rattled”?

1. It changes the story into a set of instructions.
2. It explains why the beetle has six legs.
3. It tells the reader the complete ending immediately.
4. It delays the explanation and makes the reader wonder what caused the sound.

VC2E4LE02 · VC2E4LE03

Question 4

motivation · core

Use the text at Question 1.

Which detail makes the parcel personally important?

1. The paper is square.
2. The station has a door.
3. The beetle runs into a crack.
4. Niko spent three evenings carving a gift for his grandmother.

VC2E4LE02 · VC2E4LE03

Question 5

resolution · core

Use the text at Question 1.

How does the sister's arrival affect the plot?

1. It resolves the problem of the missing key.
2. It proves the wooden bird is broken.
3. It introduces a new train timetable.
4. It sends Niko back to carving.

VC2E4LE02 · VC2E4LE03

Question 6

coherent continuation · core

Use the text at Question 1.

Which ending would best preserve the story's hopeful mood?

1. A paragraph listed the prices of railway sleepers.
2. The parcel was never mentioned again and a new story began.
3. The narrator explained how beetles breathe.
4. They reached the platform as their grandmother waved from the doorway.

VC2E4LE02 · VC2E4LE03

Question 7

character development · core

How does Suri's attitude change?

1. She becomes certain that testing is unnecessary.
2. She moves from enjoying reading to disliking books.
3. She moves from competing alone to valuing cooperation.
4. She stops caring whether a bridge works.

VC2E4LE02 · VC2E4LE03

Question 8

language and relationships · core

Use the text at Question 7.

Which words most clearly signal the change in the relationship?

1. “three” and “six”.
2. “paper” and “sheet”.
3. “books” and “counters”.
4. “Mine” and “Our”.

VC2E4LE02 · VC2E4LE03

Question 9

word choice · support

Use the text at Question 7.

What does “muttered” suggest about Suri's response?

1. She is reading the instructions aloud.
2. She cannot form any words.
3. She is shouting happily to the whole hall.
4. She is disappointed and speaks quietly.

VC2E4LE02 · VC2E4LE03

Question 10

characterisation · core

Use the text at Question 7.

Which action shows Owen is cooperative?

1. He hides Suri's sheet of paper.
2. He declares the competition over.
3. He suggests combining the strengths of both designs.
4. He counts his counters out loud.

VC2E4LE02 · VC2E4LE03

Question 11

ending effect · core

Use the text at Question 7.

Why is “Our first design” a satisfying final line?

1. It means neither child has made anything before.
2. It proves the bridge can never fail.
3. It lists all the tools they need.
4. It suggests both teamwork and more experimenting ahead.

VC2E4LE02 · VC2E4LE03

Question 12

theme · core

Use the text at Question 7.

Which theme is best supported?

1. Winning alone matters more than learning.
2. The loudest person always has the best design.
3. Combining ideas can improve a result.
4. A mistake means you should stop trying.

VC2E4LE02 · VC2E4LE03

Question 13

different perspectives · core

What does Poppy misunderstand?

1. Whether Eli has arrived.
2. Why Eli stays near the doorway.
3. Whether the train carries passengers.
4. Where her games are stored.

VC2E4LE02 · VC2E4LE03

Question 14

character motivation · core

Use the text at Question 13.

Why does Eli hesitate?

1. He wants Poppy to throw her games away.
2. He cannot recognise his cousin.
3. The noise is tiring after a crowded journey.
4. He has decided never to play games.

VC2E4LE02 · VC2E4LE03

Question 15

comparing accounts · core

Use the text at Question 13.

What can readers understand by seeing both accounts?

1. Poppy deliberately wants to upset Eli.
2. Both cousins have good intentions, but they misread the situation.
3. The train has not yet reached the station.
4. Eli finds every game boring.

VC2E4LE02 · VC2E4LE03

Question 16

narrative voice · core

Use the text at Question 13.

Which language feature makes each viewpoint personal?

1. Instructions addressed to “you”.
2. First-person words such as “I” and “my”.
3. Only the use of capital letters.
4. A list of dates in order.

VC2E4LE02 · VC2E4LE03

Question 17

informed continuation · core

Use the text at Question 13.

Which continuation would respond to the problem revealed by both passages?

1. They agree that crowded trains never make noise.
2. Poppy asks how Eli is feeling and they sit quietly before choosing a game.
3. Poppy turns every game's music up.
4. Eli throws away all the games without speaking.

VC2E4LE02 · VC2E4LE03

Question 18

structure and viewpoint · extension

Use the text at Question 13.

How would the story change if only Poppy's account were included?

1. Readers would know all of Eli's thoughts.
2. The train journey would become the main setting of Poppy's passage.
3. The story would contain no characters.
4. Readers would have less direct evidence of Eli's reason for waiting.

VC2E4LE02 · VC2E4LE03

Question 19

fantasy conventions · support

Which event first establishes the fantasy?

1. A book has a corner.
2. The shelf speaks about being tickled.
3. Ada returns an atlas.
4. The librarian is nearby.

VC2E4LE02 · VC2E4LE03

Question 20

humour · core

Use the text at Question 19.

What effect does the shelf's politeness create?

1. It makes the strange situation gently humorous.
2. It makes Ada certain that books are dangerous.
3. It turns the scene into a factual report.
4. It proves the shelf is the school principal.

VC2E4LE02 · VC2E4LE03

Question 21

connecting story elements · core

Use the text at Question 19.

How does the abandoned sailor story connect with the doorway?

1. The sailor has asked to borrow Ada's atlas.
2. The doorway leads to an atlas factory.
3. The boat sound hints at a possible ending for Ada's unfinished story.
4. The boat sound proves Ada has left the library building.

VC2E4LE02 · VC2E4LE03

Question 22

reader interest · core

Use the text at Question 19.

Why is the label “LOST ENDINGS” intriguing?

1. It gives the price of a replacement book.
2. It explains every future event in order.
3. It tells the reader the library is closing forever.
4. It treats missing story endings as things that might be stored in a room.

VC2E4LE02 · VC2E4LE03

Question 23

setting · core

Use the text at Question 19.

Which detail keeps Ada connected to the ordinary world?

1. A room contains lost endings.
2. The shelf says it is ticklish.
3. She checks that the librarian is still nearby.
4. The doorway opens between books.

VC2E4LE02 · VC2E4LE03

Question 24

imaginative continuation · core

Use the text at Question 19.

Which sentence would best continue the established fantasy?

1. The atlas became a real geography textbook with no changes.
2. A paper boat drifted out, carrying the sailor's missing final sentence.
3. Ada forgot every event and went to a different story.
4. The next paragraph listed the library's monthly electricity bill.

VC2E4LE02 · VC2E4LE03

Question 25

personification · core

Which phrase gives rain a human action?

1. “silver drum”.
2. “Rain tries the roof with a fingertip.”
3. “the stars”.
4. “every drain”.

VC2E4LE02 · VC2E4LE04

Question 26

metaphor · core

Use the text at Question 25.

What does calling a drain a “silver drum” emphasise?

1. The absence of all sound.
2. The exact cost of the roof.
3. The rhythmic sound and shining appearance of rainwater.
4. The fact that every drain contains a musical instrument.

VC2E4LE02 · VC2E4LE04

Question 27

sound pattern · core

Use the text at Question 25.

How does the sound change over the poem?

1. Gentle tapping grows stronger, then becomes quiet.
2. A loud storm remains equally loud throughout.
3. Traffic noises replace birdsong.
4. The poem begins and ends in complete silence.

VC2E4LE02 · VC2E4LE04

Question 28

repetition · core

Use the text at Question 25.

What is the effect of repeating each first word?

1. It removes the need to imagine sound.
2. It makes the speaker change to a new person.
3. It supplies the poem's publication date.
4. It gives the lines a repeated beat like raindrops.

VC2E4LE02 · VC2E4LE04

Question 29

rhyme · support

Use the text at Question 25.

Which pair forms an end rhyme?

1. “silver” and “packs”.
2. “roof” and “stars”.
3. “rain” and “come”.
4. “tip” and “fingertip”.

VC2E4LE02 · VC2E4LE04

Question 30

extended image · extension

Use the text at Question 25.

What does “The storm packs up” suggest?

1. The storm is ending like a performer leaving after a show.
2. The rain is putting schoolbooks in a bag.
3. The roof is being removed.
4. The stars are causing a louder storm.

VC2E4LE02 · VC2E4LE04

Question 31

close reading · support

What ordinary object does the poem focus on?

1. A bird in a raincoat.
2. A painted map of a town.
3. A flag on a tall ship.
4. A lost glove on a fence.

VC2E4LE02 · VC2E4LE04

Question 32

personification · core

Use the text at Question 31.

What does “waves” make the glove seem like?

1. A person trying to attract attention.
2. A piece of heavy machinery.
3. A boat making ripples.
4. A cloud covering the sun.

VC2E4LE02 · VC2E4LE04

Question 33

contrast · core

Use the text at Question 31.

Why is “Yesterday” contrasted with “Today”?

1. To explain when the fence was built.
2. To show the change from being worn to being left behind.
3. To provide a complete weekly timetable.
4. To show that the glove changes colour daily.

VC2E4LE02 · VC2E4LE04

Question 34

inference about speaker · core

Use the text at Question 31.

What might turning the thumb towards home suggest about the speaker?

1. The speaker imagines helping the glove find its owner.
2. The speaker is measuring the fence.
3. The speaker believes gloves can read street signs.
4. The speaker wants to hide the glove forever.

VC2E4LE02 · VC2E4LE04

Question 35

poetic structure · core

Use the text at Question 31.

How do the short lines affect the reading?

1. They guarantee every word is shouted.
2. They make the poem a set of numbered instructions.
3. They force the reader to ignore the last image.
4. They encourage attention to small details and pauses.

VC2E4LE02 · VC2E4LE04

Question 36

evidence for a response · core

Use the text at Question 31.

Which response is supported by the poem?

1. The glove feels a little lonely because it is separated from its hand.
2. The poem says the glove is made from silver.
3. The speaker is angry because every glove is wet.
4. The poem proves its owner deliberately discarded it.

VC2E4LE02 · VC2E4LE04

Question 37

drama conventions · support

What do the words in square brackets mainly provide?

1. Actions and setting information for a performance.
2. The audience's written answers.
3. A narrator's book review.
4. Prices for hiring chairs.

VC2E4LE02 · VC2E4LE03

Question 38

plot problem · support

Use the text at Question 37.

What is the central problem?

1. The third chair may block access to the display.
2. The bridge model has fallen apart.
3. The audience has taken all the labels.
4. The students have forgotten how to read.

VC2E4LE02 · VC2E4LE03

Question 39

character action · support

Use the text at Question 37.

How does Luc help?

1. By giving away the bridge.
2. By cancelling the display.
3. By removing every seat.
4. By suggesting a different arrangement of the table.

VC2E4LE02 · VC2E4LE03

Question 40

stage action and meaning · core

Use the text at Question 37.

What does Tara's sitting and standing check?

1. Whether the arrangement lets people see the model.
2. Whether the chair is made of gold.
3. Whether the bridge can float.
4. Whether the labels are alphabetical.

VC2E4LE02 · VC2E4LE03

Question 41

humour and connection · core

Use the text at Question 37.

Why is Luc's final remark humorous?

1. A bridge is about access, but their display almost blocked access.
2. All the chairs have disappeared.
3. The model is secretly a real bridge.
4. The labels contain a hidden joke.

VC2E4LE02 · VC2E4LE03

Question 42

text form · core

Use the text at Question 37.

Why might this scene work well as a performance?

1. No character ever responds to another.
2. Every important event happens far away offstage.
3. The movement of chairs and the table makes the problem visible.
4. It contains only a list of equipment.

VC2E4LE02 · VC2E4LE03

Question 43

shared literary features · core

What feature do the tales share?

1. Non-human things speak or think like people.
2. Both give exact measurements of plants.
3. Both take place on a sailing ship.
4. The same child narrates both stories.

VC2E4LE02 · VC2E4LE03 · VC2E4LE04

Question 44

theme · core

Use the text at Question 43.

Which idea is most clearly explored in Tale A?

1. Candles must never be protected.
2. Doors should never be closed.
3. Boasting can overlook an important weakness.
4. Brightness always defeats wind.

VC2E4LE02 · VC2E4LE03 · VC2E4LE04

Question 45

theme · core

Use the text at Question 43.

Which idea is most clearly explored in Tale B?

1. Different things have different strengths and develop in different ways.
2. A paper flower will eventually grow real roots.
3. Nothing good ever takes time.
4. Seeds should try to become paper.

VC2E4LE02 · VC2E4LE03 · VC2E4LE04

Question 46

comparing structures · core

Use the text at Question 43.

How are the endings different?

1. A has no outcome while B gives instructions.
2. Both end with exactly the same sentence.
3. A ends with a race; B ends with an argument.
4. A gives spoken advice; B offers a balanced observation.

VC2E4LE02 · VC2E4LE03 · VC2E4LE04

Question 47

cause in a plot · core

Use the text at Question 43.

Which detail creates a problem for the lantern?

1. Its door is loose when the wind rises.
2. Its cover is stronger than the jar.
3. It has never seen a candle.
4. It stands on the windowsill beside the seed.

VC2E4LE02 · VC2E4LE03 · VC2E4LE04

Question 48

source awareness · core

Use the text at Question 43.

Why does the passage label these stories “original”?

1. Every story about an object is a historical document.
2. They are newly written classroom tales, not attributed cultural or traditional stories.
3. They are copied from the same named author.
4. They must both be true events.

VC2E4LE02 · VC2E4LE03 · VC2E4LE04

Question 49

explaining author choices · core

Use the text at Question 1.

Choose two details that build suspense and explain how each affects the reader.

Response or adult observation notes:

VC2E4LE02 · VC2E4LE03

Question 50

supported literary opinion · core

Use the text at Question 7.

Is the final label an effective ending? Give your opinion and support it with one earlier detail and the label itself.

Response or adult observation notes:

VC2E4LE02

Question 51

responding to perspectives · extension

Use the text at Question 13.

Describe how reading Eli's account changes your response to Poppy's account. Use a detail from each.

Response or adult observation notes:

VC2E4LE02 · VC2E4LE03

Question 52

setting and genre · core

Use the text at Question 19.

Explain how the writer blends an ordinary setting with fantasy. Give two ordinary details and two impossible ones.

Response or adult observation notes:

VC2E4LE02 · VC2E4LE03

Question 53

responding to imagery · core

Use the text at Question 31.

Choose an image that affects you. Explain your response using the words of that image rather than just saying the poem is nice or sad.

Response or adult observation notes:

VC2E4LE02 · VC2E4LE04

Question 54

drama and performance · core

Use the text at Question 37.

Explain how one stage direction helps an audience understand the problem or solution. Describe what would be less clear without it.

Response or adult observation notes:

VC2E4LE02 · VC2E4LE03

Question 55

comparing themes · extension

Use the text at Question 43.

Compare the lessons of the two tales. Explain one similarity and one difference using events as evidence.

Response or adult observation notes:

VC2E4LE02 · VC2E4LE03

Question 56

title and effect · core

Use the text at Question 1.

Suggest a different title that would make a reader curious without giving away the solution. Explain your choice.

Response or adult observation notes:

VC2E4LE02

Question 57

illustration and response · core

Use the text at Question 31.

Plan an illustration for the poem using words or a sketch. Explain how framing and empty space could reinforce your response to the glove.

Response or adult observation notes:

VC2E4LE02 · VC2E4LA09

Question 58

storylines across contexts · extension

Before you start: Book access required: Little Bird's Day; The Tale of Peter Rabbit. The books are not reproduced here. Arrange library/class copies before beginning this task.

Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.

Compare how the two animal characters move through their surroundings. Find one similarity in their experiences and one important difference.

Response or adult observation notes:

VC2E4LE01 · VC2E4LE02

Text references: Little Bird's Day — publisher/author information; The Tale of Peter Rabbit — publisher/author information

Question 59

relationships across texts · extension

Before you start: Book access required: Little Bird's Day; The Tale of Peter Rabbit. The books are not reproduced here. Arrange library/class copies before beginning this task.

Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.

Use the text at Question 58.

Choose a relationship between a character and another being in each book. Explain a similarity or contrast, using a page or event as evidence.

Response or adult observation notes:

VC2E4LE01 · VC2E4LE02

Text references: Little Bird's Day — publisher/author information; The Tale of Peter Rabbit — publisher/author information

Question 60

settings and illustrations · extension

Before you start: Book access required: Little Bird's Day; The Tale of Peter Rabbit. The books are not reproduced here. Arrange library/class copies before beginning this task.

Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.

Use the text at Question 58.

Compare the way words and illustrations establish the natural setting in each book. Explain which detail most helped you imagine each place.

Response or adult observation notes:

VC2E4LE01 · VC2E4LE02 · VC2E4LE03

Text references: Little Bird's Day — publisher/author information; The Tale of Peter Rabbit — publisher/author information

Question 61

ideas across authors · extension

Before you start: Book access required: Little Bird's Day; The Tale of Peter Rabbit. The books are not reproduced here. Arrange library/class copies before beginning this task.

Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.

Use the text at Question 58.

Find an idea both books invite you to think about. Explain how the authors develop it differently, then give your own supported response.

Response or adult observation notes:

VC2E4LE01 · VC2E4LE02

Text references: Little Bird's Day — publisher/author information; The Tale of Peter Rabbit — publisher/author information

Question 62

place and belonging · extension

Before you start: Book access required: Our Flag, Our Story: The Torres Strait Islander Flag; Are We There Yet? A Journey Around Australia. The books are not reproduced here. Arrange library/class copies before beginning this task.

Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.

Compare how the books connect people with places. Choose a specific event or page from each and explain one shared idea and one difference.

Response or adult observation notes:

VC2E4LE01 · VC2E4LE02

Text references: Our Flag, Our Story: The Torres Strait Islander Flag — publisher/author information; Are We There Yet? A Journey Around Australia — publisher/author information

Question 63

family relationships · extension

Before you start: Book access required: Our Flag, Our Story: The Torres Strait Islander Flag; Are We There Yet? A Journey Around Australia. The books are not reproduced here. Arrange library/class copies before beginning this task.

Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.

Use the text at Question 62.

Compare one family relationship in each book. How does that relationship help a reader understand a person's experience?

Response or adult observation notes:

VC2E4LE01 · VC2E4LE02

Text references: Our Flag, Our Story: The Torres Strait Islander Flag — publisher/author information; Are We There Yet? A Journey Around Australia — publisher/author information

Question 64

openings across contexts · extension

Before you start: Book access required: Our Flag, Our Story: The Torres Strait Islander Flag; Are We There Yet? A Journey Around Australia. The books are not reproduced here. Arrange library/class copies before beginning this task.

Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.

Use the text at Question 62.

Compare the openings. How does each invite a reader into a personal story, and what does it make you expect?

Response or adult observation notes:

VC2E4LE01 · VC2E4LE02 · VC2E4LE03

Text references: Our Flag, Our Story: The Torres Strait Islander Flag — publisher/author information; Are We There Yet? A Journey Around Australia — publisher/author information

Question 65

supported comparison · extension

Before you start: Book access required: Our Flag, Our Story: The Torres Strait Islander Flag; Are We There Yet? A Journey Around Australia. The books are not reproduced here. Arrange library/class copies before beginning this task.

Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.

Use the text at Question 62.

Write a short comparison for a reading group: one shared idea, one difference in context and one reason to read both books.

Response or adult observation notes:

VC2E4LE01 · VC2E4LE02

Text references: Our Flag, Our Story: The Torres Strait Islander Flag — publisher/author information; Are We There Yet? A Journey Around Australia — publisher/author information

Question 66

ideas in personal stories · extension

Before you start: Book access required: Our Flag, Our Story: The Torres Strait Islander Flag; The Peasant Prince. The books are not reproduced here. Arrange library/class copies before beginning this task.

Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.

Identify one idea about family or learning in each personal story. Explain how a similar idea is shaped by the different circumstances.

Response or adult observation notes:

VC2E4LE01 · VC2E4LE02

Text references: Our Flag, Our Story: The Torres Strait Islander Flag — publisher/author information; The Peasant Prince — publisher/author information

Question 67

context and memory · extension

Before you start: Book access required: Our Flag, Our Story: The Torres Strait Islander Flag; The Peasant Prince. The books are not reproduced here. Arrange library/class copies before beginning this task.

Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.

Use the text at Question 66.

Compare how each book presents a remembered experience. What information helps the reader understand why that experience matters?

Response or adult observation notes:

VC2E4LE01 · VC2E4LE02

Text references: Our Flag, Our Story: The Torres Strait Islander Flag — publisher/author information; The Peasant Prince — publisher/author information

Question 68

important moments · extension

Before you start: Book access required: Our Flag, Our Story: The Torres Strait Islander Flag; The Peasant Prince. The books are not reproduced here. Arrange library/class copies before beginning this task.

Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.

Use the text at Question 66.

Choose a turning point or important moment from each book. Compare how words or pictures make those moments stand out.

Response or adult observation notes:

VC2E4LE01 · VC2E4LE02 · VC2E4LE03

Text references: Our Flag, Our Story: The Torres Strait Islander Flag — publisher/author information; The Peasant Prince — publisher/author information

Question 69

character and experience · extension

Before you start: Book access required: Our Flag, Our Story: The Torres Strait Islander Flag; The Peasant Prince. The books are not reproduced here. Arrange library/class copies before beginning this task.

Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.

Use the text at Question 66.

Discuss one similarity between a person's hopes in the two books. Give evidence and explain a difference rather than treating the two lives as identical.

Response or adult observation notes:

VC2E4LE01 · VC2E4LE02

Text references: Our Flag, Our Story: The Torres Strait Islander Flag — publisher/author information; The Peasant Prince — publisher/author information

Question 70

place across texts · extension

Before you start: Book access required: Little Bird's Day; Our Island. The books are not reproduced here. Arrange library/class copies before beginning this task.

Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.

Compare how each book creates a sense of place. Find a similar idea about the natural world and explain how different details develop it.

Response or adult observation notes:

VC2E4LE01 · VC2E4LE02

Text references: Little Bird's Day — publisher/author information; Our Island — publisher/author information

Question 71

viewpoint across authors · extension

Before you start: Book access required: Little Bird's Day; Our Island. The books are not reproduced here. Arrange library/class copies before beginning this task.

Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.

Use the text at Question 70.

Compare the speakers or viewpoints. How does who is telling the story affect what the reader notices?

Response or adult observation notes:

VC2E4LE01 · VC2E4LE02

Text references: Little Bird's Day — publisher/author information; Our Island — publisher/author information

Question 72

illustrators and meaning · extension

Before you start: Book access required: Little Bird's Day; Our Island. The books are not reproduced here. Arrange library/class copies before beginning this task.

Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.

Use the text at Question 70.

Choose an illustration from each book. Compare how placement, colour or scale helps communicate an idea also developed by the words.

Response or adult observation notes:

VC2E4LE01 · VC2E4LE02 · VC2E4LE03

Text references: Little Bird's Day — publisher/author information; Our Island — publisher/author information

Question 73

sharing literary connections · extension

Before you start: Book access required: Little Bird's Day; Our Island. The books are not reproduced here. Arrange library/class copies before beginning this task.

Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.

Use the text at Question 70.

Which shared idea would you use to introduce these two books at a reading circle? Explain it with one detail from each and acknowledge the different creators.

Response or adult observation notes:

VC2E4LE01 · VC2E4LE02

Text references: Little Bird's Day — publisher/author information; Our Island — publisher/author information

Question 74

journeys across contexts · extension

Before you start: Book access required: Alfred's War; The Peasant Prince. The books are not reproduced here. Arrange library/class copies before beginning this task.

Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.

Compare an important journey or change of place in the books. Explain one similarity in its effect on a person and one difference in context.

Response or adult observation notes:

VC2E4LE01 · VC2E4LE02

Text references: Alfred's War — publisher/author information; The Peasant Prince — publisher/author information

Question 75

emotional effects · extension

Before you start: Book access required: Alfred's War; The Peasant Prince. The books are not reproduced here. Arrange library/class copies before beginning this task.

Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.

Use the text at Question 74.

Compare how the creators help you understand a difficult experience. Choose one language or illustration detail from each.

Response or adult observation notes:

VC2E4LE01 · VC2E4LE02 · VC2E4LE03

Text references: Alfred's War — publisher/author information; The Peasant Prince — publisher/author information

Question 76

relationships and home · extension

Before you start: Book access required: Alfred's War; The Peasant Prince. The books are not reproduced here. Arrange library/class copies before beginning this task.

Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.

Use the text at Question 74.

Find a relationship or a connection with home in each book. Compare what it means to the person involved.

Response or adult observation notes:

VC2E4LE01 · VC2E4LE02

Text references: Alfred's War — publisher/author information; The Peasant Prince — publisher/author information

Question 77

comparing ideas respectfully · extension

Before you start: Book access required: Alfred's War; The Peasant Prince. The books are not reproduced here. Arrange library/class copies before beginning this task.

Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.

Use the text at Question 74.

Write a reading-group response explaining how these books can explore a similar idea while telling very different stories.

Response or adult observation notes:

VC2E4LE01 · VC2E4LE02

Text references: Alfred's War — publisher/author information; The Peasant Prince — publisher/author information