Supporting your child with NAPLAN

• 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 NAPLANNAPLAN tests are constructed to give students an opportunity to

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 guidanceNAPLAN test days should be treated as just another routine event on

the school calendarThe 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. 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 StandardsReading – 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 SpellingYear 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.

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. In punctuation students can: •identify direct speech that uses capital letters, question marks and

speech marks.

Spelling Year 3 In Spelling, Year 3 students at the minimum standard generally identify and correct errors in

frequently used one-syllable 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 two-syllable 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 - WritingNarrative 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 The creation, selection and crafting of ideas for a persuasive argument.

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 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 multiplicationform equal groups of objects, given a visual

support

Minimum Standards-Calculating Year 5

recall addition and subtraction facts of small numbers

identify and use known number facts to assist calculations

multiply small whole numberscomplete operations with coins and record

amounts of money in decimalsadd or subtract common fractions with the

same denominators.

Worded mathematics problems

How you can help: Parent/ Family Child1. Please read the question to me. If you don't know a word, leave it out.

I can read the problem and find the key words

2. Tell me what the question is asking you to do. I can say what the question is asking me to do in my own words

3. Tell me how you are going to find the answer. I have a plan to find out the answer

4. Show me what to do to get the answer. "Talk aloud" as you do it, so that I can understand how you are thinking.

I know how to use mathematics correctly to solve the problem

5. Now, write down your answer to the question (and check that it is correct) 

I have checked my working out I know my solution answers the question I can write or indicate my answer correctly

Visualisation and Numeracy

Websitehttp://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 irritableeasily upsetclingy or fidgetydisplaying 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? ‘Being there’ emotionallyDiscuss feelings. Support children’s confidenceHelp with relaxation skillsTeach 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

happenDiscuss 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