1. Supporting your child with NAPLAN
Welcome
Video – What is NAPLAN
Preparation for NAPLAN
Minimum Standards – Reading
Minimum Standards – Language Conventions & Spelling
Marking Criteria – Writing
Writing Prompts – Narrative and Persuasive
NAPLAN Website
Numeracy Test & Newman’s Error Analyses
Stress & Anxiety

2. Preparation for NAPLAN
NAPLAN tests are constructed to give students an opportunity to demonstrate skills they have learned over time through the school curriculum
Excessive preparation is not useful and can lead to unnecessary anxiety.
Teachers will ensure that students are familiar with the test formats and will provide appropriate support and guidance
NAPLAN test days should be treated as just another routine event on the school calendar
The best way you can help your child prepare for NAPLAN is to reassure them that NAPLAN tests are just one part of their school program, and to urge them to simply do the best they can on the day.
ACARA does not recommend the use of commercial products, such as booklets and practice tests, to help your child prepare for NAPLAN tests. None of the commercial products currently on the market are endorsed by ACARA. The use of services by coaching providers is not recommended.

3. Minimum Standards Reading Year 3
When reading simple imaginative texts, students can:
•find directly stated information
•connect ideas across sentences and paragraphs
•interpret ideas, including some expressed in complex sentences
•identify a sequence of events
•infer the writer’s feelings.
When reading simple information texts, students can:
•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.
At the minimum standard, Year 3 students generally make some meaning from short texts, such as stories and simple reports, which have some visual support. They make connections between directly stated information and between text and pictures.
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:
•connect an illustration with ideas in the text
•locate a detail in the text
•identify the meaning of a word in context
•connect ideas within a sentence and across the text
•identify the purpose of the text
•identify conventions such as lists and those conventions used in a letter.

4. Minimum Standards Reading – Year 5
When reading a short narrative, students can:
•locate directly stated information
•connect and interpret ideas
•recognise the relationship between text and illustrations
•interpret the nature, behaviour and motivation of characters
•identify cause and effect.
When reading an information text, students can:
•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.
At the minimum standard, Year 5 students generally interpret ideas in simple texts and make connections between ideas that are not stated. They identify the purpose of a text as well as parts of a text such as diagrams and illustrations.

5. When reading a biography or autobiography, students can:
•connect ideas
•identify the main purpose of the text
•make inferences about the impact of an event on the narrator
•interpret an idiomatic phrase or the meaning of a simple
figurative expression.
When reading a persuasive text such as an advertisement, students can:
•locate directly stated information
•identify the main idea of a paragraph or the main message
of the text.

6. Language Conventions Grammar Punctuation Spelling
Year 3
Identify features of a simple sentence.
They identify some common grammatical conventions such as the correct use of past and present tense and the use of pronouns to replace nouns in sentences.
They typically recognise the correct use of punctuation in written English, such as capitalisation for sentence beginnings and proper nouns.
In grammar students can:
•identify the correct preposition required to complete a sentence
•identify the correct pronoun required to complete a sentence
•identify the correct adverb of time required to complete a sentence
•identify the correct form of a participle required to complete a sentence.
In punctuation students can:
•identify the correct location of a full stop
•identify proper nouns that require capitalisation.

7. Year 5
Identify common grammatical conventions such as the correct use of conjunctions and verb forms.
The correct use of punctuation in written English, such as the use of question marks and speech marks for direct speech.
In grammar students can:
•identify the correct conjunction required to join a pairof simple sentences
•identify the correct form of the verb required to complete a sentence
•identify which adverb in a sentence describes how an action took place
•identify the correct plural pronoun required to complete a sentence.
In punctuation students can:
•identify direct speech that uses capital letters, question marks and speech marks.

8. Spelling
Year 3
In Spelling, Year 3 students at the minimum standard generally identify and correct errors in frequently used one-syllable words and some frequently used two-syllable words with double letters.
Students can correct identified errors in:
•frequently used one-syllable words
•frequently used two-syllable words with regular spelling patterns.
Year 5
In Spelling, Year 5 students at the minimum standard generally identify and correct errors in most one- and two-syllable words with regular spelling patterns and some less frequently used words with double letters.
•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:
•high frequency compound words
•less frequently used multi-syllable words with double letters.

9. Marking Criteria - Writing

10. Writing Prompts - Narrative

11. Writing Prompts - Persuasive

12. Minimum Standards Calculating- Year 3
recall and use addition and subtraction facts to 20
use partitioning to assist addition and subtraction of one- and two-digit numbers
interpret repeated addition as multiplication
form equal groups of objects, given a visual support

13. Minimum Standards- Calculating Year 5
recall addition and subtraction facts of small numbers
identify and use known number facts to assist calculations
multiply small whole numbers
complete operations with coins and record amounts of money in decimals
add or subtract common fractions with the same denominators.

14. Worded mathematics problems

15. How you can help: Parent/ Family Child
1. Please read the question to me. If you don't know a word, leave it out.
I can read the problem and find the key words
2. Tell me what the question is asking you to do.
I can say what the question is asking me to do in my own words
3. Tell me how you are going to find the answer.
I have a plan to find out the answer
4. Show me what to do to get the answer. "Talk aloud" as you do it, so that I can understand how you are thinking.
I know how to use mathematics correctly to solve the problem
5. Now, write down your answer to the question (and check that it is correct)
I have checked my working out
I know my solution answers the question
I can write or indicate my answer correctly

16. Visualisation and Numeracy

18. Website

19. Common behaviours when children feel nervous or stressed
Sometimes children tell us how they are feeling through their behaviour, says KidsMatter.
These changes in behaviour could indicate stress or nervousness:
being more irritable
easily upset
clingy or fidgety
displaying less interest in activities they normally enjoy
“Some children can find it difficult to put into words how they are feeling, so it is often up to parents and carers to recognise that their child needs some extra support,” says KidsMatter.

20. What can parents do to help?
‘Being there’ emotionally
Discuss feelings.
Support children’s confidence
Help with relaxation skills
Teach helpful thinking- encourage them to say “I’ll give it a go”.
Lead by example e.g., “I feel a bit nervous, but I’m going to try my best”.
Help your child have clear expectations– Talking through what will happen
Discuss problem-solving– Brainstorm situations that might arise during the test and then come up with possible solutions with them.
Teach confidence-building tricks– For example, looking through the paper and completing questions they know they can answer first before trying more difficult ones.

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