NAPLAN 2008

Teacher Support Document

www.det.wa.edu.au/naplan
www.naplan.edu.au

CONTENTS
Test Knowledge & Skills Overview
Questioning Formats & Types
Literacy Skills and Knowledge
Literacy Vocabulary
Narrative Writing Assessment Criteria
Numeracy Skills and Knowledge
Numeracy Vocabulary & Symbols
Literacy Lesson Ideas Language Conventions, Reading, Writing
Numeracy Lesson Ideas
Resources, Websites and acknowledgements
Appendices:

Page 3
Page 4
Page 5
Page 6
Page 7
Page 8
Page 10
Page 11
Page 15
Page 17
Pages 18 - 27

1. Working Mathematically Process Chart

2. Story Mountain Narrative Visual Support
3. Sentence Maker Table Of Words
4. Writing Support Pyramidsentence starters, vocabulary,

connectives &

punctuation

5. Recipe For a Good Story

6 & 7. Word Mats

two pages, Literacy and Numeracy

NAPLAN Testing
NAPLAN Assessment support DET WA 2008

GENERIC SKILLS and KNOWLEDGE required by students to sit tests

PRIORITY

PRIORITY

Know what NAPLAN/Testing week is

Know what will happen during Testing Week
Know what the testing is for and who is participating
in it
Able to work to time limits
Able to complete work within given time
Accustomed to taking tests in a classroom
environment
Understand test-taking conventions and environment
Familiar with test formats/materials/booklet layout
Able to work independently
Able to stay seated for duration of task
Accustomed to reading Standard Australian English
(SAE) texts
Able to follow a variety of both verbal and written
instructions
Able to work independently for a specified amount of
time (according to phase of development/test
requirements)
Able to follow instructions in SAE
Can re-read if information not clear
Able to read/tell time from clock
Able to budget time

Can attempt questions even when difficult

Moves on to next question if present one is too hard
Knows to do easy questions first
Able to use, read & interpret both arbitrary &
standard units
Able to use functions of a calculator under test
conditions
Can correctly use a ruler
Can read the Speech-bubble assistor
Can ask for help when required
Can use scrap paper to brainstorm/mind-map
Can draw on collaged images to stimulate a narrative
Has scaffolding structures in place to write narratives
(4 Ws, characterisation, complications, setting,
endings etc)
Knows elimination strategies/red herrings in multiple
choice selections
Is aware of meta-language in specific aspects of both
Literacy and numeracy
Checks answers before handing in paper

Shade one
Students need to be regularly & repeatedly exposed to varying QUESTION FORMATS, TYPES AND WORDING
Bubble.
NAPLAN Assessment support DET WA 2008

Use your diagnostic data of students teacher judgement, informal and

formal reports, work samples, WALNA data analysis etc to determine
individual student, and whole class, strength and weaknesses.
Use this checklist to prioritise teaching focus so students are thoroughly
practiced in formal test conventions and behaviours.

LITERACY skills and Knowledge

For further details and information, refer to DET MSE Developmental Profiles in reading and writing and the Assessing Students Narrative Writing and
Assessing Students Reading Books see page 9
Multiple
choice
- graphs, grids and tables
- write the correct word/answer in the
Text colour key APPROXIMATE PROFILE for year levels : Black all, Green 3-5, blue 5-7, purple 7-9, Grey narrative all

- Sequencing
- completing number sentences
box
Locate simple information in simple text
Use key features of text- table of contents,
- rank order
- true / false
- use the information below to
diagrams etc
Identify author/illustrator
NAPLAN
Narrative
Writing
Task
assessment
criteria
- size order
- justifying belief/opinion
- look
atattitudes
page that define a

Observe
values
and

Scan text for key words, phrases, dates, places

- shade one bubble
- drawing on/quoting text to substantiate
- What do you think
character
For
further
information
on
the
criteria,
go
to
http://www.naplan.edu.au/test_samples/writing/writing.html

Skim
text
to
get
an
overview

genre,
main
idea
- shade two bubbles
- short answer
- What evidence
Evaluate informational
texts
VOCABULARY
found
in
the
Literacy
tests

Recognise
features
of
fiction
and
non-fiction
texts
CRITERIA
(10)
DESCRIPTION
- probability
- extended answer
Write
the
answer
onparadox,
the SCORE
lineirony

Interpret colloquialism, idioms,

Edit
spelling
errors
in
a
text
- label
- narrative formats
- In your own words write
the
Prefixes,
suffixes,
figurative language
It
is
critical
students
are
exposed
to,
&
understand,
the
meaning
of
instructional
words
The
writers
capacity
to
orient,
engage
and
affect
reader

Lower
case
and
upper
case
- match AUDIENCE
- Comprehension formats
- How does the author
Understand purpose of conventions such as0 punctuation/grammar
vocabulary
in the
questions
inferential,
Awareness
of Common
spelling
errors
whent etc.
-and
literal,
analytical,
cloze
6
The words are in approximate developmental columns, however there will be overlaps
in the
tests
hyphens
etc
evaluative
&applied
responses
diagrammatic
questions

Make
simple
Interpretation
of
characters
The organisation
narrative features includingstatement
orientation,
complication
and resolution
into
sentences
Exclamation
mark ofSynonym

Interpret
metaphorical
language
- definitions

Iinterpret
questions
related
to
pictures
and
an appropriate and article
effective text structure
missing
Evidence
Use structural features to infer-captions, sub0 TEXT STRUCTURE(!)
photographs
and
collages
underlined
Question mark
Simile
published
headings
4

Identify different text types: postcards, newspapers,

correct
(?)
comments
function
Compare, contrast and categorise ideas
letters, timetables, poetry, informational texts, web-pages,
incorrectlabels, brochures,
Plural
poem
Make
a class chart of

Identify & interpret values in a text

gender,
The creation,
selection
and crafting
of ideas forSuggests
a narrative
magazine
articles,
recipes,
pamphlets,
IDEAS
0
- 5 and
the words
text
Adjective
quotation
Intended
race, stereotypes, socio-political issues
advertisements,
short stories, promotions,
media articles,
phrases
NARRATIVE
WRITING: (see also marking criteria
p5) likely to be
Cover Give an opinion
Noun
/ Pronoun
headline
phrase
or reason,
referring
to theand
text
CHARACTER:
The portrayal
development of
character
encountered
by
Can use collaged picture as stimulus
for 0 - 4
title CHARACTER
/ SETTING:
adverb
support
summarises
AND
Quote from
a Verb
written
text toThe
substantiate
development of a sense of place, time and atmosphere
students in your
constructing a narrative idea
SETTING
(sub)heading
cause
caption
Identify pointdescribe
of view and audience
argument,
class, adding new
Can plan/map story in a timely way
words persuasion,
print
problem
label
The range and precision of language choices Aware of logical story structure entries as they are
spelling
Referred/
tounfamiliar
identify
indicates
VOCABULARY
Phonemic awarenesstorefers
decode
words, and
found 0 - 5

Narrative
features

title,
beginning/scene
setting,
line
relates
to
Apostrophe
(

)
motivate
after
much
approximate spellingsThe control of multiple threads and relationships over the whole text, achieved through the
complication,
resolution,
ending - exposure
who, what,&where,
use of
referring words,
substitutions,
word
and text connectives
modelling,
Completes
Speech
marks(
associations
argue
COHESION
Order events paragraph
in a read
text
students
can
0-4
when
practice
of
various
writer/author
reader
)
implied
create
their
own
Summarise events in a read text
The segmenting of text into paragraphs
that assist
the reader to
thequestioning
narrative totypes,
Drawing
onnegotiate
own experiences
enrich written
0 using
- 2 these
illustrator
reflect
commas
metaphor
questions
Interpret symbols
and conventionsInverted
(brackets/heading)
text
students
can
create
meanPARAGRAPHING
section
Italics
extract
words
in text
their
own
test

Use
a bank
of correctly
spelt,
commonly used
The
production
of
grammatically
correct,
structurally
sound
and
meaningful
sentences
Capital
Letter central
purpose
(Semi) colon ; :
0-6
Interpret
idea of narrative texts
questions using
words
Group
the words
Full
stop
( . STRUCTURE
)
main point
Brackets ( )
SENTENCE
Interpret
idioms
a variety of &
Use Sentence level punctuation
sentence
categories
Punctuation
mainbetween
idea
The use oftext
correct
anddiagram
appropriate punctuation to aid the reading of the text the examples into similar
0
5
Make connections
and
Explore the criteria with cohesion
students, at levels appropriate to their
development.
& synonymseg:
because
meaning
NAPLAN
Assessment
DET
WA 2008
4
PUNCTUATION
Can infersupport
about
a characters
feeling
or motivation
Create
a chart of the 10
criteria
with the
students
that is structure,
highlySuggests/indicates/implies
pictorial
Edit own
writing;
for above
clarity,
spelling,
view The accuracy and range
of spelling
incorrect/mistake/
students to usegrammar
the criteria to self-assess and improve
0 - 6not right
Uses of verbs, adverbs, adjectives, Encourage
nouns,
their narrative writing skills
Elaborates on ideas
(Note
where
the
higher
scores
weighted)
SPELLING
are
Draws
on descriptive language to suggest

NUMERACY skills and Knowledge

Number, algebra, function & pattern; space; measurement, chance & data
Identifying missing numbers & patterns 3,6,_ , 12,
15
word problems
Knowledge of multiplication facts
sequencing
mental math strategies number bonds 3+7/6+4 =10
etc,
Addition and subtraction facts to 10/100/1000/10
000 on
comparing numbers in 10s, 100s, 1000s, 10 000s
rounding numbers up/down, nearest 10, 100, 1000
completing number sentences 15 =8
Written number words four, hundred, two thousand
etc
counting on / forwards / backwards
Interpreting a timetable /graph /table
/grid/pictograph
Data representation & interpretation
time analogue , digital , 24hr
Word/symbol/ pictorial fractions quarter, 13. onefifth
Describing/recognising rules in patterns
Ordering ascending, descending 1st, 2nd, 3rd, last
features of 2D and 3D shapes
Shape names circle, square, triangle, cube,
pentagon, polyhedrons, cylinder, rhombus, prism, etc
Interpreting keys/legends on a map
following directional language on a map
patterns based on tessellating shapes
shape reflections
classifying objects
summarising data
NAPLAN Assessment support DET WA 2008

Algebraic operations, early pre-algebra E= MC2

nets of shapes
reading money in decimals - $1.15
BIMDAS procedure - (brackets), indices x + chance events, outcomes,
probability=likely/unlikely/least
drawing and reading angles acute, obtuse, right,
straight, degrees (90, 180, 360)
perform operations involving decimals
Use a calculator to solve variety of problems
calculations with re-grouping
knowledge of pictures/values of coins & notes to
make totals, add, subtract, work out change from a
whole number($2, $10, $20),
Math symbols = + % - $
estimate and read capacity, mass, money,
measurement written and pictorial
area - comparing, covering, measuring
Measurement language: seconds, months, days,
years, months of the year, date, afternoon, morning,
night, day, ml, litres, pm/am, area, size, minutes, hours,
height, size, smallest, heavier, lightest, metres,
kilometres, perimeter, radius,
Conversion of measurements km to m, millimetres
to litres, minutes to hours/min, metres to cm all viceversa
Using a calendar to read date, day, weeks
Percentages of graphs, numbers/amounts etc
Partitioning standard and non-standard
Place value
Start unknown - ?+3=5, change unknown 2+?=5
Inverse relationships
5

Inference from data

interpreting Venn/other diagrams

MATHEMATICAL LANGUAGE & SYMBOLS

It is critical students are aware of, exposed to, & understand, the meaning of math vocabulary & instructional
language
NAPLAN Assessment support DET WA 2008

Shape 2D3D
More/Less
> <
prism
Add/Multiply/Subtract- x + symmetrical
Total
reflect/flip/turn/rotate
Doubl /Share/halve/count
Fold/unfold
number sentence
axis
equal, equation
= net
Most/Least
fraction/half/one third
Face/Edge/ Corner/side
percentage %
Size larger/smaller
decimal point .01
straight/curved
groups of
angle
ones/tens//hundreds
temperature C
first/middle//last 2nd 8th time-seconds/minutes
Rule / Pattern
/hours/days pm, am,
Object
Calendar-day, month, week,
year
money/change $ c
Mass/weight- Kg, g
price/cost/value
Full/empty
Ratio
5:1
Distancekm/m/cm/mm
Largest/smallest number
square metre/sqm/m2

Diameter
Perimeter
radius
Shaded
Area
Table
Coordinates
Grid
graph
scale factor
linear
Chance
Possible
Impossible
Likely/ unlikely
Certain
Probability
Approximate
Spinner
dice

Box
Blocks
Cross x
Maximum/minimum
Same / identical
Next
true
each
together/altogether
both
Order
Even/odd
----------------------------------2z + 5 = - 13
7

INSTRUCTIONAL LANGUAGE FOUND IN THE NUMERACY TESTS:

Label, circle, is closest to, refers to, means, match, represents, shows, indicates, lists, definition, sequence, complete,
In what order, identify, look at, which statement, on the number line, is nearest to,
Use this page as a chart
Use the grid/graph to, which is closest to, How many, whichis missing?, solve,
Or simplify and laminate
What is the total, shade the.,
To create individual desk mats
For further mathematical language, see appendix

NAPLAN Assessment support DET WA 2008

LITERACY LESSON IDEAS

The following are a small sample of lesson suggestions for Language conventions, Reading and Writing. It
is by no means comprehensive but is designed to give you some ideas to get started with. Explore the
resources and suggested websites, to further expand your repertoire of teaching and learning activities.
The activities should be able to be adapted to suit a range of student ages and abilities. Look at the activities through the
eyes of your students their level of development, prior experience and knowledge, students interests, needs of ESL learners,
ability to work in small groups or individually, level of visual representation needed and then modify or extend the activities to
suit your students.
Provide scaffolds for students by using frameworks and support materials, some have been included in the appendix.
Access the resource Assessing Students Reading. This text provides a summarised collation of reading skills assessed in
MSE/WALNA tests and is divided into the four aspects of Use of Texts, Contextual understandings, conventions, processes
& strategies. Each of these aspects also has a fold-out performance profile showing the continuum of skills and
understandings assessed.
There is also a very comprehensive and informative Assessing Students Narrative resource which includes actual
student narrative exemplars and enables teachers to better understand the developmental continuum of writing. If you
can not find a copy at your school, use the following link to either order the materials or download the PDF version

http://www.det.wa.edu.au/education/standards/ordering1.html

NAPLAN Assessment support DET WA 2008

LITERACY LESSON IDEAS

Where
Where
should the
should
the
speech
speech
marks go?
marks
go?
---------------------------

LANGUAGE CONVENTIONS spelling, grammar & punctuation

NAPLAN Sample Questions
Photocopy NAPLAN practice spelling, grammar & punctuation questions, as well as own-made, onto card, colour code to suit OSF levels if you
have a multi-age/levelled class. Use for class/group quizzes, independent /or early finishers work, learning stations activities, peer questioning,
etc. Use incidentally and integrate into other Learning Areas.

Modelling questions & writing

Write sentences on board that include a spelling mistake some circled errors/some not circled, as per sample questions. Students attempt to
correct the spelling. Use words that have common blends, digraphs and trigraphs, prefixes, suffixes, tricky letter combinations and words that
involve spelling rules i before e except after c, etc. and create opportunities for these to be explicit teaching points. Ensure that the teaching
points are visually highlighted by underlining or colouring the lettersjumped, take, action
Model cloze grammar questions with multiple choice responses, completing punctuation in a sentence, choosing a correctly written sentence
from four examples etc. Use the vocabulary (see p5), and verbally and visually model correct English grammar using explicitly explained
examples and non-examples.

Print walk
Have students find words in the printed environment that fit a category, eg: Find me words that end in ed, words with an ea, words with double
letters or double consonants /vowels, words with four syllables, words with a ph f sound etc. Increase the complexity to suit your students
abilities and knowledge fluctuate it within the class to address individual students needs.
A variation could be to create labels that are deliberately misspelled, eg computa, envirament, blu-tac them around the room and have students
locate and collect them. Stick the misspelled words on the board and then as a group write the correct spelling next to it.
It is essential that the classroom has a wide variety of environmental print in it that is added to, and changed, regularly.

Teach Mnemonics
Assist the students to spell commonly misspelled and confusing words through mnemonics
NAPLAN Assessment support DET WA 2008

Eg: Wednesday We do not eat soup day.

Stationary, Still - as in a parked car, Stationery as in pen.
Ensure that the mnemonics are represented as visually as possible, at least initially. Make charts if necessary. Apply the mnemonics
to the students real everyday lives, encourage students to create their own memory strategies.

Using Technology
Have students word process a text - their own, another students, from a magazine? then use the Tools Spelling & Grammar (F7) to
correct text. Students need to be critical users of the tool as it is not always correct. Explore & Discuss.

LITERACY LESSON IDEAS

READING
NAPLAN sample questions
Choose a text (vary text types regularly). Project it onto board/screen. Read as a class then model creating multiple choice style questions for the text.
Progress to having students create the questions- first in small groups, in pairs and then independently. More capable Students could find their own
texts and create test questions then swap the tests with another student. Encourage students to use poems, raps, magazine articles etc. See First
Steps Reading Resource book (FSRR), p 4.
What text type is that?
Provide a particular text type; timetable, recipe, web page, science experiment etc. show students and ask, what text type (genre) is it? Then as a
class list the features that identify it as a particular text type. Do this for a wide range (encourage students to provide the text examples) Collate this
information and create a reference chart.
Harry Potter

Celebrity Heads
CONTEXTUAL
PROCESSES
USE
OF TEXTS
CONVENTIONS
Students play
celebrity
heads using characters from
books read. Contestant asks class
questions to try to identify
character. & STRATEGIES
UNDERSTANDINGS
Teach students
theclever
following
reading to extract information
Support
the development of
TheUse
art of
questioning
may require explicit teaching
and modelling.
Expose students to author and
procedures to illustrate an
Comprehension & Word
Phonological (sound )
illustrator viewpoint,
identified focus/teaching emphasis
Identification strategies and
awareness, Graphophonic
First
Steps
Resource strategies:
representation of information
(see
pgs4 Reading
& 5)
instruct students how to
(visual symbol) , vocabulary
and the devices they use for
*Whole class Shared Reading
Access and Use information,
and text form knowledge .
specific purposes bribery,
for modelling and discussing
(all using the Three-cueing
For excellent activities and
NAPLAN Assessment support DET WA 2008irony, humour etc.
FSRR p17
system-semantic, syntactic and
tables of teaching points see
See FSRR p59-65 for an
*Small group Guided Reading
Graphophonic knowledge)
FSRR p73-105
informative overview
for scaffolding and supporting
FSRR p107 onwards
FSRR p 20

10

LITERACY LESSON IDEAS

WRITING
Oral Story time
For students from a non written-language background, formalised written stories and their structures will be unfamiliar compared
to their own oral story structures and rules. Students will need explicit coaching and practice. Have students recount verbal
stories then teacher/other students write the story into a narrative framework. Try oral build-a-story, scaffolding students to build
a narrative by orally adding a sentence/paragraph/feature etc. Interpret into written story.
Stimulus cards
To assist students to get used to the visual stimulus formula, cut out pictures of people, places and objects and collage onto
cards. Students use these to write a narrative. More capable students can create collages based on a word or theme or
statement, eg: Discovery, Lost, The skys the limit!
Choose a card
Have cards with pictures &/or words on it (according to ability of students); a city, hairclip, parachute, mobile phone, fish,
matches, palm tree, pen, a watch etc. Categorise them into boxes marked Character, setting, objects, events/problems. Students
use the selection of cards to follow narrative procedure, being imaginative with creating the complications and resolution. For
added value, Students can self-assess using the NAPLAN marking key p.6
Digging up Narratives/ story archaeologists
NAPLAN Assessment support DET WA 2008

11

Use a word-less text, eg comic. Students look at illustrations and write a story that suits. Students share their narrative &
teachers reveal the explicit parts of the narrative that students have produced, in a guided discovery manner Physically plant
parts of a narrative (familiar and then unfamiliar) in the sand pit for students to find and sequence. Adapt as required.
Jigsaws
Cut up titles, pictures, texts and questions of several stories, jumble up and have students put them back together. Use a variety
of text types. Vary the activity by cutting up sentences, paragraphs or explicit narrative features for students to sequence.
Alternatives include: using students own writing (with permission)Build a story, teacher writes paragraph then in small groups
or class students add to the story
Other ideasUse student writing examplars in MSE assessment texts and have students assess them using NAPLAN writing criteria p6, Use a
range of story planning proforma as found in appendix , give explicit encouragement to avoid ..and then, and thensentence continuations and to
provide alternate endings to then I woke up, then we went home and the unnecessary use of The End

NUMERACY LESSON IDEAS

The following are a small sample of lesson suggestions it is by no means comprehensive but is designed to give
you some ideas to get started with. Explore the resources and suggested websites to further expand your repertoire
of teaching and learning activities.
Look at the activities through the eyes of your students their level of development, prior experience and knowledge, students
interests, needs of ESL learners, ability to work in small groups or individually, level of concrete manipulation & representation needed
and then modify or extend the activities to suit your students.
Teach students strategies for working mathematically see appendix 1, create into a reference chart. Modify as needed .
Access the MSE resources Assessing Students Number, Space, Measurement, Chance & Data. These texts provide a
summarised collation of numeracy skills assessed in MSE/WALNA tests. http://www.det.wa.edu.au/education/standards/ordering1.html
INCLUDEPICTURE "http://www.det.wa.edu.au/education/standards/Images/num.measurement.jpg" \* MERGEFORMATINET
INCLUDEPICTURE "http://www.det.wa.edu.au/education/standards/Images/num.chance.jpg" \* MERGEFORMATINET
INCLUDEPICTURE "http://www.det.wa.edu.au/education/standards/Images/num.space.jpg" \* MERGEFORMATINET

NAPLAN Assessment support DET WA 2008

12

Math Millionaire
Students, teacher and AIEO write quiz questions focussing on specific math concepts. Encourage the use of varying questioning
vocabulary and question type see chart page 2- eg: diagram or multiple choice. Can use OH projector
Play as per TV show, using 50/50, phone a friend, ask the audience etc, to engage the audience as well.
What is?
Teacher or students read out an answer. Students, individually or in pairs, construct questions to suit the question. You could make these
into small charts that could be added to as students find new questions or into a class big book. Increase the complexity with the level of
development.
Ready, steady, count
As per TV show, in small groups students have a select ion of objects/numbers/symbols of which they use as many as they can to
construct a number story, How many different number stories/sentences can be created using the same objects?
Bingo
Make up bingo cards using numbers, shapes and words etc on them. Create a levelled variety of
question cards to match. For example:

I am a shape with 3 sidesor isosceles triangleor2D shape with three corners

57-18= or 40 1= or3 x 1 3=
2+2+2+2+2 or 5x2 orhalf of 20100 10
I am the name of an angle smaller than 60a sharp angleopposite of obtuseetc

10

39

ACUTE

1kg

NAPLAN Sample Questions

Photocopy NAPLAN practice questions, as well as own-made, onto card, colour code to suit OSF levels if you have a multi-age class.
Use stickers or some other key to label & sort into sub-categories time, graphs, fractions, data, mapping, operations, fractions, money
etcUse for class/group quizzes, independent /or early finishers work, learning stations activities, peer questioning, etc. Photocopy onto
transparencies and Use as a warm-up in mental maths or as a plenary to math lessons.
Finish this
Finish
this
pattern
pattern
* ^ ^ * -* ^ ^ * --

Circle Time
Place a variety of objects on a desk or in the middle of a circle - dice, containers, pattern blocks and 2D & 3D shapes, pencils, handful of
pegs etc. Use as stimulus for questions.Remember to vary the question types and incorporate a range of Math vocabulary (see p7).
After modelling a variety of questions, students can choose objects and take turns asking the questions.
NAPLAN Assessment support DET WA 2008

13

How many red triangles are there?...who can show me a symmetrical shape?...share all the pencils between three peoplewhich
container would hold the least?...What is the largest object here? The second largest?...if we joined all the pegs up, would the line be
closer to 10cm long, 50cm or 1 metre?...
Extension to circle time activity using classroom/environmental objects
Use the clock, calendar, furniture, doors, books, drink bottles, lunch boxes, in the room to stimulate questions. Incorporate the outside
environment and community as relevant. Cover as much content area as possible as listed on page 6. Encourage written responses to
solve some questions. Teacher model explicit, and visual, problem solving.
look at the calendar, what day is the 23rd?..can you find a rectangle bigger than your desk? Or Smaller than this book?...How many
playing cards would it take to cover the area of your desk?...How would you work out the perimeter of the classroom door?...If the
capacity of this tub is 20 litres, how many 750ml water bottles would it take to fill it?...Look at the clock, what time was it 3 hours ago? .
20 minutes ago? Quarter of an hour ago?...Give directions of how to get from your desk to the toiletlets make a graph of how many
stationery items we have in the classwhich is heavier, this laptop or ten calculators?...etcMake a treasure map of the community
houses

FURTHER RESOURCES
Department of Education and Training. (2005) First Steps Writing Resource Book, Rigby Heinemann
First Steps Reading Resource Book
First Steps in Mathematics Number, Measurement, Space, Chance & Data
Department of Education and Training. (2005) Assessing Students Reading
Department of Education and Training. (2005) Assessing Students Narrative Writing
Department of Education and Training. (2005) Assessing Students Number, Space, Measurement, Chance & Data
Kiddey, P & Robson, G. (2005 DET Stepping Out, Curriculum Corporation) Make their Heads Spin!
Fox, Mem & Wilinson, Lyn (2006) English Essentials-The wouldnt-be-without-it guide to writing well, Macmillan SA
http://www.learningplace.com.au/deliver/content.asp?pid=17158

Early algebra project lots of algebra activities for the early years & up

http://www.det.wa.edu.au/education/standards/profiles.html

Developmental profiles in Literacy & Numeracy 3, 5, 7, 9

http://www.curriculum.edu.au/maths/300/
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Curriculum Corporation, Working Mathematically, excellent scaffolded activities from K-12

14

http://www.primaryideas.co.uk/

Good for Literacy, Numeracy & Guided Reading. Some of the ideas in the appendix were adapted from this site.

http://www.standards.dfes.gov.uk/

UK site, teaching ideas, scope & sequence.

http://cms.curriculum.edu.au/assessment/ Curriculum Corporation, Assessment for Learning

http://inteachershands.education.ecu.edu.au/ Effective Literacy practices in the early years. Watch video footage of exemplary teaching strategies.
NAPLAN helpline free call 1800 648 637
With acknowledgements to WALNA, & MSE Tests, First Steps Resources, Curriculum Corporation and the Assessment and Reporting team, DEET NT
For further information, suggestions or feedback about this document, please contact melissa.grantham@det.wa.edu.au

Appendix 1
Working MathematicallyThe Process
First give
me an
interestin
g
problem

Play with the problem to collect & organise data about it.
Discuss & record notes and diagrams.
Pythagoras
Seek & see patterns or connections in the organised data. Make & test hypotheses based on these.
Look in their strategy toolbox for problem solving strategies which could help.
Look in their skill toolbox for mathematical skills which could help
Check their answer and think about what else they can learn from it
Publish their results.

Can I check this another way?

What happens if ...?
How many solutions are there?
How will I know when I have
found them all?

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Read & understand the problem.

Plan a strategy to start the problem
Carry out their plan.
Check the result.
15

If one way
doesn't
work I
just start
again
another
way..

Do I know a similar problem?

Draw a picture or graph

Guess, check and improve

Make a model

Try a simpler problem

Look for a pattern

Write an equation

Try all possibilities

Reproducible Page ... Maths300, Curriculum Corporation

Make
Adapted from the Curriculum Corporation

APPENDIX 2

a list or table

Work backwards

Seek an exception
Break the problem into smaller
parts

Act it out
...

Story Mountain

Dilemma

Build-up

Opening
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Resolution

Ending
16

Opening catch the readers interest, begin with the main character, begin with describing the setting or begin with an interesting event.
Build-up get the main character doing something, drop in a clue as to what might happen, use a hook to make the reader wonder but dont
rush into the exciting bit too soon.
Dilemma introduce a problem either a person or event, make things go badly wrong or make something exciting happen that needs to be
solved.
Resolution- write a series of events that sort out the problem, solve the problem so the main character is alright. what has the main character
learned? How has the main character changed? What is life like now? Link back to the opening with a similarity or difference .

NAPLAN Assessment support DET WA 2008

17

Appendix 3

SENTENCE MAKER

To support the learning of sentence structure. Use this as a framework and change the nouns to suit your students background, interests
and environment.
Set 1

Set 2

Set 3

Set 4

Set 5

Determiner

Adjective

Noun

Verb

Adverb

Preposition

Determiner

Noun

1 The
2A
3 An
4 This
5 That
6 Each
1 The
2A
3 An
4 This
5 That
6 Each
1 The
2A
3 An
4 This
5 That
6 Each
1 The
2A
3 An
4 This
5 That
6 Each
1 The
2A
3 An
4 This
5 That
6 Each

1 emerald
2 primrose
3 scarlet
4 azure
5 turquoise
6 ivory
1 tall
2 thin
3 slim
4 large
5 skinny
6 miniature
1 soft
2 hard
3 rough
4 cold
5 icy
6 warm
1 funny
2 sad
3 weary
4 ancient
5 crazy
6 cunning
1 gentle
2 harsh
3 spiteful
4 mean
5 sharp
6 cruel

1 fox
2 snake
3 shark
4 dragon
5 eagle
6 unicorn
1 ant
2 frog
3 bear
4 coyote
5 mouse
6 wolf
1 giant
2 knight
3 prince
4 princess
5 woodcutter
6 thief
1 goblin
2 pirate
3 ogre
4 troll
5 elf
6 sprite
1 fairy
2 vampire
3 ghost
4 witch
5 wizard
6 stranger

1 swam
2 took
3 thought
4 burst
5 dream
6 won
1 growled
2 snarled
3 yelled
4 groaned
5 jumped
6 leapt
1 grabbed
2 gripped
3 grasped
4 seized
5 clutched
6 held
1 walked
2 trotted
3 tip-toed
4 crept
5 galloped
6 climbed
1 shivered
2 shook
3 froze
4 dived
5 fled
6 trod

1 busily
2 gently
3casually
4 finally
5 simply
6 readily
1 slowly
2 easily
3 calmly
4 heavily
5 moodily
6 angrily
1 loudly
2 softly
3 funnily
4 honestly
5 neatly
6 spitefully
1 hungrily
2 thirstily
3 crazily
4 amazingly
5 cautiously
6 slyly
1 noisily
2 silently
3 explosively
4 foolishly
5 intelligently
6 swiftly

1 about
2 after
3 above
4 at
5 below
6 between
1 by
2 during
3 beside
4 on top of
5 inside
6 before
1 in
2 off
3 across
4 through
5 to
6 under
2 during
3 beside
4 on top of
5 inside
6 before
1 in
2 off
3 across
4 through
5 to
6 under
2 during

1 the
2a
3 an
4 this
5 that
6 each
1 the
2a
3 an
4 this
5 that
6 each
1 the
2a
3 an
4 this
5 that
6 each
1 the
2a
3 an
4 this
5 that
6 each
1 the
2a
3 an
4 this
5 that
6 each

1 flat
2 castle
3 cottage
4 cave
5 tent
6 tower
1 box
2 envelope
3 key
4 mirror
5 surprise
6 parcel
1 cage
2 prison
3 trap
4 room
5 cell
6 tunnel
1 city
2 towm
3 village
4 market
5 inn
6 bridge
1 oak tree
2 rose
3 dagger
4 crystal
5 heart
6 wood

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18

Appendix 4 .1
Cut out the four sides to the
pyramid and glue tabs together.
Students use for writing support,
the further down the pyramid you
go, the more complex the
writing should be.

The
My I
First Then Next.. So..
Last But Another thing
The last time Soon At last
If Another time Because After
Another thing
After a while
Although Afterwards
Before
Eventually Sometimes Often

Never Always Besides Even though Before the/the

Meanwhile Before very long However In addition Despite
An important thing We always If/then I felt as Although I had
I discovered Having decided I actually Despite Due to
As time went Use of adjectives eg. The golden sun The grumpy old man

Use a grabbing first sentence...

Vary sentence length and word order to keep the reader interested.

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19

Appendix 4 .2

First.. So..
because.. next..
exciting.. afraid..
lonely.. interesting..
beautiful.. awful.. enormous..
fierce.. adventure.. accident.. magic..

gigantic.. weird.. freezing.. quietly.. silently..

bravely.. happiness.. joy.. sadness.. fear.. transport..
shelter.. baggage.. companion.. vehicle..

thunderous.. fearful.. marvellous.. attractive.. generously.. echo..

nervously.. worriedly.. patiently.. feelings.. courage.. experience..
peak.. patience.. wasteland.. container.. furnishings.. robe..

sensitive/ly.. timid/ly.. aggressively.. imaginatively.. unfortunate.. murderous..

echoing.. doubtful.. emotion.. anxiety... longing.. progress(noun).. system.. communication..
ingredient.. vibration.. prefer.. nourish.. demonstrate.. enjoy.. leap..

outstanding/ly.. tender/ly.. biological/ly.. formidable.. outspoken.. stern.. comical.. pathetic..

yearning.. dwell.. dine.. progress(verb).. create.. adore.. foreboding.. speculation.. silhouette.. terrain..
apparel.. vision.. atmosphere..

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20

Appendix 4 .3

and
but
so
then
because when
if after
while as well as
although however also besides
even though
never the less
in addition to

contrary to

despite

so as to

Use complex sentence structures appropriately.

Vary sentence length and word order to keep your reader interested

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21

Appendix 4 .4

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?
,

?
( )

!
!
?

22

Appendix 5

A RECIPE FOR A GOOD STORY

Story Ingredients
Who are your main characters (other than you and your friends!)
Where does the story take place?
When? Past, present or future?
How will the story begin and end?
What is the main dilemma?

Method

Carefully select a handful of characters

Place them in a descriptive setting where anything could happen.
Add a few pinches of enjoyment and let the story simmer for a few minutes so we get
to know those characters.
After the characters have become known stir in an exciting event,
a bad character or a problem to be solved, be careful not to add too much!
Let the story boil then reduce the heat and solve the problem.
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23

Serve to the reader with a final garnish that shows what has been learnt or what has
changed.

26 letters of the Alphabet Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz

7 Days of the week

Monday
Tuesday
Wednesday
Thursday
Friday

12 Months of the
year
Days

31
28*
31
30
31
30
31
31
30
31
30
31

Bat
Bird: Brolga, owl,
turkey, cockatoo
Cat / kitten
Cow bull
Crab
Crocodile
Dog / puppy
Donkey
Fish: Barramundi, bream,
perch, catfish
Frog / Tadpole
Horse
Kangaroo /Joey
Snake
Triangle
SHAPES

sun
rain
humid
muddy
rain
flood
cyclone
cold
hot
warm
cloud
rainbow
wet season
dry season
windy

Saturday
Sunday

January
February
March
April
May
June
July
August
September
October
November
December

Animals & minibeasts

WEATHER
words

The Five Senses

Smell
Hear

nose
ear

Heart
Square

Touch

Taste
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Assessment
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365 Days
in a year
See
366 Days*Leap year

Diamond

hand

Oval

tongue
eyes

Cube
Rectangle
Star
Circle

Butterfly
Caterpillar
Dragonfly
Fly
Gecko
Grasshopper
Spider
Moth
Wasp
Worm

PUNCUATION

= Fullstop

= Comma

= Question mark

= Exclamation

____ Speech marks

MY BODY

SIZE

BIG
Small
LONG

Short
TALL

wide

24

First

Second

Appendix
7 2nd
1st
COLOURS: red

Third

Fourth

Fifth

Sixth

3rd

4th

5th

6th

Seventh

7th

Eighth

8th

Ninth

9th

Tenth

10th

Twentieth

20th

One-Hundredth

Last

100th

blue yellow pink brown green purple black orange white grey light/dark

1.One
.
WHO ?
WHERE ?
WHAT ?
WHEN ?
2.Two
..
Australia
Swimming
Today
Me
3.Three

Brother
Fishing
Yesterday
them Sister
4 Four
.
Hunting
Tomorrow
Oval
(add local
5.Five
.....
You
Niece
Playing
Next week
Home
place names
6 Six

I
Nephew
Sleeping
Last week
Basketball court
here)
7 Seven .
Cousin sister
Running
Last night Easter
Us
School
8 Eight ..
Cousin
brother
Riding
Weekend Christmas
Shed
We
9 Nine
Family
Walking
Sunrise
Holidays
Office
Mum Friends
10 Ten .
Chasing
Sunset
Breakfast
playground
Eleven
11
Dad Mate
watching
Day
Lunch
river
Twelve
12
Aunty Teacher
TV / Television
Night
Dinner
Perth
Thirteen
13
Father
Movie / DVD / video
After
Uncle
Sydney
Fourteen
14
Sir/Mr
Disco
/
CD
/
Radio
Before
Cousin
Melbourne
Fifteen
15
Miss/Mrs
Car/Toyota
Now
Nan
Adelaide
Sixteen
16
Bike
Later
Darwin
Seventeen 17
pop
Motorbike
Eighteen
18
Nineteen
19
Twenty
20
LEFT
RIGHT
Thirty
30
FOOD
FEELINGS
TOP
Forty
40
Happy
UP
ABOVE
Fifty
50
Egg
Muesli
Bar
Apple
Sad
Sixty
60
Soup
Orange
Banana Fruit
Angry
MIDDLE
CENTRE
Seventy
70
Tea
Ham
Pie
Bread
Surprised
Eighty
80
Take-Away
Juice
Porridge
Chicken
Frustrated
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Assessment
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2008
Ninety
BELOW
Lemonade Rice Half Toast
+90 Add/Plus/sum
of
$ Dollar
km Kilometres DOWNkg Kilogram
Chips
Excited
Hundred 100
BOTTOM
Turkey
Mango
Sandwich
Chocolate
Scared
- Take-away/minus/subtract
Quarter
c Cents
cm Centimetres
g gram
Thousand 1000
Water
Meat
Sausage
UNDER
Cheese
Frightened
Million 1000x000
Times/multiply/groups of
Three quarters
% Percent
mm Millimetres
Mad

25