Preparing for NAPLAN testing
Literacy module
A school leaders’ resource package
Department of Education
Professional Learning Institute
Purposes
• To familiarise classroom teachers with some
practices and strategies for improving
students' results in NAPLAN testing
• To outline a process for teachers to find out
what students know already and what they
need to know to improve their NAPLAN
scores
• To connect NAPLAN testing with the
Australian Curriculum (AC)
• To begin a conversation regarding the
development of a whole school approach to
literacy
Tuning in (1)
How do you think Tasmania's
literacy results for literacy
compare with the rest of
Australia?
How do we compare with
Australia?
The extent of the Tasmanian mean score
literacy gaps to Australia are approximately:
• half a question in reading (all year levels)
• one score point on the writing rubric in persuasive
writing (all year levels)
• one to two questions in spelling and grammar and
punctuation (all year levels).
From NAPLAN Item Analysis 2015 prepared by Educational Performance Services
How well did we do in
writing?
Of the 10 writing criteria, Tasmania’s biggest
average gaps occur in punctuation where we
are 0.2 of a rubric score point behind
Australia at each year level.
Cohesion, spelling and sentence structure
gaps are less but notable.
From NAPLAN Item Analysis 2015 prepared by Educational Performance Services
Tuning in (2)
What do you know about the
National Minimum standards?
NMS and the Australian
Curriculum
The NMS are not the same as the
achievement standards.
If a student’s score is at the NMS, that
does not correlate with a
satisfactory award (C) on the
achievement standards of the
Australian Curriculum English
Today’s learning plan
• Language conventions
– Punctuation
– Grammar
• Spelling
• Writing
• Reading
Department of Education
Professional Learning Institute
Punctuation
Department of Education
Professional Learning Institute
Before we begin
What are we doing already to
prepare students for the
NAPLAN punctuation test?
• Form table groups according to grades
• Have teachers work in pairs or threes
• Share strategies and activities
• Write each one a separate sticky note
What do we notice?
Punctuation Year 3
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
Accessed from the NAPLAN support site
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library11/1/NAPLAN%20Item%20Analysis%202015.pdf
Punctuation year 3
These are the types of questions that Tasmanian students need to focus on
What do students need to know and be able to do to answer these kinds of
questions?
How well do your students know these aspects of punctuation?
NMS for punctuation Year 3
Year 3 students at the minimum standard generally identify
features of a simple sentence. They typically recognise the
correct use of punctuation in written English, such as
capitalisation for sentence beginnings and proper nouns.
Students can
• identify the correct location of a full stop
• identify proper nouns that require capitalisation.
Accessed from
http://www.nap.edu.au/naplan/language-conventions/minimum-standards---grammar-and-punctuation.html
From the AC English scope and sequence
How punctuation works to perform different functions in a text
Year 2
Year 3
Year 4
Recognise that capital
letters signal proper
nouns and commas are
used to separate items
in lists
Know that word
contractions are a
feature of informal
language and that
apostrophes of
contraction are used to
signal missing letters
Recognise how
quotation marks are
used in texts to signal
dialogue, titles and
quoted (direct) speech
How well do your students know these aspects of punctuation?
Punctuation Year 5
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
Accessed from the NAPLAN support site
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library11/1/NAPLAN%20Item%20Analysis%202015.pdf
Punctuation year 5
These are the types of questions that Tasmanian students need to focus on
What do students need to know and be able to do to answer these kinds of
questions?
How well do your students know these aspects of punctuation?
NMS for punctuation Year 5
Year 5 students at the minimum standard typically recognise the correct use
of punctuation in written English, such as the use of question marks and
speech marks for direct speech.
Students can
• identify direct speech that uses capital letters, question marks and speech
marks.
Accessed from
http://www.nap.edu.au/naplan/language-conventions/minimum-standards---grammar-and-punctuation.html
From the AC English scope and sequence
How punctuation works to perform different functions in a text
Year 4
Year 5
Year 6
Recognise how
quotation marks are
used in texts to signal
dialogue, titles and
quoted (direct) speech
Understand how the
Understand the uses
grammatical category of of commas to separate
possessives is signalled
clauses
through apostrophes
and how to use
apostrophes with
common and proper
nouns
How well do your students know these aspects of punctuation?
Punctuation Year 7
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
Accessed from the NAPLAN support site
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library11/1/NAPLAN%20Item%20Analysis%202015.pdf
Punctuation year 7
These are the types of questions that Tasmanian students need to focus on
What do students need to know and be able to do to answer these kinds of
questions?
How well do your students know these aspects of punctuation?
NMS for punctuation Year 7
Year 7 students at the minimum standard typically recognise the
correct use of punctuation in written English, such as the use of
apostrophes for possession and of commas to separate nouns
in lists.
Students can locate a comma to separate items in a list.
Accessed from
http://www.nap.edu.au/naplan/language-conventions/minimum-standards---grammar-and-punctuation.html
From the AC English scope and sequence
How punctuation works to perform different functions in a text
Year 6
Year 7
Year 8
Understand the uses
of commas to separate
clauses
Understand the use of
punctuation to
support meaning in
complex sentences
with phrases and
embedded clauses
Understand the use of
punctuation conventions
including colons,
semicolons, dashes and
brackets in formal and
informal texts
How well do your students know these aspects of punctuation?
Punctuation Year 9
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
Accessed from the NAPLAN support site
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library11/1/NAPLAN%20Item%20Analysis%202015.pdf
Punctuation year 9
These are the types of questions that Tasmanian students need to focus on
What do students need to know and be able to do to answer these kinds of
questions?
How well do your students know these aspects of punctuation?
NMS for punctuation Year 9
Year 9 students at the minimum standard typically recognise the
correct use of punctuation in written English, such as the
correct form of contractions, and can identify the purpose of
italics and dashes in sentences.
Students can
• identify the purpose of italics in a sentence
• locate commas in a sentence to emphasise a clause
• recognise that colons can be used to introduce lists
Accessed from
http://www.nap.edu.au/naplan/language-conventions/minimum-standards---grammar-and-punctuation.html
From the AC English scope and sequence
How punctuation works to perform different functions in a text
Year 8
Year 9
Year 10
Understand the use of
punctuation conventions
including colons,
semicolons, dashes and
brackets in formal and
informal texts
Understand how
punctuation is used
along with layout and
font variations in
constructing texts for
different audiences
and purposes
Understand conventions
for citing others, and
how to reference these
in different ways
How well do your students know these aspects of punctuation?
Reflections on learning
Examine the scope and sequence for punctuation
• How will you know whether your students understand these concepts?
• Which aspects are most important ?
Review your students’ learning needs
• Examine the student data you have collected.
• Have you gathered additional information that might help them improve their scores?
Plan future teaching focus
• In what ways will you be able to embed the teaching of punctuation into your teaching?
• Which aspects of punctuation need to be taught to
• the whole class
• small groups
• individual students?
Plan timetable
• Is this a NAPLAN year for your class? How will you plan for improved outcomes in May?
• If this not a NAPLAN year for your class, how will you plan so that your students are
prepared for next year’s NAPLAN test?
How will we improve our students’ learning?
• Which evidence based strategies teaching
approaches / strategies can support our work
with students?
• How will our professional learning teams explore
and inquire into both teacher and student learning
needs?
• How will we continually monitor the teacher /
student learning and act upon our findings?
• How do we adjust and change our teaching as a
result of what we learn from formative
assessment?
Commitment to action
What do we still need to learn
• about the tests
• about our students
• about evidence based strategies for teaching
to improve student outcomes
• about developing an improvement plan?
What will you do to improve your students’ literacy and
numeracy outcomes?
Where to next?
What will we do to we achieve our commitments to action?
Grammar
Department of Education
Professional Learning Institute
Before we begin
What are we doing already to
prepare students for the
NAPLAN grammar test?
• Form table groups according to grades
• Have teachers work in pairs or threes
• Share strategies and activities
• Write each one a separate sticky note
What do we notice?
Grammar Year 3
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
Accessed from the NAPLAN support site
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library11/1/NAPLAN%20Item%20Analysis%202015.pdf
Grammar Year 3
These are the types of questions that Tasmanian students need to focus on
What do students need to know and be able to do to answer these kinds
of questions?
How well do your students know these aspects of grammar?
NMS for grammar Year 3
Year 3 students at the minimum standard generally 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.
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.
Links to the AC English scope and sequence
Year 2
Year 3
Year 4
Sentences and clause level grammar
What a clause is and how simple, compound and complex sentences are constructed through one
clause (simple) or by combining clauses using different types of conjunctions (compound and
complex)
Understand that simple
connections can be made
between ideas by using a
compound sentence with two
or more clauses usually linked
by a coordinating conjunction
Understand that a clause
is a unit of grammar
usually containing a
subject and a verb and
that these need to be in
agreement
Understand that the
meaning of sentences can
be enriched through the
use of noun groups/phrases
and verb groups/phrases
and prepositional phrases
Investigate how quoted
(direct) and reported
(indirect) speech work in
different types of text
How well do your students know sentences and clause level grammar?
Links to the AC English scope and sequence
Year 2
Year 3
Year 4
Word level grammar
The different classes of words used in English (nouns, verbs etc) and the functions they perform in
sentences and when they are combined in particular recognisable groups such as phrases and noun
groups.
Understand that nouns
represent people, places, things
and ideas and can be, for
example, common, proper,
concrete or abstract, and that
noun groups/phrases can be
expanded using articles and
adjectives
Understand that verbs
represent different
processes (doing, thinking,
saying, and
relating) and that these
processes are anchored in
time through tense
Understand how adverb
groups/phrases and
prepositional phrases work in
different ways to provide
circumstantial details about an
activity
How well do your students know word level grammar?
Grammar Year 5
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
Accessed from the NAPLAN support site
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library11/1/NAPLAN%20Item%20Analysis%202015.pdf
Grammar Year 5
These are the types of questions that Tasmanian students need to focus on
What do students need to know and be able to do to answer these kinds
of questions?
How well do your students know these aspects of grammar?
NMS for grammar Year 5
.Year 5 students at the minimum standard generally identify common
grammatical conventions such as the correct use of conjunctions and verb
forms.
Students can
• identify the correct conjunction required to join a pair of 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.
Links to the grammar scope and sequence in the Australian Curriculum
Year 4
Year 5
Year 5
Sentences and clause level grammar
What a clause is and how simple, compound and complex sentences are constructed through one
clause (simple) or by combining clauses using different types of conjunctions (compound and
complex)
Understand that the meaning of
sentences can be enriched
through the use of noun
groups/phrases and verb
groups/phrases and
prepositional phrases
Understand the difference
between main and
subordinate clauses and
that a complex sentence
involves at least one
subordinate clause
Investigate how complex
sentences can be used in a
variety of ways to elaborate,
extend and explain ideas
Investigate how quoted (direct)
and reported (indirect) speech
work in different types of text
How well do your students know sentences and clause level grammar?
Links to the grammar scope and sequence in the Australian Curriculum
Year 4
Year 5
Year 6
Word level grammar
The different classes of words used in English (nouns, verbs etc) and the functions they perform in
sentences and when they are combined in particular recognisable groups such as phrases and noun
groups.
Understand how adverb
groups/phrases and
prepositional phrases work in
different ways to provide
circumstantial details about an
activity
Understand how noun
groups/phrases and
adjective groups/phrases
can be expanded in a
variety of ways to provide a
fuller description of the
person, place, thing or idea
Understand how ideas can be
expanded and sharpened
through careful choice of verbs,
elaborated tenses and a range
of adverb groups/phrases
How well do your students know word level grammar?
Grammar Year 7
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
Accessed from the NAPLAN support site
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library11/1/NAPLAN%20Item%20Analysis%202015.pdf
Grammar Year 7
These are the types of questions that Tasmanian students need to focus on
What do students need to know and be able to do to answer these kinds
of questions?
How well do your students know these aspects of grammar?
NMS for grammar Year 7
Year 7 students at the minimum standard generally identify common
.
grammatical conventions such as the correct use of relative pronouns and
clauses.
Students can
• identify the correct form of the verb required to complete a complex
sentence
• identify the correct personal pronoun required to complete a sentence
• identify correct subject-verb agreement in a sentence
• identify the phrase required to complete a sentence.
Links to the ac English scope and sequence
Year 6
Year 7
Year 8
Sentences and clause level grammar
What a clause is and how simple, compound and complex sentences are constructed through one
clause (simple) or by combining clauses using different types of conjunctions (compound and
complex)
Investigate how complex
sentences can be used in a
variety of ways to elaborate,
extend and explain ideas
Recognise and understand
that subordinate clauses
embedded within noun
groups/phrases are a
common feature of written
sentence structures and
increase the density of
information
Analyse and examine how
effective authors control and
use a variety of clause
structures, including clauses
embedded within the structure
of a noun group/phrase or
clause
How well do your students know sentences and clause level grammar?
Links to the AC English scope and sequence
Year 6
Year 7
Year 8
Word level grammar
The different classes of words used in English (nouns, verbs etc) and the functions they perform in
sentences and when they are combined in particular recognisable groups such as phrases and noun
groups.
Understand how ideas can be
expanded and sharpened
through careful choice of verbs,
elaborated tenses and a range
of adverb groups/ phrases
Understand how modality
is achieved through
discriminating choices in
modal verbs, adverbs,
adjectives and nouns
Understand the effect of
nominalisation in the writing of
informative and persuasive
texts
How well do your students know word level grammar?
Grammar Year 9
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
Accessed from the NAPLAN support site
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library11/1/NAPLAN%20Item%20Analysis%202015.pdf
Grammar Year 9
These are the types of questions that Tasmanian students need to focus on
What do students need to know and be able to do to answer these kinds
of questions?
How well do your students know these aspects of grammar?
NMS for grammar Year 9
Year 9 students at the minimum standard generally identify in which tense a
short passage is written and correctly use comparative adjectives.
Students can
• identify the tense of a short passage
• identify the correct form of a comparative adjective in a sentence
• identify the word that functions as a verb in a sentence.
Links to the grammar scope and sequence in the Australian Curriculum
Year 8
Year 9
Year 10
Sentences and clause level grammar
What a clause is and how simple, compound and complex sentences are constructed through one
clause (simple) or by combining clauses using different types of conjunctions (compound and
complex)
Analyse and examine how
effective authors control and
use a variety of clause
structures, including clauses
embedded within the structure
of a noun group/phrase or
clause
Explain how authors
creatively use the
structures of sentences and
clauses for particular
effects
Analyse and evaluate the
effectiveness of a wide range of
sentence and clause structures
as authors design and craft
texts
How well do your students know sentences and clause level grammar?
Links to the AC English scope and sequence
Year 8
Year 9
Year 10
Word level grammar
The different classes of words used in English (nouns, verbs etc) and the functions they perform in
sentences and when they are combined in particular recognisable groups such as phrases and noun
groups.
Understand the effect of
nominalisation in the writing of
informative and persuasive
texts
Understand how certain
abstract nouns can be used
to summarise preceding or
subsequent stretches of
text
Analyse how higher order
concepts are developed in
complex texts through language
features including
nominalisation, clause
combinations, technicality and
abstraction
How well do your students know word level grammar?
How will we improve our students’ learning
• Which evidence based strategies teaching
approaches / strategies can support our work
with students?
• How will our professional learning teams explore
and inquire into both teachers and student learning
needs?
• How will we continually monitor the teacher /
student learning and act upon our findings?
• How do we adjust and change our teaching as a
result of what we learn from formative
assessment?
Commitment to action
What do we still need to learn
• about the tests
• about our students
• about evidence based strategies for teaching
to improve student outcomes
• about developing an improvement plan?
What will you do to improve your students’ literacy and
numeracy outcomes?
Where to next?
What will we do to we achieve our commitments to action?
Spelling
Department of Education
Professional Learning Institute
Before we begin
What are we doing already to
prepare students for the
NAPLAN spelling test?
• Form table groups according to grades
• Have teachers work in pairs or threes
• Share strategies and activities
• Write each one a separate sticky note
What do we notice?
Teaching spelling
Spelling instruction these days
involves much more than simply
learning a list of unrelated words by
rote, which will later be tested. We
now recognise that a good speller
draws on a repertoire of spelling
strategies and treats spelling as a
problem-solving activity in the
context of purposeful reading and
writing that values risk-taking and
guided investigation.

There are close links between
spelling and reading, particularly in
areas such as phonological
awareness and phonics.
Extract from Good Teaching Literacy
How would you answer these Year 3 spelling questions?
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
Accessed from the NAPLAN support site
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library11/1/NAPLAN%20Item%20Analysis%202015.pdf
What do your Year 3 students know about spelling?
These are some of the words that tricked Tasmanian students in 2015
What do students need to know and be able to do to spell these kinds of
words?
Which spelling strategies do your students draw on?
For more examples see NAPLAN Item Analysis 2015
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library11/1/NAPLAN%20Item%20Analysis%202015.pdf
NMS for spelling Year 3
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.
Links to phonics and word knowledge in the Australian Curriculum
Year 2
Year 3
Year 4
Orally manipulate more complex sounds in spoken
words through knowledge of blending and
segmenting sounds, phoneme deletion and
substitution in combination with use of letters in
reading and writing (ACELA1474)
Understand how to use letter-sound
relationships and less common letter
patterns to spell words
(ACELA1485)
Understand how to use knowledge of
letter patterns including double letters,
spelling generalisations, morphemic word
families, common prefixes and suffixes and
word origins to spell more complex
words (ACELA1779)
Understand how to use knowledge of digraphs,
long vowels, blends and silent letters to spell one
and two syllable words including some compound
words (ACELA1471)
Recognise and know how to write
most high frequency words including
some homophones (ACELA1486)
Read and write a large core of high
frequency words including homophones
and know how to use context to identify
correct spelling (ACELA1780)
Build morphemic word families using knowledge of
prefixes and suffixes (ACELA1472)
Understand how to apply knowledge
of letter-sound relationships,
syllables, and blending and
segmenting to fluently read and
write multisyllabic words with more
complex letter patterns
(ACELA1826)
Understand how to use phonic knowledge
to read and write multisyllabic words with
more complex letter combinations,
including a variety of vowel sounds and
known prefixes and suffixes (ACELA1828)
Use knowledge of letter patterns and morphemes
to read and write high-frequency words and
words whose spelling is not predictable from their
sounds (ACELA1823)
Know how to use common prefixes
and suffixes, and generalisations for
adding a suffix to a base word
(ACELA1827)
Use most letter-sound matches including vowel
digraphs, less common long vowel patterns, letter
clusters and silent letters when reading and
writing words of one or more syllable
(ACELA1824)
Understand that a sound can be represented by
various letter combinations (ACELA1825)
Note: This is the 8.1 version of the curriculum
How well do your students know phonics and word knowledge?
How would you answer these Year 5 spelling questions?
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
Accessed from the NAPLAN support site
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library11/1/NAPLAN%20Item%20Analysis%202015.pdf
What do your Year 5 students know about spelling?
These are some of the words that tricked Tasmanian students in 2015
What do students need to know and be able to do to spell these kinds of
words?
Which spelling strategies do your students draw on?
For more examples see NAPLAN Item Analysis 2015
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library11/1/NAPLAN%20Item%20Analysis%202015.pdf
NMS for spelling Year 5
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.
Links to phonics and word knowledge in the Australian Curriculum
Year 4
Year 5
Year 6
Understand how to use knowledge of
letter patterns including double letters,
spelling generalisations, morphemic
word families, common prefixes and
suffixes and word origins to spell more
complex words (ACELA1779)
Understand how to use
knowledge of known words, base
words, prefixes and suffixes, word
origins, letter patterns and
spelling generalisations to spell
new words (ACELA1513)
Understand how to use knowledge of
known words, word origins including
some Latin and Greek roots, base
words, prefixes, suffixes, letter patterns
and spelling generalisations to spell
new words including technical words
(ACELA1526)
Read and write a large core of high
frequency words including
homophones and know how to use
context to identify correct spelling
(ACELA1780)
Explore less common plurals, and
understand how a suffix changes
the meaning or grammatical
form of a word (ACELA1514)
Understand how to use phonic
knowledge and accumulated
understandings about blending, lettersound relationships, common and
uncommon letter patterns and phonic
generalisations to read and write
increasingly complex words
(ACELA1830)
Understand how to use phonic
knowledge to read and write
multisyllabic words with more
complex letter combinations, including
a variety of vowel sounds and known
prefixes and suffixes (ACELA1828)
Understand how to use phonic
knowledge to read and write less
familiar words that share
common letter patterns but have
different
pronunciations (ACELA1829)
Note: This is the 8.1
version of the curriculum
How well do your students know phonics and word knowledge?
How would you answer these Year 7 spelling questions?
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
Accessed from the NAPLAN support site
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library11/1/NAPLAN%20Item%20Analysis%202015.pdf
What do your Year 7 students know about spelling?
These are some of the words that tricked Tasmanian students in 2015
What do students need to know and be able to do to spell these kinds of
words?
Which spelling strategies do your students draw on?
For more examples see NAPLAN Item Analysis 2015
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library11/1/NAPLAN%20Item%20Analysis%202015.pdf
NMS for spelling Year 7
Year 7 students at the minimum standard generally identify and
correct errors in most frequently used multi-syllable words with
regular spelling patterns and some words with silent letters.
Students can correct identified errors in
• less frequently used one-syllable words
• less frequently used compound words with regular spelling patterns
• two-syllable words with irregular spelling patterns
• less frequently used multi-syllable adverbs.
Students can identify and correct errors in
• one-syllable ‘soft c’ words
• one-syllable words ending with silent letters
• one-syllable words with irregular spelling patterns
• frequently used compound words with irregular spelling patterns.
Links to phonics and word knowledge in the Australian Curriculum
Year 6
Year 7
Year 8
Understand how to use knowledge
of known words, word origins
including some Latin and Greek
roots, base words, prefixes, suffixes,
letter patterns and spelling
generalisations to spell new words
including technical words
(ACELA1526)
Understand how to use spelling
rules and word origins, for
example Greek and Latin roots,
base words, suffixes, prefixes,
spelling patterns and
generalisations to learn new
words and how to spell them
(ACELA1539)
Understand how to apply learned
knowledge consistently in order to
spell accurately and to learn new
words including nominalisations
(ACELA1549)
Understand how to use phonic
knowledge and accumulated
understandings about blending,
letter-sound relationships, common
and uncommon letter patterns and
phonic generalisations to read and
write increasingly complex words
(ACELA1830)
Note: This is the 8.1 version of the curriculum
How well do your students know phonics and word knowledge?
How would you answer these Year 9 spelling questions?
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
Accessed from the NAPLAN support site
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library11/1/NAPLAN%20Item%20Analysis%202015.pdf
What do your Year 9 students know about spelling?
These are some of the words that tricked Tasmanian students in 2015
What do students need to know and be able to do to spell these kinds of
words?
Which spelling strategies do your students draw on?
For more examples see NAPLAN Item Analysis 2015
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library11/1/NAPLAN%20Item%20Analysis%202015.pdf
NMS for spelling Year 9
Year 9 students at the minimum standard generally identify and
correct errors in most multi-syllable words with regular spelling
patterns and some less frequently used words with irregular spelling
patterns.
Students can correct identified errors in
• less frequently used one-syllable words with double or r-controlled vowels
• less frequently used two-syllable words
• multi-syllable words with the suffix ‘ance’.
Students can identify and correct errors in
• multi-syllable soft 'c' words
• multi-syllable words with regular spelling patterns.
Links to phonics and word knowledge in the Australian Curriculum
Year 8
Year 9
Year 10
Understand how to apply
learned knowledge consistently
in order to spell accurately and
to learn new words including
nominalisations (ACELA1549)
Understand how spelling is
used creatively in texts for
particular effects, for
example characterisation
and humour and to
represent accents and
styles of speech
(ACELA1562)
Understand how to use
knowledge of the spelling
system to spell unusual and
technical words accurately, for
example those based on
uncommon Greek and Latin
roots (ACELA1573)
How well do your students know word knowledge?
How will we improve our students’ learning
• Which evidence based strategies teaching
approaches / strategies can support our work
with students?
• How will our professional learning teams explore
and inquire into both teacher and student learning
needs?
• How will we continually monitor the teacher /
student learning and act upon our findings?
• How do we adjust and change our teaching as a
result of what we learn from formative
assessment?
Commitment to action
What do we still need to learn
• about the tests
• about our students
• about evidence based strategies for teaching
to improve student outcomes
• about developing an improvement plan?
What will you do to improve your students’ literacy and
numeracy outcomes?
Where to next?
What will we do to we achieve our commitments to action?
Writing
Department of Education
Professional Learning Institute
Before we begin
What are we doing already to
prepare students for the
NAPLAN writing test?
• Form table groups according to grades
• Have teachers work in pairs or threes
• Share strategies and activities
• Write each one a separate sticky note
What do we notice?
A comparison of NAPLAN narrative and persuasive writing criteria
Narrative
Persuasive
audience
audience
text structure
text structure
ideas
ideas
character and setting
persuasive devices
vocabulary
vocabulary
cohesion
cohesion
paragraphing
paragraphing
sentence structure
sentence structure
punctuation
punctuation
spelling
spelling
our focus criterion
Examining the NAPLAN sentence structure criterion
Of the 10 writing criteria, Tasmania’s biggest average gaps occur
in punctuation where we are 0.2 of a rubric score point behind
Australia at each year level. Cohesion, spelling and sentence
structure gaps are less but notable.
NAPLAN Item Analysis 2015
There are three main types of sentences
• simple sentence – has the form of a single clause (for example, David walked to
the shops. or Take a seat.)
• compound sentence – has two or more main clauses of equal grammatical status,
usually marked by a coordinating conjunction such as and, but or or. In the examples
below, the main clauses are indicated by square brackets: [Jill came home this morning]
[but she didn't stay long].; [Kim is an actor], [Pat is a teacher], [and Sam is an architect].
• complex sentence – has one or more subordinate clauses. In the following
examples, the subordinate clauses are indicated by square brackets: I took my umbrella
[because it was raining].; [Because I am reading Shakespeare], my time is limited.; The
man [who came to dinner] is my brother.
Abbreviated from the Australian Curriculum English Glossary
Persuasive writing
(with a focus on sentence structure)
Department of Education
Professional Learning Institute
NAPLAN persuasive marking guide
criterion
score
audience
0-6
text structure
0- 4
ideas
0-5
persuasive
devices
0-4
vocabulary
0-5
cohesion
0-4
paragraphing
0-3
sentence
structure
0-6
punctuation
0-5
spelling
0-6
The marking guide is downloadable from
http://www.nap.edu.au/naplan/writing/writing.html
Use the NAPLAN persuasive sentence structure scoring grid to assess this script
• Which score will you allocate?
• What suggestions can you give
to improve this student’s score.
NAPLAN persuasive writing sentence structure scoring grid
The production of grammatically correct, structurally sound and meaningful sentences
Category description
Additional information
0
no evidence of sentences.
• drawings, symbols, a list of words, text fragments
1
some correct formation of sentences
some meaning can be construed
• in general control is very limited
• very short script (one sentence)
• most sentences contain the same basic structures
• may be overuse of the conversational ‘and’ or ‘then’
2
correct sentences are mostly simple and/or compound sentences
meaning is predominantly clear
• a short script that consists only of correct complex sentences (where
there are no simple sentences)
• text may include complex sentences that use one basic structure (two,
if one is a projected clause)
• two or more correct sentences required
3
most simple and compound sentences are correct
AND
some complex sentences are correct
meaning is predominantly clear
• simple sentences may show some extension
• experiments with basic structures in complex sentences
-- requires two or more types (three or more, if one is a projected
clause)
• four or more correct sentences required
4
most simple, compound and complex sentences are correct
OR
all simple, compound and complex sentences are correct but do
not demonstrate variety
meaning is clear
• more routine use and greater control of elaborating clauses and
phrases in simple, compound and complex sentences
• allow for an occasional minor error
• usually requires a sustained piece of writing
5
sentences are correct. (allow for occasional error in more
sophisticated structures)
demonstrates variety
meaning is clear and sentences enhance meaning
6
all sentences are correct (allow for occasional slip, e.g. a missing
word)
writing contains controlled and well-developed sentences that express
precise meaning and are consistently effective
• shows control over a range of different structures (quantity, quality
and variety)
VARIETY
• clause types and patterns
-- verbless, adjectival, adverbial, multiple, non-finite
• dependent clause position
• length and rhythm
• increased elaboration and extension
• stylistically appropriate choices
Assessment of the script for persuasive writing sentence structure
Text includes five complex sentences, four of
which are correct:
I disagree that … ;
So I don’t think too much money … ;
I think people like … ;
So if you think …
Errors are:
fragment (Because ...);
incorrect placement of phrase in sentence Also
toys and games …;
preposition (hundreds of more);
and three unnecessary words in
compound sentence (People also like … ).
Sufficient evidence for
category 3.
Page 41 Amended 2013 persuasive writing
marking guide
NMS for persuasive writing Year 3
When responding to the persuasive task, students at the minimum
standard for Year 3 generally write a text consisting of a few simple ideas
that show audience awareness by providing some simple information about
the topic.
Simple persuasive devices such as opinions and reasons are used in an
attempt to convince a reader.
Students typically choose mostly simple verbs, adverbs, adjectives and
nouns. They may include a few examples of precise, topic specific words.
They produce some correctly formed sentences and use some capital letters
and full stops correctly and correctly spell most of the simple words they
choose to use in their writing.
Links to the achievement standards in the Australian Curriculum
Year 2
Year 3
Year 4
Students understand how language features
are used to link and sequence ideas.
They understand how language can be used
to express feelings and opinions on topics.
Their texts include writing and images to
express and develop, in some detail,
experiences, events, information and ideas.
Students use language
features to create coherence
and add detail to their texts.
They create texts that show
understanding of how images
and detail can be used to
extend key ideas.
Students create structured
texts to explain ideas for
different audiences.
They demonstrate
understanding of grammar,
select vocabulary from a
range of resources and use
accurate spelling and
punctuation, re-reading and
editing their work to
improve meaning.
Productive mode (writing)
Students create texts,
drawing on their own
experiences, their imagination
and information they have
learnt.
They accurately spell words
with regular spelling patterns
and spell words with less
common long vowel patterns.
They use punctuation
accurately, and write words
and sentences legibly.
Students create texts for familiar and
unfamiliar audiences.
They demonstrate understanding of
grammar and choose vocabulary and
punctuation appropriate to the purpose
and context of their writing.
They use knowledge of letter-sound
relationships ... and high-frequency words to
spell words accurately.
They re-read and edit their writing,
checking their work for appropriate
vocabulary, structure and meaning.
How well do your students achieve these standards?
NMS for persuasive writing Year 5
When responding to the persuasive task these students at the
minimum standard for Year 5 generally write a text that attempts to
create a position on a topic by providing a context and some points of
argument with some simple elaboration.
They attempt a small range of simple persuasive devices and use some topic
specific vocabulary.
Students typically correctly structure most simple and compound sentences
and generally use some correct links between sentences.
Most referring words are accurate.
Students typically correctly punctuate some sentences with both capital letters
and full stops. They may demonstrate correct use of capitals for names and
some other punctuation.
Students correctly spell most simple and common words.
Links to the achievement standards in the Australian Curriculum
Year 4
Year 5
Year 6
Students use language features
to show how ideas can be
extended.
Students create imaginative,
informative and persuasive
texts for different purposes and
audiences.When writing, they
demonstrate understanding of
grammar using a variety of
sentence types.
They select specific vocabulary
and use accurate spelling and
punctuation.
They edit their work for
cohesive structure and
meaning.
Students understand how language
features and language patterns can
be used for emphasis.
They show how specific details can
be used to support a point of view.
They explain how their choices of
language features and images are
used.
Students create detailed texts
elaborating on key ideas for a range
of purposes and audiences.
They demonstrate an understanding
of grammar, and make considered
vocabulary choices to enhance
cohesion and structure in their
writing.
They use accurate spelling and
punctuation for clarity and make
and explain editorial choices based
on criteria.
Productive mode (writing)
Students use language features to
create coherence and add detail to
their texts.
They create texts that show
understanding of how images and
detail can be used to extend key
ideas.
Students create structured texts to
explain ideas for different audiences.
They demonstrate understanding of
grammar, select vocabulary from a
range of resources and use accurate
spelling and punctuation, re-reading
and editing their work to improve
meaning.
How well do your students achieve these standards?
NMS for persuasive writing Year 7
At the minimum standard, Year 7 students generally structure a
persuasive essay that has an indefinable introduction, body and
conclusion, although the introduction and/or the conclusion may be
weak or simple.
Students typically include sufficient information for the essay to be easily
understood by the reader and there is usually development and elaboration
of ideas which all relate coherently to the position taken on a topic.
They use a small range of simple persuasive devices with some success and use some
topic specific vocabulary.
Some precision is evident in the vocabulary use although words are not all used
successfully.
Students correctly structure most simple and compound sentences and some complex
sentences and correctly punctuate some sentences with both capital letters and full
stops. They may demonstrate correct use of some other punctuation, for example
quotation marks for direct speech or commas for phrasing.
Students correctly spell most simple and common words.
Links to the achievement standards in the Australian Curriculum
Year 6
Year 7
Year 8
Students understand how the
selection of a variety of
language features can influence
an audience.They understand
how to draw on personal
knowledge, textual analysis and
other sources to express or
challenge a point of view.They
create texts showing how
language features and images
from other texts can be
combined for effect.
Students create structured and
coherent texts for a range of
purposes and audiences.
When creating and editing
texts they demonstrate
understanding of grammar, use
a variety of more specialised
vocabulary and accurate
spelling and punctuation.
Students understand how the
selection of language features can be
used for particular purposes and
effects.
They explain the effectiveness of
language choices they make to
influence the audience.Through
combining ideas, images and
language features from other texts,
students show how ideas can be
expressed in new ways.
Students create texts for different
purposes, selecting language to
influence audience response.
When creating and editing texts to
create specific effects, they take into
account intended purposes and the
needs and interests of audiences.
They demonstrate understanding of
grammar, select vocabulary for
effect and use accurate spelling and
punctuation.
Productive mode (writing)
Students understand how language
features and language patterns can
be used for emphasis.
They show how specific details can
be used to support a point of view.
They explain how their choices of
language features and images are
used.
Students create detailed texts
elaborating on key ideas for a range
of purposes and audiences.
They demonstrate an understanding
of grammar, and make considered
vocabulary choices to enhance
cohesion and structure in their
writing.
They use accurate spelling and
punctuation for clarity and make
and explain editorial choices based
on criteria.
How well do your students achieve these standards?
NMS for persuasive writing Year 9
At the minimum standard, Year 9 students generally write persuasive
essays that contain an introduction, a body and a conclusion in which
paragraphs are used to organise related ideas.
Students attempt to develop their position on a topic with some elaboration
and detail about the topic and use a range of persuasive devices with some
success.
Students typically use accurate words or groups of words when describing events
and ideas although there are typically errors evident in sentence construction. The
writing often uses a small range of connectives and conjunctions to link text
sections and sentences correctly.
Students punctuate most sentences correctly with capitals, full stops, exclamation
marks and question marks. Students correctly use more complex punctuation
marks correctly some of the time.
Students correctly spell most simple and common words.
Links to the achievement standards in the Australian Curriculum
Year 8
Year 9
Year 10
Students understand how to
use a variety of language
features to create different
levels of meaning. Students
demonstrate how manipulating
language features and images
can create innovative texts.
Students create texts that
respond to issues, interpreting
and integrating ideas from
other texts.They edit for effect,
selecting vocabulary and
grammar that contribute to
the precision and
persuasiveness of texts and
using accurate spelling and
punctuation.
Students show how the selection of
language features can achieve
precision and stylistic effect. They
explain different viewpoints,
attitudes and perspectives through
the development of cohesive and
logical arguments. They develop
their own style by experimenting
with language features, stylistic
devices, text structures and images.
Students create a wide range of
texts to articulate complex ideas.
They demonstrate understanding of
grammar, vary vocabulary choices
for impact, and accurately use
spelling and punctuation when
creating and editing texts.
Productive mode (writing)
Students understand how the
selection of language features can be
used for particular purposes and
effects.
They explain the effectiveness of
language choices they make to
influence the audience.Through
combining ideas, images and
language features from other texts,
students show how ideas can be
expressed in new ways.
Students create texts for different
purposes, selecting language to
influence audience response.
When creating and editing texts to
create specific effects, they take into
account intended purposes and the
needs and interests of audiences.
They demonstrate understanding of
grammar, select vocabulary for
effect and use accurate spelling and
punctuation.
How well do your students achieve these standards?
How will we improve our students’ learning
• Which evidence based strategies teaching
approaches / strategies can support our work
with students?
• How will our professional learning teams explore
and inquire into both teacher and student learning
needs?
• How will we continually monitor the teacher /
student learning and act upon our findings?
• How do we adjust and change our teaching as a
result of what we learn from formative
assessment?
Commitment to action
What do we still need to learn
• about the tests
• about our students
• about evidence based strategies for teaching
to improve student outcomes
• about developing an improvement plan?
What will you do to improve your students’ literacy and
numeracy outcomes?
Where to next?
What will we do to we achieve our commitments to action?
Narrative
writing
(with a focus on sentence structure)
Department of Education
Professional Learning Institute
NAPLAN narrative marking guide
criterion
score
audience
0-6
text structure
0- 4
ideas
0-5
character
/setting
0-4
vocabulary
0-5
cohesion
0-4
paragraphing
0-2
sentence
structure
0-6
punctuation
0-5
spelling
0-6
The marking guide is downloadable from
http://www.nap.edu.au/naplan/writing/writing.html
Use the NAPLAN narrative sentence structure scoring grid to assess this script
• Which score will you allocate?
• What suggestions can you give to improve this student’s score.
Assessment of the script for narrative writing sentence structure
Correct sentences are predominantly simple and
compound.
Attempts at complex sentences are mostly incorrect or
clumsy:
The wave drifted him out further and further till there
was no one …;
When they got to the doctor he had an X-ray on his
head …;
the results came up that …;
but all was good.
Sufficient evidence for category 3
Page 32 Narrative marking guide 2010
NAPLAN narrative writing sentence structure scoring grid
The production of grammatically correct, structurally sound and meaningful sentences
Category description
Additional information
0
no evidence of sentences.
• drawings, symbols, a list of words, text fragments
1
some correct formation of sentences
some meaning can be construed
• in general control is very limited
2
Most simple sentences are correct
meaning is predominantly clear
• correct sentences are predominately simple
3
most simple and compound sentences are correct
some complex sentences are correct
meaning is predominantly clear
• experiments with complexity
4
simple and compound
most complex sentences are correct
OR
all sentences are correct but do not demonstrate variety
meaning is clear
• greater control of complex sentences but lacks variety
• allow for an occasional 'typo’ in simple or compound sentences
5
sentences are correct. (allow for occasional error in more
sophisticated structures)
demonstrates variety in length, structure and beginnings
meaning is clear and sentences enhance meaning
6
all sentences are correct
writing contains controlled and well-developed sentences that express
precise meaning and are consistently effective
VARIETY
• clause types and patterns
-- verbless, adjectival, adverbial, multiple dependencies, non-finite
• dependent clause position
• length and rhythm
• lexical density: increased with elaborating and extending phrases or
reduced to the essential
• stylistically appropriate choices
NMS for narrative writing Year 3
At the minimum standard, Year 3 students responding to a narrative
task generally write a text consisting of a few simple ideas that show
audience awareness by using common story elements; for example, using
a simple title, or beginning with Once upon a time.
Students name the characters and setting and the ideas and vocabulary used
are generally very simple.
Students typically choose mostly simple verbs, adverbs, adjectives and
nouns. They may include a few examples of precise words and produce
some correctly formed sentences.
Students use some capital letters and full stops correctly and correctly spell
most of the simple words they choose to use in their writing.
Links to the achievement standards in the Australian Curriculum
Year 2
Year 3
Year 4
Students understand how language features
are used to link and sequence ideas.
They understand how language can be used
to express feelings and opinions on topics.
Their texts include writing and images to
express and develop, in some detail,
experiences, events, information and ideas.
Students use language
features to create coherence
and add detail to their texts.
They create texts that show
understanding of how images
and detail can be used to
extend key ideas.
Students create structured
texts to explain ideas for
different audiences.
They demonstrate
understanding of grammar,
select vocabulary from a
range of resources and use
accurate spelling and
punctuation, re-reading and
editing their work to
improve meaning.
Productive mode (writing)
Students create texts,
drawing on their own
experiences, their imagination
and information they have
learnt.
They accurately spell words
with regular spelling patterns
and spell words with less
common long vowel patterns.
They use punctuation
accurately, and write words
and sentences legibly.
Students create texts for familiar and
unfamiliar audiences.
They demonstrate understanding of
grammar and choose vocabulary and
punctuation appropriate to the purpose
and context of their writing.
They use knowledge of letter-sound
relationships ... and high-frequency words to
spell words accurately.
They re-read and edit their writing,
checking their work for appropriate
vocabulary, structure and meaning.
How well do your students achieve these standards?
NMS for narrative writing Year 5
At the minimum standard, Year 5 students generally write a story
with a few related ideas which are not well elaborated and attempt to create
a clear context by providing brief descriptions of the characters and/or
setting.
The vocabulary used is usually simple.
Students typically correctly structure most simple and compound sentences
and generally use some correct links between sentences.
Most referring words are accurate.
Students typically correctly punctuate some sentences with both capital
letters and full stops. They may demonstrate correct use of capitals for
names and some other punctuation.
Students correctly spell most simple and common words.
Links to the achievement standards in the Australian Curriculum
Year 4
Year 5
Year 6
Students use language features
to show how ideas can be
extended.
Students create imaginative,
informative and persuasive
texts for different purposes and
audiences.When writing, they
demonstrate understanding of
grammar using a variety of
sentence types.
They select specific vocabulary
and use accurate spelling and
punctuation.
They edit their work for
cohesive structure and
meaning.
Students understand how language
features and language patterns can
be used for emphasis.
They show how specific details can
be used to support a point of view.
They explain how their choices of
language features and images are
used.
Students create detailed texts
elaborating on key ideas for a range
of purposes and audiences.
They demonstrate an understanding
of grammar, and make considered
vocabulary choices to enhance
cohesion and structure in their
writing.
They use accurate spelling and
punctuation for clarity and make
and explain editorial choices based
on criteria.
Productive mode (writing)
Students use language features to
create coherence and add detail to
their texts.
They create texts that show
understanding of how images and
detail can be used to extend key
ideas.
Students create structured texts to
explain ideas for different audiences.
They demonstrate understanding of
grammar, select vocabulary from a
range of resources and use accurate
spelling and punctuation, re-reading
and editing their work to improve
meaning.
How well do your students achieve these standards?
NMS for narrative writing Year 7
At the minimum standard, Year 7 students generally structure a story
to include a beginning and a complication, although the conclusion
may be weak or simple.
Students typically include sufficient information for the story to be easily
understood by the reader and there is usually development and elaboration
of ideas which all relate coherently to a central storyline.
They use some topic specific vocabulary. Some precision is evident in the
vocabulary use although words are not all used successfully.
Students correctly structure most simple and compound sentences and
some complex sentences and correctly punctuate some sentences with both
capital letters and full stops. They may demonstrate correct use of some
other punctuation, for example quotation marks for direct speech or
commas for phrasing.
Students correctly spell most simple and common words.
Links to the achievement standards in the Australian Curriculum
Year 6
Year 7
Year 8
Students understand how the
selection of a variety of
language features can influence
an audience.They understand
how to draw on personal
knowledge, textual analysis and
other sources to express or
challenge a point of view.They
create texts showing how
language features and images
from other texts can be
combined for effect.
Students create structured and
coherent texts for a range of
purposes and audiences.
When creating and editing
texts they demonstrate
understanding of grammar, use
a variety of more specialised
vocabulary and accurate
spelling and punctuation.
Students understand how the
selection of language features can be
used for particular purposes and
effects.
They explain the effectiveness of
language choices they make to
influence the audience.Through
combining ideas, images and
language features from other texts,
students show how ideas can be
expressed in new ways.
Students create texts for different
purposes, selecting language to
influence audience response.
When creating and editing texts to
create specific effects, they take into
account intended purposes and the
needs and interests of audiences.
They demonstrate understanding of
grammar, select vocabulary for
effect and use accurate spelling and
punctuation.
Productive mode (writing)
Students understand how language
features and language patterns can
be used for emphasis.
They show how specific details can
be used to support a point of view.
They explain how their choices of
language features and images are
used.
Students create detailed texts
elaborating on key ideas for a range
of purposes and audiences.
They demonstrate an understanding
of grammar, and make considered
vocabulary choices to enhance
cohesion and structure in their
writing.
They use accurate spelling and
punctuation for clarity and make
and explain editorial choices based
on criteria.
How well do your students achieve these standards?
NMS for narrative writing Year 9
At the minimum standard, Year 9 students generally write stories
with a beginning, complication and ending and can organise a story
into paragraphs that focus on one idea or a group of related ideas.
Students attempt to develop context by providing some elaboration,
detail and description of characters and settings.
Students typically use accurate words or groups of words when describing
events and ideas although there are typically errors evident in sentence
construction.
The writing often uses a small range of connectives and conjunctions to link
text sections and sentences correctly.
Students punctuate most sentences correctly with capitals, full stops,
exclamation marks and question marks. Students use more complex
punctuation marks correctly some of the time.
Students correctly spell most simple and common words.
Links to the achievement standards in the Australian Curriculum
Year 8
Year 9
Year 10
Students understand how to
use a variety of language
features to create different
levels of meaning. Students
demonstrate how manipulating
language features and images
can create innovative texts.
Students create texts that
respond to issues, interpreting
and integrating ideas from
other texts.They edit for effect,
selecting vocabulary and
grammar that contribute to
the precision and
persuasiveness of texts and
using accurate spelling and
punctuation.
Students show how the selection of
language features can achieve
precision and stylistic effect. They
explain different viewpoints,
attitudes and perspectives through
the development of cohesive and
logical arguments. They develop
their own style by experimenting
with language features, stylistic
devices, text structures and images.
Students create a wide range of
texts to articulate complex ideas.
They demonstrate understanding of
grammar, vary vocabulary choices
for impact, and accurately use
spelling and punctuation when
creating and editing texts.
Productive mode (writing)
Students understand how the
selection of language features can be
used for particular purposes and
effects.
They explain the effectiveness of
language choices they make to
influence the audience.Through
combining ideas, images and
language features from other texts,
students show how ideas can be
expressed in new ways.
Students create texts for different
purposes, selecting language to
influence audience response.
When creating and editing texts to
create specific effects, they take into
account intended purposes and the
needs and interests of audiences.
They demonstrate understanding of
grammar, select vocabulary for
effect and use accurate spelling and
punctuation.
How well do your students achieve these standards?
How will we improve our students’ learning
• Which evidence based strategies teaching
approaches / strategies can support our work
with students?
• How will our professional learning teams explore
and inquire into both teacher and student learning
needs?
• How will we continually monitor the teacher /
student learning and act upon our findings?
• How do we adjust and change our teaching as a
result of what we learn from formative
assessment?
Commitment to action
What do we still need to learn
• about the tests
• about our students
• about evidence based strategies for teaching
to improve student outcomes
• about developing an improvement plan?
What will you do to improve your students’ literacy and
numeracy outcomes?
Where to next?
What will we do to we achieve our commitments to action?
Reading
Department of Education
Professional Learning Institute
Before we begin
What are we doing already to
prepare students for the
NAPLAN reading test?
• Form table groups according to grades
• Have teachers work in pairs or threes
• Share strategies and activities
• Write each one a separate sticky note
What do we notice?
Comprehension of the TEST and the TEXT
• In your table groups read the text.
• Consider what a student needs to know
and be able to do to answer the question.
Annotate the text





Underline major points in a text
Look for how the ideas are linked
Circle key words or phrases
Consider what needs to be inferred
Think about how the text structure impacts the question
• What might you model using a think aloud
strategy or explicitly teach?
This is a grade 3 NAPLAN reading text
What do you notice?
notice
name
think
explain
How would you answer this Year 3 question?
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
(Include a discussion of the meanings of words that students
need to understand before they can answer the question)
Accessed from
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library5/1/NAPLAN%202015_YEAR%203%20READING.pdf
How would you answer this Year 3 question?
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
(Include a discussion of the meanings of words that students
need to understand before they can answer the question)
Accessed from
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library5/1/NAPLAN%202015_YEAR%203%20READING.pdf
How would you answer this Year 3 question?
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
(Include a discussion of the meanings of words that students
need to understand before they can answer the question)
Accessed from
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library5/1/NAPLAN%202015_YEAR%203%20READING.pdf
How would you answer this Year 3 question?
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
(Include a discussion of the meanings of words that students
need to understand before they can answer the question)
Accessed from
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library5/1/NAPLAN%202015_YEAR%203%20READING.pdf
How would you answer this Year 3 question?
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
(Include a discussion of the meanings of words that students
need to understand before they can answer the question)
Accessed from
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library5/1/NAPLAN%202015_YEAR%203%20READING.pdf
How would you answer this Year 3 question?
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
(Include a discussion of the meanings of words that students
need to understand before they can answer the question)
Accessed from
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library5/1/NAPLAN%202015_YEAR%203%20READING.pdf
How would you answer this Year 3 question?
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
(Include a discussion of the meanings of words that students
need to understand before they can answer the question)
Accessed from
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library5/1/NAPLAN%202015_YEAR%203%20READING.pdf
NMS for Year 3 reading
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.
Accessed from
http://www.nap.edu.au/naplan/about-each-domain/reading/minimum-standards---reading/minimum-standards---reading.html
Links to the achievement standards in the Australian Curriculum
Year 2
Year 3
Year 4
Students understand how content
can be organised using different
text structures depending on the
purpose of the text.
They understand how language
features, images and vocabulary
choices are used for different
effects.
They read texts that contain
varied sentence structures, a
range of punctuation conventions,
and images that provide extra
information.
They use phonics and word
knowledge to fluently read more
complex words.
They identify literal and implied
meaning connecting ideas in
different parts of a text.
They select information, ideas and
events in texts that relate to their
own lives and to other texts.
Students understand that texts have
different text structures depending on
purpose and context.
They explain how language features,
images and vocabulary are used to
engage the interest of audiences.
They describe literal and implied
meaning connecting ideas in different
texts
They fluently read texts that include
varied sentence structures, unfamiliar
vocabulary including multisyllabic
words.
They express preferences for
particular types of texts, and respond
to others’ viewpoints.
Receptive mode (reading)
Students understand how similar texts
share characteristics by identifying text
structures and language features used
to describe characters and events, or
to communicate factual information.
They read texts that contain varied
sentence structures, some unfamiliar
vocabulary, a significant number of
high-frequency sight words and images
that provide extra information.
They monitor meaning and self-correct
using knowledge of phonics, syntax,
punctuation, semantics and context.
They use knowledge of a wide variety
of letter-sound relationships to read
words of one or more syllables with
fluency.
They identify literal and implied
meaning, main ideas and supporting
detail.
Students make connections between
texts by comparing content.
How well do your students achieve these standards?
This is a grade 5 NAPLAN reading text
NOTE:This is also a grade 7 link text.
What do you notice?
notice
name
think
explain
How would you answer this Year 5 question?
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
(Include a discussion of the meanings of words that students
need to understand before they can answer the question)
Accessed from
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library5/1/NAPLAN%202015_YEAR%205%20READING.pdf
How would you answer this Year 5 question?
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
(Include a discussion of the meanings of words that students
need to understand before they can answer the question)
Accessed from
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library5/1/NAPLAN%202015_YEAR%205%20READING.pdf
How would you answer this Year 5 question?
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
(Include a discussion of the meanings of words that students
need to understand before they can answer the question)
Accessed from
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library5/1/NAPLAN%202015_YEAR%205%20READING.pdf
How would you answer this Year 5 question?
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
(Include a discussion of the meanings of words that students
need to understand before they can answer the question)
Accessed from
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library5/1/NAPLAN%202015_YEAR%205%20READING.pdf
How would you answer this Year 5 question?
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
(Include a discussion of the meanings of words that students
need to understand before they can answer the question)
Accessed from
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library5/1/NAPLAN%202015_YEAR%205%20READING.pdf
How would you answer this Year 5 question?
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
(Include a discussion of the meanings of words that students
need to understand before they can answer the question)
Accessed from
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library5/1/NAPLAN%202015_YEAR%205%20READING.pdf
NMS for Year 5 reading
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.
Accessed from
http://www.nap.edu.au/naplan/about-each-domain/reading/minimum-standards---reading/minimum-standards---reading.html
Links to the achievement standards in the Australian Curriculum
Year 4
Year 5
Year 6
Students explain how text
structures assist in
understanding the text.
They understand how language
features, images and vocabulary
influence interpretations of
characters, settings and events.
When reading, they encounter
and decode unfamiliar words
using phonic, grammatical,
semantic and contextual
knowledge.
They analyse and explain literal
and implied information from a
variety of texts.
They describe how events,
characters and settings in texts
are depicted and explain their
own responses to them.
Students understand how the use of
text structures can achieve
particular effects.
They analyse and explain how
language features, images and
vocabulary are used by different
authors to represent ideas,
characters and events.
Students compare and analyse
information in different and
complex texts, explaining literal and
implied meaning.
They select and use evidence from a
text to explain their response to it.
Receptive mode (reading)
Students understand that texts have
different text structures depending
on purpose and context.
They explain how language features,
images and vocabulary are used to
engage the interest of audiences.
They describe literal and implied
meaning connecting ideas in
different texts
They fluently read texts that include
varied sentence structures,
unfamiliar vocabulary including
multisyllabic words.
They express preferences for
particular types of texts, and
respond to others’ viewpoints.
How well do your students achieve these standards?
This is a grade 7 NAPLAN reading text
What do you notice?
notice
name
think
explain
How would you answer this Year 7 question?
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
(Include a discussion of the meanings of words that students
need to understand before they can answer the question)
Accessed from
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library5/1/NAPLAN%202015_YEAR%207%20READING.pdf
How would you answer this Year 7 question?
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
(Include a discussion of the meanings of words that students
need to understand before they can answer the question)
Accessed from
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library5/1/NAPLAN%202015_YEAR%207%20READING.pdf
How would you answer this Year 7 question?
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
(Include a discussion of the meanings of words that students
need to understand before they can answer the question)
Accessed from
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library5/1/NAPLAN%202015_YEAR%207%20READING.pdf
How would you answer this Year 7 question?
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
(Include a discussion of the meanings of words that students
need to understand before they can answer the question)
Accessed from
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library5/1/NAPLAN%202015_YEAR%207%20READING.pdf
How would you answer this Year 7 question?
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
(Include a discussion of the meanings of words that students
need to understand before they can answer the question)
Accessed from
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library5/1/NAPLAN%202015_YEAR%207%20READING.pdf
How would you answer this Year 7 question?
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
(Include a discussion of the meanings of words that students
need to understand before they can answer the question)
Accessed from
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library5/1/NAPLAN%202015_YEAR%207%20READING.pdf
NMS for Year 7 reading
When reading a narrative, students can
• infer the motivation or intention of the narrator or a character
• draw together ideas to identify a character's attitude
• interpret dialogue to describe a character
• connect ideas to infer a character's intention or misconception, or the significance of the character’s actions
• interpret the significance of an event for the main character.
When reading a poem, students can
• identify the intention of the narrator.
•
When reading an information text, students can
• identify the main idea of a paragraph and the main purpose of the text
• link and interpret information across the text
• recognise the most likely opinion of a person
• use text conventions to locate a detail.
When reading a persuasive text such as an argument, students can
• locate and interpret directly stated information, including the meaning of specific words and expressions
• identify the main message of the text
• identify the purpose of parts of the text
• interpret the main idea of a paragraph
• infer the writer's point of view
• identify points of agreement in arguments that present different views
• identify and interpret language conventions used in the text, such as lists, order of online posts and the use
of punctuation for effect
• identify the common theme in a variety of writers’ opinions.
Accessed from
http://www.nap.edu.au/naplan/about-each-domain/reading/minimum-standards---reading/minimum-standards---reading.html
Links to the achievement standards in the Australian Curriculum
Year 6
Year 7
Year 8
Students understand how text
structures can influence the
complexity of a text and are
dependent on audience,
purpose and context.
They demonstrate
understanding of how the
choice of language features,
images and vocabulary affects
meaning.
Students explain issues and
ideas from a variety of sources,
analysing supporting evidence
and implied meaning.
They select specific details
from texts to develop their own
response, recognising that texts
reflect different viewpoints.
Students understand how the
selection of text structures is
influenced by the selection of
language mode and how this varies
for different purposes and
audiences.
Students explain how language
features, images and vocabulary are
used to represent different ideas
and issues in texts.
Students interpret texts, questioning
the reliability of sources of ideas
and information.
They select evidence from the text
to show how events, situations and
people can be represented from
different viewpoints.
Receptive mode (reading)
Students understand how the use of
text structures can achieve
particular effects.
They analyse and explain how
language features, images and
vocabulary are used by different
authors to represent ideas,
characters and events.
Students compare and analyse
information in different and
complex texts, explaining literal and
implied meaning.
They select and use evidence from a
text to explain their response to it.
How well do your students achieve these standards?
This is a grade 9 NAPLAN reading text
What do you notice?
notice
name
think
explain
How would you answer this Year 9 question?
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
(Include a discussion of the meanings of words that students
need to understand before they can answer the question)
Accessed from
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library5/1/NAPLAN%202015_YEAR%209%20READING.pdf
How would you answer this Year 9 question?
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
(Include a discussion of the meanings of words that students
need to understand before they can answer the question)
Accessed from
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library5/1/NAPLAN%202015_YEAR%209%20READING.pdf
How would you answer this Year 9 question?
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
(Include a discussion of the meanings of words that students
need to understand before they can answer the question)
Accessed from
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library5/1/NAPLAN%202015_YEAR%209%20READING.pdf
How would you answer this Year 9 question?
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
(Include a discussion of the meanings of words that students
need to understand before they can answer the question)
Accessed from
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library5/1/NAPLAN%202015_YEAR%207%20READING.pdf
How would you answer this Year 9 question?
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
(Include a discussion of the meanings of words that students
need to understand before they can answer the question)
Accessed from
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library5/1/NAPLAN%202015_YEAR%207%20READING.pdf
How would you answer this Year 9 question?
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
(Include a discussion of the meanings of words that students
need to understand before they can answer the question)
Accessed from
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library5/1/NAPLAN%202015_YEAR%209%20READING.pdf
How would you answer this Year 9 question?
What do students need to know and be able to do?
Use a think aloud strategy to answer the question
(Include a discussion of the meanings of words that students
need to understand before they can answer the question)
Accessed from
https://www.education.tas.gov.au/intranet/programsinitiatives/naplan/Document%20Library5/1/NAPLAN%202015_YEAR%209%20READING.pdf
NMS for Year 9 reading
When reading a complex narrative, students can:
• locate a directly stated detail
• connect ideas across a paragraph or across the text to interpret a description or the motivation of characters
• infer the main idea
• interpret and evaluate a character’s behaviour and attitude
• interpret dialogue to describe a character
• interpret the reasons for a character's response
• connect ideas to interpret figurative language
• interpret the effect of a short sentence.
When reading a poem, students can:
• identify the main idea of the poem.
When reading a complex biographical text, students can:
• locate a directly stated idea in the text.
When reading a complex information text, students can:
• locate directly stated information
• connect ideas in the introduction of the text or in the body of the text and illustrations
• identify the main purpose of a text or an element of the text
• identify the main idea of a paragraph
• identify the purpose of a labelled diagram
• identify the intended audience of the text
• identify conventions used in a text, such as abbreviations or italics for a foreign word.
When reading a persuasive text such as an argument, students can:
• connect ideas across the text or in two arguments
• identify the tone of an argument.
Accessed from
http://www.nap.edu.au/naplan/about-each-domain/reading/minimum-standards---reading/minimum-standards---reading.html
Links to the achievement standards in the Australian Curriculum
Year 8
Year 9
Year 10
Students analyse the ways
that text structures can be
manipulated for effect.
They analyse and explain
how images, vocabulary
choices and language
features distinguish the
work of individual authors.
They evaluate and
integrate ideas and
information from texts to
form their own
interpretations.
They select evidence from
texts to analyse and explain
how language choices and
conventions are used to
influence an audience.
Students evaluate how text
structures can be used in
innovative ways by different
authors.
They explain how the choice of
language features, images and
vocabulary contributes to the
development of individual style.
They develop and justify their
own interpretations of texts.
They evaluate other
interpretations, analysing the
evidence used to support them.
Receptive mode (reading)
Students understand how the
selection of text structures is
influenced by the selection of
language mode and how this
varies for different purposes
and audiences.
Students explain how language
features, images and vocabulary
are used to represent different
ideas and issues in texts.
Students interpret texts,
questioning the reliability of
sources of ideas and
information.
They select evidence from the
text to show how events,
situations and people can be
represented from different
viewpoints.
How well do your students achieve these standards?
How will we improve our students’ learning
• Which evidence based strategies teaching
approaches / strategies can support our work
with students?
• How will our professional learning teams explore
and inquire into both teacher and student learning
needs?
• How will we continually monitor the teacher /
student learning and act upon our findings?
• How do we adjust and change our teaching as a
result of what we learn from formative
assessment?
Commitment to action
What do we still need to learn
• about the tests
• about our students
• about evidence based strategies for teaching
to improve student outcomes
• about developing an improvement plan?
What will you do to improve your students’ literacy and
numeracy outcomes?
Where to next?
What will we do to we achieve our commitments to action?