A view of the demands of Yr 3 & 5 NAPLaN Reading tasks (2012)
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A view of the demands of Yr 3 & 5 NAPLaN Reading tasks(2012)
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A: KEY VOCABULARY It is very difficult to
accurately predict the topic of the readings in the magazine. Hopefully students vocabulary is being routinely developed for all new topics across all subjects. However it is possible to support students to improve their understanding of the vocabulary in the question booklet
From the question stems: wh- words refer to, referring to indicates, suggests could be replaced
with because to (in order to) means, represents, to
show point, focus, purpose compare relationship according to
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Students need to be familiar with key vocabulary in the question booklet
From the question stems:
wh- words refer to, referring
to to indicate, to
suggest could be replaced
with because to (in order to) means,
represents, to show
point, focus, purpose
compare relationship according to
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Technical vocabulary about texts in questions: - magazine
- author - illustrate, illustrator, illustration - caption
- text / piece of text: whole text specific extract source text for a glossary series of links on a webpage
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Year 5 2009
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Year 3 2009What prior student knowledge was assumed in these questions?
• Another good title for this text could be
• When Cyril sighs, it suggests that he is
• Also, when plastic bags are made …
This paragraph is mainly about
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Year 5 2009What prior knowledge was assumed in these questions?• According to Poster 2, what should we
compost or mulch?
• The text suggests that people’s behaviour will only change if
• In this text the sub-heading Status gives information about
• Where does the narrator believe is the best place to view a flood?
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What examples of key vocabulary in the questions can you find in the 2011 test?
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What examples of key vocabulary in the questions can you find in the 2011 test?
Yr 3e.g. text, illustrations, best matches, title
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What examples of key vocabulary in the questions can you find in the 2011 test?
Yr 3e.g. text, illustrations, best matches, title
Yr 5 e.g. text suggests, paragraph, stanza
(verse), referred to
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Teaching Strategies• incorporate / highlight the key words in regular activities • make a chart listing key words and their different definition or use See Tip 7
Familiar words with multiple meanings like = enjoy / the same as or similare.g. Who is John like?John is very similar to his brother Terrence, because they both enjoy playing with Donald.
The answer is Terrence NOT Donald, but a student might only know “like” to mean “enjoy” and therefore misinterpret the question, especially under test conditions, and answer Donald.
not like = not enjoy / not the same as means = definition / implication / way
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B: MULTIPLE CHOICE PROCESS
Teaching Strategies
To clarify what it is, ask students to think of ways / occasions where they have heard or seen multiple choice questions (e.g. Who wants to be a Millionaire?) and review the process, highlighting the elimination of the incorrect options
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• Become orientated to each item (question/statement)
Read the item to identify whether it is a question to be answered or a statement to be completed. Sometimes there is also a quote from the text in italics that is the focus of the item rather than the whole text. Tell students to skim the magazine to find the quote and then scan near it to find the answer.
It’s more like comparing fruit and vegetables – they’re all foods.
Why does Spacegirl say this?
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•Practise a process for dealing with multiple choice items i. read the item once to get a sense of what is required
ii. underline key words in question stem e.g. What is the name of the shrimps eaten by the blue whale?
iii. add your own key word to identify the type of information that is requirede.g. Elephants are included in the picture to show that…. (reason, because)
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How long should the fruit sticks be cooked? (time, number, hours, minutes)
o for two minutes o for five people o until the butter melts o with chocolate
iv. answer options - underline key words - tick the possible answers at the end of the statements
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v. Choose an answer read / scan the text to find the relevant information
cross the likely incorrect options at the end of the statements (not in the bubble) select the correct option and shade its bubble
Notes for students Multiple Choice:1 read the question stem once 2 read the question stem again and underline key words 3 read through the choices4 read/scan text5 eliminate obvious incorrect answers6 read the text/section more carefully 7 shade the correct choiceSee Tip 9
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Notes for students
1. read the stem once 2. read the stem again and underline key
words 3. read/scan text to find clues, evidence,
suggestions or ideas upon which you base your prediction or opinion
(the answer may not be written in the text)4. write answer in full sentenceSee Tip 8
C: SHORT ANSWER QUESTIONS
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Teaching Comprehension of Inferences• Refer to Strategies to help Readers
make Meaning through Inferences available at www.decd.sa.gov.au/westernadelaide/ > Teaching and learning > Literacy > Comprehension
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D: SCANNING FOR KEY WORDS / CUES IN THE QUESTION AND THE TEXT
Skimming involves glancing through material to gain a general impression or overview of the content – headings and subheadings are good starting points. Scanning involves glancing through material to locate a specific detail such as name, date or place.
Teaching Strategies• Discuss the meaning of “key words” with synonyms or related words (e.g. “main words”, “important words”)• Practice identifying key words and related words in a controlled way e.g. find the synonyms of a key word from a list of words
ancient
sleepy
very old
angry
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• Introduce levels of complexity of scanning of a text
Scan for the exact key word Scan for key words and related words/synonyms
Example: All about AliciaThe text says that Alicia currently lives in…
She resides in Melbourne.
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• Introduce levels of complexity of scanning of a text
Scan for the exact key word Scan for key words and related words/synonyms
Example: How long is a baby whale?A newborn blue whale is approximately….
The length of a blue whale calf is about seven or eight metres…..
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a key word or related word/reference item (e.g. it, this, both) found in the previous or following sentences
Example: DroughtIn They wriggle through the water pipes… the word They is referring to..
When the water in our tanks gets low
Mosquito larvae start to grow.
They wriggle through the water pipes.
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Possible range of skills required Teaching points
understand vocabulary “author” and “text”
understand the use of “by” to indicate author
know that the author may be written in close proximity to the title
Key vocabulary
Visual literacy
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locate “anaconda” in textlink speech bubbles with illustration
match illustration with “snake”
Visual literacy
synonyms
Possible range of skills required Teaching points
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Possible range of skills required Teaching points
scan the text for the choices in the question
use knowledge of difference between metres / kilometres, wide / deep to eliminate incorrect answers
search backward or forward to link “it’s” to the Amazon River
Scanning Multiple choice
Reference
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Possible range of skills required Teaching points
understand term “illustration” understand “flows through mostly” is the same as the more familiar “flows mostly through” or “mostly flows through”
recognise the river and “jungle” in the illustrations
use knowledge of difference between rocky mountains, deep ravines, desert, jungles, to eliminate incorrect choices
Key vocabulary
Visual literacy
Multiple choice
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How to play SPUD
• This article was in both the Yr 3 and 5 tests
• Answer the questions and then explain to your class how you found the answer
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Student Wellbeing
• Did you find these questions difficult/time consuming? How did they make you feel?
• Do you think your students could answer them? How could they feel and therefore react during NAPLAN?
• How and when can students be supported to deal with difficult questions?
See Tip 10
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Teaching strategies available at
http://www.decd.sa.gov.au/curric/pages/ESL ESL Teaching & Learning > NAPLaN
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