Transcript Preparing for NAPLAN at Home - Home

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Welcome
Video – What is NAPLAN
Preparation for NAPLAN
Minimum Standards – Reading
Minimum Standards – Language Conventions &
Spelling
Marking Criteria – Writing
Writing Prompts – Narrative and Persuasive
NAPLAN Website
Numeracy Test & Newman’s Error Analyses
Stress & Anxiety
Preparation for NAPLAN
 NAPLAN tests are constructed to give students an opportunity to
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demonstrate skills they have learned over time through the school
curriculum
Excessive preparation is not useful and can lead to unnecessary anxiety.
Teachers will ensure that students are familiar with the test formats
and will provide appropriate support and guidance
NAPLAN test days should be treated as just another routine event on
the school calendar
The best way you can help your child prepare for NAPLAN is to
reassure them that NAPLAN tests are just one part of their school
program, and to urge them to simply do the best they can on the day.
ACARA does not recommend the use of commercial products, such as
booklets and practice tests, to help your child prepare for NAPLAN
tests. None of the commercial products currently on the market are
endorsed by ACARA. The use of services by coaching providers is not
recommended.
Minimum Standards
Reading Year 3
When reading simple imaginative texts, students can:
 •find directly stated information
 •connect ideas across sentences and paragraphs
 •interpret ideas, including some expressed in complex sentences
 •identify a sequence of events
 •infer the writer’s feelings.
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When reading simple information texts, students can:
 •find directly stated information
 •connect an illustration with ideas in the text
 •locate a detail in the text
 •identify the meaning of a word in context
 •connect ideas within a sentence and across the text
 •identify the purpose of the text
 •identify conventions such as lists and those conventions used in a letter.
Minimum Standards
Reading – Year 5
When reading a short narrative, students can:
 •locate directly stated information
 •connect and interpret ideas
 •recognise the relationship between text and illustrations
 •interpret the nature, behaviour and motivation of characters
 •identify cause and effect.
When reading an information text, students can:
 •locate directly stated information
 •connect ideas to identify cause and effect
 •identify the main purpose for the inclusion of specific
 information, diagrams and illustrations
 •identify the meaning of a phrase in context
 •infer the main idea of a paragraph.
When reading a biography or autobiography, students can:
•connect ideas
•identify the main purpose of the text
•make inferences about the impact of an event on the narrator
•interpret an idiomatic phrase or the meaning of a simple
figurative expression.
When reading a persuasive text such as an advertisement, students can:
•locate directly stated information
•identify the main idea of a paragraph or the main message
of the text.
Language Conventions
Grammar Punctuation Spelling
Year 3
 Identify features of a simple sentence.
 They identify some common grammatical conventions such as the correct use of past and
present tense and the use of pronouns to replace nouns in sentences.
 They typically recognise the correct use of punctuation in written English, such as
capitalisation for sentence beginnings and proper nouns.
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In grammar students can:
•identify the correct preposition required to complete a sentence
•identify the correct pronoun required to complete a sentence
•identify the correct adverb of time required to complete a sentence
•identify the correct form of a participle required to complete a sentence.
In punctuation students can:
•identify the correct location of a full stop
•identify proper nouns that require capitalisation.
 Year 5
 Identify common grammatical conventions such as the correct use of
conjunctions and verb forms.
 The correct use of punctuation in written English, such as the use of question
marks and speech marks for direct speech.
 In grammar students can:
 •identify the correct conjunction required to join a pairof simple sentences
 •identify the correct form of the verb required to complete a sentence
 •identify which adverb in a sentence describes how an action took place
 •identify the correct plural pronoun required to complete a sentence.
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 In punctuation students can:
 •identify direct speech that uses capital letters, question marks and speech
marks.
Spelling
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Year 3
In Spelling, Year 3 students at the minimum standard generally identify and correct errors in frequently used onesyllable words and some frequently used two-syllable words with double letters.
Students can correct identified errors in:
•frequently used one-syllable words
•frequently used two-syllable words with regular spelling patterns.
Year 5
In Spelling, Year 5 students at the minimum standard generally identify and correct errors in most one- and twosyllable words with regular spelling patterns and some less frequently used words with double letters.
Students can correct identified errors in:
•frequently used one-syllable long vowel words
•frequently used one-syllable words with irregular spelling patterns
•common one-syllable verbs with tense markers
•high frequency two-syllable words.
Students can identify and correct errors in:
•frequently used one-syllable words
•high frequency compound words
•less frequently used multi-syllable words with double letters.
Marking Criteria - Writing
Narrative genre (2010 NAPLAN)
Persuasive genre (2011 NAPLAN)
Audience
The writer’s capacity to orient, engage and affect the
reader.
Audience
The writer’s capacity to orient, engage and persuade the
reader.
Text structure
The organisation of narrative features including
orientation, complication and resolution into an
appropriate and effective text structure.
Text structure
The organisation of the structural components of a
persuasive text (introduction, body and conclusion) into an
appropriate and effective text structure.
Ideas
The creation, selection and crafting of ideas for a narrative. Ideas
Character and
setting
Character: The portrayal and development of character
Setting: The development of a sense of a place, time and
atmosphere.
Persuasive
devices
The creation, selection and crafting of ideas for a
persuasive argument.
The use of a range of persuasive devices to enhance the
writer’s position and persuade the reader.
Vocabulary
The range and precision of language choices.
Vocabulary
The range and precision of language choices.
Cohesion
The control of multiple threads and relationships over the
whole text, achieved through the use of referring words,
substitutions, word associations and text connectives.
Cohesion
The control of multiple threads and relationships over the
whole text, achieved through the use of referring words,
substitutions, word associations and text connectives.
Paragraphing
The segmenting of text into paragraphs that assists the
reader to negotiate the narrative.
Paragraphing
The segmenting of text into paragraphs that assists the
reader to follow the line of argument.
Sentence
structure
The production of grammatically correct, structurally
sound and meaningful sentences.
Sentence
structure
The production of grammatically correct, structurally
sound and meaningful sentences.
Punctuation
The use of correct and appropriate punctuation to aid the
reading of the text.
Punctuation
The use of correct and appropriate punctuation to aid the
reading of the text.
Spelling
The accuracy of spelling and the difficulty of the words
used.
Spelling
The accuracy of spelling and the difficulty of the words
used.
Writing Prompts - Narrative
Writing Prompts - Persuasive
Minimum Standards
Calculating- Year 3
 recall and use addition and subtraction facts to 20
 use partitioning to assist addition and subtraction of
one- and two-digit numbers
 interpret repeated addition as multiplication
 form equal groups of objects, given a visual support
Minimum StandardsCalculating Year 5
 recall addition and subtraction facts of small numbers
 identify and use known number facts to assist
calculations
 multiply small whole numbers
 complete operations with coins and record amounts of
money in decimals
 add or subtract common fractions with the same
denominators.
Worded mathematics problems
How you can help:
Parent/ Family
Child
1. Please read the question to me. If you don't
know a word, leave it out.
2. Tell me what the question is asking you to do.
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I can read the problem and find the key words
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3. Tell me how you are going to find the answer.
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I can say what the question is asking me to do
in my own words
I have a plan to find out the answer
4. Show me what to do to get the answer. "Talk
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aloud" as you do it, so that I can understand how
you are thinking.
5. Now, write down your answer to the question
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(and check that it is correct)
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I know how to use mathematics correctly to
solve the problem
I have checked my working out
I know my solution answers the question
I can write or indicate my answer correctly
Visualisation and Numeracy
Website
 http://www.nap.edu.au
Common behaviours when
children feel nervous or stressed
Sometimes children tell us how they are feeling through their
behaviour, says KidsMatter.
These changes in behaviour could indicate stress or
nervousness:
 being more irritable
 easily upset
 clingy or fidgety
 displaying less interest in activities they normally enjoy
 “Some children can find it difficult to put into words how
they are feeling, so it is often up to parents and carers to
recognise that their child needs some extra support,” says
KidsMatter.
What can parents do to help?
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‘Being there’ emotionally
Discuss feelings.
Support children’s confidence
Help with relaxation skills
Teach helpful thinking- encourage them to say “I’ll give it a go”.
Lead by example e.g., “I feel a bit nervous, but I’m going to try my best”.
Help your child have clear expectations– Talking through what will
happen
 Discuss problem-solving– Brainstorm situations that might arise
during the test and then come up with possible solutions with them.
 Teach confidence-building tricks– For example, looking through the
paper and completing questions they know they can answer first before
trying more difficult ones.
Questions, comments and
feedback….
…………THANK YOU FOR YOUR ATTENDANCE