Supporting your child with NAPLAN

1. 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

2. Preparation for NAPLAN • NAPLAN 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 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.

3. 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.

4. 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.

5. 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.

6. 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. • 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.

7. 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.

8. 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.

9. Marking Criteria - Writing

10. Writing Prompts - Narrative

11. Writing Prompts - Persuasive

12. 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

13. 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 numbers • complete operations with coins and record amounts of money in decimals • add or subtract common fractions with the same denominators.

14. Worded mathematics problems

15. How you can help:

16. Visualisation and Numeracy

18. Website • http://www.nap.edu.au

19. 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.

20. What can parents do to help? • ‘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.

21. Questions, comments and feedback…. …………THANK YOU FOR YOUR ATTENDANCE