NAPLAN: Which Exercises To Use And How To Use Them (Australia)

Which exercises can you use to help your students prepare for NAPLAN?

1. LANGUAGE CONVENTIONS

1a. The Literacy Planet menu in each year level has Spelling exercises with a variety of games providing the learner with practice in spelling a large variety of words.

You can choose words already entered into the program or create your own custom spelling list, then simply apply words to the following spelling programs

1b. Grammar and Punctuation exercises are found under each year level and these exercises provide the student with practice in applying the rules of grammar and punctuation in the English language.

2. READING AND COMPREHENSION

2a. The Literacy Planet menu in each year level has Reading Comprehension exercises with a variety of texts providing the learner with practice in applying reading comprehension strategies.

2b. Reading fluency exercises are found under Reading in each year level and these exercises provide the student with practice at reading at a fluent rate with a variety of texts .

2c. For those readers that need to develop their accuracy skills through phonics instruction, there is a comprehensive Phonics program available in the Prep- Year 3 level menus.

How do these exercises help my students?

The language conventions tests assess spelling, grammar and punctuation. Literacy knowledge and skills are essential to effective communication across all learning areas. However, the tools of language, including language conventions, are explicitly developed in the English learning of each state and territory curriculum, and the language conventions tests are underpinned by the Statements of learning for English (MCEECDYA 2005). National minimum standards describe some of the skills and understandings students are generally expected to demonstrate at their particular year of schooling. There are two sets of minimum standards for language conventions – minimum standards for spelling, and minimum standards for grammar and punctuation . This is because it is not possible to establish a single assessment scale for all these areas. The standards are intended to be a snapshot of typical achievement and do not describe the full range of what students are taught or what they may achieve.

The NAPLAN reading tests measure literacy proficiency across the English learning area in line with the Statements of learning for English (MCEECDYA 2005).

In the Reading tests, students are provided with a magazine containing a range of texts that illustrate different writing styles. Students read the texts provided then answer related questions in a separate booklet.

The skills demonstrated in reading are dependent on the complexity and accessibility of the text. Typically students engage with more complex texts as their reading comprehension skills improve. There is a very wide range of reading ability levels at each school year level so the tests start with simple, short texts and get increasingly longer and harder.

Types of skills and understandings that students are generally expected to demonstrate at their particular year of schooling are described in the minimum standards for reading.

Why LiteracyPlanet Spelling Exercises are (games) so effective?

Similarly to other effective spelling programs like Words Their Way, we know at Literacy Planet that learning to spell is developmental. Our approach to spelling incorporates the development of phonological knowledge; morphemic knowledge and etymological knowledge about words. Our exercises provide students with practice in applying all of the essential skills that they require to become effective spellers. These include segmenting and blending letters phonemically as well as identifying the visual graphic patterns in words for easy recall. Our spelling lists have been compiled together beginning with words with similar phonetic principles in the early years. Lists are then compiled to group together words with similar semantic connections including prefixes, suffixes, meaning patterns, homophones and compound words for the middle years. Finally, the lists in the upper levels are grouped together based on their derivations. Therefore, the lists of words compliment the development of spelling. Our program is designed to compliment the Australian and UK curriculums and specifically correlates to the national minimum standards assessed in NAPLAN and SATs.

We know that all learners develop at different rates. We understand that providing differentiated learning for students is a complex and demanding task for teachers. By using our teaching matrix, teachers can assign spelling tasks to their students that match their levels of spelling development.

However, this is where we can provide schools with benefits that other programs can’t. We provide a paperless, engaging platform for your students to work in. We provide immediate feedback to students and we collate data for you to easily assess and track the progress of your students.

Why are the LiteracyPlanet Reading Comprehension Exercises so effective?

LiteracyPlanet’s comprehension section is organised into levels from Foundation to Level 9. The overlap in the levels will provide for a wide range of abilities within each year level.

Every comprehension exercise available in Foundation and Level One comes with audio support.

The content in each level has been graded as closely as possible to Reading Recovery levels, PM Levels, Fountas/Pinnell Levels, DRA levels, Rigby Literacy levels, Lexile and Wings Reading levels.

The twelve comprehension strategies covered in the exercises can be categorised into three main areas of reading:

READING THE TEXT

READING BETWEEN THE LINES

READING BEYOND THE TEXT

Main Idea

Facts and Details

Sequencing

Cause and Effect

Comparing and Contrasting

Predicting

Words in Context

Conclusions and Inferences

Fact and Opinion

Author Purpose

Figurative Language

Summarising

 

How do LiteracyPlanet exercises for NAPLAN link to The Australian Curriculum?

The following tables outline the National minimum standards for Spelling and Grammar and Punctuation that are assessed in Years 3, 5, 7 and 9 in NAPLAN. You can use this table to match the individual learner needs to the year level that that are operating at, and then choose the appropriate exercises to develop their skills in these areas.

­­­Matching LiteracyPlanet SPELLING Exercises to National Minimum Standards

NAPLAN

Year Level

National Minimum Standards

Australian Curriculum Content Descriptors and how to use Literacy Planet Exercises to personalise learning and match learner needs.

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.­­

Develop SPELLING ABILITY - Match learner needs to year level. Is the learner working below, above or at year level?

 

Preparatory: The Beginner Reader and Writer

Learn to spell simple CVC words using onset and rime.

ACELA1438

Year 1: The Early Reader & Writer

Lean to spell CCVC and CVCC words

ACELA1778

Year 2: The Transition Reader & Writer

Understand how to use digraphs, long vowels, and blends to spell words. Recognise common prefixes and suffixes.

ACELA1471

ACELA1472

Year 3: The Fluent Reader & Writer

Learn to spell words using their knowledge of word families and various letter combinations to spell words. Recognise homophones and their correct spelling.

ACELA1779

ACELA1780

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

Year 4: The Fluent Reader & Writer

Learn to spell words using their knowledge of word families and various letter combinations to spell words. Recognise homophones and their correct spelling.

ACELA1779

ACELA1780

Year 5: The Fluent Reader & Writer

Learn to spell words using their knowledge of prefixes and suffixes, uncommon plurals and irregular spelling.

ACELA1513

ACELA1514

Year 6: The Independent Reader & Writer

Learn to spell words using their knowledge of prefixes and suffixes, uncommon plurals and irregular spelling.

ACELA1526

Year 7

In spelling, 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.

 

Year 7: The Independent Reader & Writer

Learn to spell words using their knowledge of prefixes and suffixes, uncommon plurals and irregular spelling.

ACELA1539

Year 8 and Upper Levels: The Advanced Reader & Writer

Learn to spell words of Latin, Greek, and French derivation.

ACELA1549

Year 9

In spelling, 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.

­­­Matching LiteracyPlanet GRAMMAR Exercises to National Minimum Standards

NAPLAN

Year Level

National Minimum Standards

Australian Curriculum Content Descriptors and how to use Literacy Planet Exercises to personalise learning and match learner needs.

Year 3

In grammar and punctuation, 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. 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.

Develop GRAMMAR & PUNCTUATION ABILITIES - Match learner needs to year level. Is the learner working below, above or at year level?

 

Preparatory: The Beginner Reader and Writer

Learn to use full stops, capital letters, question marks and exclamation marks.

ACELA1432

Year 1: The Early Reader & Writer

Learn to use full stops, capital letters, question marks, exclamation marks and apostrophes. Learn about verbs, adjectives.

Learn about simple and compound sentences.

ACELA1449

ACELA1451

ACELA1452

Year 2: The Transition Reader & Writer

Learn about apostrophes, exclamation marks and full stops. Learn about abbreviations.

Learn about nouns, verbs and adverbs.

Learn about statements and questions.

ACELA1465

ACELA1468

Year 3: The Fluent Reader & Writer

Learn about exclamation marks, complex sentences, subjects, collective nouns, verbs, adverbs, adjectives, pronouns, commands, statements and questions.

ACELA1482

ACELA1484

Year 5

In grammar and punctuation, Year 5 students at the minimum standard generally identify common grammatical conventions such as the correct use of conjunctions and verb forms. They typically recognise 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 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.

In punctuation students can:

· identify direct speech that uses capital letters, question marks and speech marks.

Year 4: The Fluent Reader & Writer

Learn about exclamation marks, complex sentences, subjects, collective nouns, verbs, adverbs, adjectives, pronouns, commands, statements and questions.

ACELA1491

ACELA1493

ACELA1496

Year 5: The Fluent Reader & Writer

Learn to spell words using their knowledge of prefixes and suffixes, uncommon plurals and irregular spelling.

ACELA1513

ACELA1514

Year 6: The Independent Reader & Writer

Learn about subjects, predicates, connectives, synonyms and antonyms.

ACELA1434

ACELA1506

Year 7

In grammar and punctuation, Year 7 students at the minimum standard generally identify common grammatical conventions such as the correct use of relative pronouns and clauses. They 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.

In grammar 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.

In punctuation students can:

· locate a comma to separate items in a list.

Year 7: The Independent Reader & Writer

Learn about complex and compound sentences, clauses, theme and rheme, direct and indirect objects, transitive and intransitive verbs.

ACELA1532

ACELA1534

ACELA1536

Year 8 and Upper Levels: The Advanced Reader & Writer

Learn about adjectives, compound sentences, clauses, theme and rheme, transitive and intransitive verbs, topic sentences, ellipsis, imperatives, interrogatives and text types.

ACELA1544

ACELA1809

Year 9

In grammar and punctuation, Year 9 students at the minimum standard generally identify in which tense a short passage is written and correctly use comparative adjectives. They 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.

In grammar 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.

In punctuation 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.

       

 

The following table outlines the National minimum standards for reading that are assessed in Years 3, 5, 7 and 9 in NAPLAN. You can use this table to match the individual learner needs to the year level that that are operating at, and then choose the appropriate exercises to develop their reading comprehension skills and reading accuracy skills.

­­­Matching LiteracyPlanet READING Exercises to National Minimum Standards

 

Year Level

National Minimum Standards

How to use Literacy Planet Exercises to personalise learning and match learner needs

 

Match learner needs to year level. Is the learner working below, above or at year level?

Develop reading comprehension skills

Develop reading accuracy skills

(for readers struggling with reading fluency)

 

3

When reading simple imaginative and informative 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.

· 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.

Comprehension Exercises

Reading Fluency

Reading Exercises and E-books

Phonics Exercises

Phonological Awareness Exercises

 

Prep/

Foundation

The Beginning Reader & Writer

Read simple texts such as nursery rhymes, stories, riddles and information reports and answer questions with a focus on the comprehension strategies; main idea; facts and details; sequencing; predicting.

ACELY1650

ACELY1651

Understand the concept that print and books carry a message. The learner will listen to a model of fluent reading of simple texts repeatedly and try to join in matching the spoken word to the written word. Learn to recognise high frequency words by sight.

ACELA1434

ACELA1786

ACELY1650

ACELA1448

Revise the phonemes that the letters in the alphabet make.

Learn the beginning, middle and ending phonemes in simple CVC words.

Learn to blend consonants together to make phonemes.

ACELA1439

Recognise rhymes and phonemes in spoken words. Match spoken words that have matching beginning and ending phonemes.

Identify the position of the phonemes in simple CVC words.

ACELA1439

 

Year 1

The Early Reader & Writer

Read texts such as stories and information reports and answer questions with a focus on the comprehension strategies; main idea; facts and details; sequencing; predicting and summarising.

ACELY1660

The learner will listen to a model of fluent reading of texts repeatedly and then re-read the texts independently increasing their reading rate. Learn to recognise high frequency words by sight.

ACELA1447 ; ACELA1448

ACELA1659 ; ACELA1778

Learn the phonemes made by the various consonant blends and vowel and consonant digraphs in the English language.

ACELA1457

ACELA1458

ACELA1459

Consolidate the ability to hear and identify position of the phonemes in simple CVC words.

ACELA1458

 
   

Year 2

The Transitional Reader & Writer

 

 

Read texts such as stories, information reports and biographies. Answer questions with a focus on the comprehension strategies; main idea; facts and details; sequencing; cause and effect; comparing and contrasting; inferring and drawing conclusions.

ACELA1460 ; ACELA1463; ACELY1670

The learner will listen to a model of fluent reading of texts repeatedly and then re-read the texts independently using text-processing strategies to increase their reading rate. Learn to recognise high frequency words by sight.

ACELY1669

ACELY1679

ACELA1486

Phonics Exercises

 

Learn the phonemes made by the various consonant blends and vowel and consonant digraphs in the English language.

ACELA1471

ACELA1474

ACELA1485

 

Year 3

The Fluent

Reader & Writer

Read texts such as short stories, information and scientific reports biographies, myths & legends, folk tales, magazine articles, persuasive texts, instructions. Answer questions with a focus on the comprehension strategies; main idea; facts and details; sequencing; cause and effect; comparing and contrasting; inferring and drawing conclusions.

ACELA1475 ; ACELY1675;ACELY1679; ACELY1680

 
         

5

When reading short narratives, information texts, biographies and persuasive texts 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

· 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.

· 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.

· identify the main idea of a paragraph or the main message of the text.

Year 4

The Fluent

Reader & Writer

 

Comprehension Exercises

Reading Fluency

Reading Exercises and E-books

 

Read texts such as short stories, historical, information and scientific reports biographies, myths and instructions Answer questions with a focus on the comprehension strategies; main idea; facts and details; sequencing; author’s purpose; figurative language; cause and effect; comparing and contrasting; inferring and drawing conclusions.

ACELA1489 ; ACELA1490; ACELY1692

The learner will listen to a model of fluent reading of texts repeatedly and then re-read the texts independently using text processing strategies to increase their reading rate.

ACELY1691

ACELY1793

 

Year 5

The Fluent

Reader & Writer

 

Read texts such as short stories, newspaper articles, novel extracts, historical and scientific reports autobiographies, poetry and discussions. Answer questions with a focus on the comprehension strategies; main idea; facts and details; sequencing; author’s purpose; figurative language; cause and effect; comparing and contrasting; inferring and drawing conclusions.

ACELA1501 ; ACELA1502; ACELA1504;

ACELY1702 ; ACELY1703; ACELY1797

The learner will listen to a model of fluent reading of texts repeatedly and then re-read the texts independently using text processing strategies to increase their reading rate.

ACELY1702

 


7

When reading narratives, poems, information texts, persuasive texts like arguments, 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.

· identify the intention of the narrator.

· 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.

· locate and interpret directly stated information, including the meaning of specific words and expressions

· identify the main message of the text

· 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.

Year 6

The Independent

Reader & Writer

 

Read texts such as short stories, letters, folk tales, free verse, newspaper articles, novel extracts, historical and scientific reports autobiographies, poetry and discussions. Answer questions with a focus on the comprehension strategies; main idea; facts and details; sequencing; author’s purpose; figurative language; cause and effect; comparing and contrasting; inferring and drawing conclusions.

ACELY1712

ACELY1713

 

Year 7

The Independent

Reader & Writer

Read texts such as short stories, letters, folk tales, free verse, newspaper articles, novel extracts, historical and scientific reports autobiographies, poetry and discussions. Answer questions with a focus on the comprehension strategies; main idea; facts and details; sequencing; author’s purpose; figurative language; cause and effect; comparing and contrasting; inferring and drawing conclusions.

ACELA1531

ACELY1721

ACELY1722

ACELY1723

 

Year 8 & Upper Levels

The Advanced

Reader & Writer

Read texts such as short stories, didactic poems, Shakespearean tragedies, analytical expositions, arguments, speeches, verse, newspaper articles, novel extracts, historical and scientific reports autobiographies, letters to the editor and discussions. Answer questions with a focus on the comprehension strategies; main idea; facts and details; sequencing; author’s purpose; figurative language; cause and effect; comparing and contrasting; inferring and drawing conclusions.

ACELA1542

ACELA1543

ACELY1733

ACELY1734

 

YEAR

9

When reading complex narrative, poems, complex biographical texts, complex information texts and persuasive texts such as arguments, 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.

· identify the main idea of the poem.

· locate a directly stated idea in the text.

· locate directly stated information

 
                             

 

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