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A view of the demands of Yr 3 & 5 NAPLaN Reading tasks (2012)

A view of the demands of Yr 3 & 5 NAPLaN Reading tasks (2012). A: KEY VOCABULARY

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A view of the demands of Yr 3 & 5 NAPLaN Reading tasks (2012)

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  1. A view of the demands of Yr 3 & 5 NAPLaN Reading tasks (2012) Literacy SecretariatLiteracy is everyone’s business

  2. 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 Literacy SecretariatLiteracy is everyone’s business

  3. 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 Literacy SecretariatLiteracy is everyone’s business

  4. 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 Literacy SecretariatLiteracy is everyone’s business

  5. Year 5 2009 Literacy SecretariatLiteracy is everyone’s business

  6. 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 Literacy SecretariatLiteracy is everyone’s business

  7. 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? Literacy SecretariatLiteracy is everyone’s business

  8. What examples of key vocabulary in the questions can you find in the 2011 test? Literacy SecretariatLiteracy is everyone’s business

  9. What examples of key vocabulary in the questions can you find in the 2011 test? Yr 3 e.g. text, illustrations, best matches, title Literacy SecretariatLiteracy is everyone’s business

  10. What examples of key vocabulary in the questions can you find in the 2011 test? Yr 3 e.g. text, illustrations, best matches, title Yr 5 e.g. text suggests, paragraph, stanza (verse), referred to Literacy SecretariatLiteracy is everyone’s business

  11. Familiar words with multiple meanings •  like = enjoy / the same as or similar • e.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 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 Literacy SecretariatLiteracy is everyone’s business

  12. 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 Literacy SecretariatLiteracy is everyone’s business

  13. 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? Literacy SecretariatLiteracy is everyone’s business

  14. 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 required • e.g. Elephantsare included in the picture to show that…. (reason, because) Literacy SecretariatLiteracy is everyone’s business

  15. iv. answer options • - underline key words • - tick the possible answers at the end of the statements • How long should the fruit sticks be cooked? (time, number, hours, minutes) • for two minutes • for five people • until the butter melts  • with chocolate Literacy SecretariatLiteracy is everyone’s business

  16. v. Choose an answer •  read / scan the text to find the relevant information •  cross the likely incorrectoptions at the end of the • statements (not in the bubble) •  select the correct option and shade its bubble • Notes for students • Multiple Choice: • read the question stem once • read the question stem again and underline key words • read through the choices • read/scan text • eliminate obvious incorrect answers • read the text/section more carefully • shade the correct choice See Tip 9 Literacy SecretariatLiteracy is everyone’s business

  17. C: SHORT ANSWER QUESTIONS • Notes for students • read the stem once • read the stem again and underline key words • 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 sentence • See Tip 8 Literacy SecretariatLiteracy is everyone’s business

  18. 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 Literacy SecretariatLiteracy is everyone’s business

  19. 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 sleepy very old angry ancient Literacy SecretariatLiteracy is everyone’s business

  20. 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 Alicia • The text says that Alicia currently livesin… • She resides in Melbourne. Literacy SecretariatLiteracy is everyone’s business

  21. Example: How long is a baby whale? • A newborn blue whale is approximately…. • The length of a blue whalecalf is aboutseven or eight metres….. • Introduce levels of complexity of scanning of a text  Scan for the exact key word  Scan for key words and related words/synonyms Literacy SecretariatLiteracy is everyone’s business

  22. a key word or related word/reference item (e.g. it, this, both) found in the previous or following sentences • Example: Drought • In They wriggle through the water pipes… the word Theyis referring to.. • When the water in our tanks gets low • Mosquitolarvae start to grow. • They wriggle through the water pipes. Literacy SecretariatLiteracy is everyone’s business

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  29. 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 Literacy SecretariatLiteracy is everyone’s business

  30. 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 Literacy SecretariatLiteracy is everyone’s business

  31. Teaching strategies available at http://www.decd.sa.gov.au/curric/pages/ESL ESL Teaching & Learning> NAPLaN Literacy SecretariatLiteracy is everyone’s business

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