Come Over to My House

NOTE: This unit primarily uses person-first language to refer to people with disability. The way people identify can vary significantly, so it is always best to ask a person with disability how they prefer to do so, and use this language accordingly. See the Victorian Government website for definitions of ‘person-first’ and ‘identity-first’ language.

Connecting to prior knowledge

Before you begin this unit, you might like to consult the PWDA (People With Disability Australia) Language Guide. This will be a useful guide for both you and your students in having respectful and inclusive conversations about disability, including cognitive/intellectual disability, neurodiversity, psychosocial disability, and sensory disability. The glossary on pp. 19–20 is particularly handy; you may choose to display the ‘Terminology’ and ‘What to Say’ columns, but be aware that the ‘What Not to Say’ column includes examples of ableist and offensive language, and should not be reproduced in class.

Outside the book

Display the cover of Come Over to My House by Sally Rippin and Eliza Hull, illustrated by Daniel Gray-Barnett. Read the short synopsis at the top of the book page on the publisher’s website:

A delightful picture book that explores the home lives of children and parents who are d/Deaf or disabled.

Use the see, think, wonder thinking routine to discuss the synopsis, title, and illustrations with students. Prompt them with the following questions:

• What do you see (e.g. the title Come Over to My House; some people and a dog standing in a doorway; a girl in a wheelchair)?
• What do you think (e.g. these people are all friends)?
• What do you wonder (e.g. why there are so many people in one house; who they are inviting over; why they are inviting people over)?

Return to the publisher’s website and click ‘Read More’ on the book page. Read the longer synopsis to students, stopping when you reach the short extract from the text. Pose some more questions to small groups of three to four students:

• One of the authors is described as a ‘disability advocate’. What do you think that might be?
• We are told that the characters in this book have various disabilities. What might they include? Do you know a person with disability who might be represented in this book?
• Why is this book described as ‘a must-read for all families’?

Be prepared to prompt students to get the conversation going. Remind them that they are predicting what might be in the book. It may also be worthwhile to have a short discussion about the meaning of the word ‘disability’. This will be particularly important if any students express discomfort or beliefs about ‘disability’ being a ‘bad’ or ‘rude’ word. You can find some useful talking points from the Australian Disability Network and NSW Public Service Commission.

Provide students with a blank doorway (PDF, 42KB), like the one on the front cover. Ask them to draw the family and friends they would like to invite over to their house (keep in mind that some children may live in two homes).

For a think-pair-share, ask students what information they could share about their drawing. Give them a minute to think, then have them pair up and share their work, introducing their buddy to the people in their doorway. Remind students to be active and polite listeners and commend them when they demonstrate these skills. At the end of the think-pair-share, ask students how they knew that their buddy was listening, and how they knew it was their turn to start talking.

Display students’ drawings in the classroom for future reference. This is an opportunity to open up conversations about difference, so invite further discussion as needed now or later.

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Inside the book

NOTE: For the purpose of tracking page numbers, the first page of the story is considered p. 1.

Slowly turn the pages of Come Over to My House. Do not read any of the text. Ask students to look carefully at the illustrations. Allow time for them to discuss what they see with a partner, and to share any thoughts or ideas they might have. At this stage, do not proceed beyond the final double-page spread on pp. 29–30; the pages following this will form the basis of activities in the Examining section of this unit.

Pose the questions:

• What do you think this story might be about? What makes you think this?
• Did you notice any characters with disability (students may have spotted the wheelchair, use of sign language, the braille book, etc.)?

Discuss the fact that the illustrations portray differences in both people and the way they live (ensure that students understand that the story depicts several families, not just one), and that some people need specific aids or equipment to help them live comfortably and independently. Check for understanding of these two words.

Now read Come Over to My House to the class (remember not to proceed past pp. 29–30 at this point). Stop on each page to discuss the words and illustrations. Check students’ understanding of each spread by asking:

Who needs some extra help in this house, and what items do they use?

Also clarify the meaning of any new words (e.g. ‘pantry’, ‘contraption’).

Ask students if anyone they know uses a specific item to assist them with daily tasks. This should be a voluntary discussion; do not call on students to participate if they do not wish to do so. Alternatively, you can have a general discussion about aids and equipment that students may have seen in their communities. Examples include wheelchairs, scooters, hearing aids, glasses, healthcare equipment, and service animals. Monitor for turn-taking and active listening during this discussion.

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As a class, watch ‘Let’s Talk About Disability’ from the Australian Human Rights Commission. This short video covers a range of ideas around respect and support for people with disability. It also introduces the term ‘inclusivity’. Invite questions and discussion about what students saw in the video. Depending on their level of understanding, you may choose to play the video again later in the unit.

Exploring the text in context of our community, school, and ‘me’

Support in my family

Ask students to refer to the doorway drawings they completed earlier (see Connecting to Prior Knowledge > Outside the Book). Prompt them to make connections between their drawing and the story of Come Over to My House. What sort of things does their family do or have in their home to support each other? For example:

• a stool for Mum to reach the top of the cupboard
• a weighted blanket to help my brother fall asleep
• no TV during homework so I can concentrate

Have students think-pair-share again, encouraging them to share their drawing with a new buddy. This time they should introduce the people they have drawn, PLUS any things they do or have at home to support them. If they are struggling to come up with ideas, or do not wish to share personal information, they could also talk generally about how they might support friends, family, and other people in their community (e.g. offering someone a seat on the bus, running errands for an elderly neighbour). Monitor for turn-taking and active listening during this discussion.

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Community walk

Take students for a walk around your school to find, list, and discuss any features/facilities that support different people to learn and access the places they need to go. These may include wheelchair ramps, elevators, chair lifts, quiet spaces, playgrounds for different ages, books with large print, braille and tactiles, etc.

If your school has limited accessibility features, there are several commonplace examples that you will likely be able to identify:

• handrails on stairs
• curb cuts (ramps or depressions) in pavements
• sealed/concrete footpaths or walkways
• accessible parking spots
• wide doors and corridors
• signage with large text or icons (e.g. bathrooms)
• signage with high colour contrast (e.g. black text on a white background)

Encourage students to ask questions and seek clarification as needed.

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Rich assessment task

Ask students to write one or two sentences describing what they have learned so far from reading Come Over to My House. This should be accompanied by an illustration that reflects their learning. The sentences and illustration can be done on paper OR digitally (using an iPad, computer, etc.). Responses might include:

• I have learned that everyone’s house is different.
• I have learned that we need to look after everyone.
• I have learned that we have some things to help people at our school, but this might not be the case everywhere.

Save students’ work for future reference and monitor their comprehension of literal and inferred meaning.

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Responding to the text

Text-to-world

Re-read Come Over to My House, stopping once again on pp. 29–30.

Ask students to think about each of the families in the book. Are they all the same? What makes each one different? Acknowledge that some of the differences are physical, while others are cultural or related to gender. Guide students to understand that we are all different in some way.

Finish by asking students to write the members of their own household on the back of their doorway drawing for future reference.

Text-to-self

Discuss what it means to be different. Explore synonyms such as ‘unique’ or ‘individual’ (if you are unsure of what terminology is appropriate, refer to the glossary in the PWDA Language Guide). Ask students if difference can be positive, negative, both, or neither. Why or why not?

Now ask:

What makes you unique?

Explain that differences do not need to be physical or visible; they might be mannerisms, hobbies, special talents, or interests (e.g. I speak three languages; I need a quiet environment to learn).

Finish by asking:

What does difference feel like?

Write these emotions on a class chart. Encourage students to explain their responses; for example:

• happy – because they are unique
• nervous – because they don’t want to stand out

Text-to-text

Acceptance is My Superpower is a story by American author Alicia Ortego. Show students the read-aloud on YouTube (the story finishes at 07:34).

Form a discussion circle and ask students to compare this story to Come Over to My House. Invite them to suggest the common meaning or message in both stories. Discuss the meaning of the words ‘acceptance’, ‘diversity’, and ‘inclusion’. Other words that may need explanation include ‘bold’, ‘unique’, ‘appreciated’, ‘apology’, and ‘proud’.

Monitor students’ comprehension strategies for building literal and inferred meaning from the new vocabulary. Also monitor the connections they make between their personal experiences and those of the characters.

NOTE: The authors and illustrator of Come Over to My House have collaborated on a second picture book about disability: The World We Can Build. This would be another excellent text to read in class to facilitate discussions about accessibility and making it easier for all people to enjoy and participate in the same spaces.

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Exploring plot, character, setting, and theme

Diversity

Rewatch ‘Acceptance is My Superpower’. Ask students what superpower Lisa had in the story. Reinforce the meaning of the word ‘acceptance’.

Now re-read Come Over to My House, stopping once again on pp. 29–30. Tell students that they are going to follow Lisa’s example and explore the strengths in being different. Use examples from Come Over to My House to discuss how Lisa would see people’s differences as strengths. For example, the mother on pp. 13–14 can read braille, which means she can read even when the lights go out. Ask students to identify some of the other strengths highlighted throughout the book.

Next, ask students to think about people they know with disability. This might be a personal connection or a public figure like Dylan Alcott. Introduce the Paralympic Games, which celebrate sportspeople with disability. The Paris 2024 Paralympic Games saw 4,400 Paralympic athletes from 168 nations compete in 549 medal events. You may like to show students the ‘Best Moments’ video, which highlights the successes of the Australian team.

Be careful how you frame this conversation: Paralympians are not ‘superhumans’ who have ‘overcome their disability’. British broadcaster Channel 4 created a short film in the lead up to the 2024 Paralympic Games that highlights some of the problematic views people have about disabled athletes. While the film may be too gritty for a Year 3 cohort, you might like to watch it for your own understanding (this 2024 Guardian article also provides useful context and a brief history of problematic commentary on the Paralympic Games).

It is also important to remind students that not all people with disability are Paralympians. Can they think of other examples of disability and people with disability in media and everyday life? Examples include:

• The Deaflympics – an international multi-sport event for d/Deaf athletes.
• International Guide Dog Day – an annual event that celebrates the role of guide dogs in supporting people with low vision or blindness to live independently.
• Emma Memma – a character played by former Wiggle Emma Watkins, who incorporates Auslan into song and dance. She performs alongside Deaf ballet dancer Elvin Lam (Elvin Melvin).
• Same But Different – short documentary portraits of children with disability, learning differences, and medical conditions.
• What It’s Like – a show featuring young people whose voices, stories, and perspectives aren’t often seen or heard. There are episodes on disability; the autism spectrum; Down syndrome; and siblings with disability.

Revisit the Text-to-Self discussion about what makes your students unique. In groups of four, students should collaboratively brainstorm the advantages or strengths of their differences. If they are having trouble coming up with ideas, prompt them to think about the examples they have already discussed in class.

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Ask students to write three to four sentences in response to the following prompts:

• The thing that makes me unique is …
• My superpower is …

Provide craft materials so that each student can create a self-portrait that includes a superhero costume, cape, or mask (as shown at the end of Acceptance is My Superpower). Encourage and monitor how they edit their writing and design the visual features of their self-portraits.

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Rich assessment task

If students are willing, invite them to stand up in front of the class and share their self-portraits. If this is too challenging, a pair-share may be a suitable alternative.

Prompt each student to explain what makes them unique and how this gives them a superpower. The following scaffold may be useful:

For example:

My name is Kerry. Sometimes I need someone to read words out loud to me. This is my superpower because it makes me a really good listener.

Monitor for appropriate use of tone, pace, pitch, and volume.

Display the self-portraits on the classroom door, or somewhere nearby, to demonstrate how your class is embracing diversity and practising acceptance. Be mindful of students who may not feel comfortable being on display, and allow them to opt out if that is their preference.

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Examining text structure and organisation

Display the front cover of Come Over to My House and ask students what type of book they think it is. Some may suggest that it is a narrative because it has many characters. Challenge students to identify the orientation, complication, and resolution, and help them to see that the book does not follow this typical narrative structure.

Explain that Come Over to My House is a concept book. It is written in the first person (I/we), in the present tense, and explores the concept of diversity and acceptance across seven different contexts.

Direct students to look more closely at the book’s format:

• What do they notice about each double-page spread (e.g. there are two spreads for every family)?
• What do they notice about the text (e.g. the words ‘Come over to my house’ are always in bold)?
• What do they notice about the illustrations?

Literal and inferred meaning

Turn to pp. 21–24 (featuring a boy, his mother, and his aunt). What do we know about this family? How do we know this? Answers may include:

• The family has a cat – we know this because it is in the picture.
• The aunt comes to help with the cleaning – we know this because it says it in the text.
• Sometimes the family doesn’t need help – we know this from the text and the illustration.

Point out that these are literal facts based on the words and images in the book. Explain that illustrations can help add depth to the words we read OR provide new information. In this example, the text tells us that the aunt visits most days and sometimes stays over. We know that she does this to give the mother some extra help. The illustration supports this by showing the adults performing their own tasks. Allow students to infer and share other ideas about the illustration (e.g. the mother looks happy; the boy looks excited to see his friend; the aunt is keeping the kitchen tidy).

Now invite students to come up with some questions about this spread. Prompt them by asking:

• What don’t we know about this family (e.g. their names)?
• What do we wonder (e.g. why the mother needs help)?

Write these wonderings on the board or a large sheet of paper for future reference.

Ask students how we might find the answers to some of these questions, given that Come Over to My House is a fictional text. Explain that, as readers, we might be able to use prior knowledge OR add personal meaning to the text and illustrations. This makes it important to have collaborative conversations to develop our understanding of new and interesting ideas. Introduce the concept of inferred meaning, and discuss how our own experiences of living and being in the world can assist us to infer meaning from what we read.

Now explain that fiction can be used to explore complex ideas, and may use people or places from the real world to help get a message across. Share some picture books from your classroom or school library that do this, such as:

• The World We Can Build by Eliza Hull and Sally Rippin, illus. Daniel Gray-Barnett
• Two Mates* by Melanie Prewett, illus. Maggie Prewett
• ABC Disability by Sarah Rose and Alley Pascoe, illus. Beck Feiner
• Remarkable Remy by Melanie Heyworth, illus. Nathaniel Eckstrom

* Reading Australia resource available

Allow students to explore some narratives in small groups (you may be able to access some readings with a StoryBox Hub subscription). Then, as a class, discuss how the text and illustrations help the reader to derive literal and inferred meaning about a particular theme or concept. Themes could include disability and accessibility; empathy and understanding; friendship and connection; and personal identity. Prompt students by asking:

• What words are used to express the theme?
• How do the illustrations express the theme?

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Getting to know the children

Explain that Come Over to My House contains an additional section that provides more detail about the children in the story. Turn to these pages now, titled ‘Hello! Come Inside!’ (pp. 31–32).

Divide the class into seven groups. Give each group a copy of the book and allocate them ONE of the seven children. Ask them to read that child’s story and record any words they do not recognise or are having difficulty sounding out. You can move between the groups while they work, assisting as needed.

Regroup as a class and ask students to take turns writing their tricky words up on the board. Encourage them to assist each other to identify these words through modelling of syllables (chunking), morphology knowledge, blending, rules, and sound/letter relationships.

Split into seven groups again and ask students to take turns reading their child’s story aloud, this time focusing on the fluency of the sentences to enhance understanding.

Afterwards, ask the groups to discuss which pages relate to their child. Why do they think this? Ask them to try and make specific links between the vocabulary and the illustrations. The following table may be useful for scaffolding the conversations:

Following this discussion, each group should present their child to the rest of the class. They will need to:

1. nominate a group member to read the child’s story
2. display the pages that relate to their child
3. justify their thinking

Record each group’s response on the board, using the table above as a scaffold. Then ask the class:

• Why do you think this information is separate from the main story?
• Why do you think the authors included this information at all?

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Examining grammar and vocabulary

Rhyme

Ask students to compare and contrast the text at the back of Come Over to My House, with the text in the main story. What are the main differences? If necessary, prompt students by asking:

What do you notice about the words at the end of each sentence (i.e. in the main story they rhyme)?

Discuss why the authors may have done this, highlighting the possibility that the purpose of Come Over to My House is twofold: to entertain and inform.

Now ask:

How can we tell if words rhyme?

If necessary, prompt students to identify the similar ending sounds in words. Then work together to brainstorm some words that rhyme.

As a class, identify the rhyming words in both Come Over to My House and Acceptance is My Superpower. Ask students when the rhyming stops and when new rhyming words begin (i.e. every two sentences). Then introduce the term ‘rhyming couplets’. What do students think this means? Discuss the base word ‘couple’ to build understanding.

Model how to create a rhyming couplet using words from the class brainstorm. Invite students to suggest topics and additional vocabulary before you begin. Write the finished couplet on the board so that everyone can see it.

Now have students work in pairs to create a rhyming couplet about their classroom. They might like to write their couplet down so they do not forget it. Allow some time for this, then invite each pair to share their couplet with the rest of the class. Discuss and consolidate learnings from this experience.

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Rich assessment task

Revisit students’ doorway drawings (Literature > Connecting to Prior Knowledge > Outside the Book), superpower self-portraits (Responding > Exploring Plot, Character, Setting, and Theme > Diversity), and any notes they have taken throughout this unit to prompt ideas and vocabulary.

Ask students to write FOUR lines of rhyming poetry (i.e. TWO rhyming couplets) about themselves and their house, assisting readers to visualise what it would be like if they came over to play. Encourage them to draft and then edit their couplets, identifying any words that are tricky to spell. Introduce the idea of a ‘have a go’ table so they can use their knowledge of letter sound relationships to trial different spellings. For example:

Students can then check their work with you. Once they are happy with their couplets, they should draw a picture to add more depth and detail to their poem.

Invite students to share their poems with a partner. They should then answer TWO questions in response to their partner’s work:

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Respecting our differences

At this point, you may like to rewatch the ‘Let’s Talk About Disability’ video from the Australian Human Rights Commission. Many of the concepts introduced in this video will have been discussed throughout the unit, and students may have different questions now. If you need to locate more information about disability, access, and inclusion, consult the More Resources section, particularly Other Links and Resources.

Read Family Forest* by Kim Kane, illustrated by Lucia Masciullo. After reading the book to the class, ask:

• What is the message in this story?
• How are the families different?
• How are the homes different?

Compare and contrast Family Forest with Come Over to My House:

• What are the similarities? Students may notice that both books depict different types of families and homes.
• What are the differences? Students may notice that one book is about the relational makeup of families, and the other is about people with disability and their homes.

As a class, construct a Venn diagram to record the similarities and differences between the two books. Then discuss and brainstorm some answers to the following question:

In what other ways can families be different?

Refer to the illustrations in Come Over to My House and Family Forest to help identify potential differences. Answers may include: finances, number of children, number of pets, where they live, interests, culture, religion, diet, traditions, etc. Make and display a list of these somewhere in the classroom.

Watch Muse Wellbeing’s ‘What is diversity?’ video to consolidate learning.

* Reading Australia resource available

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As a class, discuss the following question:

Why are books like Come Over to My House and Family Forest important?

Remind students that there are 5.5 million Australians with disability. Also remind them that not all disabilities are visible. Guide them to consider how misunderstandings or assumptions can lead to prejudice, stereotyping, and discrimination. Make sure students understand what these words mean (BBC Bitesize offers some succinct definitions). The Australian Human Rights Commission also offers classroom resources on equality and equity; these may help inform your discussion.

Now ask students:

What can you do to help make the world a fairer place?

Responses may include open communication, active listening, and showing respect. Make sure students understand the meaning of ‘respect’.

Story play

Re-read the pages titled ‘Hello! Come Inside!’ (pp. 31–32) as a class. Afterwards, discuss each of the stories and ask questions about the different characters:

• What is the child OR the parent’s disability? You may need to re-read the relevant passages to consolidate understanding, especially if students are unfamiliar with the disability being discussed.
• Do you know someone whose disability is not represented among these children? Talk about what their house might be like.

By this point, students will have noticed many things that people with disability use to help them in their homes. For example, Archie’s mother is Deaf, so his family uses sign language. This would be a good time to watch an Auslan read-aloud of Come Over to My House. One is freely available from ABC Education Story Time; make sure you turn on closed captions so that students who do not understand Auslan can follow along.

After watching, revisit pp. 31–32 and identify the things that help the children and/or their parents in their homes. For example, Hugo and his father have Achondroplasia, so they use stools and stepladders.

In pairs, students are to choose ONE of the seven households and take on the roles of the visiting children. They are to create a short skit (one to two minutes in length) in which they describe their visit, the enjoyable things they did, and what they learned from spending time with the people in that household (this could be something specific to the family OR a broader comment about accessibility, diversity, and/or support at home).

Students should prepare by re-reading the pages that depict their chosen household, paying attention to the information in the text and illustrations. They will also need to read the relevant child’s introduction on pp. 31–32. Students must use the correct child’s name when introducing their household (e.g. ‘Today we visited Mei Li’s family’, or ‘Today we spent time with Bella and her dad’). Remind them to use respectful and inclusive language, and to play themselves in the skit: they should NOT assume the identity of a person with disability if they themselves are not disabled.

Allow some time for students to plan and rehearse their skits before presenting them to the class. Afterwards, display the relevant pages from Come Over to My House and ask each pair what information they gathered from the words and images. Invite the rest of the class to give feedback on the skit, including things the pair did well and things they could improve. If time allows, students could revise their skits based on this feedback.

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Slogan communication

Tell the class that they will be creating a slogan to communicate a better understanding of diversity in their school community.

A slogan is a memorable motto or phrase. Invite students to identify slogans that they may already know, such as a school motto, behavioural rules, etc. They may even have a special saying in their family, such as ‘kindness first’. You can find more ideas at the following websites:

• Foxwell Forest – 5 Classroom Mottos for a Positive Classroom
• Animoto – 25 Fun & Inspiring First Day of School Quotes
• Mental Health Center Kids – 90 Inspiring Growth Mindset Quotes for Kids

As a class, brainstorm important vocabulary about inclusion and diversity, drawing on the texts you have read and the discussions you have had throughout this unit. Then break into groups and challenge students to come up with a simple slogan that could be used to communicate an important message about diversity.

Each group will create a poster to showcase their slogan and present it to the class. Once everyone has presented, hold a class vote to decide on the most impactful slogan. The posters can then be displayed around the school.

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Come into our classroom

Discuss the importance of diversity in understanding how we can support each other in the classroom.

Using pp. 31–32 of Come Over to My House as a guide, each student will write a paragraph about themselves and/or their family. The paragraph should include:

• Their name
• Some information on who they live with
• Something interesting about themselves (e.g. their interests, favourite things, any facts they feel comfortable to share)

Remind students to edit their work and use the ‘have a go’ table (see Examining > Rich Assessment Task) to trial different spellings of tricky words.

Display the finished paragraphs on the classroom door under the title ‘Come Into Our Classroom’, along with the slogan that the class voted for in the previous activity. Be mindful of students who may not feel comfortable being on display, and allow them to opt out if that is their preference.

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Rich assessment task

Students will use the head, heart, hands strategy to reflect on what they have learned from their study of Come Over to My House. You could begin with a class discussion to generate ideas before moving onto individual reflections. Students should consider each of the following elements:

This task can be completed orally (e.g. as an audio or video recording) or in writing (e.g. using a graphic organiser). Depending on your context, a whole class discussion may be more accessible than individual reflections.

Finish by asking students to write a suggestion for something that could be done in their classroom AND their school that would make both places more inclusive and accessible.

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