DEPARTMENT OF EDUCATION
2013 NAPLAN
Reading Analysis
National Assessment Program
Literacy and Numeracy
Introduction
One of the most crucial elements of supporting reading development is
the explicit teaching of reading strategies so readers are able to access
their prior knowledge during reading.
First Steps Reading Resource Book (Second Edition)
The purpose of this document is to encourage teachers to think about the meta-cognitive
instructional strategies required to improve the reading comprehension levels of all students.
Explicitly teaching students question types, reading strategies and conventions is essential to the
development of students’ reading comprehension.
Levels of comprehension
Literal
Inferential
Synthesis
Evaluative
Applied/Creative
An understanding of what is explicitly stated in the text
Going beyond an author’s literal statements to draw inferences
Connecting, comparing, determining importance of information
Making a judgement or interpretation of a text
Going beyond the text to apply information in new situations, making
generalisations and responding emotionally
Reading strategies
Explicitly teaching a range of reading strategies is vital to ensure students are able to successfully
access cues to support reading. When students ask themselves questions before and/or during
reading, they read the text in search of answers and are engaged in active comprehension. The
reading strategies outlined in First Steps Reading Resource book (2004: 114) are:






Predicting
Connecting
Comparing
Inferring
Synthesising
Creating Images





Self-questioning
Skimming
Scanning
Determining Importance
Summarising and
Paraphrasing







Re-reading
Reading On
Adjusting Reading Rate
Sounding Out
Chunking
Using Analogy
Consulting a Reference
Reference to the use of reading strategies can be found throughout the Australian Curriculum:
English.
Conventions
Students need to use conventions independently when reading authentic texts. Students need to
develop phonological awareness, graphophonic knowledge, vocabulary knowledge and text form
knowledge. Exposure to a range of fiction and non-fiction texts is essential for the development of a
broad vocabulary.
Efficient readers use text knowledge to read and understand texts. It is important for students to
develop an understanding of purpose (writing and reading), text organisation, text structure and
language features (First Steps Reading Resource book, 2004: 95).
Focus Areas
The following notes are generalisations based on the 2013 NAPLAN data provided.
Understanding the question
Carefully reading the question and understanding what it is asking for is essential. Many questions appear to
have been answered incorrectly due to a misreading of the question e.g. Year 3 Question 15, Year 7 Question
26 and Year 9 Question 15.
Referring to the text
It is vital that students learn to justify their answers by referencing the text. A number of questions appear to
have been answered using students general or assumed knowledge e.g. Year 3 Question 24, Year 5
Questions 7, Year 7 Question 10 and Year 9 Question 5.
Scanning
Scanning the text for a key word, acronym or a multiple choice option is the key to locating directly stated
information. A number of questions could be answered correctly simply by scanning the text e.g. Year 3
Question 8, Year 5 Question 3 and Year 9 Question 39.
Synonymous match (vocabulary)
It is important that students are taught about synonyms in context when reading (as well as when trying to
improve their writing). Questions at all year levels require students to make a synonymous match e.g. Year 3
Question 4, Year 7 Question 13 and Year 9 Question 24.
Reading ‘around’
Having located a key word or phrase in the text, students need to read before as well as after it to locate
answers. A number of questions appear to have been answered incorrectly because students have read on
but not before the relevant word or phrase in the text e.g. Year 5 Question 29, Year 7 Question 13 and Year 9
Question 39.
Referring words (noun-pronoun referencing)
An understanding of pronoun referencing is essential in order to comprehend texts. This should be discussed
in context during shared reading. Students who answered Year 3 Questions 26 and 32 incorrectly may have
had difficulty with this.
Connecting information across sentences/paragraphs
Students need practice synthesising information purposefully. Questions that required students to connect
information across sentences and paragraphs were generally answered poorly by Year 9 students e.g.
Questions 14, 15, 16, 39 and 41.
Question Analysis
Australian Curriculum
Links to the Australian Curriculum v5.1 have been provided to show where the skills and knowledge required
to answer the question can be located in the English curriculum. Please note that other curriculum areas might
include relevant content but have not been referenced here. Content descriptions (and some elaborations)
have been copied directly from the curriculum.
The selection of questions for analysis
One question has been selected for analysis from each text in each test (years 3, 5, 7 and 9). Six questions
have been selected for year 3 and 5, eight for year 7 and 9. Some of these questions are link questions so
they appear in a test for another year level as well. Questions were selected for two reasons:
1. A large difference (more than 18%) between the percentage of Northern Territory students who
answered correctly and the percentage of students across Australia who answered correctly
2. A significant percentage of students (in the Northern Territory) selected one of the incorrect options.
Notes on the data
The data used for this analysis is the full census item analysis data provided prior to the validation
by schools at the end of September 2013.
The % NT response and % Aust response columns (see image) do not total 100% because other
responses (including the colouring of multiple ‘bubbles’ or missing responses) are not shown here.
Class or school percentages can be recorded next to these columns for your reference.
Using this document
The table colour is
the same colour
used for the year
level test booklets
Text title
Year level and the
order the text
appears in the
Reading Stimulus
Magazine
A copy of the text as
it appeared in the
2013 NAPLAN
Reading test
Relevant section of
the text with words
and phrases that
relate directly to the
question highlighted
Description of the
skill the question is
intended to test
Question as it
appeared in the 2013
NAPLAN Reading
test
Type of question e.g.
literal, inferential (see
page 1)
The shaded option is
the correct answer. In
this case, this is A.
Type of text
Percentage of
Australian students
who selected this
option based on initial
data (see page 1)
Other questions of
this type (e.g.
inferential) in the
2013 NAPLAN test
for this year level
Percentage of
Northern Territory
students who
selected this option
based on initial data
(see page 2)
Details about what
students need to
know and be able to
do to answer the
question correctly
and possible reasons
for incorrect answers
Multiple choice
options
Questions that are
included in a test for
another year level
e.g. question 24 in
the year 3 test is the
same as question 12
in the year 5 test
Ideas for teaching
students who
answered this
question or similar
questions incorrectly
Strategies competent
readers might use to
answer the question
(see First Steps
Reading Resource
book page 114)
Question Types
Year 5
Year 3
No.
Text

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
Earthworms
Earthworms
Earthworms
Earthworms
Earthworms
Earthworms
Eggs
Eggs
Eggs
Eggs
Eggs
Eggs
The story of Thunder and Lightning
The story of Thunder and Lightning
The story of Thunder and Lightning
The story of Thunder and Lightning
The story of Thunder and Lightning
The story of Thunder and Lightning
An interview with Andy Griffiths
An interview with Andy Griffiths
An interview with Andy Griffiths
An interview with Andy Griffiths
An interview with Andy Griffiths
An interview with Andy Griffiths
Kaiya goes hunting
Kaiya goes hunting
Kaiya goes hunting
Kaiya goes hunting
Kaiya goes hunting
Kaiya goes hunting
Adopt-a-Dog
Adopt-a-Dog
Adopt-a-Dog
Adopt-a-Dog
Adopt-a-Dog
Adopt-a-Dog
C
A
C
B
B
D
B
D
A
A
D
A
D
D
C
B
B
D
A
D
B
A
B
A
B
C
C
C
D
D
S
C
B
S
D
D
Question
Type
Literal
Literal
Literal
Literal
Synthesis
Evaluative
Inferential
Literal
Literal
Literal
Literal
Synthesis
Inferential
Applied
Inferential
Inferential
Literal
Inferential
Literal
Inferential
Literal
Literal
Literal
Inferential
Literal
Inferential
Inferential
Inferential
Inferential
Evaluative
Applied
Synthesis
Literal
Synthesis
Applied
Inferential
No.
Text

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
The tree of life
The tree of life
The tree of life
The tree of life
The tree of life
The tree of life
An interview with Andy Griffiths
An interview with Andy Griffiths
An interview with Andy Griffiths
An interview with Andy Griffiths
An interview with Andy Griffiths
An interview with Andy Griffiths
Kaiya goes hunting
Kaiya goes hunting
Kaiya goes hunting
Kaiya goes hunting
Kaiya goes hunting
Kaiya goes hunting
Fishing from the rocks
Fishing from the rocks
Fishing from the rocks
Fishing from the rocks
Fishing from the rocks
Fishing from the rocks
Dufken
Dufken
Dufken
Dufken
Dufken
Dufken
Dufken
City of the Ancients
City of the Ancients
City of the Ancients
City of the Ancients
City of the Ancients
City of the Ancients
D
A
B
C
A
C
A
D
B
A
B
A
B
C
C
C
D
D
A
A
B
D
A
D
C
C
B
B
D
C
D
C
A
S
A
B
B
Question
Type
Literal
Literal
Literal
Literal
Literal
Evaluative
Literal
Inferential
Literal
Literal
Literal
Inferential
Literal
Inferential
Inferential
Inferential
Inferential
Evaluative
Inferential
Literal
Inferential
Inferential
Evaluative
Synthesis
Literal
Inferential
Literal
Literal
Synthesis
Inferential
Evaluative
Evaluative
Applied
Inferential
Inferential
Literal
Evaluative
Year 7
Year 9
No.
Text

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
Skippy the Bush Kangaroo
Skippy the Bush Kangaroo
Skippy the Bush Kangaroo
Skippy the Bush Kangaroo
Skippy the Bush Kangaroo
Skippy the Bush Kangaroo
Fishing from the rocks
Fishing from the rocks
Fishing from the rocks
Fishing from the rocks
Fishing from the rocks
Fishing from the rocks
Duyfken
Duyfken
Duyfken
Duyfken
Duyfken
Duyfken
Duyfken
Weeds
Weeds
Weeds
Weeds
Weeds
Weeds
Out at Midnight
Out at Midnight
Out at Midnight
Out at Midnight
Out at Midnight
Out at Midnight
RSPCA
RSPCA
RSPCA
RSPCA
RSPCA
RSPCA
Encounter in Castle Estondrake
Encounter in Castle Estondrake
Encounter in Castle Estondrake
Encounter in Castle Estondrake
Encounter in Castle Estondrake
Encounter in Castle Estondrake
Encounter in Castle Estondrake
The melting Third Pole
The melting Third Pole
The melting Third Pole
The melting Third Pole
The melting Third Pole
The melting Third Pole
B
C
A
D
D
A
A
A
B
D
A
D
C
C
B
B
D
C
D
D
C
D
B
A
C
C
S
D
D
B
C
A
B
D
C
C
B
A
A
C
A
D
C
A
C
D
A
C
B
B
Question
Type
Literal
Synthesis
Inferential
Literal
Literal
Synthesis
Inferential
Literal
Inferential
Inferential
Evaluative
Synthesis
Literal
Inferential
Literal
Literal
Synthesis
Inferential
Evaluative
Evaluative
Evaluative
Evaluative
Evaluative
Applied
Evaluative
Inferential
Inferential
Evaluative
Evaluative
Inferential
Applied
Synthesis
Inferential
Inferential
Literal
Evaluative
Evaluative
Evaluative
Inferential
Inferential
Inferential
Inferential
Literal
Inferential
Synthesis
Applied
Evaluative
Synthesis
Inferential
Applied
No.
Text

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
Mind your reflection
Mind your reflection
Mind your reflection
Mind your reflection
Mind your reflection
Mind your reflection
RSPCA
RSPCA
RSPCA
RSPCA
RSPCA
RSPCA
Malaria’s ancient mask
Malaria’s ancient mask
Malaria’s ancient mask
Malaria’s ancient mask
Malaria’s ancient mask
Malaria’s ancient mask
Encounter in Castle Estondrake
Encounter in Castle Estondrake
Encounter in Castle Estondrake
Encounter in Castle Estondrake
Encounter in Castle Estondrake
Encounter in Castle Estondrake
Encounter in Castle Estondrake
Being a vegetarian
Being a vegetarian
Being a vegetarian
Being a vegetarian
Being a vegetarian
Being a vegetarian
In the moment
In the moment
In the moment
In the moment
In the moment
In the moment
The ultimate connection
The ultimate connection
The ultimate connection
The ultimate connection
The ultimate connection
The ultimate connection
Going somewhere
Going somewhere
Going somewhere
Going somewhere
Going somewhere
Going somewhere
D
C
S
D
B
C
A
B
D
C
C
B
D
D
B
D
C
A
A
A
C
A
D
C
A
B
B
C
A
A
C
B
C
D
B
A
A
D
B
C
C
A
B
D
B
S
A
C
B
Question
Type
Synthesis
Evaluative
Synthesis
Synthesis
Evaluative
Inferential
Synthesis
Inferential
Inferential
Literal
Evaluative
Evaluative
Synthesis
Synthesis
Synthesis
Literal
Evaluative
Inferential
Evaluative
Inferential
Inferential
Inferential
Inferential
Literal
Inferential
Inferential
Synthesis
Inferential
Evaluative
Applied
Evaluative
Evaluative
Inferential
Synthesis
Inferential
Inferential
Evaluative
Synthesis
Literal
Literal
Literal
Applied
Evaluative
Inferential
Evaluative
Synthesis
Inferential
Evaluative
Inferential
Teaching Test Skills
Test knowledge
Explain the test structure to students prior to the test.

The test consists of a series of texts that get harder.

Early questions relate to earlier parts in the text.

Sentences and phrases in the test question that are in italics are quoted from the text.
The text (reading stimulus magazine)





Look at the title, layout and images before reading and
predict what you think the text will be about.
Read the text through once before reading the questions.
Identify the text type, audience and purpose.
Number the paragraphs for easy reference later.
Underline key words and jot summarising notes next to
the text.
The question










Read the question carefully, including all of the multiple
choice options.
Underline or highlight key words in the question.
Paraphrase the question (i.e. write the question in your
own words).
Check whether the question directs you to part of the text
e.g. (paragraph 2) or in the first two paragraphs
Find the relevant part of the text by scanning the text for
key words or going to the paragraph mentioned in the
question.
Re-read this part of the text ensuring you read all of the
relevant sentence/s or paragraph. This will usually mean
reading both before and after the key words.
Ensure you understand what the question is asking by rereading all of it before answering.
Cross out any distractors that are incorrect.
Ensure you understand the instructions e.g. colour only
one bubble.
If the question is a short answer question, is it asking you
to quote directly from the text or write something in your
own words?
Earthworms
Year 3: Text 1
Australian Curriculum v5.1
Year 2
Understand how texts are made cohesive through resources, for
example word associations, synonyms, and antonyms ACELA1464
Year 2
Use comprehension strategies to build literal and inferred meaning
and begin to analyse texts by drawing on growing knowledge of
context, language and visual features and print and multimodal text
structures ACELY1670
 making connections between the text and students’ own
experiences and experiences with other texts, comparing
authors’ differing point of view on a topic
 making connections between information in print and images
 building on and using prior knowledge and vocabulary
 making valid inferences using information in a text and students’
own prior knowledge
 predicting, asking and answering questions as they read, and
summarising and reviewing meaning
See also Year 1 ACELY1660
Item
Descriptor
Question
Makes a
synonymous
match in a
simple
information
text.
Question type
Literal
Text type
Information
Similar questions
1, 2, 3, 8, 9, 10, 11, 17,
19, 21, 23, 25, 33
Option
% NT
response
% Aust
response
A
15
7
B
61
83
Question analysis
This question draws on vocabulary knowledge. After scanning the text for the word
“hairs”, students must understand the meaning of the words “grip” and “wriggle” in the
context in which they have been used. Students need to read beyond “grip” and make
a synonymous match between “wriggle” and “move”.
Students who chose Option A – eat could have read ahead to the next paragraph or
made the assumption that the hairs grip so that the worm can eat. Some of these
students will have coloured the first bubble.
Reading strategies
Scanning, creating images, self-questioning
C
9
6
Teaching ideas
D
9
4
Link
This is not a link question.



Build vocabulary through exposure to a range of texts.
Teach synonyms in context.
Discuss alternative words while reading e.g. What words could the writer
have used instead of “grip” and “stiff”? What other words in this paragraph
mean ‘earth’?
Eggs
Year 3: Text 2
Australian Curriculum v5.1
Year 2
Use comprehension strategies to build literal and inferred meaning
and begin to analyse texts by drawing on growing knowledge of
context, language and visual features and print and multimodal text
structures ACELY1670

making connections between the text and students’ own
experiences and experiences with other texts, comparing
authors’ differing point of view on a topic

making connections between information in print and
images

building on and using prior knowledge and vocabulary

making valid inferences using information in a text and
students’ own prior knowledge

predicting, asking and answering questions as they read,
and summarising and reviewing meaning
See also Year 1 ACELY1660, Year 3 ACELY1680
Question
Item Descriptor
Question type
Locates an
explicitly stated
detail in an
information text.
Literal
Text type
Information
Similar questions
1, 2, 3, 4, 9, 10, 11,
17, 19, 21, 22, 23, 25,
33
% NT
response
% Aust
response
Question analysis
Option
A
11
3
Options A, B and C (“rice”, “milk” and “butter”) are not used in the text. The question
uses basic cultural or world knowledge. Students who selected these may have
guessed the answer without referring to the text.
B
14
8
Reading strategies
This is a literal question that requires students to locate an explicitly stated detail in the
first paragraph. This question could be answered correctly by scanning the text for the
four options.
Scanning
Teaching ideas
C
12
10


D
56
79
Link
This is not a link question.

Deconstruct the question – “According to the text” means the answer can be
found in the text. The question is not asking for an opinion.
Emphasise the importance of referring to the text. Ask students where they
found answers and encourage highlighting of the text.
Teach scanning – Model the use of this strategy a number of times (i.e. think
aloud while demonstrating how to find a name, date or sub-heading)
immediately before providing opportunities for guided practice e.g. Hunt the
Text Challenge (see First Steps Reading Resource book pages 160-1).
The Story of Thunder and Lightning
Year 3: Text 3
Australian Curriculum v5.1
Year 2
Read less predictable texts with phrasing and fluency by combining
contextual, semantic, grammatical and phonic knowledge using text
processing strategies, for example monitoring meaning, predicting,
re-reading and self-correcting ACELY1669
Year 2
Use comprehension strategies to build literal and inferred meaning
and begin to analyse texts by drawing on growing knowledge of
context, language and visual features and print and multimodal text
structures ACELY1670

making connections between the text and students’ own
experiences and experiences with other texts, comparing
authors’ differing point of view on a topic

making connections between information in print and
images

building on and using prior knowledge and vocabulary

making valid inferences using information in a text and
students’ own prior knowledge

predicting, asking and answering questions as they read,
and summarising and reviewing meaning
See also Year 2 ACELA1470
Question
Item Descriptor
Question type
Infers how
characters are
portrayed in a
folktale.
Inferential
Text type
Narrative
Similar questions
7, 13, 16, 18, 20, 24,
26, 27, 28, 29, 36
Option
% NT
response
% Aust
response
A
21
13
B
14
13
Question analysis
In order to answer this question, students need vocabulary knowledge (i.e. familiarity
with the words lazy, violent, powerless, disorganised, fear, told and ordered). Students
need to understand that being powerless is synonymous with being helpless (needing
help). They need to recognise that the phrase “lived in fear” tells the reader the villagers
are scared (rather than lazy) and that “told their king” suggests that the villagers were
actually asking for help.
Students who answered Option B – violent may not have read the question carefully
and therefore linked the behaviour to the sheep instead of the villagers.
Reading strategies
C
39
56
Inferring, connecting, self-questioning, predicting
Teaching ideas


D
16
17


Link
This is not a link question.
Build vocabulary through exposure to a range of texts.
Teach students about different question types i.e. literal, inferential and
evaluative.
Teach inferring and self-questioning. Model the self-questioning strategies e.g.
Why didn’t the villagers just tell the sheep to stop?
Encourage text to self connections e.g. Have you ever been scared, felt
powerless and asked a friend or adult for help?
An interview with Andy Griffiths
Year 3: Text 4
Australian Curriculum v5.1
Year 2
Know some features of text organisation including page and screen
layouts, alphabetical order, and different types of diagrams, for
example timelines ACELA1466
Year 2
Use comprehension strategies to build literal and inferred meaning
and begin to analyse texts by drawing on growing knowledge of
context, language and visual features and print and multimodal text
structures ACELY1670

making valid inferences using information in a text and
students’ own prior knowledge

predicting, asking and answering questions as they read,
and summarising and reviewing meaning
See also Year 2 ACELY1669, Year 3 ACELY 1680
Question
Item Descriptor
Question type
Infers the
reason an
interviewee
introduces a
quote in an
answer to an
interview
question.
Inferential
Text type
Interview
Similar questions
7, 13, 15, 16, 18, 20,
26, 27, 28, 29, 36
Option
% NT
response
% Aust
response
A
29
45
B
38
37
C
9
6
Question analysis
This question requires vocabulary knowledge and text knowledge; specifically an
understanding of structure (question/answer), text organisation (bold questions) and
purpose. Students need to understand the quote and/or the question that it was used to
answer. The wording of the question (“What do you say to kids who say…”) is asking
for advice. To answer this question correctly, students need to know the word advice
and the forms advice can take.
Students who selected Option B – tell a story (38% of Northern Territory students) may
not have referred to the text. They may have used existing knowledge that both Andy
Griffiths and Dr Seuss are storytellers to answer the question. Others may have
assumed Dr Seuss was a character in a story by Andy Griffiths.
Reading strategies
Inferring, re-reading, paraphrasing
Teaching ideas
D
12
10
Link
Year 5 Question 12



Share quotes – dissect and discuss
Teach Interview structure and purpose
Model re-reading and paraphrasing to understand a quote and provide
immediate opportunities for practice.
Kaiya goes hunting
Year 3: Text 5
Australian Curriculum v5.1
Year 1
Recognise and know how to use morphemes in word families for
example ‘play’ in ‘played’ and ‘playing’ ACELA1455
 building word families from common morphemes (for example
'play', 'plays', 'playing', 'played', 'playground')
 using morphemes to read words (for example by recognising
the 'stem' in words such as 'walk/ed')
Year 2
Use comprehension strategies to build literal and inferred meaning
and begin to analyse texts by drawing on growing knowledge of
context, language and visual features and print and multimodal text
structures ACELY1670

making connections between the text and students’ own
experiences and experiences with other texts, comparing
authors’ differing point of view on a topic

building on and using prior knowledge and vocabulary

making valid inferences using information in a text and
students’ own prior knowledge

predicting, asking and answering questions as they read,
and summarising and reviewing meaning
See also Year 2 ACELY1669, Year 3 ACELY 1680
Item
Descriptor
Question
Interprets
the reason
for a
character’s
reaction in a
narrative
text.
Question type
Inferential
Text type
Narrative
Similar questions
7, 13, 15, 16, 18, 20,
24, 27, 28, 29, 36
% NT
response
% Aust
response
Question analysis
Option
A
17
16
B
38
49
Those students who selected Option B – He didn’t want Goolra to wake everyone up
have referred to the sentence that follows. Significantly, they have not recognised that
“that” in this sentence refers to arguing and not to his little sister. Nor have they
understood the connective Besides indicating another point or reason. Those who
selected Option A and Option D may not have referred to the text.
This question requires students to recognise “sighed” is linked to “sigh” and that the
following sentence gives the reason for the sigh. They then need to infer why it was
useless to argue – it would make no difference to the outcome.
Reading strategies
C
16
20
Re-reading, connecting, predicting
Teaching ideas


D
14
12

Link
Year 5 Question 14
Emphasise the importance of referring to the text. Ask students where they
found answers and encourage highlighting of the text.
Teach referring words (particularly demonstrative pronouns) and discuss in
context during shared reading e.g. What does that refer to? Who does he refer
to? Who does she/her refer to?
Model connecting (self to text) and provide opportunities for guided practice
(see First Steps Reading Resource book page 137).
Adopt-a-dog
Year 3: Text 6
Australian Curriculum v5.1
Year 2
Use comprehension strategies to build literal and inferred meaning
and begin to analyse texts by drawing on growing knowledge of
context, language and visual features and print and multimodal text
structures ACELY1670

making valid inferences using information in a text and
students’ own prior knowledge

predicting, asking and answering questions as they read,
and summarising and reviewing meaning
Year 2
Know some features of text organisation including page and screen
layouts, alphabetical order, and different types of diagrams, for
example timelines ACELA1466
Year 4
Understand how texts are made cohesive through the use of linking
devices including pronoun reference and text connectives
ACELA1491
Question
Item Descriptor
Question type
Interprets an
advertisement
to identify
authorship.
Synthesis
Text type
Advertisement
Similar questions
5, 12, 32, 34
Option
% NT
response
% Aust
response
A
19
13
B
20
23
C
33
48
Question analysis
To answer correctly, students need to understand text structure (problem and solution),
purpose (to persuade) and persuasive language features. They need to use clues from
the text to infer that Adopt-a-Dog is an organisation and not simply a heading. The logo
in the top right hand corner helps to clarify this. Students also require a good
understanding of pronoun referencing – “At Adopt-a-Dog we know…”, “We are proud to
say that…”
Students who selected Option B may recognise that this is an advertisement, but have
assumed Candy has a current family who are looking to sell her. Careful reading of the
first paragraph may have helped avoid this confusion.
Reading strategies
Skimming, re-reading, summarising
Teaching ideas

D
8
9
Link
This is not a link question.


Discuss audience and purpose during shared reading. Provide a selection of
short texts and ask students to suggest the author, purpose and audience.
Teach referring words (pronoun referencing) and discuss in context.
Teach skimming with a focus on reviewing page layout - see Graphic Overlays
(First Steps Reading Resource book page 158).
The tree of life
Year 5: Text 1
Australian Curriculum v5.1
Year 3
Use comprehension strategies to build literal and inferred meaning
and begin to evaluate texts by drawing on a growing knowledge of
context, text structures and language features ACELY1680
 using text features and search tools to locate information in
written and digital texts efficiently
 determining important ideas, events or details in texts
commenting on things learned or questions raised by reading,
referring explicitly to the text for verification
Year 4
Use comprehension strategies to build literal and inferred meaning
to expand content knowledge, integrating and linking ideas and
analysing and evaluating texts ACELY1692
 finding specific literal information
Question
Item Descriptor
Question type
Locates directly
stated
information in
the second
paragraph of an
information text.
Literal
Text type
Information
Similar questions
1, 2, 4, 5, 7, 9, 11, 13,
20, 25, 27, 28, 36
% NT
response
% Aust
response
Question analysis
Option
A
17
6
Options A and C (“coco” and “coir”) are used before “copra”, earlier in the text.
Students who selected these may have found the words in the text and not read
around them to confirm that they were linked to coconut meat.
B
71
89
Reading strategies
This is a literal question that requires students to locate an explicitly stated detail in the
second paragraph. This question could be answered correctly by scanning the text for
words in the question (“coconut meat” and/or the options).
Scanning, re-reading and reading on
Teaching ideas


C
8
5


Link
This is not a link question.
Encourage students to underline key words in the question.
Teach different question types (e.g. literal and inferential) and encourage
students to create their own questions for familiar texts.
Model and encourage re-reading and reading on to provide sufficient context
to determine word meaning.
Teach scanning – Model the use of this strategy a number of times (i.e. think
aloud while demonstrating how to find a name, date or sub-heading)
immediately before providing opportunities for guided practice e.g. Hunt the
Text Challenge (see First Steps Reading Resource book pages 160-1).
An interview with Andy Griffiths
Year 5: Text 2
Australian Curriculum v5.1
Year 3
Use comprehension strategies to build literal and inferred meaning
and begin to evaluate texts by drawing on a growing knowledge of
context, text structures and language features ACELY1680
Year 4
Use comprehension strategies to build literal and inferred meaning
to expand content knowledge, integrating and linking ideas and
analysing and evaluating texts ACELY1692
 making connections between the text and students’ own
experience and other texts
 making connections between information in print and images
 building and using prior knowledge and vocabulary
 finding specific literal information
 asking and answering questions
 creating mental images
 finding the main idea of a text
 inferring meaning from the ways communication occurs in
digital environments including the interplay between words,
images, and sounds
 bringing subject and technical vocabulary and concept
knowledge to new reading tasks
Question
Item Descriptor
Question type
Locates directly
stated
information in
an answer in an
interview.
Literal
Text type
Interview
Similar questions
1, 2, 3, 4, 5, 9, 11, 13,
20, 25, 27, 28, 36
Option
% NT
response
% Aust
response
A
72
93
B
9
2
C
7
1
Question analysis
To answer this question correctly, students must understand the use of “then” and
“after” as temporal/sequencing conjunctions to indicate the sequence of events.
Understanding the concept of drafting would also assist students answering this
question.
Students who selected Option B – as soon as he gets a new idea may not have
referred to the text. Students who selected Option D may have made incorrect links to
a later sentence within this paragraph suggesting they were looking for the answer
under the correct sub-heading while students who selected Option C may have seen
the word “day” in another part of the text.
Reading strategies
Skimming, scanning, determining importance, paraphrasing
Teaching ideas

D
7
3



Link
Year 3 Question 19
Remind students of the importance of referring to the text. Encourage them to
highlight where they found the answer.
Teach students about conjunctions and text connectives in context with a
particular focus on the purpose and function (e.g. time, addition, contrast).
Teach skimming, scanning and determining importance. Model the use of
sub-headings and bolded text to locate information.
Model and encourage paraphrasing e.g. I write it on paper before typing it up.
Kaiya goes hunting
Year 5: Text 3
Year 4
Use comprehension strategies to build literal and inferred meaning
to expand content knowledge, integrating and linking ideas and
analysing and evaluating texts ACELY1692
 making connections between the text and students’ own
experience and other texts
 making connections between information in print and images
 building and using prior knowledge and vocabulary
 finding specific literal information
 asking and answering questions
 creating mental images
 finding the main idea of a text
 inferring meaning from the ways communication occurs in
digital environments including the interplay between words,
images, and sounds
 bringing subject and technical vocabulary and concept
knowledge to new reading tasks
Year 5
Navigate and read texts for specific purposes applying appropriate
text processing strategies, for example predicting and confirming,
monitoring meaning, skimming and scanning ACELY1702
Question
Item Descriptor
Question type
Identifies
evidence of an
emotional
state in a
narrative text.
Inferential
Text type
Narrative
Similar questions
8, 10, 12, 14, 15, 16,
19, 21, 22, 26, 30, 34,
35
Option
% NT
response
% Aust
response
A
14
10
Question analysis
This question requires students to distinguish between an event that frightened a
character and the words that describe a behaviour that indicates fear. Some vocabulary
knowledge is required as students must know what edged backwards means and
associate this behaviour with being frightened.
Students who selected Option C – the long grass exploded have identified the event
that caused the fear rather than the behaviour that showed the emotion.
B
17
13
Reading strategies
Creating images, re-reading
Teaching ideas
C
36
37


D
26
39

Link
Year 3 Question 29
Deconstruct the question. Encourage highlighting of key words e.g. second
half directs you to part of the text. The question does not ask what caused him
to become frightened. It asks which words tell the reader how he felt.
Draw students’ attention to the process and participants in each sentence.
What is happening and who/what is it happening to? When the long grass
exploded, the movement happened to the grass.
Model creating an image before providing opportunities for guided practice e.g.
Picture this and Sensory Chart (see First Steps Reading Resource book pages
151-2). Provide opportunities for students to act out parts of shared texts.
Fishing from the rocks
Year 5: Text 4
Year 4
Investigate how quoted (direct) and reported (indirect) speech work
in different types of text ACELA1494
Year 4
Recognise how quotation marks are used in texts to signal dialogue,
titles and quoted (direct) speech ACELA1492
Year 4
Use comprehension strategies to build literal and inferred meaning
to expand content knowledge, integrating and linking ideas and
analysing and evaluating texts ACELY1692
 making connections between the text and students’ own
experience and other texts
 making connections between information in print and images
 building and using prior knowledge and vocabulary
 finding specific literal information
 asking and answering questions
 creating mental images
 finding the main idea of a text
 bringing subject and technical vocabulary and concept
knowledge to new reading tasks
See also Year 5 ACELY1702
Question
Item Descriptor
Question type
Identifies the
intended
purpose and
audience of a
statement in a
poem.
Evaluative
Text type
Poem
Similar questions
6, 18, 31, 32, 37
Option
% NT
response
% Aust
response
A
54
72
B
9
4
C
21
19
Question analysis
This question requires some cultural/world knowledge and text knowledge (language
features). Students need to be familiar with rules for different environments and the
language of these rules (e.g. “Never” and “stay”). An understanding of quotation marks
for speech would help students to recognise this as spoken text. Dad speaks at three
other points during the poem and this speech is indicated with the same marks.
Students who selected Option C – a warning sign on the beach recognise the
language of a rule/warning. These students may not have made reference to the text
to see that the previous sentence forms part of the whole. They may have used
familiarity with warning signs around water to select this answer.
Reading strategies
Connecting, creating images, synthesising
Teaching ideas
D
7
5
Link
Year 7 Question 11



Remind students of the importance of referring to the text.
Teach the use of quotation marks for direct speech in context when reading a
range of texts (including poetry). Focus particularly on examples where the
speaker is not directly identified. Discuss who is speaking and to whom.
Encourage text to self connections e.g. What rules do they have to follow?
Duyfken
Year 5: Text 5
Year 4
Use comprehension strategies to build literal and inferred meaning
to expand content knowledge, integrating and linking ideas and
analysing and evaluating texts ACELY1692
 making connections between the text and students’ own
experience and other texts
 making connections between information in print and images
 building and using prior knowledge and vocabulary
 finding specific literal information
 asking and answering questions
 creating mental images
 finding the main idea of a text
 inferring meaning from the ways communication occurs in
digital environments including the interplay between words,
images, and sounds
 bringing subject and technical vocabulary and concept
knowledge to new reading tasks
Year 5
Navigate and read texts for specific purposes applying appropriate
text processing strategies, for example predicting and confirming,
monitoring meaning, skimming and scanning ACELY1702

using word identification, self-monitoring and selfcorrecting strategies to access material on less familiar
topics, skimming and scanning to check the pertinence of
particular information to students’ topic and task
Question
Item Descriptor
Question type
Makes
connections
across details
in different
sections in an
information
text.
Synthesis
Text type
Information
Similar questions
24
Option
% NT
response
% Aust
response
A
16
12
B
33
32
Question analysis
This question requires students to locate the words Gulf of Carpentaria and refer to an
earlier part of the sentence.
Students who selected Option B may not have read the beginning of the sentence
containing Gulf of Carpentaria and read on to find mention of the Netherlands. The
phrase Twelve months after this trip indicates that sailing to the Netherlands was not
part of this journey.
Reading strategies
Scanning, re-reading
Teaching ideas
C
11
9

D
29
46

Link
Year 7 Question 17
Teach scanning. Model the use of this strategy a number of times (i.e. think
aloud while demonstrating how to find a name or date). Mention word features
that make scanning easier e.g. capital letters for proper nouns. Provide
opportunities for guided practice e.g. Hunt the Text Challenge (see First Steps
Reading Resource book pages 160-1).
Discuss the importance of re-reading from the beginning of a sentence.
Provide other examples of similar questions and encourage students to write
their own.
City of the Ancients
Year 5: Text 6
Year 3
Identify the audience and purpose of imaginative, informative and
persuasive texts ACELY1678
Year 4
Identify characteristic features used in imaginative, informative and
persuasive texts to meet the purpose of the text ACELY1690
See also Year 4 ACELY1692
Question
Item Descriptor
Question type
Identifies the
generic main
purpose of a
movie review.
Evaluative
Text type
Review
Similar questions
6, 18, 23, 31, 37
Option
% NT
response
% Aust
response
A
38
36
B
18
17
Question analysis
This question requires text knowledge. Students need to recognise the evaluative
language throughout the text and understand that the purpose of a review is to
persuade. To answer correctly, they must link persuasion to giving an opinion.
Students who selected Option A may have incorrectly interpreted the brief summary of
the movie in the first paragraph as retelling a story.
Reading strategies
Self-questioning
Teaching ideas
C
27
41




D
6
5

Link
This is not a link question.
Develop students’ text form knowledge through exposure to a wide range of
different texts. Identify audience and purpose when reading shared texts.
Ensure explicit teaching of different genres includes purpose.
Discuss the difference between the writer’s purpose and the reader’s.
Provide groups of students with a selection of short texts of different text
forms and challenge them to sort/categorise these according to their purpose
(e.g. to persuade, to entertain, to explain). Ask students to provide reasons
e.g. The purpose of this text is to explain. We know this because…
Read reviews of shared books and films to develop familiarity with the
language used to review.
Skippy The Bush Kangaroo
Year 7: Text 1
Year 8 Understand the use of punctuation conventions, including
colons, semicolons, dashes and brackets in formal and informal
texts ACELA1544
Year 6
Use comprehension strategies to interpret and analyse information
and ideas, comparing content from a variety of textual sources
including media and digital texts ACELY1713
 making connections between the text and students’ own
experience or other texts
 making connections between information in print and images
 finding specific literal information
 using prior knowledge and textual information to make
inferences and predictions
 asking and answering questions
 finding the main idea of a text
 summarising a text or part of a text
Year 6
Select, navigate and read texts for a range of purposes, applying
appropriate text processing strategies and interpreting structural
features, for example table of contents, glossary, chapters, headings
and subheadings ACELY1712
Question
Item Descriptor
Question type
Identifies the
specific
purpose of
brackets in an
information
text.
Synthesis
Text type
Information
Similar
questions
6, 12, 17, 32, 45, 48
Option
% NT
response
% Aust
response
A
17
12
B
9
4
Question analysis
To answer this question correctly, students need to understand the purpose of
brackets. Students need to recognise that the names outside the brackets are
characters from the show and the actors’ names are inside the brackets. To do this,
they need to connect information from other parts of the text, in particular the image,
the title and the mention of Sonny in the fourth paragraph.
Students who answered Option A – characters in the show may not have carefully read
all the options before answering. Students may not be familiar with this convention i.e.
character (actor).
Reading strategies
C
61
79
Scanning, re-reading, synthesising
Teaching ideas

D
7
4



Link
This is not a link question.
Emphasise the importance of reading and considering all of the multiple
choice options before selecting an answer.
Teach the purpose of brackets in context during shared reading.
Provide opportunities for students to read a range of texts where brackets are
used in this way e.g. read reviews of familiar TV shows and movies.
Model synthesising when reading a text. Stop at points during reading to think
about and link parts of the text e.g. Sonny must be the boy in the picture.
Fishing from the rocks
Year 7: Text 2
Year 6
Investigate how vocabulary choices, including evaluative language
can express shades of meaning, feeling and opinion ACELA1525
Year 6
Use comprehension strategies to interpret and analyse information
and ideas, comparing content from a variety of textual sources
including media and digital texts ACELY1713
 making connections between the text and students’ own
experience or other texts
 making connections between information in print and images
 finding specific literal information
 using prior knowledge and textual information to make
inferences and predictions
 asking and answering questions
 finding the main idea of a text
 summarising a text or part of a text
See also Year 5 ACELY1702 and Year 7 ACELY1723
Question
Item Descriptor
Question type
Infers reason for
an emotional
response in a
poem.
Inferential
Text type
Poem
Similar questions
3, 7, 9, 10, 14, 18, 27, 30,
33, 34, 39, 40, 41, 42, 44,
49
Option
% NT
response
% Aust
response
A
17
14
B
10
5
C
11
8
Question analysis
This question requires some vocabulary and text knowledge. Students need to be
familiar with poetry and understand the words “forbidden”, “excited” and “daring”. The
question directs students to verse 3. They need to re-read before the quoted text,
recognise that this area is forbidden because it is dangerous, understand that going to
this area is daring (courageous or brave) and infer that this is the cause of the
excitement.
Students who selected Option A – They can see the waves may not have referred to
the text but assumed that this is a reason to be excited. Alternatively, they may have
read on to the words “…the edge of the beach” in the next line or referred to verse 4.
Reading strategies
Scanning, connecting, inferring
Teaching ideas

D
53
71
Link
Year 5 Question 22


Teach students about the structure of the question e.g. (verse 3) directs you
to the part of the text you need to re-read and the words in italics are quoted
directly from the text.
Emphasise the importance of reading around (including before) the quoted
text. Ask students to write their own questions that do this.
Model and encourage connecting (self to text) e.g. That’s like when I…
Duyfken
Year 7: Text 3
Year 5
Navigate and read texts for specific purposes applying appropriate
text processing strategies, for example predicting and confirming,
monitoring meaning, skimming and scanning ACELY1702

using word identification, self-monitoring and selfcorrecting strategies to access material on less familiar
topics, skimming and scanning to check the pertinence of
particular information to students’ topic and task
Year 6
Use comprehension strategies to interpret and analyse information
and ideas, comparing content from a variety of textual sources
including media and digital texts ACELY1713
 finding specific literal information
See also Year 7 ACELY1723
Question
Item Descriptor
Question type
Locate the
stated detail in
an information
text.
Literal
Text type
Information
Similar questions
1, 4, 5, 8,10,15, 16, 35,
43
Option
% NT
response
% Aust
response
A
16
5
This question requires students to scan the text for reference to a map and re-read this
section. Students who understand that “created” and “made” are synonyms will find this
easier to comprehend. However, to answer correctly it is only necessary to locate the
word map and re-read from the beginning of the sentence.
1
Students who selected Option A may have selected the first option without reading the
text or question. Alternatively, they may have read the question but answered without
referring to the text or may have only read the first clause and seen the reference to
James Cook.
B
3
Question analysis
Reading strategies
C
68
91
Scanning, determining importance
Teaching ideas


D
6
3
Link
Year 5 Question 25

Determining importance – It is important to determine importance when
reading a question. Identify key words in the question stem and the options.
Teach synonyms in context during shared reading e.g. What words could the
writer use instead of made?
Teach scanning – Model the use of this strategy a number of times (i.e. think
aloud while demonstrating how to find a name, date or word) immediately
before providing opportunities for guided practice e.g. Hunt the Text
Challenge (see First Steps Reading Resource book pages 160-1).
Weeds
Year 7: Text 4
Year 6
Use comprehension strategies to interpret and analyse information
and ideas, comparing content from a variety of textual sources
including media and digital texts ACELY1713
 finding the main idea of a text
 summarising a text or part of a text
Year 6
Analyse strategies authors use to influence readers ACELY1801
Year 6
Understand how authors often innovate on text structures and play
with language features to achieve particular aesthetic, humorous
and persuasive purposes and effects ACELY1518
See also Year 5 ACELY1701 and Year 7 ACELY1723
Question
Item Descriptor
Question type
Identifies the
main purpose
of a persuasive
text.
Evaluative
Text type
Persuasive
Similar questions
11, 19, 21, 22, 23, 25,
28, 29, 36, 37, 38, 47
Option
% NT
response
% Aust
response
A
14
9
This question requires text knowledge. Students need to recognise the evaluative
language and understand the purpose of a persuasive text. They need to recognise
that two different perspectives/opinions are presented. Students also need to be aware
that not wanting weeds is a common opinion.
25
Students who selected Option B have identified that this is a persuasive text and linked
the words to argue. They may not have read all of the multiple choice options or
understood the word perspective. Alternatively, they may have seen the word protect in
the second paragraph and linked the answer to this.
B
27
Question analysis
Reading strategies
C
7
4
Summarising, paraphrasing
Teaching ideas

D
42
61

Link
This is not a link question.
Teach summarising – Model the use of this strategy a number of times (i.e.
summarise the main idea in each paragraph when reading a text aloud)
immediately before providing opportunities for guided practice e.g. Oral
Summaries, Main Idea Sort, 66 Words (see First Steps Reading Resource
book pages 166-8).
Develop students’ text form knowledge through exposure to a range of
persuasive texts. Discuss audience and purpose during shared reading.
Out at Midnight
Year 7: Text 5
Year 7
Understand how language is used to evaluate texts and how
evaluations about a text can be substantiated by reference to the
text and other sources ACELA1782
 defending points of view in reading circle discussions
 responding to points of view by developing and elaborating on
others’ responses
 building a knowledge base about words of evaluation,
including words to express emotional responses to texts,
judgment of characters and their actions, and appreciation of
the aesthetic qualities of text
See also Year 6 ACELA1525 and ACELY1713
Question
Item Descriptor
Question type
Identifies a
character’s
behaviour in an
imaginative
text.
Inferential
Text type
Imaginative
Similar questions
3, 7, 9, 10, 14, 18, 27, 30,
33, 34, 39, 40, 41, 42, 44,
49
Option
% NT
response
% Aust
response
A
12
7
B
14
11
Question analysis
This question requires vocabulary knowledge. To answer this question correctly,
students must understand the words “attitude towards” as well as the words in the
multiple choice options (“bossy”, “guarded”, “protective” and “aggressive”). They need
to refer to evidence of interaction between the characters.
Students who selected Option B – guarded may not have understood that the question
asked for an attitude rather than an action (i.e. by Shoving Tomas ahead he was
guarding him from the wolf).
Reading strategies
Connecting, re-reading, self-questioning, inferring, creating images
C
59
78
Teaching ideas
D
7
4
Link
This is not a link question.






Build vocabulary through exposure to a range of texts.
Use faces/toys to build students’ vocabulary around emotion and interaction.
Model and encourage connecting (self to text) e.g. This reminds me of…
Model self-questioning e.g. Why did Andrej shove Tomas ahead?
Provide opportunities to practise creating images e.g. sketch the scene
Use activities like Process Sculptures and Frozen Photographs (Using
Sophisticated Picture Books & Process Drama to Engage with Grammar by
Dr Beryl Exley) to act out a scene and discuss what characters are doing,
thinking, saying and feeling at different stages in a text.
RSPCA
Year 7: Text 6
Year 6
Use comprehension strategies to interpret and analyse information
and ideas, comparing content from a variety of textual sources
including media and digital texts ACELY1713
 finding the main idea of a text
 summarising a text or part of a text
Year 7
Use comprehension strategies to interpret, analyse and synthesise
ideas and information, critiquing ideas and issues from a variety of
textual sources ACELY1723
Question
Item Descriptor
Question type
Summarises
information
from a web
page.
Synthesis
Text type
Web page
Similar questions
2, 6, 12, 17, 32, 45, 48
Option
% NT
response
% Aust
response
A
54
69
B
15
10
C
12
17
Question analysis
This question requires some vocabulary knowledge (“opposed”, “endangered”) and
cultural/world knowledge (“safari style”). Students need to recognise words that
indicate the RSPCA is against hunting to allow them to dismiss Options B and D. There
is no suggestion in the text that crocodiles are endangered. In fact, culling by
professionals is mentioned in the third paragraph.
The difference in the NT and Australian response to Option C could be explained by
topic or cultural knowledge. Students who selected Option B may not have read the
option correctly (i.e. read in ‘not’). They may have focused on the phrase safari style
hunting.
Reading strategies
Summarising, paraphrasing
Teaching ideas

D
10
4

Link
Year 9 Question 7
Model summarising (i.e. summarise the main idea in each paragraph when
reading a text aloud) immediately before providing opportunities for guided
practice e.g. Oral Summaries, Main Idea Sort, 66 Words (see First Steps
Reading Resource book pages 166-8).
Model paraphrasing a title a number of times before providing opportunities
for guided practice e.g. RSPCA is against crocodile hunting.
Encounter In Castle Estondrake
Year 7: Text 7
Year 7
Use prior knowledge and text processing strategies to interpret a
range of types of texts ACELY1722
Year 7
Understand how language is used to evaluate texts and how
evaluations about a text can be substantiated by reference to the
text and other sources ACELA1782
Year 6
Identify and explain how choices in language, for example modality,
emphasis, repetition and metaphor, influence personal response to
different texts ACELT1615
Year 3
Discuss how language is used to describe the settings in texts, and
explore how the settings shape the events and influence the mood
of the narrative
 identifying and discussing the use of descriptive adjectives (‘in
the middle of a vast, bare plain’) to establish setting and
atmosphere (‘the castle loomed dark and forbidding’) and to
draw readers into events that follow
Question
Item Descriptor
Question type
Identifies the
purpose of the
introductory
paragraphs in
a narrative.
Evaluative
Text type
Narrative
Similar questions
11, 19, 20, 22, 21, 23,
25, 28, 29, 36, 37, 38,
47
Option
% NT
response
% Aust
response
A
17
21
B
33
36
Question analysis
This question requires students to recognise how language is used to build tension and
create a sense of anticipation. This requires some vocabulary knowledge
(“anticipation”) and text knowledge.
Students may have drawn on their knowledge of the narrative genre and assumed the
main purpose of the first two paragraphs would have something to do with describing
character and/or setting. Students who selected Option B may have focused on the first
sentence in the second paragraph. Those who selected Option D may have focused on
the word relationship and linked this to parts of the first paragraph.
Reading strategies
C
18
14
Summarising, predicting, inferring, creating images
Teaching ideas


D
22
28
Link
Year 9 Question 19


Teach students about the link between prediction and anticipation
http://moodywriting.blogspot.com.au/2013/02/creating-anticipation.html
Explicitly teach students about how authors use language features to build
tension (e.g. short simple sentences, repetition).
Practice deconstructing questions. This question specifies the first two
paragraphs, so both should be considered. Would the answer be different if
the question had only mentioned the first paragraph?
Model summarising e.g. identify key words, paraphrase.
The melting Third Pole
Year 7: Text 8
Year 9
Identify how vocabulary choices contribute to specificity, abstraction
and stylistic effectiveness
ACELA1561
 identifying examples of acronyms, abbreviations and
proprietary words which are used creatively in texts
Year 8
Understand the use of punctuation conventions, including colons,
semicolons, dashes and brackets in formal and informal texts
ACELA1544
Note:
Understanding the use of acronyms is mentioned in Australian
Curriculum History in Year 3 ACHHS066.
Question
Item Descriptor
Question type
Identifies an
acronym in a
scientific
description.
Applied
Text type
Scientific
description
Similar questions
24, 31, 46, 50
Option
% NT
response
% Aust
response
A
40
56
B
25
28
Question analysis
This question requires knowledge of the terms abbreviation, acronym, figure of speech
and quotation.
Students who selected Option A may understand that an abbreviation is a shortened
version of something but may not be familiar with the term acronym or understand the
difference.
Reading strategies
Scanning
Teaching ideas
C
13
8



D
10
6

Link
This is not a link question.
Emphasise the importance of reading all options in a multiple choice question
before selecting an answer.
Explicitly teach students the difference between abbreviations, acronyms and
initialisms. Encourage students to find real life examples and classify them.
Outline and discuss conventions associated with acronyms and initialisms
e.g. use the full term in the first instance followed by the acronym in brackets,
use the article (a/an) determined by the way the acronym is said not how it is
spelled (an FBI agent).
Teach the punctuation rules around the use of abbreviations, acronyms and
initialisms e.g. do not use full stops between the letters in acronyms and
initialisms.
Mind your reflection
Year 9: Text 1
Year 4
Identify characteristic features used in imaginative, informative and
persuasive texts to meet the purpose of the text ACELY1690
 how textual features such as headings, subheadings, bold
type and graphic organisers are used to order and present
information
Year 7
Understand that the coherence of more complex texts relies on
devices that signal text structure and guide readers, for example
overviews, initial and concluding paragraphs and topic sentences,
indexes or site maps or breadcrumb trails for online texts
ACELA1763
 analysing the structure of media texts such as television news
items and broadcasts and various types of newspaper and
magazine articles
Year 9
Understand how punctuation is used along with layout and font
variations in constructing texts for different audiences and purposes
ACELA1556
Question
Item Descriptor
Question type
Explains use
of a text
feature in a
magazine
article.
Evaluative
Text type
Magazine article
Similar questions
2, 11, 12, 17, 19, 29,
31, 32, 37, 43, 44, 45,
48
Option
% NT
response
% Aust
response
A
22
18
B
65
76
Question analysis
This question requires text form knowledge. Students need to understand that
formatting features can be purposeful and are used to convey non-verbal signals. They
need to be able to identify the first paragraph.
Students who selected Option A may understand that bold words and phrases are often
used to draw attention to important information but may not have referred back to the
text. Students who selected Option C may not have read the question stem correctly
(first paragraph) and referred to the bold writing under the photograph instead.
Reading strategies
Skimming, re-reading
C
3
1
Teaching ideas


D
7
5


Link
This is not a link question.
Encourage underlining of key words in the question.
Teach paragraphing and the different ways of showing a paragraph break in
context (e.g. compare how a paragraph break is shown in a novel to how a
paragraph break is shown in a magazine or newsletter).
Encourage students to number paragraphs (i.e. write on the text) when
reading the text to make referring back to particular paragraphs easier.
Model skimming before providing opportunities for guided practice e.g.
Graphic Overlays, Sneak Preview (see First Steps Reading Resource book
pages 158-9).
RSPCA
Year 9: Text 2
Year 8
Use comprehension strategies to interpret and evaluate texts by
reflecting on the validity of content and the credibility of sources,
including finding evidence in the text for the author’s point of view
ACELY1734
Year 6
Use comprehension strategies to interpret and analyse information
and ideas, comparing content from a variety of textual sources
including media and digital texts ACELY1713
 using prior knowledge and textual information to make
inferences and predictions
 asking and answering questions
 finding the main idea of a text
 summarising a text or part of a text
See also Year 8 ACELY1733 (vocabulary)
Question
Item Descriptor
Question type
Connects
information
across
sentences in a
web page.
Literal
Text type
Web page
Similar questions
16, 24, 39, 40, 41,
Option
% NT
response
% Aust
response
A
3
2
B
4
2
Question analysis
Students unfamiliar with the word “culling” need to connect information from the
previous sentence (killing animals) in order to provide context. Students need to scan
the text for the word cull to locate the word culling or look for the words tourists or
professionals. To answer the question, students need to know the word “permitted” and
link the two phrases should be permitted and should be firmly in the hands of.
Students who selected Option D may have answered the question using their
cultural/world knowledge without referring to the text.
Reading strategies
Scanning, determining importance
C
77
90
Teaching ideas


D
13
6
Link
Year 7 Question 35


Emphasise the importance of referring to the text.
The highlighted part of this text is significant as it clarifies the RSPCA’s
position. Model determining importance and use guided practice activities like
Very Important Points and Main Idea Pyramid (see First Steps Reading
Resource book page 165).
Model scanning and provide opportunities for guided practice using activities
like Hunt the Text Challenge and Interesting Words Chart (see First Steps
Reading book pages 160-3).
Encourage reading on and re-reading to determine word meaning.
Malaria’s ancient mask
Year 9: Text 3
Year 7
Use prior knowledge and text processing strategies to interpret a
range of types of texts ACELY1722
Year 8
Use comprehension strategies to interpret and evaluate texts by
reflecting on the validity of content and the credibility of sources,
including finding evidence in the text for the author’s point of view
ACELY1734
Item
Descriptor
Question
Connects
information
across
paragraphs
in a
magazine
article.
Question type
Synthesis
Text type
Magazine
article
Similar
questions
1, 3, 4, 7, 13, 14,
15, 27, 34, 38, 46
Option
% NT
response
% Aust
response
A
15
13
B
61
75
C
14
7
Question analysis
This question requires some vocabulary knowledge (alters). They need to be aware
that an outer membrane’s chemical features are part of its structure. Students need to
connect ideas across paragraphs as the idea that creating a vaccine has been difficult
is introduced in the third paragraph while the reason for this is explained in the fourth
paragraph.
Students who selected Option A may have answered using assumed knowledge of the
topic without referring to the text. Students who selected Option B may not have
carefully read the question (not recognising that the causality conjunction because
requires a cause) and answered with the result.
Reading strategies
Synthesising, paraphrasing
Teaching ideas

D
5
5


Link
This is not a link question.
Emphasise the importance of referring to the text. Encourage highlighting of
relevant sections.
Teach synonyms in context. What words could you use instead of changes,
causes?
Encourage students to paraphrase sentences to clarify understanding e.g.
How else could I say It’s therefore hard to come up with a vaccine that can tell
the body what all Plasmodium parasites look like?
Encounter in Castle Estondrake
Year 9: Text 4
Year 7
Use prior knowledge and text processing strategies to interpret a
range of types of texts ACELY1722
Year 7
Compare the ways that language and images are used to create
character, and to influence emotions and opinions in different types
of texts ACELT1721
Year 8
Apply increasing knowledge of vocabulary, text structures and
language features to understand the content of texts ACELY1733
See also Year 9 ACELY1744
Question
Item Descriptor
Question type
Identifies the
reasons for a
character’s
behaviour in a
narrative.
Literal
Text type
Narrative
Similar
questions
10, 16, 39, 40, 41
Option
% NT
response
% Aust
response
A
6
4
B
13
10
Question analysis
This question requires some vocabulary knowledge. Students must link distracted
Ayleth and momentarily lose her concentration. They must also link surprise to shock.
Students who answered Option D – fear at meeting the enemy and Option B –
uncertainty as to whether to fight William may not have referred to the text and instead
assumed a correct answer based on their first reading. Students may also have linked
shock to fear rather than surprise.
Reading strategies
Synthesizing, paraphrasing
Teaching ideas
C
61
73


D
14
12
Link
Year 7 Question 43

Deconstruct the question. Encourage students to paraphrase the question e.g.
What does distracted mean? Could I replace this with cause her to lose focus?
Encourage students to underline key words in the question e.g. fifth
paragraph.
Teach synonyms in context e.g. What other words could we use instead of
shock?
Being a vegetarian
Year 9: Text 5
Year 8
Understand how coherence is created in complex texts through
devices like lexical cohesion, ellipsis, grammatical theme and text
connectives ACELA1809
Year 7
Use prior knowledge and text processing strategies to interpret a
range of types of texts ACELY1722
Year 8
Apply increasing knowledge of vocabulary, text structures and
language features to understand the content of texts ACELY1733
Question
Item Descriptor
Question type
Identifies the
reason for
points of ellipsis
in a sentence in
a blog.
Inferential
Text type
Blog
Similar questions
6, 8, 9, 18, 20, 21, 22,
23, 25, 26, 33, 35, 36,
44, 47, 49
Option
% NT
response
% Aust
response
A
9
5
Question analysis
This question requires some text form knowledge. Students need to locate the ellipsis,
re-read the sentence to provide context and recognise the purpose of this punctuation.
Familiarity with the use of an exclamation mark for emphasis may help students to
make this connection.
Students who selected Option A or Option D may be familiar with the common use of
ellipses to indicate that something has been left out.
B
9
6
Reading strategies
Re-reading, reading on
Teaching ideas
C
65
81



D
10
7

Emphasise the importance of referring to the text, particularly where the
question directs students to a particular part of the text (paragraph 5).
Teach punctuation in context (particularly the ellipsis). Discuss the purpose of
punctuation while reading. Select texts for their use of punctuation.
Show how the meaning of a sentence can change when the punctuation is
changed. Students can investigate how punctuation differs across languages
or create their own punctuation mark and explain its unique purpose.
General information about use of the ellipsis can be found at
http://www.bristol.ac.uk/arts/exercises/grammar/grammar_tutorial/page_25.htm
Link
This is not a link question.
In the moment
Year 9: Text 6
Year 7
Reflect on ideas and opinions about characters, settings and events
in literary texts, identifying areas of agreement and difference with
others and justifying a point of view ACELT1620
Year 7
Use prior knowledge and text processing strategies to interpret a
range of types of texts ACELY1722
Year 7
Understand how language is used to evaluate texts and how
evaluations about a text can be substantiated by reference to the
text and other sources ACELA1782
Year 8
Apply increasing knowledge of vocabulary, text structures and
language features to understand the content of texts ACELY1733
See also Year 9 ACELY1744
Question
Item Descriptor
Question type
Infers a
characters
attitude from
details in a
narrative text.
Inferential
Text type
Narrative
Similar questions
6, 8, 9, 18, 20, 21, 22,
23, 25, 26, 28, 35, 36,
44, 47, 49
Option
% NT
response
% Aust
response
A
14
13
B
26
24
Question analysis
To answer this question correctly, students need to recognise that Aki is not the
narrator but the narrator’s brother. Some vocabulary knowledge is necessary to link
highly specific details to tiny, magnifying glass, intricate detail and meticulous.
Students who answered Option B may not have referred to the text but assumed a
logical response to the question. Those who answered Option A may have confused
the characters and assumed Aki was the narrator.
Reading strategies
Connecting, comparing, synthesizing, summarising and paraphrasing
Teaching ideas
C
D
45
7
56
6







Link
This is not a link question.
Emphasise the importance of referring to the text.
Deconstruct the question/s. Discuss the significance of phrases like From this
text. Highlight key words in the stem and options e.g. details.
Teach students about different question types e.g. literal, inferential.
Teach synonyms in context. Which words in this paragraph refer to details?
Model summarising and provide opportunities for guided practice e.g.
Summarise this paragraph in one sentence.
Model comparing and provide opportunities for guided practice e.g. Venn
Diagrams (see First Steps Reading Resource book page 161).
Encourage connecting self to text e.g. Do you like details or the big picture?
The Ultimate Connection
Year 9: Text 7
Year 6
Use comprehension strategies to interpret and analyse information
and ideas, comparing content from a variety of textual sources
including media and digital texts ACELY1713
 making connections between the text and students’ own
experience or other texts
 making connections between information in print and images
 finding specific literal information
 using prior knowledge and textual information to make
inferences and predictions
 asking and answering questions
 finding the main idea of a text
 summarising a text or part of a text
Year 7
Use prior knowledge and text processing strategies to interpret a
range of types of texts ACELY1722
Year 8
Apply increasing knowledge of vocabulary, text structures and
language features to understand the content of texts ACELY1733
See also Year 9 ACELY1744
Question
Item Descriptor
Question type
Connects and
interprets
information
across a
paragraph in an
information text.
Literal
Text type
Information
Similar questions
10, 16, 24, 40, 41
Option
% NT
response
% Aust
response
A
8
6
B
62
77
Question analysis
This question requires students to scan the text to locate key words from the question
stem. Students need to re-read this sentence to locate the phrase tune into the brain’s
electrical signals and recognise that the word using links to purpose.
Students who selected Option C may have linked technology to programming or seen
the word neuro-technology in the fourth paragraph.
Reading strategies
Scanning, synthesising, re-reading
Teaching ideas
C
11
8



D
9
7


Link
This is not a link question.
Encourage students to highlight key words in the question stem and options.
Model scanning numerous times and provide opportunities for guided
practice e.g. e.g. Hunt the Text Challenge (see First Steps Reading Resource
book pages 160-1).
Discuss scanning short cuts e.g. Scan for capital letters when looking for a
proper noun. In this case, scan for the acronym.
Emphasise the importance of re-reading from the beginning of a sentence.
Context clues can be found before an item as well as after.
Discuss and prepare students for the structure of the test e.g. early questions
relate to early parts of the text.
Going somewhere
Year 9: Text 8
Year 7
Use prior knowledge and text processing strategies to interpret a
range of types of texts ACELY1722
Year 7
Compare the ways that language and images are used to create
character, and to influence emotions and opinions in different types
of texts ACELT1721
Year 9
Use comprehension strategies to interpret and analyse texts,
comparing and evaluating representations of an event, issue,
situation or character in different texts ACELT1721
 evaluating techniques used to construct plot and create
emotional responses, for example comparison, contrast,
exaggeration, juxtaposition, the changing of chronological
order, or the expansion and compression of time
See also Year 6 ACELT1615
Question
Item Descriptor
Question type
Identifies the
basis of a
relationship
between
characters in an
imaginative text.
Evaluative
Text type
Imaginative
Similar questions
2, 5, 11, 12, 17, 19,
29, 31, 32, 37, 43, 45,
48
% NT
response
% Aust
response
Question analysis
Option
A
10
6
Students who selected Option B – his sense of style have focused on the physical
description (suit, hair, beard and eyes) in this paragraph.
B
28
32
This question requires vocabulary knowledge as well as some cultural/world
knowledge. Students need to link the words going somewhere (repeated three times in
this paragraph and the title) with the idea of a sense of purpose.
Reading strategies
Summarising and paraphrasing, synthesising, inferring
Teaching ideas
C
13
11


D
40
49


Link
This is not a link question.
Explicitly teach students about the use of repetition. Provide examples (such
as this) in real texts. Encourage the use of repetition in student writing.
Model summarising numerous times before providing opportunities for guided
practice e.g. Oral Summaries, Main Idea Sort, 66 Words (see First Steps
Reading Resource book pages 166-8).
Model synthesising and provide opportunities for guided practice e.g. Plot
profile (see First Steps Reading Resource book pages 149).
Model inferring and provide opportunities for guided practice e.g. Developing
Dialogue (see First Steps Reading Resource book pages 148).
Resources
Bristol University, Faculty of Arts
http://www.bristol.ac.uk/arts/exercises/grammar/grammar_tutorial/page_25.htm
Exley, B. (2013) Using Sophisticated Picture Books & Process Drama to Engage with Grammar
Annandale K, Bindon R, Handley K, Johnston A, Lockett L, Lynch P (2004), First Steps Reading
Resource book, Rigby: Port Melbourne
Assessment and Reporting
Teaching, Learning and Inclusion
Department of Education
http://ed.ntschools.net/ll/assess/naplan/Pages/default.aspx