Excel Y3 NAPLAN Style Literacy Tests PDF

Excel Excel
Excel
Get the Results You Want!
Year 3 NAPLAN *-style Literacy Tests Get the Results You Want!
Year 3
NAPLAN Tests are sat by students Australia-wide. These tests are
held in May every year. The tests are in Literacy and Numeracy. This
book focuses on Literacy. In Literacy there are three tests:
• Reading (Comprehension)—there are around 35 questions in this
test.
NAPLAN -style
• Language Conventions (Spelling, Grammar and Punctuation)—
*
there are around 50 questions in this test.
Year 3 NAPLAN *-st yle Literac y Tests

• Writing (Written Expression)—there is one piece of writing in this test.
When your child completes the NAPLAN Test you, your child’s teacher and the school each receive a
comprehensive report. This report displays your child’s results for the Literacy Tests on a graph in the form
of levels; these are called achievement bands.
Your child’s performance in the NAPLAN Literacy Tests will be assessed and put into a level (band).
This book includes:

Reading and Language Conventions Mini Tests
Thirty tests for Reading and Language
• use the guide to question types (see the inside
back cover) in the reading tests to help you
learn how to answer the different types of Literacy Tests
grammar
Conventions. They are divided into three levels v
reading questions.
of difficulty:
• Basic level • Intermediate level Writing Mini Tests
• Advanced level. Three Writing Tests with Marking Checklists
ing
You will be able to:
• see what level your child is currently at by Writing samples for Intermediate and Advanced
ll
finding the point where he or she starts having levels.
e
consistent difficulty with questions in the tests
p
Sample Literacy Tests
Thirty Mini Reading and
readis
• see your child’s strengths and weaknesses in
different topics by completing the Strengths There are three Sample Tests in which your child
and Weaknesses Chart (see page 2) can practise the longer sample tests.
Language Conventions Tests
ng
• give your child intensive practice in short tests In the answers section for the Language
which have time limits based on the actual
n
Conventions and Reading Tests there is also a list
i o
Literacy Tests times
t
of the different level of difficulty for each question
Three Mini Writing Tests
u a
• use line references in the reading tests to help to help you identify which are the easier and
c t
you locate where the answer to the question is
n
harder questions in the tests.
p u
found in the text
Three Sample Tests each for
About the authors Reading, Language Conventions
writing
Alan Horsfield and Elaine Horsfield are experienced authors with more than 20 years teaching experience. Alan is co-author of
many successful Excel books, including the Excel Test Zone Year 3 and Year 5 NAPLAN*-style Test Packs.
and Writing
Your own checklist for Excel books
to help you be 100% prepared for the Year 3 NAPLAN Literacy Tests: Answers and explanations
Bookseller reference
978 1 74125 409 9
Books
Excel NAPLAN*-style Tests
Level
Year 2
3
for all tests
978 1 74125 419 8 Excel Revise in a Month NAPLAN*-style Tests Year 2 A Horsfield & E Horsfield
978 1 74125 451 8 Excel NAPLAN*-style Literacy Tests Year 2 The best test preparation for
978 1 74125 172 2 Excel NAPLAN*-style Tests Year 3
978 1 74125 207 1 Excel Revise in a Month NAPLAN*-style Tests Year 3 your child
978 1 74125 231 6 Excel Test Zone NAPLAN*-style Test Pack Year 3
978 1 74125 156 2 Excel Basic Skills English Workbook Year 3
978 1 74125 260 6 Excel Advanced Skills Spelling and Vocabulary Workbook Year 3
978 1 74125 452 5 Excel Advanced Skills Reading and Comprehension Workbook Year 3
978 1 74125 399 3 Excel Advanced Skills Grammar and Punctuation Workbook Year 3
978 1 74125 403 7 Excel Advanced Skills Writing Workbook Year 3 Alan Horsfield &
* This is not an officially endorsed publication of the NAPLAN program and is produced by Pascal Press independently of Australian governments.
Excel Test Zone Get the Results You Want! Pascal Press
Elaine Horsfield
ISBN 978-1-74125-363-4
H
Help your child prepare with our PO Box 250
Glebe NSW 2037 * This is not an officially endorsed publication of the NAPLAN programand is produced by Pascal Press independently of Australian governments.
FREE N
NAPLAN*-style and Australian Curriculum Tests.
(02) 8585 4044
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*This isi nott an offi
*Thi fficially
i ll endorsed
d publication of the NAPLAN program and is produced by Pascal Press independently of Australian governments.
www.pascalpress.com.au 9 781741 253634
9781741253634_NAPLANLiteracy Y3 NSB Reprint_2016.indd All Pages 22/11/2016 10:22 AM

Contents
Introduction....................................................................................................................... 1 Reading
The Strengths and Weaknesses Chart..................................................................... 2 Basic level questions
Mini Test 1: Narrative.....................................................................................33
Mini Tests Mini Test 2: Procedure..................................................................................34
Spelling Intermediate level questions
Basic level questions Mini Test 3: Explanation...............................................................................35
Mini Test 1.............................................................................................................. 3 Mini Test 4: Narrative.....................................................................................36
Mini Test 2.............................................................................................................. 4 Mini Test 5: Poster...........................................................................................37
Intermediate level questions Mini Test 6: Poem............................................................................................38
Mini Test 3.............................................................................................................. 5 Advanced level questions
Mini Test 4.............................................................................................................. 6 Mini Test 7: Recount......................................................................................39
Mini Test 5.............................................................................................................. 7 Mini Test 8: Poster...........................................................................................40
Mini Test 6.............................................................................................................. 8 Mini Test 9: Procedure..................................................................................41
Advanced level questions Mini Test 10: Report........................................................................................42
Mini Test 7.............................................................................................................. 9
Mini Test 8............................................................................................................10 Writing
Mini Test 9............................................................................................................11 Tips for Writing...................................................................................................43
Mini Test 10..........................................................................................................12 Mini Test 1: Persuasive text........................................................................45
Mini Test 2: Narrative text...........................................................................46
Grammar and Punctuation Mini Test 3: Informative text: recount.................................................47
Grammar Sample Tests
Basic level questions Language Conventions
Mini Test 1........................................................................................................................ 13
Sample Test 1......................................................................................................48
Intermediate level questions Sample Test 2......................................................................................................52
Mini Test 2............................................................................................................15 Sample Test 3......................................................................................................56
Mini Test 3............................................................................................................17
Advanced level questions Reading
Sample Test 3......................................................................................................74
Punctuation
Writing
Basic level questions
Sample Test 2......................................................................................................82
Intermediate level questions Sample Test 3......................................................................................................83
Mini Test 2............................................................................................................25
Mini Test 3............................................................................................................27 Answers
Advanced level questions Mini Tests.............................................................................................................84
Mini Test 4............................................................................................................29 Sample Tests.....................................................................................................103
Mini Test 5............................................................................................................31 Writing Samples..............................................................................................117
© 2010 Alan Horsfield, Elaine Horsfield and Pascal Press Reproduction and communication for educational purposes
Reprinted 2011 The Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10% of this book, whichever is the greater, to be copied by any educational
New NAPLAN Test question formats added 2012 institution for its educational purposes provided that the educational institution (or the body that administers it) has given a remuneration notice to Copyright
Reprinted 2014 Agency Limited (CAL) under the Act.
Language Conventions questions updated 2016
For details of the CAL licence for educational institutions contact:
Reprinted 2017
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ISBN 978 1 74125 363 4
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stored in a retrieval system, or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the
Publisher: Vivienne Joannou address above. NAPLAN is a trademark of Australian Curriculum, Assessment and Reporting Authority (ACARA).
Project editor: Mark Dixon
Notice of liability
Edited by Rosemary Peers
The information contained in this book is distributed without warranty. While precautions have been taken in the preparation of this material, neither the authors
Answers checked by Peter Little and Dale Little
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9781741253634_Yr 3 Literacy IC 2017.indd 1 6/02/2017 4:53 pm

READING TESTS—T YPES OF QUESTIONS
The explanations in the Mini Reading Tests 3. Inferring questions
answers (pages 96–101) and the Sample
For this type of question you have to ‘read
Reading Tests answers (pages 108–116) are between the lines’ when you read part of
based on this list of types of questions. the text.
Please read this list carefully and refer to it ■ To
find the answer you have to read part
as necessary when you read the answers. of the text and then ‘read between the
lines’ as this type of question is based on
1. Fact-finding questions material that does not jump out and give
For this type of question you can find the you the answer straightaway. You need to
fact in the text. know about material in the text and then
combine it with your own knowledge
■ To
find the answer all you need to do is
and understanding in order to work out
read the text carefully.
the final answer.
Sometimes you will find the exact answer
straightaway. At other times you will 4. Language questions
have to read more carefully as the fact is For this type of question you have to work
hidden in the text. For example, you might out how language is used in the text.
have to work out the order in which things
happen in the text and so you will have ■ To
find the answer you have to read the
to read the text carefully to be clear text carefully, especially the section that
about the correct order of things. is quoted. Then combine it with your own
knowledge of how language is used in the
2. Judgement questions text in order to work out a final answer.
For this type of question you have to judge

(work out) how the author has written
5. Synthesis questions
the text. For this type of question you have to work
out what the text is mainly about.
■ To
find the answer sometimes you will be
able to find the facts by reading the text ■ To
find the answer you have to read the
carefully and then making a judgement whole text to work out what the text is
about the information provided, in order mainly about and then extract a range
to work out the final answer. At other of different ideas mentioned in the text.
times you will have to combine the facts You then combine these in order to work
that you read in the text with your own out a final answer.
knowledge and observations in order
to work out the final answer.
© Pascal Press ISBN 978 1 74125 363 4 Excel Year 3 NAPLAN*-style Literacy Tests
9781741253634_Yr 3 Literacy IC 2017.indd 2 6/02/2017 4:53 pm

Introduction
n You will also be able to give your child intensive
THE YEAR 3 NAPLAN practice in short tests which have time limits
based on the actual Reading and Language
LITERACY TESTS Conventions Tests times.
n There are quick answers for every question so
About the tests
you can easily mark your child’s work.
In Literacy there are three NAPLAN Tests:
n For the Reading Tests, line references and
n Reading (Comprehension)—there are around explanations are provided. The line references
35 questions in this test. will help you find exactly where the answer to
n Language Conventions (Spelling, Grammar and the question is found in the text. Questions in the
Punctuation)—there are around 50 questions in reading answer section have been divided into
this test. five types: Fact-finding, Inferring, Judgement,
n Writing (Written Expression)—there is one piece Language and Synthesis. Explanations are
of writing in this test. provided within these answer scaffolds to help
you teach your child how to answer the different
About the report types of reading questions. If you turn
n When your child completes the NAPLAN Tests to the inside back cover you will see all these
you, your child’s teacher and the school each types of explanations explained fully.
receive a comprehensive report. This report
n For the Language Conventions Tests, tips and
displays your child’s results for the Literacy tests
explanations are provided. Your child can then
(as well as the Numeracy Test) on a graph in the
form of levels; these are called achievement bands. learn to apply these general tips to similar
questions and the explanations will help you
n In year 3 there are six levels (achievement
to explain the answers to your child.
bands). They are Bands 1–6, with Band 1 being
the lowest achievement band and band 6 being The Mini Writing Tests
the highest. Band 2 represents the national n There are three Writing Tests.
minimum standard for this year level. n There are tips specific to the text type of the
n Your child’s performance in the NAPLAN questions. These tips will provide guidelines
Literacy Tests (and the Numeracy Test) will be for your child’s writing.
assessed and put into a level (band). n Each Writing Test has writing samples at an
Intermediate and Advanced level. From this you
will be able to see whether your child is writing at
ABOUT THIS BOOK this level. For example, if your child’s writing
closely resembles the Intermediate writing sample
The Mini Reading and Language then his or her writing is at the Intermediate level.
Conventions Tests n Marking Checklists are also provided so you can
go through your child’s writing and check that
In the first part of the book you will find ten tests
for each subject. These tests are divided into three he or she has covered all the points.
levels of difficulty: The Sample Literacy Tests
● Basic level n In the second part of the book we provide you
● Intermediate level with three Sample Tests.
● Advanced level. n Your child will be able to practise the longer
n You will be able to see what level your child is Sample Tests.
at by finding the point where he or she starts n For the Language Conventions and Reading Tests
having consistent difficulty with questions. there are answers, tips and explanations, and also
For example, if your child answers most
a list of each question’s level of difficulty to help
questions correctly up to the Intermediate level
you identify which are the easier and harder
and then gets most questions wrong from then
questions in the tests.
onwards, it is likely your child’s ability is at an
Intermediate level. n For the Writing Tests there are Marking Checklists
n You will be able to see your child’s strengths and writing samples, one each of an Intermediate
and weaknesses in different topics by and Advanced level. From this you will be able to
completing the Strengths and Weaknesses Chart see what level your child is writing at by comparing
(see page 2). his or her writing to the writing samples.
1
The Strengths and Weaknesses Chart
n As your child completes each test, mark it using the answer section at the back and then fill in this chart to record
his or her progress.
n You will be able to see at a glance your child’s strengths and weaknesses in different topics and different strands
of Literacy.
n If you find your child needs more practice on specific topics, use the checklist of Excel books on the back cover
to find the book to help you.
Area of Learning Level Mini Test Mark

Spelling Basic 1 /18
Spelling Basic 2 /18
Spelling Intermediate 3 /18
Spelling Advanced 7 /18
Grammar Basic 1 /18
Grammar Intermediate 2 /18
Grammar Intermediate 3 /18
Grammar Advanced 4 /18
Grammar Advanced 5 /18
Punctuation Basic 1 /18
Punctuation Intermediate 2 /18
Punctuation Intermediate 3 /18
Punctuation Advanced 4 /18
Punctuation Advanced 5 /18
Reading Basic 1 /6
Reading Basic 2 /6
Reading Intermediate 3 /6
Reading Advanced 7 /6
2
Spelling Basic level questions
10 min
Mini Test 1
The spelling mistakes in these sentences have been highlighted.

Write the correct spelling for each highlighted word in the box.
l1 Jan hurt her bach when she slipped on the step.
l2 Our mother and farther both work in the city.
l3 Cats should catch mise but our cat just sleeps all day!
l4 We use petrol for feul when we mow the lawn.
l5 The best meat pise are the ones baked at home.
l6 The boys have gorne to school without their hats.
l7 We put the dirty cups on the trey .
l8 I have yused all the sugar. We will have to get some more.
l9 Honey is sweat and sticky.
l
10 If tooday is Monday then yesterday was Sunday.
The spelling mistakes in these labels have been highlighted. Write the correct spelling for each
highlighted word in the box.
l
11 old gum teree
l
12 falling lefe
l
13 rough, black barck
Read the text Game over. The spelling mistake in each line has been highlighted.
Write the correct spelling of each highlighted word in the box.
Game over
l
14 The Jets won their last game. They wanted to thenk their coach
l
15 with a cheer. One of the better players will go on tower with the
l
16 ‘A’ team to Cairns. He jumped around the coach like a mouth
l
17 circling a candle. The coach had to whold onto his open
l
18 can of drink in case it got nocked out of his hand.
3 Answers and explanations on page 84
Spelling Basic level questions
10 min
Mini Test 2
Each line has a word that is incorrect. Write the correct spelling of the word in the box.
l1 During the bushwalk Mark got an insect bite on his bare chess.
l2 The water in the barth was too hot for the young children.
l3 I have hardly whorn these shoes but they have given me blisters.
l4 Did you loose that note I gave you for your teacher?
l5 Dad said I marst not go near the creek.
l6 Olivia ate all the food she had on her plait.
l7 The cow jumped ovver the moon and the dish ran away.
l8 I came first in won race and last in the next race!
l9 It was a duhl day when we wanted to fly our kites.
l
10 The cleaner wiped the picnic table with an old cloff.
l
11 How do you feal about going for a swim?
The words below are in pairs where the words go together.

In each pair one word is spelled incorrectly. Write the correct spelling of the word in the box.
l
12 mune stars
l
13 heal toe
l
14 boots shues
Read the text My first day at a new school.

My first day at a new school
l
15 The first thing I saw was that the rubber had warne off the end
l
16 of my pencil. Later the class listened to the chune the teacher
l
17 played on a recorder. It was awful. The wendy weather meant we
l
18 had to have lunch inside. There was no sope to wash our hands!
4 Answers and explanations on pages 84–85
Spelling I ntermediate level questions
15 min
Mini Test 3

l1 The work beggan as soon as the bell rang.
l2 The car raced arownd the sharp corner.
l3 Each affternon we play on the swings.
l4 I lost a doller on the way to the shop.
l5 It takes just one sparck to start a bushfire.
l6 Mark splashs water all over the bathroom floor.
l7 Mum will buy a new musick disk when she goes shopping.
l8 The clotheing at the market was dirty and badly sewn.
l9 “That was a grate film,” said Dad, as he stood up.
l
10 It rains everry time we go to the football!
l
12 a modern citty

l11 a skyskraper
l
13 storm cloudes
Read the text The test. The spelling mistake in each line has been highlighted.
The test
l
14 “After you finnish the test you should check your work,” said
l
15 Ms Temps. I was ferst to rush out of the test room. Ms Temps had
l
16 to collect the papers. When I opened the door, papers flue all over
l
17 the place. Some were scattered across the clean flore . I hope
l
18 Ms Temps gets enough monny for all her extra effort!
15 min
Mini Test 4

l1 Kevin and Jay were treated as herows after rescuing flood victims.
l2 I would inviet you to my party but it’s for girls only!
l3 Mandy left the bathroom lite on!
l4 I ask the questions and you give the ansers.
l5 A car was comeing around the bend without slowing down.
l6 Julie has naver been on an aeroplane.
l7 Have you had enuogh fruit or would you like an apple?
l8 Basil became exsited when the lion-tamer came into the ring.
l9 Mum would happerly swap jobs with Dad.
l
10 It is now just ten minerts before the lunch break!
The spelling mistakes in these labels have been highlighted. Write the correct spelling for each highlighted
word in the box.
l
12 a tall chimley
l11 a river sene
l
13 a grassy lorne

Read the text River cave. The spelling mistake in each line has been highlighted.
River cave
l
14 My turch had flat batteries and was useless in the cave. Yvonne
l
15 tryed to make hers work by swapping the batteries around. Then
l
16 Len’s wacht stopped after he stumbled into a shallow pool. All the
l
17 troubles of the cave werld adventure were getting too much.
l
18 Then Yvonne said, “I just heard the dingo houl near the entrance.”
15 min
Mini Test 5
l1 A tractor came allong the highway as it got dark.
l2 My bruvver and I are in different schools.
l3 Marlene was bitten twice by the same inseck.
l4 Ring for a docter. Raymond has gashed his leg!
l5 The teacher reads the same storey every term!
l6 There are manney boys in my class and not one can sew!
l7 Don’t worry Mum, I will get it meself!
l8 “Who put their shirt on back to frount?” asked Mum.
l9 The koala was takken back to the tree where he had been found.
l
10 I cannot see whoes name is on the pencil.
l
11 Matthew roat his name with a pen on the bedroom wall!

l
12 brede butter
l
13 knife forke
l
14 oranges lemmons
Read the text The party.

The party
l
15 My parants said they would let me have a party for my tenth
l
16 birthday. I could invite ten peeple and they would ask Grandpa to
l
17 come as well becuase he had known me all my life. Grandpa
l
18 knows plenty of party games. He used to be a teecher.
15 min
Mini Test 6
l1 “I will be with you in a momment ,” snapped the coach.
l2 We ownly go to sport on a Monday, never on a Sunday.
l3 It’s allmost time to catch the train home.
l4 Jason sold his bike and bort a skateboard.
l5 The fabrick in my shirt is cotton but Dad has a silk shirt.
l6 There were green furns growing down by the creek.
l7 We have a new mower to cut the grarse on the back lawn.
l8 Did Mr Jones buy the hous in the next street?
l9 We offen get storms during summer.
l
10 The captain didn’t no how to spell my name!
l
11 A slow whombat walked across the busy track.

l
12 frogs todes
l
13 puppys kittens
l
14 cups sausers
Read the text Visit to the zoo.

Visit to the zoo
l
15 Uncle Joe took Bob and me to the zoo. He wonted to see
l
16 the eagels and emus. Bob and I wanted to see the goannas
l
17 that looked like small draggons. They were much larger than
l
18 the lizerds we have in the bush near our home.
Spelling Ad vanced level questions
20 min
Mini Test 7

l1 A new house, of serment blocks, was built in our street.
l2 Jack left his pencil and rubber in the art room cubord.
l3 We had to go to bed earlly to get plenty of rest.
l4 Dad was carefull not to step in the mud.
l5 I sumtimes wonder who is going to be the next class captain.
l6 Mum went with the other laddies to the mothers’ meeting.
l7 Do you want lam chops or beef sausages?
l8 The school has seven new comphuters.
l9 Jane thort the answer was twenty. It was really twenty-one.
l
10 The mourning was sunny and the afternoon was dull.
l
11 For our next holliday we are off to Fiji!
l
12 Dad said, “I’m going fishing and maybee I’ll have a swim.”
l
13 Tessa has two aunties and one unckle.
Read the text Odd ball. The spelling mistake in each line has been highlighted.
Odd ball
l
14 It is not knowen where the small ball came from. The ball hit the
l
15 winder but the glass didn’t break. I picked the ball up off the lawn
l
16 and put it in my pockert. Someone might claim it. If I had a digital
l
17 cammera, I could have made a sign and put it on a noticeboard.
l
18 I wondered what might have haperned if the glass had broken.
20 min
Mini Test 8

l1 The harbor was safe for small sailing ships.
l2 The team we played agenst was two years older than us.
l3 Our netball team quickely won the last match of the day.
l4 The water covered the foot brige and we were cut off from town.
l5 Bevan broak his shoelace as he hurried to get dressed.
l6 I hardly ever dream but last night I had a nitemair after the horror film.
l7 I used almost a whole box of tisshews when I had the sneezes.
l8 There are more deths on the roads than in plane crashes!
l9 Is a bakers’ dozzen more than twelve?
l
10 Harley got every question right accept the one with fractions.
l
11 The balloon will axepand to twice that size!
l
12 Did you fourget to bring the sun cream to the beach?
l
13 If we could travel through space to another galaxie I would go.
Read the text Shopping woes. The spelling mistake in each line has been highlighted.
Shopping woes
l
14 Do you help with the shopping for grocerys? Jan does.
l
15 The waight of some cartons is getting heavier. As Jan lifts the
l
16 heavier ones into the car she pokes out her tonge. It isn’t being rude!
l
17 The cost of shopping is getting worse. Jan’s mum thinks it is robbry.
l
18 Some trolleys are hard to steer. They simply want to colied with all
other trolleys in the store!
20 min
Mini Test 9
l1 Do all zeberas have black and white stripes?
l2 I was late for work yestiday and I’m late again today.
l3 Denise is a smart speller but her handwritting is messy.
l4 Peanuts grow in the ground and wallnuts grow on trees.
l5 We need two peachs to make a fruit salad.
l6 The mare of Geelong called a special council meeting.
l7 It is not wise to wonder off the track when hiking in the bush.
l8 All the books must be returned to the libary by Friday.
l9 There were twise as many visitors as we had room for.
l
10 Dad grows tomatos and onions in the back garden.
l
11 The meat for the picnic was girlled on the barbecue.
The words below are pairs of opposites.

l
12 giant drawf
l
13 wite black
l
14 angel devill
Read the text Our food.

Our food
l
15 Australians have plenty of food. For brekfast we might have
l
16 wheet as a cereal. For lunch we might have ham on a bun.
l
17 A snack dewring the day is always welcome. Some men prefer
l
18 stake to lamb or chicken with their main meal of the day.
20 min
Mini Test 10
l1 The new computer has a flat keybord.
l2 Modern houses are designed to withstand wild whether.
l3 Fresh friut and crispy vegetables are good for a healthy body.
l4 The parcels were left in the coridoor.
l5 Our team came second in the realay.
l6 The film was about a gohst that could drift through walls.
l7 The walls were painted pink and the cieling was painted orange!
l8 Did you ride your bycycle to school and then to the oval?
l9 The principal’s pitchure is above the front door of the college.
l
10 The hikers were tired after climbing through three vallies.
l
11 The meteor left a krator two metres deep in the park!

l
12 country sitty
l
13 sonny cloudy
l
14 curley straight
Read the text The jobs I’d like.

The jobs I’d like
l
15 Dad and Mum keep arsking me what I want to be when I grow
l
16 up. I don’t know. I don’t like the ocean so I won’t be a salor or
l
17 a fisherman. I like puzzles so I think I should be a dectective.
l
18 I could solve crimes and make shore criminals go to prison.
Grammar Basic level questions
10 min
Mini Test 1
l
1 Which of the following correctly completes the sentence?
Peter saw an when he went to the zoo.

A lion B zebra C elephant D kangaroo
l
The team getting ready for its first match.

A are B is C am D were
l
Dad bought a new book. He left book in the shop!

A he’s B him C their D his
l
4 Which word can be used instead of the highlighted words?
Beth and Carmel came to my party. Beth and Carmel enjoyed the games we played.
A They B Them C She D We
l
5 Which sentence is correct?
A After the match me brother and me caught a bus home.
B After the match my brother and I caught a bus home.
C After the match me brother and I caught a bus home.
D After the match my brother and me caught a bus home.
l
The police saw men come out of the bank.

A this B them C that D those
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Trent cleaned his teeth he went to bed.

A before B after C when D while
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8 These words need to be arranged in alphabetical order:
camel wombat platypus giraffe
Which word would come last?
A camel B wombat C platypus D giraffe
Mini Test 1 (continued)
Read the text Pet snails. The text has some gaps. Choose the best option to fill each gap.
Pet snails
Why would anyone keep pet snails?
Snails can be pets! They are easly easy easier easily

l
9 A B C D
caught, simple feed, and to too two tow

l
10 A B C D
they don’t make a noise night, on during when at

l
11 A B C D
keeping people awake. They isn’t aren’t don’t be ain’t

l
12 A B C D
smelly and they lettuce scraps. ate eight eat ete

l
13 A B C D
Read the text The painter. The text has some gaps. Choose the best option to fill each gap.
The painter
Andy Sales is a painter.
Andy paints houses. He is don’t doesn’t does’nt dont

l
14 A B C D
artist and he paints pictures an a en the

l
15 A B C D
of men women playing sport. or but and nor

l
16 A B C D
The golf club now three of his have had heve has
17 A B C D l
pictures. He paints really . good better well fair
18 A B C D l
Grammar I ntermediate level questions
15 min
Mini Test 2
l
Paul saw a when he went to the zoo.

A antelope B otter C emu D yak
l
Leslie was an late for her haircut.

A hour B minute C day D half hour
l
A My dog and me will always be mates.
B Me dog and I will always be mates.
C My dog and I will always be mates.
D Me dog and me will always be mates.
l
My friend and I played video games in room.

A mine B me C mye D my
l
Peter bought apples, grapes, cherries, lettuce and tomatoes at the roadside stall.
He put the apples, grapes, cherries, lettuce and tomatoes in the car boot before driving home.
A them B they C it D that
l
The cat’s were tender after its long walk.

A pours B paws C pores D pause
l
A It is quickly to go around the hill than over it.
B It is quicker to go around the hill than over it.
C It is quick to go around the hill than over it.
D It is quickest to go around the hill than over it.
Read the text Teachers. The text has some gaps. Choose the best option to fill each gap.
Teachers
Teachers speak in many different ways.
Some teachers speak . They slow slowly slower slowing
l
8 A B C D
this makes them easier thinks Think thought think

l
9 A B C D
to understand, if they only but or and yet

l
10 A B C D
use long words, will know what which who that

l
11 A B C D
what they are about? speaking speak spoke speaked

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12 A B C D
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Trent put his hat on going out into the sunlight.

A and B before C and so D because
Read the text Poetry. The text has some gaps. Choose the best option to fill each gap.
Poetry
I like a few poems.
My favourite poem Old King is will be are were
l
14 A B C D
Cole. really a nursery rhyme. it’s It’s Its the

l
15 A B C D
I like it because king is such a our the what

l
16 A B C D
a happy person. enjoyed music He he Him They

l
17 A B C D
a lot, and so do . me we myself I

l
18 A B C D
Grammar I ntermediate level questions
15 min
Mini Test 3
l
The old man put his collection stamps in a glass cupboard.

A for B of C in D on
Read the text Team trouble. The text has some gaps. Choose the correct word to fill each gap.
Team trouble
The players in our team 2 not very happy. When they arrived at the grounds they got a shock.
There 3 a flock of sheep under the goal posts at the far end.
l
2 A are B is C am D was
l
3 A were B are C am D was
l
A How much people is on the beach?
B How many people are on the beach?
C How much people are on the beach?
D How many people is on the beach?
l
There’s the red headed girl looks like a TV star.

A which B what C who D that
l
Brett and Andy left a mess on the front lawn.

Brett and Andy’s cricket gear was scattered everywhere.
A Their B There C Your D Its
Read the text Bottlenose dolphin. The text has some gaps. Choose the best option to fill each gap.
Bottlenose dolphin
What is a bottlenose dolphin?
These dolphins are a bit like . whale Whale whales Whales
l
7 A B C D
They are smaller. The snout much more most many

l
8 A B C D
is like a beak, it is not like a and but yet because

l
9 A B C D
bird’s beak. It is full more than off ov have of

l
10 A B C D
eighty teeth. Fish should be . careful care full carefully caring

l
11 A B C D
l
A We saw youse and your parents in town today.
B We saw you and your parents in town today.
C We saw you and yer parents in town today.
D We saw youse and yer parents in town today.
l
Penny is a good student but her sister is even .

A best B gooder C more good D better
Read the text Fishing. The text has some gaps. Choose the best option to fill each gap.
Fishing
“I’m hot!” I complained.
Mum had me to bring a tell telled told tolled

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14 A B C D
hat. Dad asked me where it . were was is are

l
15 A B C D
I had decided neither fishing also but or nor

l
16 A B C D
boating were hot sports. It Them Those They

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17 A B C D
were water sports! hat was Me Our My A

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18 A B C D
on my bed, at home.
Grammar Ad vanced level questions
20 min
Mini Test 4
l
The photographers wanted to photograph an near trees.

A angry lion B young zebra C huge elephant D red kangaroo
l
Mum has a new car. We went for a ride in car after we all had a look at it.
A a B an C there D the
l
A The girls have black hair but Jim have red hair.
B The girls has black hair but Jim has red hair.
C The girls has black hair but Jim have red hair.
D The girls have black hair but Jim has red hair.
Read the text The attack. The text has some gaps. Choose the correct word to fill each gap.
The attack
No one likes accidents. At school camp Peter was bitten by a small dog. Luckily, medical help was
available. After the attack the 4 hurried back to his clinic. Before he left, he said to the dog’s
owner, “You must try 5 control that dog!”
l4 A Dr B doctor C Dr. D Doctor
l5 A and B end C to D for
l
Beth, Sue and Raymond are the grandchildren of Mr Lee.

Beth, Sue and Raymond live in another state so they do not see their grandfather very often.
A Them B These C They D Girls
Read the text Airport visit. The text has some gaps. Choose the best option to fill each gap.
Airport visit
A relative is leaving Brisbane on a jet plane.
Ryss and Aaron allowed to are is am can

l
7 A B C D
see their depart to visit Uncle uncle UNCLE UnclE

l
8 A B C D
animal park in South Africa. a and the an

l
9 A B C D
He’ll have time for just one plenty much enough any
l
10 A B C D
park visit while he is over . their there they’re there’s

l
11 A B C D
l
Robert Yung is in a ___________ class at Palmville Public School.

A Year Six B year six C Year six D year Six
l
A I want to go to the arcade but I don’t have any money.
B I want to go to the arcade but I don’t have no money.
C I want to go to the arcade but I don’t got any money.
D I want to go to the arcade but I don’t got no money.
Read the text Sue and Prue. The text has some gaps. Choose the best option to fill each gap.
Sue and Prue
Sue and Prue were the best of friends.
For years, Sue and Prue a has have had haved

l
14 A B C D
secret wish. wanted to work on they She Them They

l
15 A B C D
a cruise ship serving guests, or but yet nor

l
16 A B C D
on a jumbo jet travelling a at to in on

l
17 A B C D
country across an oceans. Ocean ocean. Ocean

l 18 A B C D
Grammar Ad vanced level questions
20 min
Mini Test 5
l
I am always being told that best things in life are free.

A a B them C the D an
l
The team along the beach for training every Wednesday.

A runs B run C rans D runned
l
On Sunday night the twins to bed early.

A going B go C goes D gone
l
A You can either eat the beans or go without the rest of the meal.
B You can either eat the beans nor go without the rest of the meal.
C You can either eat the beans and go without the rest of the meal.
D You can either eat the beans but go without the rest of the meal.
Read the text Making toast. The text has some gaps. Choose the best option to fill each gap.
Making toast
Toast is easy to make.
It is best to sliced bread. Sliced used use youse be using

l
5 A B C D
bread is cut to fit into most neatly neat neater neatest

l
6 A B C D
toasters. Drop the bread the on into over at

l
7 A B C D
slot, press the lever down so also soon then

l
8 A B C D
on the side of the toaster and also to too

l
9 A B C D
start toasting the bread.
l
Percy is a pig that doesn’t have manners!

A no B any C what D none
l
Dad has a big red toolbox with a tin lid in his shed.
The big red toolbox with a tin lid is painted red.
A Toolbox B They C That D It
l
On Tuesday Pam saw an when she went to the zoo.

A yellow canary B sleeping owl C orange parrot D hungry koala
l
A Justin saw himself in the school photos.
B Justin saw hisself in the school photos.
C Justin saw heself in the school photos.
D Justin saw himselve in the school photos.
Read the text The river. The text has some gaps. Choose the best option to fill each gap.
The river
The river now is dark brown.
The banks sloppy mud. The were was are is

l
14 A B C D
river flows through our town, slowly slower slow slowing

l
15 A B C D
not while it floods. Then the or but and then

l
16 A B C D
trees are islands a dark sea — up over on in

l
17 A B C D
the place for possums to be. best good well more best
l
18 A B C D
Punctuation Basic level questions
10 min
Mini Test 1
l
When Dad comes home he will ring the office in the

A city? B City. C City? D city.
l
2 Which sentence has the correct punctuation?
A When I get to Hobart I will buy warm boots?
B When will I hear from you again?
C When Jo saw the dog she nearly fainted?
D When the rains come the road turns to mud?
l
3 Which punctuation sign correctly completes the sentence?
Mum wondered if there would be bushfires in December

A full stop ( . ) B comma ( , ) C question mark ( ? ) D exclamation mark ( ! )
l
We will ask the two boys to get and come with us to the beach.
A Rover B ROVER C rover D RoveR
l
A On the train ride to Bathurst we passed through many Small Towns.
B On the train ride to Bathurst we passed through many small Towns.
C On the train ride to Bathurst we passed through many small towns.
D On the train ride to bathurst we passed through many small towns.
l
Jasmine took her to the art class.

A coloured, pencils and paper C coloured, pencils, and paper
B coloured pencils, and paper D coloured pencils and paper
Read the text Being helpful. The text has some gaps. Choose the correct word to fill each gap.
Being helpful
Tim 7 know how to use a trundle wheel. He asked his dad for help. His 8 idea of help
was to get a long tape measure from the shed!
l7 A does’nt B doesn’t C doesnt D doe’sn’t
l
8 A dads B dads’ C dad’s D dads’s
l
9 Circle the letter to show where the missing question mark ( ? ) should go.
Why has Jan gone to the shop When she gets home tell her she forgot Dad’s list.
A B C D
l
A “The teacher said,” take out your books. B The teacher said Take out your books.
C The teacher said, “Take out your books.” D “The teacher said take out your books.”
l
A if you watch television too much you will get sore eyes
B If you watch television too much you will get sore eyes
C if you watch television too much you will get sore eyes.
D If you watch television too much you will get sore eyes.
l
12 Circle the letter to show where the missing apostrophe ( ’ ) should go.
A B C D
Kim want s to go to bed but he can t get into his bedroom because the key s are lost.
Read the text The new cat. The text has some gaps. Choose the best option to fill each gap.
The new cat
There were mice in our kitchen.
Mice can be real They got pests pests? pests! pests,
l
13 A B C D
into pantry where she Mum’s Mums’ mums’ Mums

l
14 A B C D
keeps sauce and biscuits. jam, jam. jam jam?

l
15 A B C D
have to get a cat. We went to well Well we’ll We’ll

l
16 A B C D
the pet shop. Should we get a kitten. kitten? Kitten? kitten!

17 l A B C D
l
18 Circle the letter to show the word that should have a capital letter.
the best way to get to the beach is to catch a ferry.
A B C D
Punctuation I ntermediate level questions
15 min
Mini Test 2
l
We saw Wells sitting in the café having coffee.

A mr B Mr. C Mr D mr.
l
When we found our cricket ball, we also found a tennis ball

l
A I don’t know what to “say to my teacher”.
B “I don’t know what to say to my teacher.”
C I don’t know what to say, “to my teacher.”
D I don’t know what to say to my teacher.
l
A How that happened is a mystery?
B How far is it to the next town?
C How a dog can pick up a scent is really amazing?
D How the car got dirty is not my problem?
l
5 Circle the letter to show where the missing comma ( , ) should go.
Trudy and Holly went to the mall to buy food streamers and balloons for the party.
A B C D
l
The pram was left in the shade while his father watched the swimming.
A baby’s B babies’ C babys’ D babie’s
l
A The Murray River starts in the Mountains and runs into the Sea near Adelaide.
B The Murray River starts in the mountains and runs into the sea near Adelaide.
C The murray river starts in the mountains and runs into the sea near adelaide.
D The Murray river starts in the mountains and runs into the sea near Adelaide.
l
The football crowd was singing. Dad thinks fans of the winning team.
A theyr’e B they’ve C they’re D they’are
l
When and where is the team’s match this week It can’t be at the school
A B C D
l
10 Which sentence is an example of an exclamation sentence?
A The leaves on the top branch C Did it rain yesterday
B Watch out D Penny had a ride on a tram in Melbourne
l
A My best friends both have bikes with gears.
B My best friends both have bike’s with gears.
C My best friend’s both have bikes with gears.
D My best friends both have bikes with gear’s.
l
A B C D
I know we ve finished both test s but how many answer s a re correct?
Read the text Red curly hair. The text has some gaps. Choose the best option to fill each gap.
Red curly hair
In many ways Ken was like the other boys.
But Ken thought he had a problem problem? problem, problem.
l
13 A B C D
His hair was short and curly. red red, “red” red.
l
14 A B C D
Ken thinks about it all the even time. Time time! time,
l
15 A B C D
when he is in bed. a worry for It’s it’s its’ Its

l 16 A B C D
parents. They think he has great hair! Kens kens Ken’s ken’s
l 17 A B C D
l
18 Circle the letter to show which word should start with a capital letter.
We go on holidays tomorrow if our cousin arrives from perth today.
A B C D
Punctuation I ntermediate level questions
15 min
Mini Test 3
l
1 Which word should have a capital letter in this sentence?
towards evening the fishermen on the shore began wandering back to their boats.
A towards B evening C shore D boats
l
Jim’s shoes were on our drive when the friend drove over them.
A friends’ B friend’s C friends’s D friend
l
3 How should the sentence its hot today be written?
A It’s hot today? B it’s hot today. C Its hot today. D It’s hot today.
l
A B C D
I don t care who se books you have lost. I have more on my min d than that!
l
A Tessa needed to see a Doctor so she went to Dr Varady’s surgery.
B Tessa needed to see a doctor so she went to Dr. Varady’s surgery.
C Tessa needed to see a doctor so she went to Dr Varady’s surgery.
D Tessa needed to see a doctor so she went to dr Varady’s surgery.
l
6 How many commas ( , ) are needed in this sentence?
We entered the cave with a good supply of torches ropes batteries and water.
A none B one C two D three
l
A Our neighbours once lived in a nearby street.
B Our Neighbours once lived in a nearby street.
C Our neighbours once lived in a nearby Street.
D Our Neighbours once lived in a nearby Street.
l
A command sentence ends with a .
A question mark ( ? ) B full stop ( . ) C exclamation mark ( ! ) D capital letter
l
A The teacher said to the class, “It’s time to start work.”
B The teacher said, “to the class. It’s time to start work.”
C “The teacher said to the class, It’s time to start work.”
D “The teacher said to the class,” It’s time to start work.
l
Can you play the piano or would you prefer to play John’s violin I would rather not play at all!
A B C D
l
Marcia said the money was and she wants it back.

A her’s B hers’ C herse D hers
l
A B C D
I know we ve lot s of food but what about bottle s of water if the day s are hot.
Read the text The surprise. The text has some gaps. Choose the best option to fill each gap.
The surprise
Today is my birthday.
Can you guess what I found Hey. Hey? Hey! Hey,

l
13 A B C D
under my It was a gift bed. bed? bed, Bed?

l
14 A B C D
card worth $50 and I could , ’ . ?

l
15 A B C D
spend it in any store in town. I’ill i’ll i’ill I’ll
l
16 A B C D
try to get a new skateboard ? . ! ,
l
17 A B C D
l
18 Circle the letter to show which word should not start with a capital letter.
Most people who live in Spain speak Spanish and the language of a nearby Country.
A B C D
Punctuation Ad vanced level questions
20 min
Mini Test 4
l
Dan knew there was a dingo near the camp. growling had kept him awake.
A it’s B It’s C Its D Its’
l
John thought the pen was his, but it was really .

A yours B your’s C your D
you’s
l
A “We can finish that tonight,” if you like whispered Dad, as he rubbed his eyes.
B “We can finish that tonight if you like,” whispered Dad, as he rubbed his eyes.
C “We can finish that tonight if you like,” whispered Dad, “as he rubbed his eyes.”
D “We can finish that tonight if you like, whispered Dad, as he rubbed his eyes.”
l
4 Choose the word that should start with a capital letter.
Unless the captain decides soon, our team won’t get a game before christmas.
A B C D
l
5 Which sign correctly completes the sentence?
“When you get to school, go to your classroom ” said the teacher.

l
6 Which sentence is an example of a command sentence?
A Bring your book to the front desk B She is quick
C Don’t you know my name D Wesley is up to the second chapter
l
A The Sailing Boat, Sea Winds, ran onto rocks in Sandy Bay.
B The sailing boat, Sea Winds, ran onto rocks in Sandy Bay.
C The sailing boat, Sea Winds, ran onto rocks in sandy bay.
D The sailing boat, sea Winds, ran onto rocks in Sandy bay.
l
The brakes failed on the last bend of the track, but we didn’t have an accident.
A cars B cars’ C car’s’ D car’s
l
Trudy Holly and Jasmine took the first train to stop near the showground.
A B C D
l
A B C D
My two new book s we re read last week and they ll be don ated to the school.
l
11 How many sentences of any type are in this text?
You want some money I will give you $10 You can spend it any way you like when I say.
A one B two C three D four
l
A B C D
With all the car s, truck s and bus es parked in the street there is no room for Grant s taxi.
Read the text Camels in Australia. The text has some gaps. Choose the best option to fill each gap.
Camels in Australia
Animals were once used for transport.
Camels were ideal for our deserts. deserts? deserts deserts,

13 l A B C D
They were ideal for heavy load’s loads loads’ Loads

14 A B C D l
in sandy places. They did’nt didnt. didn’t di’dnt
15 A B C D l
require a lot of water they , and . And ! and ? and
l
16 A B C D
used to the hot weather. we’re where’re w’ere were

l
17 A B C D
l
A Where the ball went is a problem? B Where will we get off the train?
C Where I live no one goes hungry? D Where the river meets the sea is a quiet bay?
Punctuation Ad vanced level questions
20 min
Mini Test 5
l
If you want to go swimming you must first ask your father.

l
2 Circle the letter to show the word which should not have a capital letter.
I asked for an Australian sticker, but Jake would not let Me have one.
A B C D
l
A “That’s enough,” said the bus driver. B “That’s enough, said the bus driver.”
C That’s enough, said the bus driver. D That’s enough, “said the bus driver.”
l
4 The words Don’t be late for the party are an example of
A a statement. B a command.
C an exclamation. D a question.
l
5 Which sentence is an example of a question sentence?
A Take your books off the table
B Write the date
C Who will win the prize for best dressed
D Robin Hood’s Adventures was a boring film
l
July August and September are in the second half of the school year.
A B C D
l
A There are many oceans and seas, but none as large as the Pacific ocean.
B There are many Oceans and Seas, but none as large as the Pacific Ocean.
C There are many oceans and seas, but none as large as the pacific ocean.
D There are many oceans and seas, but none as large as the Pacific Ocean.
l
I asked my , Jackie, to help me clean up the mess.

A Girlfriend B girlfriend C GirlFriend D GIRLFRIEND
l
The driver knows the ticket is not . It is for a senior person.
A your’s B Yours C yours D Your’s
l
10 Which sentence uses the word City correctly?
A New York City is an exciting place to visit.
B Broken Hill is a City in western New South Wales.
C Most people who live in Darwin work in the City.
D You won’t find many koalas in any capital City.
l
You cannot come into the exam room.
A stop. B Stop! C stop! D Stop
l
A B C D
Our two dog s get bone s to eat on the lawn s but the cat s food is put into her dish.
Read the text School holidays. The text has some gaps. Choose the best option to fill each gap.
School holidays
There is a lot of talk about school holidays.
Mum says they are too long. long? long! Long.

l
13 A B C D
too hard to keep young its it’s It’s its’

l
14 A B C D
busy for two weeks. Children children ChildreN CHILDREN

l15 A B C D
work to do. I like my She’as shes Shes She’s

l
16 A B C D
holidays. What do you think . , ? !

l
17 A B C D
l
Russell and Graeme saw the accident. have to tell the police what they saw.
A The’ll B they’ll C theyl’l D They’ll
Reading Basic level questions
7 min
Mini Test 1: Narrative
A narrative:
■ is a form of prose writing that tells a story.
■ has entertainment as its main purpose.
■ uses literary techniques such as figurative language.
Read the narrative about Jasmine and answer the questions. Circle the correct answers.
1 Jasmine lived with her parents in a brick house in a big town. Her father went to
2 work every day at a travel agent’s office in the shopping centre. When Jasmine left
3 home for school, her mother also went to work. She owned a health food shop.
4 Jasmine’s parents were very hard-working people. They said they never had
5 enough time to do all the things they wanted to do.
6 ‘There are not enough hours in a day,’ Jasmine’s father often said when he came
7 home from work.
8 ‘Not enough days in the week,’ her mother would reply.
9 Sometimes Jasmine’s father would have to go away. He would have to inspect the
10 places people might want to go to for holidays. On special trips he would take
11 Jasmine’s mother. It was like a little holiday.
12 When that happened, Jasmine went to stay with her grandparents in a small
13 cottage by a quiet beach.
14 Jasmine didn’t mind when her parents went away because she loved her
15 grandparents and she loved staying with them. They seemed to have all the time
16 in the world for walks along the beach, working in the garden or just sitting on
17 their front veranda reading books and newspapers.
18 Better still, they had time to listen to all she had to say. And in return they would
19 tell her stories about interesting things and people. They never said that there was
20 not enough time to do everything.
l
1 Jasmine lived
A in a brick house. B near a shopping centre.
C in a small cottage. D near a beach.
l
2 Jasmine’s mother
A worked for a travel agent. B sat on the veranda to read books.
C owned a health food shop. D went for walks along the beach.
l
3 When did Jasmine go to her grandparents’ place?
A in the school holidays B when her parents went to work
C after school each day D when her parents went on little holidays
l
4 Who has to get information on holiday places?
A Jasmine’s mother B Jasmine’s grandparents
C Jasmine’s father D Jasmine’s school friends
l
5 Which word best describes Jasmine’s parents?
A busy B unfair C relaxed D lazy
l
6 What did Jasmine’s father mean when he said: ‘There are not enough hours in a day’?
A He was working too hard. B He needed more time to get all his work done.
C He would like longer holidays. D He wanted to spend more time working.
Note: the numbers in the margin are line references to help 33 Answers and explanations on pages 96–97
you use the answer section more effectively.
Reading Basic level questions
7 min
Mini Test 2: Procedure
A procedure:
■ is a set of instructions (often called steps) on how do something.
■ will often include a list of materials and tools needed and helpful hints.
A common prodedure is a recipe.
Read the procedure How to make a Möbius strip and answer the questions. Circle the correct answers.
1 A Möbius strip is a paper ring with a half twist.

2 You will need
3 sheet of computer paper (A4 size)
4 pencil
5 scissors
6 ruler
7 glue or paste
8 Steps
9 1. Cut a strip, as wide as a ruler, off the long side of the computer paper.
10 2. Give the strip of paper a half-twist and bring the ends together.
11 3. Overlap the ends by 1 cm and glue them together. Let the glue set.
12 Try this
Start your
13 Draw a line down the centre of the strip. How many sides does the strip have?
line here
14 Something strange
15 When you drew your line down the middle of the strip you finally got back to your starting point, but
16 you had drawn on both flat sides of the paper! Your Möbius strip has only one side!
17 Run your finger along the edge of the strip and keep going. Your finger will go around the strip twice
18 and end up where it started. A Möbius strip has only one edge! The twist in the paper allows your
19 finger to change sides.
l
1 How many steps are given for making a Möbius strip?
A two B three C four D five
l
2 What is the ruler used for when making a Möbius strip?
A to measure how long the strip has to be B to draw an arrow
C to make a straight line on the paper D to put a twist in the paper strip
l
3 How many edges does a Möbius strip have?
l
4 How much overlapping is needed before the Möbius strip is glued?
A one centimetre B the width of the ruler
C the length of an A4 sheet of paper D the length of the ruler
l
5 Why does a Möbius strip only have one flat side?
A It is all part of a trick. B It is a long thin piece of paper.
C The paper has a twist in it. D The ends are overlapped before pasting.
l
6 When you start drawing a line down the centre of the Möbius strip you will
A have two lines, one on the inside and one on the outside.
B have one very short line.
C have to stop drawing when you come to the join.
D return to your starting point with a line on the front and back of the paper.
Reading I ntermediate level questions
8 min
Mini Test 3: Explanation
An explanation:
■ tells how or why something happens.
■ can be about natural or scientific phenomena, how things work or events.
■ often starts with a definition or a question.
Read the explanation What is a fairy ring? and answer the questions. Circle the correct answers.
1 Fairy rings are sometimes called pixie rings. They are rings of
2 mushrooms or toadstools. They are found in damp forests
3 where there are decaying leaves. The rings have nothing to do
4 with pixies, fairies, elves or gnomes. Toadstools have nothing to
5 do with toads.
6 Fairy rings have always been popular in children’s stories.
7 Fairy rings may look as if they have been planted but they are
8 natural. People once wondered who had planted them. It had to
9 be the fairies they thought! Many pictures of fairy rings have
10 fairies sitting on them or hiding under them! They were in
11 sheltered places where elves and fairies met and danced at night.
12 The ring begins as a single seed, called a spore. This grows into a mushroom (or toadstool). Before the
13 mushroom dies it drops a circle of spores around its central stem. These grow into new mushrooms that
14 drop spores before dying. They spread outwards. This keeps happening until there is a big circle of
15 mushrooms. The new mushrooms find food in the decaying leaves on the outside of the ring. This is
16 where the most mushrooms grow. The food on the inside of the ring has been used and the old
17 mushrooms have died off.
18 The rings may grow to over ten metres across. Some rings survive in the one place for many years.
19 Each mushroom only lives for a small number of days. They soon wither and die.
20 In England and France, mushrooms have formed huge rings. Some are hundreds of years old.
21 Fairy rings can be found in Australia.
l
1 What is another name for fairy rings?
A toadstools B fairy seats C
circle of spores D pixie rings
l
2 How long can an individual mushroom live for?
A a few days B one night C hundreds of years D forever
l
3 Another name for a mushroom or toadstool seed is a
A stem. B spore. C ring. D circle.
l
4 Some people thought fairy rings were planted by people because they
A were discovered in damp, sheltered forests. B were places for fairies to meet and dance.
C looked like well-formed circles. D lived for hundreds of years.
l
A No one knows how fairy rings are formed. B Toads live under toadstools.
C A fairy ring will only last a few days. D Toadstools can also make rings.
l
6 There are few mushrooms in the centre of a fairy ring. Give a reason for this. Write your answer on the lines.
Note: the numbers in the margin are line references to help 35 Answers and explanations on pages 97–98
8 min
Mini Test 4: Narrative
Read the narrative The bear boy and answer the questions. Circle the correct answers.
Go to page 33 to read about .
The bear boy

1 Bobby was very fond of his toy bears. He had six, which he usually kept in his bedroom
2 unless he put one of them down somewhere and forgot where he had left it.
3 His favourite was an old, bluish-grey bear that had little fur and one very
4 ragged ear. He had a small panda bear, two small brown bears and a koala.
5 He knew a koala was really a marsupial but he kept it with his bears anyway.
6 He also had a bear dressed up like a pilot. His mother got that one for him
7 when she came home from Canada with a big Mountie Bear for herself.
8 Bobby had several books about bears. He had two with really big colourful pictures of polar bears, one
9 about koalas and the storybook of Winnie the Pooh. He also had a poster of two big pandas.
10 ‘Bobby spends quite a lot of time playing with his bears,’ said his father. ‘It might be a good idea if we
11 got him interested in trains, or marbles or even soccer.’ Bobby’s mother didn’t say anything.
12 ‘I’m worried about him. We could get him some spaceships to play with,’ added his father.
13 Then his mother said, ‘Bobby likes his bears very much. He reads about them and that is good for school.
14 If he was a girl and played with dolls you wouldn’t worry. There is nothing really wrong with learning
15 about bears. I’m sure he’ll be interested in something else as he gets older.’
16 Just then Bobby came into the room. ‘It’s my birthday soon. I don’t want another toy bear for my
17 birthday this year.’ Both his mother and father looked at him.
18 ‘I want a real, pet bear!’ said Bobby. ‘I’m too old for toy bears now!’
l
1 Bobby’s big interest was in
A learning about bears. B having fun with his spaceships.
C playing soccer. D finding bears that were lost.
l
2 Bobby’s favourite bear was
A Winnie the Pooh. B a bear from Canada. C
a koala. D a bear he had had for years.
l
3 How many bears did Bobby’s mother bring home from her trip to Canada?
A none B one C two D six
l
4 Write the numbers 1 to 4 in the boxes to show the correct order in which events happened in the text.
The first one ( ) has been done for you.
1
Bobby’s mother thought learning about bears was a good thing.

1 Bobby’s mother had a holiday in Canada.
Bobby’s father started to worry about Bobby and his bears.
Bobby decided what he would like for a birthday present.
l
5 Bobby’s father wanted Bobby to
A go to Canada with his mother. B be interested in something other than bears.
C dress up like a pilot. D take an interest in dolls.
l
6 What did Bobby want for his birthday?
A spaceships or trains B a book about bears C another toy bear D a live bear
8 min
Mini Test 5: Poster
A poster:
■ tries to capture the reader’s attention and provide information with
a minimum of reading.
■ is often displayed by organisations to advertise coming events.
Look carefully at the poster Fran Frog says and answer the questions. Circle the correct answers.
2 Know your pool.

3 Where are the steps?
4 Which end is the deep end?
5 1. Step into the pool; do not jump in without looking.
6 2. Walk carefully. Do not run around the pool.
7 3. Always wear sunscreen in the sun.
8 4. Do not play with pool equipment.
9 5. Always obey pool rules.
10 6. Remember there are others using the pool. Be considerate.
11 7. Your backyard pool must be fully fenced and the gate kept closed.
12 8. Never leave young children in the pool without supervision.
13 Enjoy your pool. It is a great place for everybody. Play safe.

14 Put this poster where everybody will see it.
l
1 When getting into a swimming pool it is important to
A not play with pool equipment. B jump in as soon as possible.
C watch where you are going. D look out for frogs.
l
2 The rules are meant to
A make the pool safe for everybody. B tell parents to supervise their children.
C convince swimmer to wear sunscreen. D make sure the pool has a fence around it.
l
3 Pools can be fun for everybody if they
A can swim. B keep the gate shut.
C know which is the deep end. D respect other people’s right to enjoy pools.
l
4 These rules are meant
A only for young children. B all pool users.
C people who fence in pools. D mainly for parents.
l
5 Fran Frog says ‘Look before you leap’. This is
A sensible advice for all pool users. B something parents should tell their children.
C what frogs do. D a warning about using sunscreen when swimming.
l
6 Name two important places where this poster could be placed. Write your answer on the lines.
1.
2.
8 min
Mini Test 6: Poem
Poetry:
■ can take many forms. It can tell a story (narrative verse), paint a word picture,
or be the format for a play.
■ uses literary techniques, such as figurative language, rhyme and rhythm,
to help the poet create experiences that can be shared with the reader.
■ is written by a poet (author). The person who is telling the story or poem is
called the narrator.
Read the poem Coffee by Elaine Horsfield and answer the questions. Circle the correct answers.
Coffee
1 Our dad’s just bought a coffee machine
2 The fanciest thing you’ve ever seen.
3 It grinds the beans and it heats the milk.
4 The coffee comes out as smooth as silk.
5 He makes cappuccino with chocolate on top

6 The coffee he makes is as good as the shop.
7 He can make short black as well as long.
8 Dad likes his coffee hot and strong.
9 Mum says that coffee’s not good for me

10 If I want something hot to have Milo or tea.
11 But in summertime when the weather is hot
12 Dad makes iced coffee—I like that a lot!
l
1 Which word best describes the new coffee machine?
A impressive B awkward C time-wasting D unattractive
l
2 The most likely reason Dad bought a coffee machine is because he
A cannot afford coffee from the shop.
B enjoys coffee that is well made.
C wants to make iced coffee each summer.
D likes playing with new machines.
l
3 The narrator enjoys coffee the most when
A the beans have been ground.
B the narrator’s mother lets her have it.
C it has chocolate on top.
D the weather is hot.
l
4 Which word best describes how Dad feels when he makes a cup of coffee?
A pleased B tired C excited D peaceful
l
5 What does Dad do before he makes a cup of coffee?
A cleans his fancy machine
B goes to the shops
C grinds coffee beans
D buys a new coffee machine
l
6 The narrator is sometimes allowed to have
A chocolates. B black coffee. C cappuccino. D iced coffee.
Reading Ad vanced level questions
10 min
Mini Test 7: Recount
A recount:
■ is a record of events that happened in sequence.
■ may include personal or historical writing.
■ can often take the form of a newspaper report.
Read the recount Then and now and answer the questions. Circle the correct answers.
1 The Tale of the Genji is believed to be the world’s first true novel.
2 It was written 1000 years ago by Murasaki Shikibu, a Japanese
3 lady. It has over 1000 pages of text in its English translation.
4 The first books were not novels. Publishing existed in ancient
5 Egypt, Rome and Greece. Those early ‘books’ were papyrus
6 rolls made from pulped reeds. They didn’t look like the books
7 we now buy. The rolls dealt with ancient literature, religion and law, and were bought and sold in much the
8 same way as we buy books today. They were handwritten by skilled slaves or paid writers.
9 Books made up into pages held together at one edge came into being about 2000 years ago. The first were
10 produced on parchment by Christian writers of the Roman Empire. (Parchment is dried and treated
11 animal skin.) It was in Ireland, several centuries later, that bound books became popular. There were no
12 rules for punctuation or any spacing between the words.
13 Paper was invented by the Chinese about 105 AD. By the 400s AD, people in India were also making paper,
14 but it took another 1000 years to come to Europe in time for the invention of the printing press.
15 Not until the invention of printing was it possible to produce books in great quantities. Though the first such
16 book was the Diamond Sutra, published in Korea in 1409, modern printing did not really begin until 1456,
17 when Johann Gutenberg of Germany printed full-length editions of the Bible using a new type of printing
18 press with movable letters. The Bible was the first major work printed—it is the world’s best-selling book.
19 The first paperback books were published in 1841. Though printed in Germany, the books were written in
20 English and were for sale to British and American tourists. When buying a paperback, the purchaser had
21 to agree to throw it away after it was read!
22 In years to come, will people be happy to read books from the screens of electronic devices? We don’t know yet.
Source: Stories behind the Invention of Ordinary Things by Don L Wulffson, Hippo Books, Newnan, GA, 1981
l
1 A major development in printing took place in
A Germany. B Ireland. C Japan. D China.
l
2 There were many advances in printing. Which of these advances came first?
A books bound down the spine B the making of parchment
C the publication of paperback books D the invention of the printing press
l
3 What was the first light material on which people began writing? Write your answer on the line.
l
4 Paper was first made by people in
A Germany. B Egypt. C China. D Japan.
l
5 In the future, stories may only be available for reading
A in paperback form. B in ways we are not yet familiar with.
C written on papyrus rolls. D especially written by and for Christians.
l
6 Another good title for the passage would be
A The first printed Bible. B Books of the ancient world.
C Electronic books. D History of books.
Note: the numbers in the margin are line references to help 39 Answers and explanations on page 99
10 min
Mini Test 8: Poster
Look carefully at the poster The dogs’ day out and answer the questions. Circle the correct answers.
1 Fernside Council in conjunction with Digger Dog Food of Australia

2
5 SUNDAY, SEPTEMBER 17
6 CANAL PARK, FERNSIDE (Boxer Rd)
7 10:30 — 4:00
8 A great fun day out for all the family on two legs or four.
All dogs must
9 • Working dog demonstrations as seen at the Royal Easter Show — 10:45 be on a lead and
10 • Airport security dog demonstration — 3:00 under control at
all times.
11 • Agility and flyball demonstrations — 11:30
12 • Races and fun competitions including best dressed and best trick — all day
13 • Vet available for doggie medical advice — 12:00 for one hour
14 • Free advice on dog training and behaviour — all day
15 For further information contact Gail at Fernside Pet Supplies
l
1 The second demonstration on the Dogs’ Day Out is for
A working dogs. B Royal Easter Show dogs.
C airport security dogs. D dogs showing agility and flyball skills.
l
2 If I wanted to find out more about Dog’s Day Out, I should contact
A Fernside Council. B Gail at Fernside Pet Supplies.
C Airport security. D Digger Dog Food.
l
3 What is meant by the word Presents?
A giving prizes for winners B meeting with other dog owners
C staging an event D providing food for visitors
l
4 What would be the main reason for cats not being allowed to go to Dogs’ Day Out?
A There are no competitions for cats. B No food is available for cats.
C Cats are difficult to keep on a lead. D Dogs can be upset by cats.
l
5 If I want to talk to the vet about my dog I should be at the Dogs’ Day Out
A any time on the day. B between twelve o’clock and one o’clock.
C before 10:30. D any time after three o’clock.
l
6 Who is helping Ferndale Council organise the Dogs’ Day Out?
A Fernside Pet Supplies B Digger Dog Food
C the Royal Easter Show D animal vets
10 min
Mini Test 9: Procedure
Read the procedure Plastic spoon puppets and answer the questions. Circle the correct answers.
Plastic spoon puppets

Read the narrative about Jasmine and answer the questions. Circle the correct answers.
1 Most children enjoy puppets. Puppets can be made out of many household items, including plastic spoons.
2 Puppets made using plastic spoons are cheap, easy to make and very easy to perform with. All the puppeteer
3 has to do is hold the plastic spoon handle to make the spoon puppet’s head move. Plastic spoon puppets
4 are fun to make and with two spoon puppets a child can perform a puppet show on their own.
5 Things you need

6 plastic spoons yarn (wool or string) or cotton wool
7 permanent markers (optional) fabric scraps
8 beads or buttons craft glue (or a glue stick)
9 Steps
10 Step 1. Obtain a clean plastic spoon of any colour for each spoon puppet that is
11 going to be made. They can be short- or long-handled spoons.
12 Step 2. Begin by putting hair on the spoon. The puppet face will be on the back of
13 the spoon bowl. Use yarn, such as wool, or cotton wool for the hair. Glue it to the spoon.
14 Step 3. Add facial features (eyes, nose, mouth) made of anything from different coloured beads, buttons
15 or anything else that might make an interesting spoon puppet. Many different items can improve a face.
16 Step 4. Simple clothing can be added using scraps of fabric or even paper towels which can be glued or tied on.
17 Remember: Use your imagination is the best advice for making great spoon puppets.
18 Puppet made? Now it’s time for the show!
l
1 Which item in the Things you need list may be least needed? Give a reason for your answer. Write your
answer on the lines.
l
2 When making a spoon puppet it is
A important to follow the instructions.
B a good idea to have people who can watch a puppet show.
C essential to buy all the things you need before you start making the puppet.
D best if you use your imagination to make your puppet interesting.
l
3 Wool or yarn can be used to make hair and used to
A make a non-slip handle grip. B tie the clothes on.
C tie two spoon puppets together. D hang the puppet up after use.
l
4 After obtaining a clean spoon, the first step in making a spoon puppet is to
A make a nose. B find suitable clothes. C glue on hair. D fix up the face.
l
5 A good thing about plastic spoon puppets is that
A one person can be two different characters in a puppet show.
B the puppets can move their arms and legs easily.
C only spoons with short handles can be used.
D plastic forks can be used instead of plastic spoons.
l
6 Making spoon puppets could be described as
A costly. B simple. C slow. D dangerous.
10 min
Mini Test 10: Report
A report:
■ is used to present information about something.
■ usually focuses on one topic or subject.
■ begins with an introductory statement introducing the subject which is followed by a series of paragraphs.
A concluding paragraph (optional) summarises the information in the report or provides a personal opinion.
■ is commonly found in reference books.
Read the report Being heard and answer the questions. Circle the correct answers.
1 Although koalas look like bears they are not bears. They are tree-dwelling,
2 plant-eating marsupials and can weigh up to 10 kilograms. Marsupials are
3 mammals with pouches. Koalas’ thick fur is usually ash grey with a tinge of brown
4 in places. They often have a white patch on their throat. Their noses are shiny black.
5 Koalas use a range of sounds to communicate with one another over fairly
6 long distances. Males have a deep grunting bellow, which they use to indicate
7 their social importance and location in the bush. Males save fighting energy by
8 bellowing to show off their power.
9 Females do not bellow as often as males. Their calls too are used to express
10 aggression, as well as being part of mating behaviour. They often sound as if they are in a fight.
11 Mothers and babies, called joeys, make soft clicking, squeaking sounds and gentle humming or
12 murmuring sounds to one another. Displeasure, or annoyance, is shown with gentle grunts.
13 All koalas make a similar sound when they are frightened. It is a miserable cry like a baby screaming
14 and is made by animals under stress. It often goes with intense shaking of the body.
15 Koalas are well suited to life in the trees. They have an excellent sense of balance and their bodies are lean
16 and muscular and their quite long, strong limbs support their weight when climbing. Their arms and legs
17 are nearly equal in length and koalas’ climbing strength comes from the thigh muscle joining the shin
18 much lower than in other animals.
19 Koalas also communicate by marking their trees with their scent. This is a bit like dogs marking items on
20 the ground to let other dogs know who owns the territory.
l
1 The text is mainly
A a scientific description. B a series of events.
C an investigative article. D part of a longer story.
l
2 A koala makes a sound like a baby crying when it is
A afraid. B contented. C hungry. D annoyed.
l
3 When koalas are alarmed
A they climb higher up their trees. B their bodies may start to shake.
C they make loud bellowing sounds. D they mark their trees with scent.
l
4 If a mother koala and her joey are content they may make
A loud bellows. B hissing sounds. C gentle grunts. D soft humming sounds.
l
5 It is important that koalas have an excellent sense of balance because they
A fight a lot over territory. B eat the leaves of trees.
C spend most of their lives in trees. D need to keep away from dogs.
l
6 Another good title for the text would be
A Marking territory. B Grunting plant-eaters.
C Mother and joey. D Koala communications.
TIPS FOR WRITING
Check the Writing section (www.nap.edu.au/naplan/about-each domain/writing/writing.html) of the official NAPLAN website for up-to-date
and important information on the Writing Test. From 2008 to 2010 students were required to write a narrative text and from 2011 to 2013 a
persuasive text was required. In 2013 teachers, parents and students were advised that the 2014 Writing Test would be either persuasive OR
narrative. The 2014 and 2015 Writing Tests were persuasive, and the 2016 Writing Test was narrative. The type of text for 2017 will again be either
persuasive OR narrative so students should prepare for both. You can also find marking guidelines on the NAPLAN website that outline the criteria
markers use when assessing your writing. Sample Writing Tests are also provided.
Persuasive texts n Make sure your arguments (or points) are relevant. They
must add to your case. ‘Waffle’ and unnecessary detail don’t
Persuasive texts (expositions or opinions) are used to ‘argue’ the improve a persuasive text. It is better to stick to the facts
case for or against a particular action, plan or point of view— without getting sidetracked. Once you have made a point
to persuade others to see it your way. Persuasive texts need to there is no need to repeat it.
be well organised and clear so that readers will understand n Use interesting, precise words. Include strong persuasive
and be convinced of your arguments. words such as must, believe, important or certainly. Avoid
When writing persuasive texts it is best to keep the following common words that carry little or no meaning, such as
points in mind. They will help you get the best possible mark. good. You can state your arguments using sentences
beginning with words such as firstly, furthermore or finally.
Before you start writing n Vary the types and lengths of sentences and the words that
n Read the question carefully. You will probably be asked to begin each sentence. If your writing includes a personal
write your reaction to a particular question or statement, opinion, try to avoid too many sentences starting with I.
such as Dogs should be kept out of parks. Most of the n Use impersonal writing, although personal opinions can
topics that you will be asked to comment on are very be part of the text.
general. This means you will probably be writing about
something you know and can draw upon your experience. The conclusion
When writing your personal opinion you may include such n The final paragraph must restate your position more forcefully
phrases as I think, I believe and It is important. Remember and wrap up your case. It can include a recommendation.
to sound confident. Some common ways for the question When you have finished writing give yourself a few moments to
to be worded are: Give your opinion on …; Do you agree read through your persuasive text. Quickly check spelling and
or disagree?; What do you think is/are …?; What changes punctuation, and insert any words that have been accidentally
would you like to see …?; Is … a good idea or a bad idea? left out. Direct speech is not a feature of persuasive texts.
n You will be expected to give your reasons. Sometimes the Indirect speech (reported speech) does not have quotation
question may actually state Give your reasons. Remember: marks (“ ”).
the stance taken in a persuasive text is not wrong, as long
as the writer has evidence to support his or her opinion. How Narrative texts
the opinion is supported is as important as the opinion itself. A narrative is a form of prose writing that tells a story. Its main
n Give yourself a few minutes before you start writing to get purpose is to entertain. Writers of narratives create experiences
your thoughts in order and jot down points. that are shared with the reader. To do this the writer uses literary
techniques. Such techniques include figurative language (similes
The introduction and metaphors), variety in sentence length and type, variety in
paragraph length, and direct speech. In many narratives, the
n Right from the beginning it is important to let the reader
author is the person who wrote the story. The narrator is the
know what position you have taken or what you believe.
person (I) who is both in the story and who tells the story.
You can do this via the title or in the first line or paragraph,
which may include a brief preview of the main arguments When writing narratives it is best to keep the following points
and some background information. in mind. They will help you get the best possible mark.
The body Before you start writing

n Follow the structure of persuasive texts. As persuasive texts n Read the question and check the stimulus material carefully.
aim to convince readers, your reasons must be logical and Stimulus material means the topic, title, picture, words,
easily understood. You must provide both arguments (points) phrases or extract of writing you are given to base your
and evidence to support the arguments. writing on.
n Correctly paragraph your writing. Use paragraphs with n Write about something you know. Don’t try to write about
topic sentences to organise your information. Without something way outside your experience.
paragraphs your arguments become confused and difficult n Decide if you are going to be writing in the first person (you
to follow. Use one paragraph for each idea or argument. become a character in your story) or in the third person
Arguments can be ordered according to your choice. (about other characters). When writing in the first person be
They can be ‘numbered’, e.g. firstly, secondly, finally. careful not to overuse the pronoun I (e.g. I did this, I did that).
43
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Tips for Writing (continued)
n Take a few moments to jot your ideas down on a piece recount—diaries, newspaper reports, letters and biographies.
of paper. Write down the order in which things happen. Recounts can be the easiest texts to write if you are given the
These could be the points in your story where you start choice. They don’t need much planning or organisation as they
new paragraphs. are a straightforward record of events.
n Remember: stories have a beginning, middle and end. When writing recounts it is best to keep these points in mind.
It sounds simple but many stories fail because one of They will help you get the best possible mark.
these three parts is not well written.
Before you start writing
The introduction n Read the question and check the stimulus material
n Don’t start with Once upon a time—this is too clichéd and carefully. Stimulus material means the topic, title, picture,
predictable. words, phrases or extract of writing you are given to base
n Don’t tell the reader too much in the beginning. Make the your writing on.
reader want to read on to find out more. The beginning n Remember that a recount is usually told in the past tense
should introduce a problem to be solved. because the events described have already happened.
n Write about something you know. Don’t try to write about
The body something way outside your experience.
n In the middle of your story include events that make n Use a setting you are familiar with, e.g. home, school,
solving the problem more difficult or doubtful. This makes sport, holiday place or shopping centre.
the story interesting. n When you have chosen your topic it might be helpful to
n Use a setting that you are familiar with, e.g. home, school, jot down a few ideas quickly on paper so you don’t forget
sport, holiday place or shopping centre. You will then be them. Make up your mind quickly if you are writing a
able to describe the setting realistically. first-person recount (using I as the main character) or
n Choose characters that are like people you know because a third-person recount. If it is a personal recount, try to
they are easier to imagine. You don’t have to use their real avoid too many sentences beginning with I.
names—it’s probably best not to!
The introduction
n Use your imagination to make the story more interesting,
n A striking title gives impact to a recount. Newspaper
but don’t try to fill it with weird or disgusting events.
reports do this well.
n Enhance your story with the use of literary techniques,
e.g. similes, metaphors, onomatopoeia and alliteration. The body
n Make your paragraphing work for you. New paragraphs are n Use conjunctions and connectives e.g. when, then, first
usually needed for new incidents in your story, changes in or next. Because recounts can record either events that
time or place, descriptions that move from one sense to happen over a short period or events that happen over
another, or changes in the character who is speaking. a lifetime, you need conjunctions and connectives to link
and order the events.
The conclusion n Correctly paragraph your writing. You need a new
n The ending is the hardest part to write because it has to paragraph when there is a change in time or place, or a
have something to do with the beginning. new idea. You may want to comment on the events as you
n Never end your stories with: and it was just a dream;
write about them.
n Include personal comments, e.g. about your feelings, your
I was saved by a superhero (or by magic); I was dead;
and they lived happily ever after! Endings like these just opinions and your reactions, but only include comments
that add to your recount. ‘Waffle’ and unnecessary detail
tell the marker that you don’t have a creative way to end
don’t improve a recount. It is better to stick to the facts
your story.
without getting sidetracked.
When you have finished writing give yourself a few minutes n Use language imaginatively so that the story is interesting,
to read through your story. Now is the time to check spelling but don’t try to fill it with weird or disgusting events.
and punctuation, and to insert words that have been
accidentally left out. The conclusion
n Include a conclusion. This tells how the experience ended.
Recount texts You may give your opinion about what happened and
A recount tells about events that have happened to you or some thoughts you may have had about it. This final
other people. The purpose of a factual recount is to record a comment on the events or experiences is a way to wrap
series of events in the order they happened and evaluate their up your recount.
importance in some way. A recount can also be fictitious. When you have finished writing give yourself a few moments to
Whether the recount is factual or fictitious remember to tell read through your recount. Quickly check spelling and punctuation,
who, what, when, where and why. There are many types of and insert words that have been accidentally left out.
44
Writing Mini Test 1
Persuasive text 40 min
Before you start, make sure you read the Tips for Writing on page 43.
Today you are going to write a persuasive text, often called

an exposition.
The school council has a plan to use a grassed playing area as a car park.
What do you think about this idea?
Do you support or reject this proposal?
Write to convince a reader of your opinions.
Before you start writing, give some thought to:

◗ whether you strongly agree or disagree with this plan
◗ the way you will present your ideas: clearly list or order your points
◗ the reasons or evidence for your arguments
◗ your brief but definite conclusion. In your conclusion list some of your main points—you may add a
personal opinion.
Don’t forget to:
◗ plan your writing before you start
◗ write in correctly formed sentences and take particular care with paragraphing
◗ choose your words carefully and pay attention to your spelling and punctuation
◗ write neatly but don’t waste time
◗ quickly check your writing once you have finished. Your position must be clear to your reader.
Remember: the stance taken in a persuasive text is not wrong, as long as the writer has evidence to support
his or her opinion. How the opinion is supported is as important as the opinion itself.
Start writing here.
Once the student has completed the Writing Test, turn to page 101 and use the Marking checklist to check the
student’s writing. Also go to pages 117–118 where sample pieces of writing (Intermediate and Advanced levels) can
be used to see whether your child is writing at this level.
45
Writing Mini Test 2 40 min
Narrative text
Today you are going to write a narrative or story. The idea for your
story is The storm.
Think about a storm you have experienced. There are many types of
storms. What sort of storm was it? Your story could be about a
thunderstorm, an electrical storm or even a dust storm.
It could be a story about you or about someone else. How did people or
animals react? What damage did it do? How long did it last?
Your story might be amusing or it might be serious.

◗ where your story takes place (the setting)
◗ the characters and what they do in your story
◗ the events that take place in your story and the problems that have to be resolved
◗ how your story begins, what happens in your story, and how your story ends.
Don’t forget to:
◗ plan your story before you begin writing
◗ write in correctly formed sentences and take care with paragraphing
◗ quickly check your story once you have finished.
Start writing here.
46
Writing Mini Test 3
Recount text 40 min
A recount tells about events that have happened to you or other people.
It is usually a record of events in the order they happened. If it is a
personal recount you will use the word I. A recount can conclude with
a personal opinion of the event.
Paragraphs are usually organised by time periods. Sometimes subheadings
are used. Jot down events in the order they happened before you start.
Today you are going to write a personal recount about going to the shop.
Explain where the shop (or shops) is and why you had to go. Where did
you start from? Did anyone go with you? How did you get there? Did
anything happen along the way or while you were there? What was the weather like? Was it a successful
shopping trip? Remember to focus on things that could be factual. This is not an opportunity to write a story.

◗ where your recount takes place (the setting)
◗ the characters and what they do in your recount
◗ the events that take place in your recount and the problems that have to be resolved
◗ how you and others reacted to your shopping trip. You may make brief personal comments on events
as you write about them.
Don’t forget to:
◗ plan your recount before you begin writing
Start writing here.
47
Year 3 Language Conventions Sample Test 1 40 min

l1 Peter went ourside to see the stars.
l2 “Who’s been makeing a mess on the lawn?” asked Dad.
l3 It was andother hot summer’s day!
l4 The fruit salad was full of bananas and berrys.
l5 Our team was thankfull that they had finally reached the finals.
l6 A page has been tawn from my atlas!
l7 We watched the livesavers marching into the surf.
l8 I have operned the door but the cat won’t come in.
l9 Tammy was bowling and Cindy was bating when the rain started.
l
10 Can you gess the correct answer?
l
11 We don’t know whear Josie dropped her purse.
l12 moddern school bus

l13 hedlight l
14 front wheal
l
15 After the bushwalk Olivia had nasty cuts on her bear arms.
l
16 The team had to wate until the last game to see who won the cup.
l
17 The hay shed was behinde the farmhouse, near the dry creek.
l
18 Full stops and question marks are easyly left out.
Year 3 LanGuage Conventions Sample Test 1
Read the text The concert. Each line has a word that is incorrect. Write the correct spelling in the box.
The concert
l
19 We were in our seats just befor the concert started. The first
l
20 song had a strong beet and soon had us clapping along in time
l
21 with the music. The lead singer allso played a guitar. But it was
l
22 the hairy drumer that I liked the best. He could play those drums!

l
23 men womin
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24 nite day
l
25 north sorth
l
26 Which word correctly completes the sentence?
The ruler was from my school bag.

A took B taken C taked D
tooken
l
27 Which word cannot be used as a plural?
A glass B
teeth C fish D sheep
l
28 Which sentence has correct punctuation?
A When I think about war I get sad?
B When you leave, close the door?
C When Dad comes home I want you out of the bathroom?
D When will you finish your writing?
l
Aaron likes to listen to music he has finished doing his homework.

A only B during C once D while
l
Peter saw Greg, Ronny and Justin at the far end of the beach.
He decided to join Greg, Ronny and Justin because they were looking for crabs.
A them B it C they D him
YEAR 3 LANGUAGE CONVENTIONS SAMPLE TEST 1
Read the text Robots. The text has some gaps.
Choose the best option to fill each gap.
Robots
Some people can’t wait to get a robot.
They are hoping will do their robots robot’s Robot’s robots’

l
31 A B C D
work for them. I think this dont do’nt do’not don’t

l
32 A B C D
will happen. they do all of firstly, if firstly if Firstly, if Firstly if,

l
33 A B C D
the work no one will get This paid paid. Paid paid,
l
34 A B C D
could be the idea ever! most silly sillier silliest silly

l
35 A B C D
l
When Susie made a salad for lunch she added slices of an .
A cucumber
B beetroot
C tomato
D onion
l
37 Which word in this sentence is an adjective?
Jack was a foolish boy who climbed a beanstalk.
A B C D
l
A Cricket is a popular game in Australia.
B cricket is a popular game in Australia.
C Cricket is a popular game in Australia
D cricket is a popular game in australia?

Read the text Lost girl. The text has some gaps. Choose the correct word to fill each gap.
Lost girl
I was in the supermarket when I 39 a child crying. She was standing 40 the ice-cream
counter. I thought she was lost. “Where’s your Daddy?” I asked 41 .
“He’s at the checkout 42 didn’t buy me an ice cream!” she cried.
l
39 A heard B hearing C heared D
hears
l
40 A close B over C near D in
l
41 A softer B softly C soft D softerly
l
42 A and B if C because D yet
l
I really wanted to do well in the spelling reading and writing tests this year.
A B C D
l
Why we missed the bus I will never really know
A question mark ( ? ) B comma ( , ) C exclamation mark ( ! ) D full stop ( . )
l
A “Good morning,” said Ms Johns as she entered our room.
B “Good morning, said Ms Johns,” as she entered our room.
C “Good morning, said Ms Johns as she entered our room.”
D Good morning, said Ms Johns as she entered our room.
Read the text Fishing. The text has some gaps. Choose the correct word to fill each gap.
Fishing
One day Dad said we should 46 fishing. I thought that was an 47 idea. I said I could get
some worms from 48 small garden. Dad had a 49 idea. He had a packet of frozen bait in the
freezer.
l
46 A go B going C gone D goes
l
47 A grand B fine C interesting D good
l
48 A myself B me C mine D my
l
49 A more better B better C more good D
gooder
l
50 Which word in this sentence is a pronoun?
Each morning Max has a shave and watches himself in the mirror.
A Each B Max C himself D mirror

The spelling mistakes in these sentences have been highlighted. Write the correct spelling for each
l1 Pete hit his thum with a plastic hammer.
l2 “Will we have our picknic by the pool?” asked Dad.
l3 Do you no who was making all that noise?
l4 Max scored two trys in the first five minutes.
l5 It was a joyfull day when Louise got married.
l6 In one huor the game will be starting.
l7 The mete will be burnt if you make the fire too hot.
l8 A huge boat was heading across the ocaen to the harbour.
l8 The car was sliping all over the icy road.
l
10 Use your pencil to draw a straight lion across the page.
l
11 Did you really think the camel was ulgy?
l
12 an adult’s dairy
l
13 spring clipes
l
14 front kover
l
15 Fred was bitten by little green insecks.
l
16 The trophy was one by the girl’s junior team as the final bell rang.
l
17 Their hows is the last one in the main street.
l
18 The boys will happyly listen to the concert while we get lunch.
Read the text My hand. Each line has a word that is incorrect. Write the correct spelling in the box.
My hand
l
19 My hand is a wonderful thing. It can pic up very small things,
l
20 but it can also grab and holed large objects. I can make a fist
l
21 to punch a piller or a cushion. I can keep it open and flat for
l
22 claping or doing a high five. I can use my fingers to make a whistle.
The words below are in pairs.

l
23 round squar
l
24 docters nurses
l
25 pallace hovel
l
26 Which word in this sentence is a verb?
“One, two, three!” called Nerida from behind the tree.
A three B called C from D
behind
l
Yesterday I went swimming. It very cold in the water.
A were B is C are D was
l
A Jack was asked if he had a car? B Jack was asked if he had a car.
C Jack was asked if he had a car D Jack was asked? if he had a car.
l
Something odd hopped onto my bed. It was orange bug. I have never seen one like it.
A a B the C an D those
Read the text The skier. The text has some gaps. Choose the best option to fill each gap.
The skier
Skiing is a winter sport. A deep
A skier needs 30 snow on a long downhill B long
slope to really enjoy the sport. C high
D fat
Jill says 31 enjoys the cold wind whistling A her
by her head. She likes the speed she reaches B I
near the end of a downhill run. C me
D she
To get to the top of a hill Jill uses a chairlift. A and
This saves time 32 energy climbing the B but
snow-covered slope. C also
D except

l
33 Which word in this statement is a verb?
I paste all my stickers in an exercise book.

A stickers B in C paste D exercise
l
34 Which words correctly complete the sentence?
Fay can and she is only four years old!

A hop run and skip B hop, run, and skip
C hop, run and, skip D hop, run and skip
l
The twins, Tracey and Troy, won events at the carnival.

Tracey and Troy’s wins were for the running races.
A Their B His C They D Them
l
The butterfly, got locked in the garage over night, was still alive next morning.
A what B which C who D that
l
In the family group photo was a picture of Dad with an .

A brother B grandfather C cousin D uncle
l
A The First day in June is a Sunday.
B The first day in June is a sunday.
C The first day in June is a Sunday.
D The first day in june is a sunday.
Read the text Making a sandwich. The text has some gaps. Choose the correct word to fill each gap.
Making a sandwich
My parents let me make 39 own sandwich for school. First, I start with two slices 40
brown bread. I spread the butter really 41 on each slice. Then I add tomato sauce before I put
on my favourite meat. I put 42 other slice of bread on top of the meat. Yum!
l
39 A me B mine C my D our
l
40 A off B ov C of D or
l
41 A thin B thinner C thinnest D thinly
l
42 A an B the C a D them
l
43 Circle the letter to show which word should start with a capital letter.
The students at the college have an english lesson each morning.
A B C D
l
Mum, can I take Prince for his walk now

A question mark ( ? ) B comma ( , ) C full stop ( . ) D exclamation mark ( ! )
l
A All the boy’s and girl’s in our class are in the schools choir.
B All the boys and girls in our class are in the schools choir.
C All the boys and girls in our class are in the school’s choir.
D All the boys and girl’s in our class are in the school’s choir.
Read the text Swimming. The text has some gaps. Choose the correct word to fill each gap.
Swimming
We all should be able to swim. Michael 46 love swimming. I remember his first day at the pool.
He 47 shy at first and I think he was a little scared. All the other kids 48 on the edge
of the pool with their legs dangling in the water, 49 Michael stood back from the edge just
looking at the water.
l
46 A used to B uster C use to D youse do
l
47 A were B is C was D are
l
48 A sitted B sat C sit D sitting
l
49 A and B because C if D but
l
50 Which word in this sentence is a pronoun?
The children, without making a mess, completed the painting by themselves.
A children B mess C completed D themselves


l1 A holiday on a sheep farmb was a great way to relax.
l2 It was the drivor of that truck who lost his load!
l3 “Who’s been runing in the mud?” asked Mum.
l4 Four small boxs were empty. The rest were full.
l5 Lester was carring a hot drink when she slipped and dropped it.
l6 A turtle was relaesed from the net where it had been trapped.
l7 We watched the birds poke their bekes into the jar looking for food.
l8 The captian warned the crew about the nearby storm.
l9 Ros gave a long sih when she was told to start her homework.
l
10 The next numeral after ten is ellevan.
l
11 We read about Ali Baba and the fourty thieves.
The spelling mistakes in these labels have been highlighted. Write the correct spelling for each highlighted
word in the box.
l12 typest l
13 femail worker

l
14 office
chare
l
15 After their dayly walk the visitors stopped at the café for coffee.
l
16 The wrens and sparrows watched the eagel circle the trees.
l
17 Dad was tapeing the parcel when the phone rang.
l
18 I like science but it sometimes encludes mathematics.
Read the text Baker’s surprise. Each line has a word that is incorrect. Write the correct spelling in the box.
Baker’s surprise
l
19 Mum bought a baskit of bread from the baker for our picnic on
l
20 the beach. Wen we looked under the tea towel that covered the
l
21 bread we got a surprize. There were four cream buns and six
l
22 hot-dog rolls. Were there a dozen buns? No. There were therteen!

l
23 ships plains
l
24 stares stripes
l
25 letters parcles
l
The cats from the pound looking healthy last week.
A was B is C were D are
l
I’m not saying if I’m asked a question!
A anything B anythink C somethink D nothing
l
A Jack and Jill went up the hill? B Jack and Jill went up the hill.
C Jack and jill went up the hill. D Jack and Jill went up the Hill.
l
29 Which word in this sentence is a common noun?
Adam is the only boy who works quickly without complaining.
A Adam B boy C works D complaining
Read the text The dancer. The text has some gaps. Choose the best option to fill each gap.
The dancer
Leanne wants to be a dancer. A don’t
She 30 want to do modern dance. B do not
She wants to be a ballet dancer. C dont
D doesn’t
Leanne has her tutu (that’s a ballet dress), but A if
31 she gets her ballet shoes she must be B until
patient. She wants pink ones like the ones they C once
wear at the Opera House. D when
She 32 started going to ballet classes but A has
cannot join in the exercises until her new B have
shoes are delivered. C had
D having

l
There wasn’t grass in the mower catcher after mowing the back lawn.
A many B some C much D a
l
34 Which words correctly complete the sentence?
We took when we went hiking.

A water, and fruit B water and fruit, C water, and fruit, D water and fruit
Read the text Robbers. The text has some gaps. Choose the best option to fill each gap.
Robbers
Dad thought he had robbers raiding his vegetable garden.
Every morning this week, he has found finds finding find

l
35 A B C D
vegetables missing his garden. One night for from off after
l
36 A B C D
he decided stay up and watch. He saw to too tow two

l
37 A B C D
the It was a possum after his vegetables. robber, robber. Robber Robber.
l
38 A B C D
l
The older people live in the village are very happy.

A what B which C who D that
l
40 Which option has the correct punctuation?
A We don’t want any help, Leave now!
B We don’t want any help! leave now!
C We don’t want any help? Leave now!
D We don’t want any help. Leave now!
l
In my picnic box was a apple.

A imported B
ripe C old D uneaten
Read the text The joey. The text has some gaps. Choose the correct word to fill each gap.
The joey
Skipper was a small kangaroo. She was small 42 a joey in her mother’s pouch. She was even
small when she 43 too old to stay in the pouch. Skipper 44 lots of grass all through
summer but she didn’t get much bigger. Being small could be a big problem for a kangaroo.
It would be difficult to keep 45 with the herd when they went in search of food.
l
42 A us B as C since D being
l
43 A become B becamed C
became D becoming
l
44 A eat B eats C eated D
ate
l
45 A up B in C along D next
l
46 Circle the letter which shows which word should start with a capital letter.
The old tree had been standing in the park for years. one night it fell over in a storm.
A B C D
l
The dairy farmer has cows waiting to be milked.

A a B several C much D one
l
48 Choose the sentence in which there is a mistake.
A My grandmother bought a new car.
B It was a silver and black sport’s car!
C On Monday, Mike and I were given a ride to school.
D We sat in the back seat with our seat belts on.
l
Next concert has been cancelled.

A weeks B weeks’ C week’s’ D week’s
l
50 Which word can replace the pronoun each in this sentence?
Last year, each baker gave a cake to the king and queen for the banquet.
A one B the C every D no

Year 3 Reading Sample Test 1 45 min
Read The first birds and answer questions 1 to 6. Circle the correct answers.
The first birds

1 The Aboriginal people of Australia, like many other races
2 all over the world, believed that the Earth and all the living
3 things on it were created by a god. In nearly all the stories
4 told by the old people of the tribes, in different parts of
5 Australia, the god’s name was Baiami.
6 One story tells that after he had formed the land and several
7 of the creatures on it, Baiami created birds from a rainbow.
8 When the rainbow filled the sky like an upside-down bowl,
9 Baiami shattered it into a thousand tiny pieces. Each piece
10 became a bird and began falling to the earth.
11 It was a very beautiful sight and one animal that used to go on four legs, the kangaroo, stood on his hind
12 legs and watched with great wonder. Because he watched for so long, the story says, he remained in that
13 position and now his front legs are very tiny and not for standing on.
14 Most of the birds enjoyed the experience of falling to earth and sang joyfully. They gradually learned how
15 to use their wings and nearly all of them were able to fly onto branches of trees in the forest before they
16 reached the ground. They were all different sizes and colours and they continued to sing with happiness.
17 One bird which was not so contented was the Brush Turkey. He was too clumsy to fly with his stumpy
18 wings and overgrown body. Also, he was ashamed of his plain black feathers. Brush Turkey now builds a
19 big nest of leaf litter on the ground. Leaves are scratched into a big pile and the eggs hidden deep in the
20 piled-up leaves and twigs.
l
1 According to the passage, which statement is correct?
A The rainbow was once the other way up.
B Brush Turkey is not as colourful as most other birds.
C The kangaroo was hit with part of the broken rainbow.
D It took many gods to make the birds and animals.
l
2 What is leaf litter?
A old rubbish B bits of things that no one wants
C a nest built by Brush Turkey D leaves and twigs on the ground
l
3 According to the story, the kangaroo’s front legs are short because he
A uses his back legs for hopping. B saw an upside down rainbow in the sky.
C watched birds flying over the rainbow. D stood on his back legs for too long.
l
4 According to the passage, why do most birds have colourful feathers? Write your answer on the lines.
l
5 The Brush Turkey is described as clumsy. The word clumsy means almost the same as
A large. B flightless. C awkward. D clever.
l
6 This story is an example of a
A legend. B report. C factual recount. D description.
Year 3 Reading Sample Test 1
Read the instructions for making A fun X-ray tube and answer questions 7 to 12. Circle the correct answers.
A fun x-ray tube

1 An X-ray tube is easy to make and fun to use.
2 You will need
3 a sheet of A4 paper
4 sticky tape (or craft glue)
5 Steps
6 Roll up the sheet of paper to make a cylinder—this is your tube.
7 Use the tape to stop your tube from unrolling.
8 You now have your X-ray tube!
9 Using your X-ray tube
10 Look through the tube with one eye as if you were looking through
11 a telescope.
12 Hold up your other open hand beside the far end of the tube.
13 It has to be in front of your other eye. Keep that eye open too.
14 You will see a hole right through your hand.
15 If you don’t see a hole, try moving your hand up and down the outside
16 of the tube until you find a position that works.
17 Of course, if you have an old paper towel roll that will save you having to make the tube—and you will
18 still have fun with your friend and your X-ray tube.
l
7 How many steps does it take to make an X-ray tube?
l
8 According to the instructions, instead of making a cylinder out of paper you could
A make a circle with your finger and thumb.
B buy one at a shop.
C get an old piece of pipe.
D use a cylinder from a used roll of paper towels.
l
9 To see through your hand you need to
A close the right eye.
B close the left eye.
C have both eyes open.
D squint with both eyes.
l
10 These instructions could best be described as
A complicated. B time-consuming. C dangerous. D very simple.
l
11 The X-ray tube could best be described as
A an interesting device. B magic. C an experiment. D an eye test.
l
12 The main purpose of the X-ray tube is to
A teach children the skills in making a cylinder.
B have a fun object to play with.
C show how X-rays work.
D provide cheap scientific equipment.
Read the poem The twins and answer questions 13 to 18. Circle the correct answers.
The twins
1 Macavity is a tiger cat;
2 A wild ferocious autocrat;
3 The bully of his habitat;
4 A furious, galloping acrobat.
5 But Bella’s far more dignified.
6 She’s elegance personified.
7 Her manners no one can deride,
8 She often seems preoccupied.
9 Macavity is a hurricane
10 The warring lord of his domain,
11 He dashes to a new campaign
12 While Bella looks on with disdain.
13 Macavity rushes on madcap
14 An animated rodent trap,
15 But Bella finds her owner’s lap
16 And settles for a long catnap.
Elaine Horsfield
l
13 Macavity and Bella are
A house cats. B rodents.
C soldiers. D tigers.
l
14 Bella is described as dignified (line 5). This means she
A is hard to keep amused.
B spends a lot of time sitting quietly.
C is respectful and well behaved.
D requires a lot of love and attention.
l
15 Which word best describes Macavity?
A nasty B energetic
C ill-tempered D sulky
l
16 What does Macavity like to do?
A fight with Bella B sit on his owner’s lap
C keep people awake D catch mice and rats
l
17 Bella would be a good pet for
A relaxed, calm people.
B anyone with a mouse problem.
C children who want to play with pets.
D a person who plays a lot of sport.
l
18 Which statement is correct?
A Bella and Macavity are the same age.
B Macavity performs in a circus.
C Bella and Macavity like doing the same things.
D It’s hard to tell Bella and Macavity apart.
Read the recount Mark the bikie and answer questions 19 to 24. Circle the correct answers.
Mark the bikie

1 Early last Sunday a man rode up into our driveway on a noisy black motorbike. He wore black leather
2 pants, a black leather jacket and a helmet with HDMC above the eye protection shield. I’d never seen
3 him before.
4 As I watched him from behind the screen door, he dismounted his
5 bike and slowly took off his helmet. I stepped back from the screen
6 door. I wanted to be out of sight.
7 Suddenly my father came running down the side driveway. He rushed
8 towards the motorcyclist. I couldn’t tell if he was angry or amazed.
9 The man in black lifted his arm and took a step towards Dad. I waited,
10 as the cyclist and Dad stood facing each other for a long moment.
11 Then the man in black leather and my dad gave each other a big hug.
12 They spent more than five minutes talking and laughing. I moved out
13 onto the veranda but kept well back.
14 My dad looked around and saw me. ‘Hey Sylvia, This is Mark. Mark and I went to school together.
15 I haven’t seen him for twenty years!’ he called.
16 I went down the steps to meet Mark. He put out his hand with a big smile. I relaxed as we shook hands.
17 After a while Mark showed me his bike. It was a grand old Harley Davidson. Dad said I could go for a
18 ride with Mark if I wore my bicycle helmet. I couldn’t believe it. I’d never been on a motorbike before.
19 I could hardly describe how I felt but it was great skimming along just above the road surface. It was
20 like low-level flying and I can’t wait to do it again, especially on a Harley.
l
19 It is most likely Mark’s visit was
A a shock. B unexpected. C overdue. D a regular event.
l
20 What did Sylvia’s father first do after Mark got off his bike?
A shook Mark’s hand B called to Sylvia
C gave Mark a big hug D ran down the drive
l
21 Write the numbers 1 to 4 in the boxes to show the correct order in which events happened in the
text. The first one ( ) has been done for you
1
Sylvia’s father ran down the driveway.

1 A motorbike came up the driveway to Sylvia’s home.
Sylvia had a ride on a Harley Davidson.
Sylvia’s dad and the bikie hugged each other.
l
22 What made the ride with Mark extra special for Sylvia?
A Her father suggested she should have a ride. B It was on a Harley Davidson.
C Mark was an old school friend of Sylvia’s father. D Sylvia had been afraid of speed.
l
23 How did Sylvia feel when Mark rode up the driveway?
A impatient B excited C
cautious D worried
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24 Another good name for the story would be
A Hiding on the veranda. B Scary handshake.
C The Harley Davidson. D Sylvia’s first motorbike ride.
Read the information report about Hummingbirds and answer questions 25 to 30. Circle the correct answers.
Hummingbirds
1 Hummingbirds are very small birds with long, thin, tapered bills. They weigh about 4 grams and are
2 about 8 centimetres from tip of bill to tip of tail. The smallest bird in the world is the Bee Hummingbird.
3 It weighs 1.8 grams and grows to about 5 centimetres long. This line is about 5 centimetres long.
4 The hummingbird’s bill has a long, grooved tongue. It can feed on nectar deep within flowers. They feed
5 about every ten minutes all day, and they may eat more than half of their body weight daily. Their main
6 diet is sugar, which comes from nectar in flowers or tree sap. They also eat insects and pollen for protein
7 to build muscles. They become pollinators as they feed,
8 moving from flower to flower.
9 Hummingbirds can fly right, left, up, down, backwards, even
10 upside down. They can hover. Most birds get their power to
11 fly from the downstroke only. Hummingbirds have power on
12 the upstroke, as well. When hovering, hummingbirds hold
13 their bodies upright and flap their wings horizontally in a
14 figure eight motion.
15 Most hummingbirds flap their wings about 50 times a second
16 and their wings become a blur. They have a fast breathing rate, a fast heartbeat, and a high body
17 temperature.
18 Their tiny feet are mainly for perching. If they want to travel just a few centimetres, they fly.
19 Hummingbirds rise from perches without pushing off. They rise by flapping their wings at almost full
20 speed before lift-off. Though they fly very fast, they can suddenly stop and make a soft landing.
21 Male and female hummingbirds have separate territories. The female’s territory is for nest building and
22 for feeding her chicks. The male territory is to protect a reliable food source. The male does not help
23 with nest building or feeding the chicks.
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25 What makes the Bee Hummingbird different from other hummingbirds?
A It can fly upside down. B The male and female both build nests.
C It cannot walk. D It is the smallest of all hummingbirds.
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26 Why does the hummingbird have a long bill?
A to defend its territory B to get nectar out of deep flowers
C to help pollinate flowers D to provide balance when it flies
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27 What is the reason for the black line under the first paragraph?
A The line separates the first paragraph from the second paragraph.
B The line points to a picture of a hummingbird.
C It shows just how small a Bee Hummingbird is without getting out a ruler.
D It’s the same length as the hummingbird’s bill.
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28 A hummingbird’s wings can look like a blur because they
A are very small. B are the same colour as the bird itself.
C move in many directions. D flap very quickly while hovering.
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29 Hummingbirds need plenty of muscle power. What food helps to build their muscle power?
A nectar B insects C sap D petals
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30 What is the most likely reason hummingbirds feed about every ten minutes?
Write your answer on the lines.
Look at the cartoon picture of Reece’s bedroom and answer questions 31 to 35. Circle the correct answers.
If it’s full of mess then 1
there’s no room for 2
monsters, murderers 3
and vampires. That’s 4
what I think, Jason! 5
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31 Reece is mainly interested in
A homework. B sport. C minding pets. D reading.
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32 The behaviour of the cat suggests that it is
A looking for a place to sleep.
B wanting to be picked up.
C hiding from something scary.
D waiting to be fed.
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33 In which room is the cartoon set?
A Reece’s bedroom
B a home office
C a gym dressing room
D Jason’s bedroom
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34 The cartoon is amusing because
A Reece is making up weak excuses for not having a tidy room.
B monsters and vampires prefer to hide under beds.
C the cat thinks it is hiding from Reece and Jason.
D Jason is worried that he will have to clean up the mess.
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35 The exclamation marks in Jason’s speech bubble suggest he is
A frightened. B excited. C panicky. D confused.
Read the story The things people say and answer questions 36 to 40. Circle the correct answers.
The things people say

1 Adults say the weirdest things.
2 My teacher once told Harley he had two left feet! Poor Harley. I looked under the desks. I expected to
3 see two feet on Harley’s left leg! Harley’s legs were just like all the other legs. The things people say.
4 What do adults really mean when they ask, ‘Do you have a frog in your throat?’ Yuk! I could think of
5 nothing worse than a live frog in my throat—well, maybe a dead one!
6 Once, when I felt cross Dad asked if my nose was out of joint. It wasn’t broken? That silly question
7 upset me even more than I was!
8 One Sunday, while I was sitting at my desk, colouring, heavy rain started to fall.
9 I heard Dad come into the laundry from the farmyard.
10 Mum called, ‘That you Ed? It’s raining cats and dogs out there!’
11 I looked towards the misted window. Raining cats and dogs? Now that’s odd.
12 ‘Coming down in buckets!’ Dad replied.
13 I hurried to the window, afraid I might see buckets of cats and dogs falling
14 out of the sky.
15 All I saw was heavy rain. I shook my head and returned to my desk.
16 The things people say! They do it all the time!
17 From the laundry I heard Dad say, ‘Hardly room to swing a cat in here.’
18 I had this horrible thought! Dad was going to grab our cat by its front legs
19 and swing it around the laundry in some sort of crazy dance.
20 As I rushed to the kitchen Mum laughed, ‘Ed, we have cats on the brain today!’
21 I stopped, looked at them and frowned.
22 Dad asked, ‘Hey Meg, what’s up?’
23 I replied, ‘I think … the cat’s got my tongue.’ They gave me an odd look.
24 As I turned away I said, ‘Just pulling your leg.’ Then I walked off, leaving my parents scratching their
25 heads. I can say some strange things too.
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36 The text is an example of
A an explanation. B a myth. C a narrative. D a report.
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37 What did the teacher mean when she said Harley had two left feet?
A Harley was clumsy on his feet. B Harley had his shoes on the wrong feet.
C Harley had his legs crossed. D Harley really had three legs.
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38 If someone says the rain is coming down in buckets they mean
A the rain is falling in just one spot. B the rain won’t last long.
C it is raining so much it hurts. D it is raining really heavily.
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39 What was Dad doing when it started to rain?
A He was busy working on his farm. B He was looking for the cats and dogs.
C He was working in the laundry. D He was rushing around the kitchen.
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40 When Meg said, ‘Just pulling your leg,’ she was
A making a joke. B getting annoyed. C talking nonsense. D feeling confused.
Read the explanation Can rocks float? and answer questions 1 to 6. Circle the correct answers.
Can rocks float?

1 Throw a rock into a pond and it will make a splash and then
2 sink. There is one rock that floats! It is called pumice. Pumice is
3 commonly pale in colour, ranging from white, cream, blue or
4 grey, to green-brown or black.
5 Pumice is formed by underwater volcanoes. The molten rock
6 from a volcanic eruption hardens in the air or sea before the
7 volcanic gases can escape from the rock. The volcanic gases
8 trapped inside cause pumice to be very light and full of holes.
9 It’s a bit like foam gone hard—full of minute bubbles.
10 Because it is like bubbly foam but created in a volcanic eruption the bubbles have a very thin but hard
11 rock shell. This makes the rocks buoyant enough to float on the surface of the sea. When the pumice
12 forms it floats to the surface.
13 Sometimes there can be hundreds of square kilometres of floating rock. Imagine how bizarre it would
14 be for the crew of a yacht to come across a field of ‘floating sand’ on a journey across the Pacific.
15 Pumice often washes up onto the beaches of Pacific islands.
16 Of course, pumice is not just one big rock. It is millions of very small ‘rocks’. A handful would be like
17 a handful of gravel—only much lighter.
18 Does pumice cause problems for boats? It may cause a problem for a short while. But eventually the thin
19 rock shells of the bubbles crack. The gases escape and water seeps in. The pumice sinks to the bottom of
20 the ocean and joins all other rock on the ocean floor—usually as a fine powdering of grey sand.
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1 Pumice is a type of rock but it is more like
A foam. B gravel. C molten rock. D beach shells.
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2 Why is pumice often found on beaches?
A It is part of the sand and gravel found on beaches.
B It is taken there by boats.
C It floats there after an underwater volcanic eruption.
D It is the shell of small beach creatures.
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3 The word bizarre (line 13), as used in this text, means
A really unusual. B frightening. C exciting. D very serious.
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4 According to the text, pumice is never
A green. B blue. C white. D red.
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5 Pumice found on a beach would be
A still warm. B light to pick up. C filled with water. D too big to easily lift.
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6 Which statement is true?
A Pumice is only found in volcanoes.
B Pumice rocks can be big enough to sink small ships.
C Pumice is always grey.
D Pumice sinks when the air bubbles in it fill with water.
Read the poem Baggy Trousers by Pip and answer questions 7 to 11. Circle the correct answers.
Baggy trousers
1 Baggy trousers
2 Nose, bright red,
3 A silly hat
4 Upon his head.
5 Squirting flower
6 Spinning tie,
7 A teardrop falling
8 From his eye.
9 Elastic braces
10 Going twang,
11 His car exploding
12 With a BANG!
13 A patchwork coat
14 Those flapping shoes,
15 A painted smile
16 To chase the blues.
17 Making us laugh
18 And banish that frown,
19 The simple duties
20 Of a clown.
by Pip [Clown] [written for Clown Bluey]
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7 What makes a twanging sound described in the poem?
A the car exploding B braces being stretched and then let go
C the spinning tie D shoes flapping as the clown walks
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8 This poem is mostly
A a story of a clown’s life.
B an explanation of what clowns do.
C a list of the duties of a clown.
D a description of a clown.
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9 Baggy trousers are best described as trousers that
A need to be held up with braces.
B are painted bright red.
C are loose and large.
D are long and made of patchwork.
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10 The teardrop is falling from the clown’s eye because
A he is pretending to be sad.
B his car exploded.
C his actions are not funny.
D he is upset by people who laugh at him.
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11 The clown has to chase the blues (line 16). This means he is
A running after a blue car.
B making people feel happy.
C having problems with his make-up.
D looking for trouble.
Read the report Dragons and answer questions 12 to 17. Circle the correct answers.
Dragons
1 To many people dragons are fearful things, something to be avoided. Dragons
2 are formidable creatures of European mythology, usually represented as breathing
3 fire and having huge reptile-like bodies and sometimes wide, bat-like wings.
4 In China dragons are a very important part of the Chinese New Year celebrations
5 each January. In many parts of the world the Chinese celebrate the coming of the
6 New Year in much the same way. Dragons are a symbol of good fortune and
7 happiness. The year 2000 was the Year of the Dragon.
8 During Chinese New Year there are street parades, lion and dragon dances to
9 chase away the bad luck and bring good luck for the coming year.
10 Though there are many types of dragon in China, it is the Imperial Dragon that
11 does the dragon dance. The Imperial Dragon is special because it was once the
12 dragon of the emperor, the most important person in the land. The Imperial Dragon
13 is different from other dragons because it has five claws on each foot whereas the
14 other dragons only have four.
15 The first ceremony of the New Year celebrations is the ‘dotting of the eyes’.
16 The dragon’s eyes are dotted with dye, which represents the blood of a chicken.
17 This is to awaken the dragon from his sleep. Incense, food and prayers are offered
18 to the peace god, Guan Gong, and his helpers. Then the lion dance is performed.
19 This is to scare away evil spirits and to coax the dragon from his home.
20 Finally, the dragon dances down the street. He follows a running man who carries
21 a stick with a white ball dangling from it. The ball represents the pearl of wisdom,
22 which the dragon wants. While this is happening other people make a lot of loud
23 music with drums, cymbals and gongs and the exploding of firecrackers. This is to
24 bring good luck for the year ahead.
Adapted from Dragons of China by Ida Chionh, HBJ Australia, 1990
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12 Why does a man with a stick and white ball run in front of the dragon?
A to entice the dragon to follow him B to warn people of the dragon’s arrival
C to coax the dragon from his home D to escape the charging dragon
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A All Chinese dragons have five claws on each foot.
B Each Chinese New Year is the start of the Year of the Dragon.
C The Chinese dragons are not at all like the European dragons.
D Chinese New Year is celebrated in many different ways across the world.
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14 The word formidable (line 2) means
A being large in size. B having a strange shape.
C causing fear and dread. D having to be slain.
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15 The Imperial Dragon is special because it
A leads a street parade. B has the eyes of a chicken.
C was once the Chinese emperor’s dragon. D brings danger and misfortune.
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16 The first ceremony of the Chinese New Year is
A burning incense in the street. B dotting the dragon’s eyes.
C lighting of firecrackers D praying to Guan Gong.
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17 The dragon’s eyes are dotted so that it
A wakes up. B can be fed. C can’t see. D starts to dance.
Read the narrative The richest man and answer questions 18 to 23. Circle the correct answers.
The richest man

1 The richest man in the whole of the land was Peregrine
2 Buzzard of Eaglehawk. He lived in an enormous
3 four-storey mansion which had ninety rooms with
4 three garages and a stable for his fine horses.
5 His house overlooked a long, wide valley.
6 Peregrine had five chefs, a dozen housemaids, two
7 butlers and four gardeners, and a young man called
8 Banjo who did all the odd jobs from fixing taps to
9 cleaning out stables.
10 Banjo was good-looking, bright-eyed and neat but he was very absent-minded. This was because his
11 head was full of country music. Whenever he should have been thinking about work, such as putting
12 out papers for recycling, he was softly singing the latest country hits.
13 One day Peregrine called him and said, ‘Put the prize horse in the top paddock and tell the chauffeur
14 to bring the Rolls Royce to the drive.’ However, Banjo put the Rolls Royce in the top paddock and told
15 the chauffeur to take the horse to the drive in front of the mansion. The chauffeur was quite confused.
16 In spite of all this, Peregrine was rather impressed by Banjo. He was strong and honest. All the staff at
17 the mansion liked him too because he was always smiling and softly singing songs he had made up.
18 And he was friendly and polite, even to stray dogs and horses that wandered onto the property from
19 the nearby hills.
20 One day, Peregrine called his staff to a meeting at the sparkling fountain on the front lawn and told
21 them he was the world’s richest man! Everyone nodded. They knew it must be true.
22 ‘But,’ said Peregrine, ‘do you think I am happy?’
23 No one dared to answer. The staff just looked at Peregrine. What was he going to say next?
24 Then Banjo said, ‘I’m not rich but I’m always happy. You could help me with the odd jobs. You could
25 be as happy as I am.’
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18 How many chefs did Peregrine Buzzard have?
A three B four C five D a dozen
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19 What was in front of the Buzzard mansion?
A stray dogs B a sparkling fountain C a Rolls Royce D a horse stable
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20 How could Banjo best be described?
A carefree B capable C careful D cunning
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21 What was Peregrine Buzzard’s biggest problem?
A He couldn’t trust Banjo to do any hard work.
B He had a chauffeur who could not ride a horse.
C He was rich but not happy.
D He didn’t know what to do with his riches.
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22 Why did Peregrine call his staff together?
A to give them money B to get their advice
C to give them more work to do D to praise Banjo for his good work
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23 What word best describes how the staff reacted to Peregrine’s question?
A baffled B pleased C impressed D stunned
Read the recount Sandboarding and answer questions 24 to 29. Circle the correct answers.
Sandboarding
1 Terry first went sandboarding when he was in New Zealand with
2 his parents.
3 Sandboarding is a fun sport. It is like snowboarding but takes
4 place on sand dunes rather than snow-covered slopes. New
5 Zealand has some huge sand dunes and that’s why it is a great
6 place to try it out. There are kilometres of stable sand dunes.
7 Two buses left the main road and followed the sandy, flat Te Paki
8 Stream down through the sand dunes towards Ninety Mile
9 Beach, the route home. When the bus stopped everyone piled out.
10 Those who were game to have a go at sandboarding were given a
11 boogie board by the driver.
12 The driver then led the people across the stream. Terry found climbing
13 the steep sand dune hard work, especially carrying his board. He could
14 have been mountain climbing!
15 Near the top of the dune the driver gave instructions on how to ride down
16 the slope. The buses looked like toys by the stream at the bottom of the
17 slope. Riders had to lie flat on the board and face the stream. They had to
18 use their feet for steering and slowing the board down if it went too fast.
19 When it was Terry’s turn, the driver gave him a push-start. At first he sped down the steep slope but,
20 as he got closer to flatter sand near the stream, he began to slow down. He finally stopped.
21 The last person to come down was the driver. He was good. His board curved this way and that,
22 picking up speed. He was going so fast that when he came to the bottom of the dune he kept going
23 right across the stream back to the bus.
24 That got a big clap from everyone. Terry would like to become an expert sandboarder.
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24 Sandboarding is most like
A mountain climbing. B snow skiing. C snowboarding. D surfing.
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25 To ride a boogie board down a sand dune it is best to
A sit on it. B lie face down on it. C kneel on it. D stand on it.
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26 List, in order, the next two things that participants had to do after being given a boogie board.
Write an answer on each line.
1.
2.
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27 Where was the bus going after leaving the sandboarding dunes?
A along Ninety Mile Beach B New Zealand
C to Te Paki Stream D back to the main road
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28 Terry ended his run down the sand dune
A in front of the bus. B in the water.
C near the edge of the stream. D halfway down the slope.
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29 Why did the passengers clap when the driver came down the slope?
A The driver had demonstrated how skilful he was.
B It meant they could leave for home.
C They were amused when he ended up in the stream.
D No one had got hurt and everyone had had a good time.
Read the flyer Beach Fitness Group for Teens and answer questions 30 to 35. Circle the correct answers.
Beach Fitness Group for Teens

1 Where: Elizabeth Beach – north end
2 When: Tuesday and Thursday, 4:30 to 5:30
3 How Much: 11–15 yr olds —$3 per session
4 16–18 yr olds—$4 per session
5 19 yrs plus—$5 per session
6 10% discount for family groups in advance
7 20% discount for monthly payments made in advance
8 Group Leader: Nathan Ripperton—Nathan is a qualified fitness

9 instructor and nutrition expert.
10 Assistant: Debbie Richmond—yoga expert
11 Why not get fit and beat the obesity blues? And feel good doing it!
12 • Participants are advised to bring bottled water as beach conditions can be hot.
13 • Participants under 18 years of age need a consent form from
14 a parent/guardian.
15 • Sessions end with 10 minutes of fun beach relays.
16 • No swimming involved. No lifesavers on duty.
17 For details phone Denise on 90 879 987 after 6 pm on Monday or Wednesday.
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30 The purpose of this flyer is to
A warn people they must drink water while at the beach.
B encourage people to avoid being obese.
C remind participants to have a permission note.
D advertise a small business.
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31 Who should readers contact if they want more information?
A Elizabeth B Denise C Nathan D Debbie
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32 What are the obesity blues?
A feeling depressed because you are overweight
B a tired feeling after exercise
C a feeling of hunger or thirst before meal times
D feeling exhausted before doing fitness exercises
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33 When is Denise available for information?
A after 4:30 on Tuesday B between 4:30 and 5:30 on Thursday
C before 6 pm on Monday D any time after 6 pm on Wednesday
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34 What is the last activity in the fitness program?
A beach relays B swimming C yoga D lifesaving
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35 Nathan is a nutrition expert. This means he
A eats foods with little fat content.
B gives lectures to people who join the fitness group.
C has an understanding of how diets affect health.
D is aware of the importance of regular fitness exercises.
Read the table Types of Rope and answer questions 36 to 40. Circle the correct answers.
1 Rope may be made from many things.

2 Hemp is the name of the soft fibre produced from a plant. Hemp is used for a wide variety of purposes,
3 including the manufacture of rope of varying strengths, and for clothing.
4 Types of Rope
5 Plastic Metal Nylon Hemp Cotton
6 Resists weather and sunlight ★★★ ★★★ ★★★ ★★ ★★
7 Ease of handling ★★ ★★★★ ★★★★ ★ ★★★★
8 Resistance to rubbing ★★ ★★★ ★★★★ ★★ ★★
9 Strength ★★★ ★★★ ★★★★ ★★ ★★
10 Resists damage by oil and fuels ★★★★ ★★★★ ★★★★ ★★★ ★★
11 Acid resistant ★★★★ ★★★★ ★ ★ ★
12 Resists rotting ★★★★ ★★★★ ★★★★ ★ ★
13 Floats Yes No Yes No No
14 Can be stored wet Yes Yes Yes No No
15 Key:
16 Excellent ★★★★ Good ★★★ Fair ★★ Low ★
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36 Which is the strongest type of rope listed in the table?
A plastic B metal C nylon D hemp
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37 How many of the rope types can be stored while wet?
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38 The word resists refers to
A problems the rope has when used.
B the usefulness of the rope.
C how well the rope withstands some conditions.
D the importance of the rope.
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A Oil affects plastic rope more than other rope types.
B Cotton rope rots easily.
C Rope made from hemp floats.
D The weather has no effect on rope.
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40 According to the table, nylon rope floats. What occupational group would find this fact important?
Give a reason for your opinion. Write your answer on the lines.
Read the narrative Talking to the animals and answer questions 1 to 6. Circle the correct answers.
Talking to the animals 23 Lee also has a sheep that can talk. Not very well
24 yet, but he can say a few words. I’ll show you.
1 Lee has pets that talk. Not parrot talk, but real
2 words. Her dog, Scruffy, is the best talker. If Lee asks 25 Lee: What do we put on the gate to keep it shut?
3 Scruffy what grows on trees he gives a bark. Bark 26 Sheep: Baa.
4 grows on trees. Maybe that’s not real talking but 27 Lee: Right, we keep the gate shut with a bar.
5 Scruffy can do more than that. This is how it goes. 28 Let’s try something a little harder. Where do I get
29 my hair cut?
6 Lee: Tell me Scruffy, what does bark feel like?
30 Sheep: Baa. Baa.
7 Scruffy: Ruff! Ruff!
31 Lee: Right again! To get my hair cut I go to the barber!
8 Lee: That’s right Scruffy. It’s rough. Bark is rough.
9 Try this question. What do we call a wild dog? 32 One day Lee got a shock. After talking to her dog
10 Scruffy: Woof! Woof! 33 and sheep she walked by her canary cage. She gave
11 Lee: Right again Scruffy. A wild dog is a wolf. 34 the canary a bit of her biscuit.
35 ‘What do you think of that?’ she said with a smile.
12 You see what I mean. Scruffy is a very smart dog.
36 The bird just looked at her
13 He can answer many simple questions.
37 and said, ‘Cheep, cheep.’
14 Here is one more.
38 That made Lee cross.
15 Lee: What do we put on top of our house to keep
39 She didn’t like being
16 out the rain?
40 called cheap by a bird.
17 Scruffy: Wroof! Wroof!
18 Lee: Right again Scruffy. You are such a smart 41 But you now believe
19 dog. We put a roof on our house to keep out 42 that Lee has pets that
20 the rain. 43 can talk, don’t you?
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1 Which pet does Lee think is the best talking pet?
A the dog B the canary C the sheep D the parrot
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2 What did Lee pretend her sheep had said for an answer to her second question?
A cheap B barber C roof D wolf
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3 The narrator says the sheep cannot speak very well because he
A is not as smart as a dog. B doesn’t listen to the questions.
C can’t answer easy questions. D only says ‘Baa’ to answer two questions.
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4 What is Lee really doing when she asks her questions?
A pretending animal sounds are real answers
B trying to get her pets to say real words
C not listening to the answers the pets give
D making her questions so easy the pets will get them right
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5 Which statement is true?
A Lee is teaching her pets to talk. B Lee is really joking about how her pets can talk.
C Lee doesn’t know that pets cannot really talk. D Lee has the only talking pets in the world.
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6 What is meant by parrot talk (line 1)?
A clever talk B nonsense talk
C imitation talk D squawky talk
Read the poem The smoker’s warning and answer questions 7 to 12. Circle the correct answers.
The smoker’s warning
1 Rick and Jane while still at school

2 Thought cigarettes were pretty cool.
3 They soon were spending all their pay
4 On twenty cigarettes a day!
5 With yellow teeth and stinky clothes
6 Their friends thought they were on the nose.
7 Not so silly, Brad and Honey—

8 They saved up their pocket money.
9 Now they drive a limousine
10 While Rick and Jane don’t have a bean.
11 Don’t end up like Jane and Rick

12 Just give those cigarettes the flick.
Elaine Horsfield
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7 When did Rick and Jan start smoking?
A when they were young students
B after they left school
C when they first started school
D when they became school teachers
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8 You are told that Rick and Jane don’t have a bean. What does the poet mean by this?
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9 What would be the best reason to explain why Rick and Jane were smelly?
A They didn’t have time to have a wash.
B Their clothes held the smell of cigarette smoke.
C They flicked cigarette ash on their clothes.
D They had yellow teeth.
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10 Brad and Honey could afford a limousine because
A they hadn’t wasted money on buying cigarettes.
B they could study and work without wasting time.
C they thought they were pretty cool.
D they smoked less than twenty cigarettes a day.
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11 Which word best describes how the poet feels about smoking?
A She tolerates it. B She reports people for smoking.
C She thinks it foolish. D She is not concerned about it.
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12 Which word would best describe how Rick and Jane might feel towards Brad and Honey?
A speechless B envious
C hostile D uncaring
Read the book review of Watch out for Bruiser and answer questions 13 to 18. Circle the correct answers.
1 Book review by Patricia Ann Turner

2 Watch out for Bruiser by David Alan
3 It is school holiday time and Mitch Morrow’s family have just moved to
4 a new home in a new suburb. Mitch can’t stop worrying about what his
5 new school is going to be like. He is not even sure about the neighbours.
6 Next door live the Bull family and they have two children, Di and Bruce.
7 Mitch watches the older of the two—a large boy, about Mitch’s age—load
8 big rocks into a wheelbarrow. He looks really solid, strong and mean. Mitch
9 gives him the name Bruiser because he has a black eye. Did he get it in
10 a fight? Mitch imagines all the worst possible things about Bruiser. He is
11 probably the class bully. In his mind Mitch thinks of him as the enemy.
12 Things seem to get more worrying for Mitch. He finds out he will be in the same class as Bruiser.
13 Then on the first day of school he learns that Bruiser is his buddy for the day.
14 This is lovely story for younger readers to read or listen to. It is not all doom and gloom and it has a
15 wonderful message for all children about facing their fears—real and imagined.
16 The illustrations by Rowan Priest capture the anxiety Mitch feels as well as making Bruiser really look
17 like a black villain.
18 My only complaint is the colour of the printing of the text. Why there are pages of different coloured
19 print I cannot tell. They may create problems for children with less than excellent eyesight.
20 I give it four stars.
21 Watch out for Bruiser, EJH Publishing, NSW, 2009, $9.90. ★★★★★
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13 Mitch has to go to a new school because
A his parents have moved into a new house. B he has grown too old for his other school.
C he is about to start school. D he gets into a school fight.
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14 Who wrote the book Watch out for Bruiser?
A Patricia Ann Turner B Rowan Priest
C David Alan D Mitch Morrow
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15 What score does the reviewer give the book?
A an A+ B 4 out of 5
C 4 out of 10 D a low score
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16 Why does Mitch worry about the boy next door? Give a reason for your opinion.
l
17 What fault did the reviewer find in the book?
A The pictures were not very good. B The story was too long.
C The characters were not real. D The text was printed in a poor choice of colour.
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18 The story Watch out for Bruiser is
A a book for adults. B a book for young people.
C a comic book. D a picture book.
Read the instructions How to draw an open box and answer questions 19 to 24. Circle the correct answers.
How to draw an open box

1 You will need
2 pencil
3 sheet of paper
4 eraser (rubber) 1
5 Steps
1. On your sheet of paper draw a square. Try to make all sides the 2
6
7 same length.
8 2. Draw a second square that overlaps the first square. 3
9 It has to be the same size.
4
10 3. Now join up the corners as shown by the red lines. You now have
11 the frame of a cube. You can see right through your cube.
5
12 4. To make your cube look like a box you have to rub out
13 some construction lines. The dotted lines show which parts to rub out.
14 5. You can have your box open at the front by rubbing out different lines.
15 Now you can try drawing a box using rectangles. All the steps are the same.
16 Why not try a hexagon?
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19 How many squares are drawn to make a diagram of an open box?
A one B two C four D five
l
A The instructions are only suitable for drawing square boxes.
B There is a different beginning for drawing a box that opens at the front.
C The rectangular box is as simple to draw as the square box.
D The number of lines needed for a hexagonal box is the same as a square box.
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21 The numbers near the diagrams are the
A number of lines to be drawn on each step.
B time it takes to do each step.
C number of times needed to get the diagram right.
D step number that goes with the diagram.
l
22 Some lines are dotted because
A it makes it clear which lines are not part of the final drawing.
B it creates a more interesting diagram.
C the dotted lines are the lines that are hidden from view.
D they are the sloping lines.
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23 The lines joining the two boxes in Step 3
A are rubbed out later. B are not necessary.
C connect the corners of the squares. D are of different lengths.
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24 What is done after the first square has been drawn?
A A small four-sided shape is drawn inside the square.
B Another square of the same size is drawn to overlap the first square.
C All the corners are connected.
D Dotted lines are added.
Read the information and table Mountains of Oceania and answer questions 25 to 30.
Circle the correct answers.
Mountains of Oceania
1 Oceania is a broad term that includes countries of the Pacific Ocean and those close to it, such as
2 Malaysia and Indonesia.
3 The highest mountains in the world are mostly in Asia (Himalayas) and South America (Andes).
4 Note: many of the high peaks in Indonesia have been omitted from this list.
5 Oceania’s Highest Mountains
6 Mountain Metres Country Mountain Metres Country
7 Jaya 5030 Indonesia Pulog 2930 Philippines
8 Naga Pulu 4862 Indonesia Ruapehu 2797 New Zealand
9 Wilhelm 4510 Papua New Guinea Egmont 2510 New Zealand
10 Giluwe 4368 Papua New Guinea Volcan Mayon 2462 Philippines
11 Kinabalu 4094 Malaysia Orohena 2241 Tahiti
12 Kerintji 3809 Indonesia Kosciusko 2230 Australia
13 Hagen 3778 Papua New Guinea Abang 2152 Indonesia
14 Cook 3764 New Zealand Pito Ito 2110 Tahiti

15 Rinjani 3727 Indonesia Aorai 2066 Tahiti
16 Agung 3142 Indonesia Olga 1069 Australia
17 Aspiring 3025 New Zealand Ayers Rock (Uluru) 867 Australia
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25 Which mountain is just a little higher than 2230 metres?
A Mt Kosciusko B Mt Orohena C Mt Abang D Mt Aspiring
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26 Africa is not included in this table because Africa
A has no high mountains. B is a country of many nations.
C did not want their mountains included. D is not part of Oceania.
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27 From the information provided, which country has the most high peaks?
A Indonesia B Papua New Guinea C New Zealand D Australia
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28 Mt Kosciusko is
A higher than the highest mountain in Tahiti.
B lower than the highest peaks in other places in Oceania.
C lower than Mt Olga.
D much the same height as mountains in New Zealand.
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29 Fiji is in the Pacific Ocean but is not included in the table? Why would this be?
A Fiji is a small place.
B It was accidentally left out.
C There are no tall mountains in Fiji.
D The mountains are not measured.
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30 Starting with the highest, what is the correct order for countries and their highest peaks?
A Indonesia, Papua New Guinea, Malaysia, New Zealand
B Indonesia, Papua New Guinea, Malaysia, Philippines
C Indonesia, Malaysia, Papua New Guinea, New Zealand
D Indonesia, Papua New Guinea, New Zealand, Malaysia
Read the narrative Burning Mountain and answer questions 31 to 36. Circle the correct answers.
Burning Mountain
1 There is a mountain burning near the town of Wingen in NSW. When early explorers saw smoke coming
2 out of the ground they thought Burning Mountain was an active volcano. Actually, it is a naturally
3 burning coal seam, about 30 metres underground. It is one of very few in the world. It is thought to
4 have been smouldering away for over 5500 years.
5 The mountain has importance for the local Aboriginal people—the Wanaruah people. They have a
6 different explanation for why the mountain burns. They didn’t know about volcanoes.
7 Long ago the Aboriginal people from the north sent a raiding party south to steal Wanaruah women
8 for their wives. The Wanaruah people heard about the raid from friends they had in the west of NSW.
9 The Wanaruah people made preparations for the raid. They gathered all their warriors and sent them
10 to meet the approaching raiders to defend their people.
11 A wife of one of the Wanaruah people decided to wait for
12 her husband to come back. She found
13 a place to wait on the end of a long sandstone ridge.
14 He husband did not return. She was so upset she asked the
15 great sky god, Baayami, to take her life. Baayami took pity
16 on her and instead of taking her life turned her into stone.
17 As she turned into stone she wept tears of fire. Her tears
18 rolled down from the ridge and set Burning Mountain alight. The fire still burns today.
19 And the wife can still be seen sitting and waiting on the end of the ridge. The rock formation at the end
20 of the ridge looks like a sitting person. The formation is called the Wingen Maid.
21 In the Wanaruah language wingen means fire.
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31 Burning Mountain has importance to the local Aboriginal people because it is
A in their territory. B where many warriors are buried.
C over 5500 years old. D part of their cultural history.
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32 The early settlers thought Burning Mountain was a volcano because they
A couldn’t see any flames. B were told so by the local Aboriginal people.
C saw smoke rising from the ground. D didn’t know about the coal.
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33 Write the numbers 1 to 4 in the boxes to show the correct order in which events happened in the
text. The first one ( 1 ) has been done for you
The wife of a Wanaruah warrior waited for her husband on a ridge.
Tears of fire set the mountain alight.
1 Tribes people from the north sent out a raiding party.
The Wanaruah people prepared to defend themselves.
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34 The coal seam is thought to have been smouldering for 5500 years. Which term would best replace smouldering?
A burning slowly B well alight C erupting with fire D raging without control
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35 One Wanaruah woman sat on the rocks at the end of the ridge to
A watch the burning mountain. B wait for the sky god to turn her to stone.
C wait for her husband’s return. D escape from the raiding party of warriors.
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36 The text is mostly a
A legend. B factual recount. C historical record. D scientific explanation.
Read the information report on Venn diagrams and answer questions 37 to 40. Circle the correct answers.
Venn diagrams
1 The Venn diagram was invented by John Venn. It can be used to compare two similar items. It is
2 usually made up of two overlapping circles.
3 The best way to understand Venn diagrams and how they work is to look at an example.
4 Think about two groups of students in a class. One is the students who like chilli and one is the students
5 who like curry. There are 22 students in the class. The teacher makes a little list of each group. He finds
6 that some students like both curry and chilli. He uses a Venn diagram to sort out his information.
7 Diagram 1
LIKES CURRY Lee
8 These are six students in the area Tom LIKES CURRYIan Lee Mark
9 where the circles overlap. The total Jake Ian Mark
Tom Jose
Jake
10 of students that like curry is 9 + 6, Sue Jose
Leon John
Sue JohnKim Tracy
11 which is 15. The total of students Pat Kris Leon
Raja Kon Tracy
12 that like chilli is 7 + 6, which is 13. PatKathy Kris Kim
Kathy Raja KonGavin
Connie Luke Gavin Jason
13 It is not necessary to use names. Don Luke Jason
Connie
14 Dots can represent people. Lee Don
LIKES CHILLI
Lee LIKES CHILLI
15 If three things are to be compared
16 then three overlapping circles can
17 be used. This is a bit more complicated.
READS BOOKS READS MAGAZINES
READS BOOKS READS MAGAZINES
18 Diagram 2
19 This diagram shows the reading habits
20 of a group of people. You will see that
21 three people read both books and
22 magazines.
23 Only one person reads all three items. READS COMICS
24 The dot outside the diagram is a person READS COMICS
25 who doesn’t read anything!
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37 In Diagram 1 how many students like both curry and chilli?
A six B seven C nine D twenty-two
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38 In Diagram 2 one dot is outside the circles. This is because one person
A cannot read.
B hasn’t read any of the listed reading material.
C reads books, comics and magazines.
D didn’t have time to finish reading.
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39 A Venn diagram would be useful when
A working in a café.
B learning to draw circles.
C examining groups of items or people to find how they compare.
D arranging things or people into even groups.
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40 Look at Diagram 2. How many people read magazines?
A two B three C seven D eight
Year 3 Writing Sample Test 1 40 min
Today you are going to write a persuasive text, often called an

exposition.
Pupil-free school days
Many schools have pupil-free days. These are days, usually the day
after a school holiday, when teachers go to school but students do not.
What do you think of pupil-free days?
Write to convince a reader of your opinions.

◗ whether you strongly agree or disagree with having pupil-free days
◗ the way you will present your ideas: clearly list or order your points
◗ the reasons or evidence for your arguments
◗ your brief but definite conclusion. In your conclusion list some of your main points—you may add a
personal opinion.
Don’t forget to:
◗ plan your writing before you start
◗ write in correctly formed sentences and take particular care with paragraphing
◗ quickly check your story once you have finished. Your position must be clear to your reader.
Remember: the stance taken in a persuasive text is not wrong, as long as the writer has evidence to support
his or her opinion. How the opinion is supported is as important as the opinion itself.
Start writing here.
Turn to page 101 and use the Marking checklist to check the student’s writing. Also go to pages 123–124 where the sample
pieces of writing (Intermediate and Advanced levels) can be used to see whether your child is writing at this level.
81
Today you are going to write a narrative or story.

Your story will be about a stray. Look at the picture on the right.
It might give you an idea. Your story could be about a stray you
found or a stray that someone else found. What sort of animal was
the stray? Don’t just think of mammals. When was the stray animal
found? What was done with the stray? How was it helped?
Were the owners found? Add a brief description of the stray animal.
Your story may be serious or humorous. Your writing will be judged
on expression and the structure of your story.

◗ where your story takes place (the setting)
◗ the characters and what they do in your story
◗ the events that take place in your story and the problems that have to be resolved
◗ how your story begins, what happens in your story, and how your story ends.
Don’t forget to:
◗ plan your story before you begin writing
Start writing here.
Turn to pages 101–102 and use the Marking checklist to check the student’s writing. Also go to pages 125–126 where the
sample pieces of writing (Intermediate and Advanced levels) can be used to see whether your child is writing at this level.
82
A recount (which is a type of informative text) tells about events that have
happened to you or other people. It is usually a record of events in the
order they happen. If it is a personal recount you will use the word I.
A recount can conclude with a personal opinion of the event. Paragraphs
are usually organised by time periods. Sometimes subheadings are used.
Jot down events in the order they happened before you start.
Today you are going to write a personal recount called After school.
Think about the things you do after school. Do you go straight home,
then do something? How do you get to where you are going? Is anyone
else there? Do you go somewhere else first? Do you go to some special
activity? How do you get home? What are you feelings at the end of the
afternoon? Are the activities organised or do you make your own plans?

◗ where your recount takes place (the setting)
◗ the characters and what they do in your recount
◗ the events that take place in your recount and the problems that have to be resolved
◗ how you felt during the events of your recount. You may make brief personal comments on events
as you write about them.
Don’t forget to:
◗ plan your recount before you begin writing
Start writing here.
Turn to page 102 and use the Marking checklist to check the student’s writing. Also go to pages 127–128 where the sample
pieces of writing (Intermediate and Advanced levels) can be used to see whether your child is writing at this level.
83
Year 3 Literac y Mini Test Answers
and remember how to spell. Remember: the plural

Basic level questions
is leaves, which also uses the ea letter combination.
SPELLING Mini Test 1 Page 3 13 The letter combination rk often takes a k sound.
The arck is a very uncommon ending. Learn to
1 back 2 father 3 mice 4 fuel 5 pies 6 gone 7 tray recognise the word group with the rk spelling
8 used 9 sweet 10 today 11 tree 12 leaf 13 bark (e.g. dark, mark, park).
14 thank 15 tour 16 moth 17 hold 18 knocked 14 Make sure you pronounce the word correctly (ank
not enk). Learn to recognise word groups with
1 It is easy to confuse ck and ch when writing words. similar spellings (e.g. tank, bank, sank).
They are common combinations. Learn to recognise 15 The letter combinations ow and ou often have the
word groups with similar spellings (e.g. Jack, sack). same sound. The letter combination our can have a
2 Farther and father can sound the same. Farther is a variety of pronunciations (e.g. your, sour). There are
real word meaning ‘a more distant place or point very few words that rhyme with tour. Tour is a word
— farther away’. you must learn and remember how to spell.
3 It is easy to confuse ice and ise endings in words. 16 It is easy to confuse moth (a flying insect) and mouth
They are common combinations. Learn to recognise (the opening on your face for food). Learn to
word groups with similar spellings (e.g. rice, vice, price). recognise word groups with similar spellings
4 The letters u and e have swapped positions. Take (e.g. broth, cloth, froth).
care not to reverse letter order: ue is a common 17 A silent w followed by an h is common in English.
letter combination. Learn to recognise word groups Hold does not contain this combination. Remember:
with similar spellings (e.g. cruel, duel). hold and held suggest taking something in your
5 You have one pie and many pies. To make the word arms or hands.
pie plural, add an s (pie + s). 18 Knocked has a silent k. There are quite a few words
6 Make sure you pronounce the word correctly. It does with a silent k before an n (e.g. knife, know, knee).
not contain an or. Gone is an unusual word as it It is important you recognise and remember the
rhymes more with shone than with other one words, group of words that fit into this spelling pattern.
such as bone, cone and alone.
7 Both ey (as in hey and they) and ay can have the SPELLING Mini Test 2 Page 4
same sound. Learn to remember: word groups with
similar spellings (e.g. day, play, stay). 1 chest 2 bath 3 worn 4 lose 5 must 6 plate 7 over
8 one 9 dull 10 cloth 11 feel 12 moon 13 heel
8 You is a common word that sounds a bit like use/used.
14 shoes 15 worn 16 tune 17 windy 18 soap
However, use does not start with a y. Used is a word
you must learn and remember how to spell.
1 Make sure you pronounce the word correctly. The
9 The letter combination ea often makes an ee sound correct word is chest. Learn to recognise word
(e.g. meat, heat). In sweat the letters eat make an et groups with similar spellings (e.g. best, pest).
sound. Sweat rhymes with bet. Sweat is another name
2 Even though ar can sound like ar as in car, it is not
for perspiration. Learn to recognise word groups
used in bath. Bath rhymes with path. Other ath words
with similar spellings (e.g. sheet, greet, fleet).
may have a different pronunciation (e.g. maths).
10 To, too and two are homonyms — words that sound
3 A silent h followed by a w is common in English.
the same but which have different meanings. Too
Worn does not contain this letter combination.
can mean more or also. Remember: tomorrow and
Remember: worn and wear suggest putting on clothes.
today both start with to.
4 The use of loose and lose can be tricky. Loose means
11 Make sure you pronounce the word correctly. Tree
‘not tight’. Remember: lose and lost suggest not
has only one syllable. Learn to remember word
being able to find something. They both only have
groups with similar spellings (e.g. free, see, knee).
one o after the l (lost, lose).
12 The letter combination efe is a very uncommon
5 Make sure you pronounce the word must correctly.
word ending in short words. Leaf is one of the few
Marst is not a word. A mast is part of a sailing ship.
words where the letter combination ea makes an ee
Learn to recognise word groups with similar
sound before an f. Leaf is a word you must learn
spellings (e.g. bust, crust).
84
6 Both ate and ait can have the same sound. Learn to Intermediate level questions
recognise when either one should be used.
Examples of words which include the ate SPELLING Mini Test 3 Page 5
combination are date, mate and hate.
7 Make sure you pronounce the word correctly. There 1 began 2 around 3 afternoon 4 dollar 5 spark
is no double v in over. Most words that rhyme with 6 splashes 7 music 8 clothing 9 great 10 every
over have a single v (e.g. rover, clover). There are a 11 skyscraper 12 city 13 clouds 14 finish 15 first
number of non-rhyming over-type words that have 16 flew 17 floor 18 money
a different pronunciation (e.g. mover, cover). None
of them have a double v. 1 Began is pronounced be + gan. It means ‘start
8 Won and one are homonyms—words that sound the something’. It has nothing to do with begging.
same but which have different meanings. One refers 2 Don’t forget it’s around with an ou. The letter
to the number one (1) and won means ‘to come first’. combination ou is often in rhyming words (e.g. ground,
Remember: won and win both suggest getting first place. hound). Ow can represent the same sound. Learn to
9 There is no h sound in dull. In many common recognise and remember words in each word group.
English words ull represents one of two sounds 3 Afternoon is a compound word: after + noon.
(e.g. bull, gull). The ending uhl is very unusual. Similar words include afterwards and aftershock.
10 Make sure you pronounce the word correctly. 4 It is easy to confuse er and ar endings. The ar ending
The word is cloth not cloff. is less common than the er ending. Collar, pillar and
11 The letter combinations ea and ee can represent the cellar are common examples of the llar ending.
same sound. It can be difficult to know when one or 5 The letters ck can often take a k sound. The
the other is the correct spelling. Sometimes they common ending ck is not to be confused with the
become parts of homonyms—words that sound the single k ending. Learn to recognise word groups
same but which have different meanings (e.g. reel and with similar spellings (e.g. shark, mark, stark).
real). It is important you recognise and remember 6 Splash can be a plural verb. Most singular verbs are
the groups of words that fit into each spelling group. made by adding s (e.g. walk/walks). If the verb ends
The eel words include wheel, peel, kneel. in sh, such as splash, then es is added to make the
12 Oon and une can represent the same sound. singular form of the verb.
Remember: moon is spelt with oon. Think of the 7 There is no k in music. There are many words
nursery rhyme where the cow jumped over the with the ic ending: picnic, fabric, comic, magic.
moon and the dish ran away with the spoon. Most have two or more syllables.
13 The letter combinations ea and ee can represent the 8 Clothe means ‘to put clothes on’. When you change
same sound. It can be difficult to know when one or the verb clothe to the noun clothing, you must drop
the other is the correct spelling. Sometimes they the e before adding ing.
become homonyms—words that sound the same 9 Both eat and ate can represent the long a sound,
but which have different meanings (e.g. heel and heal). as in great. But most eat words rhyme with eat as in
Your heel is part of your foot and heal means ‘get eat food (e.g. beat, meat, treat). It is important to
better or improve after an accident’. It is important remember how to spell great.
you recognise and remember the groups of words 10 Make sure you pronounce the word correctly:
that fit into each spelling group. The eel words ever + y not ever + ery. Every is ever + y.
include wheel, peel, kneel.
11 Skyscraper is a compound word (sky + scraper).
14 Shues is not a word. The letter combinations ue and Scraper is a noun formed from scrape. Remember:
oe can sometimes make the same sound (e.g. true, shoe). scrape and scratch are both similar action words.
15 Warn and worn are homonyms—words that sound Note: the letter k often follows an s to make a
the same but which have different meanings. similar sound. Learn to recognise and remember
Neither word has an e ending. words for each letter combination (sk and sc).
16 Make sure you pronounce the word correctly. 12 City has only one t. The y is not a suffix. There are
The word tune may sound as if it begins with ch only a few short words which follow this spelling
(like the ch in churn) but it is spelled with a t. pattern (e.g. pity, duty).
17 Make sure you pronounce the word correctly. 13 Remember: cloud does not end with an e. To make
Wendy is a girl’s name. Windy is wind + y. the plural of cloud, simply add an s (cloud + s).
18 The letter combinations ope and oap can represent The es suffix is commonly used to make plurals of
the same sound. It can be difficult to know when one singular nouns ending with sh, ch, s and x.
or the other is the correct spelling so it is important you 14 Finish is pronounced fin + ish. Think of other
recognise and remember the groups of words that fit two-syllable words that do not have a double n
into each spelling group (e.g. coat/cote, loan/lone). (e.g. punish, vanish).
85
15 The letter combinations er, ur and ir can sound the 9 Make sure you pronounce the word correctly.
same. You should recognise and remember when to The word is happ + i + ly. When a word ends with a
use the different spellings (e.g. sir, serve, fur). Get to consonant then y, it is common practice to change the
know groups of words with ir spellings (e.g. bird, y to i before adding a suffix. Happy + ly = happily.
firm, girl). The er combination is often at the end of 10 Make sure you pronounce the word correctly. There
words (e.g. faster). is no er in minutes. Minutes is a common word
16 Flue and flew are homonyms—words that sound the which you must learn and remember how to spell.
same but which are spelled differently. A flue is a small 11 Sene is not a word. There are words that sound like
chimney. Learn to use each word correctly. Learn to sene. Learn the different spellings of words that
spell and remember flew as it is a common word. sound the same, in this case seen (saw something) and
17 The letter combinations or, ore, aw and oor can all scene (a view). Learn when to use them correctly.
sound the same. You should recognise and remember Remember the silent c in scene. Other silent c
when to use the different spellings (e.g. for, core, words include scent, sceptre and science.
door, saw). Get to know groups of words with oor 12 Make sure you pronounce chimney correctly. It is
spellings (e.g. poor, door). Remember: floor and chim + ney. Notice that the word ends with ney.
door are both found in a room.
13 The letter combinations or, ore, aw and oor can
18 Money is a very common word. Money is a word sound the same. You should recognise and
you must learn and remember how to spell. Money remember when to use the different spellings (e.g.
and honey have similar spellings. saw, for, core, door). Get to know groups of words
with aw spellings (e.g. fawn, dawn, yawn).
SPELLING Mini Test 4 Page 6 14 Make sure you pronounce torch correctly.
The or has the same sound as in torn.
1 heroes 2 invite 3 light 4 answers 5 coming 6 never
15 When a word ends with a consonant then y, it is
7 enough 8 excited 9 happily 10 minutes 11 scene
common practice to change the y to i before adding
12 chimney 13 lawn 14 torch 15 tried 16 watch
a suffix. Try + ed = tried.
17 world 18 howl
16 Listen to how the word is pronounced (watch).
1 Remember: there is one hero and two heroes. Singular Learn to recognise and spell groups of words with
nouns that end with a single o are usually made into tch spellings (e.g. catch, batch, match).
plurals by adding es (e.g. potatoes, canoes, echoes). 17 The letter combinations er, or, ur and ir can sound
Remember: there are often exceptions to the ‘rule’. the same. You should recognise and remember
2 Invite is a common word and easy to spell (in + vite). when to use the different spellings (e.g. were, work,
Remember: invite is a verb (doing word) and fur, fir). Get to know groups of words with or
invitation is a noun. Both are spelled with a vit. spellings (e.g. word, worm, worse).
3 Lite is not a regular word. The letter combination 18 The letter combinations ou and ow can make
ight has the same sound as ite. Get to know groups the same sound. Learn to recognise words with
of words with ight spellings (e.g. right, sight, might). a similar spelling (e.g. owl, prowl, growl).
Sometimes a word has a spelling that doesn’t follow Remember: an owl cannot howl or growl!
the ‘sound’ rules (e.g. said). Try to remember and
recognise such words. SPELLING Mini Test 5 Page 7
4 The w in answers is silent. Answer is a word you have
to remember how to spell as it is a common word. 1 along 2 brother 3 insect 4 doctor 5 story 6 many
5 When a word ends with a consonant then e, it is 7 myself 8 front 9 taken 10 whose 11 wrote 12 bread
common practice to drop the e before adding ing. 13 fork 14 lemons 15 parents 16 people 17 because
To change come to coming: com(e)ing. 18 teacher
6 Make sure you pronounce the word correctly.
Ever is a very similar word to never. Never, ever 1 Along is a + long. Notice that the stress is on long.
forget how to spell them! There are many short al words that do not begin
with all. Get to know and spell the group of words
7 The letters o and u have swapped positions. Take with the al spelling (e.g. alone, aloft, aloud).
care not to reverse letter order. Learn to recognise
word groups with similar ou spellings (e.g. rough, 2 Make sure you pronounce brother correctly.
tough). Remember: there are a number of ough words Learn to recognise word groups with similar
that do not rhyme with rough (e.g. though, cough). spellings (e.g. other, mother, another).
8 The letters c and s can make the same sound. Exc is 3 Make sure you pronounce the word correctly.
much more common than exs at the beginning of Insect ends with ct. Many words end in ect: respect,
short words (e.g. exceed, excel, except). direct, object.
86
YEAR 3 LITERAC Y MINI TEST ANSWERS
4 It is easy to confuse er and or endings. The or ending SPELLING Mini Test 6 Page 8
follows a t in many words (e.g. actor, tutor, visitor).
5 Story and storey are homonyms—words that sound 1 moment 2 only 3 almost 4 bought 5 fabric
the same but which are spelled differently. A storey 6 ferns 7 grass 8 house 9 often 10 know 11 wombat
is a floor or level in a building. Learn to use each 12 toads 13 puppies 14 saucers 15 wanted
word correctly. Learn to spell and remember story 16 eagles 17 dragons 18 lizards
as it is a very common word.
6 Make sure you pronounce many correctly. It sounds 1 The word is pronounced mo + ment. Many words
like ‘meny’. Sometimes a word has a spelling that end in ment (e.g. segment, torment, element).
doesn’t follow the ‘sound’ rules (e.g. said). Try to 2 Make sure you pronounce only correctly. It sounds
remember and recognise these words. like own + ly. Sometimes a word has a spelling that
7 Make sure you pronounce myself correctly. There is doesn’t follow the ‘sound’ rules (e.g. said). Try to
no such word as meself. Myself is a compound word: remember and recognise these words.
my + self. 3 Almost is al + most. The word comes from ‘mostly
8 Sometimes o makes the short u sound. Learn to all’; however, almost has only one l. Get to know
recognise and spell these words (e.g. none, among, and spell the group of words with the al spelling
monk). (e.g. always, already).
9 ‘Takken’ is not a word. Take + n = taken. There is no 4 ‘Bort’ is not a word. Ought and ort can make the same
reason to double the k. Learn to recognise word sound in different words and sometimes these words
groups with similar spellings (e.g. awaken, mistaken, are homonyms (fought and fort)—words that sound
broken). the same but which are spelled differently. Get to
10 ‘Whoes’ is not a word. It is easy to confuse whose recognise and spell the group of words with the ought
and who’s. Who’s is a contraction for who is. Learn spelling (e.g. bought, fought, nought). Remember:
to use and spell each word correctly. bought goes with buy and brought goes with bring.
11 ‘Roat’ is not a word. Wrote is a common word you 5 There is no k at the end of fabric. There are many
should learn to use and spell correctly. Oa and o_e words with the ic ending: picnic, magic, music, comic,
can make the same sounds in different words (e.g. magic. Most of these words have two or more syllables.
boat, note). Remember: wrote starts with a silent w. 6 The letter combinations er, or, ur and ir can sound
It is much the same as write. the same. You should recognise and remember when
12 ‘Brede’ is not a word. Bred and bread are homonyms to use the different spellings (e.g. were, work, fur,
—words that sound the same but which are spelled fir). Get to know the group of words with the er
differently. Bread is the food and bred is to do with spelling (e.g. herb, term, perk). The suffix er is
raising or growing animals or plants. commonly used (e.g. faster).
13 There is no e at the end of fork. Get to know groups 7 Make sure you pronounce the word correctly.
of words with similar spellings (e.g. cork, stork, pork). Grass rhymes with pass.
Remember: some people eat pork with a fork. 8 Hous is not a word. House has a final e. Learn to
14 There is no double m in lemons. Learn to spell and recognise word groups with similar spellings
remember lemon(s) as it is a common word. (e.g. mouse, louse).
15 Make sure you pronounce parents correctly. 9 Often has a silent t. It does not have a double f.
The ar in parent sounds more like the air in pair. You must learn this word by heart. It is a common
16 People is a common word. Sometimes a word has a word. Remember: soften also has a silent t.
spelling that doesn’t follow the ‘sound’ rules (e.g. said). 10 No and know are homonyms—words that sound
Try to remember and recognise these words. the same but which are spelled differently. No is the
17 The letters a and u have swapped positions. opposite to yes. Know is the past tense of knew and
Take care not to reverse letter order. Learn to both words begin with a silent k. Take care with the
recognise the word group with the common letter w at the end of know.
combination au (e.g. pause, clause). 11 Wombats are not bats. It is common to have a w
18 Both ea and ee can represent the same sound. followed by a silent h but there is no silent h in
You should recognise and remember when to use wombat. The spelling of this word doesn’t fall into
the different spellings (e.g. reach, screech). Get to a similar group of words so you just need to
know the group of words with the each spelling (e.g. remember this word’s spelling.
beach, peach). Remember: a preacher can be a 12 ‘Todes’ is not a word. Oad and ode can make the
teacher! same sound in different words and sometimes these
87

words are homonyms (road and rode)—words that 6 You can have one lady but many ladies. Singular
sound the same but which are spelled differently. nouns that end with a consonant then y are usually
Learn to recognise and spell both groups of words. made into plurals by changing the y to i before
Examples of oad words are load, toad, road. adding es. Examples are pony/ponies, fairy/fairies,
13 Remember that you can have one puppy but many daisy/daisies. Laddies is a colloquial term used to
puppies. Singular nouns that end with a consonant describe young men.
then y are usually made into plurals by changing 7 Learn to recognise words with a silent b (e.g. dumb,
the y to i before adding es. Examples are pony/ climb, bomb). The b is not pronounced when
ponies, fairy/fairies, daisy/daisies. following m at the end of a word.
14 It is easy to make a mistake with the letters c and s 8 The letters ph usually make an f sound.
in certain words. Source and sauce are homonyms— Computers does not contain this sound.
words that sound the same but which are spelled 9 Thort is not a word. Ought and ort can make the
differently. Source refers to the place where same sound in different words; sometimes these
something starts. A saucer is a small flat dish for a words are homonyms (e.g. fought and fort)—words
cup. A saucer would be a good place to put sauce! that sound the same but which are spelled
15 Make sure you pronounce wanted correctly. differently. Learn to recognise and spell words with
Sometimes a word has a spelling that doesn’t follow ought spellings (e.g. bought, fought, nought).
the ‘sound’ rules (e.g. only). Wanted sounds like Remember: thought goes with think.
wonted. The a in wanted has a short o sound. Try to 10 Morn and mourn are homonyms—words that sound
remember and recognise the few common words the same but which are spelled differently. Mourn
where this happens (e.g. swan, wand). means ‘feel sadness because someone died’. Morn is
16 The letter combination le is a common ending another term for morning—the start of the day.
(e.g. beagle, angle, giggle). To make a plural of a Morning is morn + ing.
word ending in e simply add an s. 11 The word holiday came from holy + day. A holiday
17 This word is spelled as it sounds. There is no need for may no longer be holy. When a word ends with a
a double g. A similar word is flagon, a large bottle. consonant then y, it is common practice to change
18 You must remember that lizard (like wizard) has the y to i before adding a suffix. So holy + day
only one z. Many other similar-sounding words becomes holiday.
have a double z (e.g. blizzard, gizzard). 12 Maybe is a compound word (may + be). Be and bee
are homonyms—words that sound the same but
Advanced level questions which are spelled differently. A bee is a honey-
collecting insect.
SPELLING Mini Test 7 Page 9
13 The letters ck often take a c sound. Ckle and cle are
both common letter combinations. Learn to recognise
1 cement 2 cupboard 3 early 4 careful 5 sometimes
words with cle spellings (e.g. cycle, circle, muscle).
6 ladies 7 lamb 8 computers 9 thought 10 morning
11 holiday 12 maybe 13 uncle 14 known 15 window 14 Make sure you pronounce known correctly. Don’t
16 pocket 17 camera 18 happened overstress the final n so that it sounds like en. The
word known is know + n. It is a common letter
1 Make sure you pronounce cement correctly. pattern (e.g. blown, grown, shown).
Remember: cement and concrete both start with a c. 15 Make sure you pronounce window correctly.
2 Cupboard is cup + board. The p is silent. Bord is not Learn to recognise word groups with similar
a word. Oar and or can make the same sound in spellings (e.g. shadow, meadow).
different words (e.g. hoard and ford). Learn to 16 Make sure you pronounce pocket correctly. The et
recognise and spell words from both groups. suffix suggests something small. A locket was once
3 Early has a single l. Early rhymes with pearly and a small container for a lock of hair. An islet is a very
has the same spelling pattern. small isle or island. A piglet is a small, young pig.
4 When adding the suffix ful to a word it is spelled with 17 Take time to learn to spell camera correctly.
a single l. Examples are useful, wasteful, hopeful. Camera is a word that doesn’t fit readily into word
groups. It does not have a double m.
5 Sometimes is a compound word (some + times).
Sum has a lot to do with addition. Some indicates 18 Make sure you pronounce the word correctly
an unknown quantity. Examples of compound (happen + ed). Take time to learn to spell it correctly.
words that include some are somewhere, someday,
someone and somehow.
88
SPELLING Mini Test 8 Page 10 adding es. Examples are pony/ponies, fairy/fairies,
daisy/daisies.
1 harbour 2 against 3 quickly 4 bridge 5 broke 15 Four-letter combinations have the long a sound (ei
6 nightmare 7 tissues 8 deaths 9 dozen 10 except as in weight, eight and freight, ai as in bait, ay as in
11 expand 12 forget 13 galaxy 14 groceries day and a_e as in late). Take time to learn and
15 weight 16 tongue 17 robbery 18 collide remember the correct spelling of weight.
16 Tongue is a tricky word. The ue is silent and does
1 The US spelling is harbor. The Australian spelling not make an oo sound as in blue. Tonge is not a word.
is the traditional English spelling which uses our. Other –ue words include league, rogue and plague.
Other similar our words include favour, flavour and
17 Make sure you pronounce robbery correctly. It has
humour.
three syllables: rob + ber + y.
2 Make sure you pronounce against correctly. Take
18 Collide has a double ll. Take care with the lied and
time to learn to spell it correctly.
the lide. Collide is a common word. It is important
3 Adding ly to a word can change it into an adverb. to learn and remember how to spell it. Remember:
Adding ly as a suffix is simple. There is no need for collide and collision both have something to do
extra letters. Examples are mostly, slowly and safely. with sudden contact.
4 The d in bridge can create spelling problems. Learn
to recognise words with the dge spelling (e.g. ridge, SPELLING Mini Test 9 Page 11
edge, hedge, fridge).
5 ‘Broak’ is not a word. Oak and oke can make the same 1 zebras 2 yesterday 3 handwriting 4 walnuts
sound in different words (e.g. joke and soak). Learn to 5 peaches 6 mayor 7 wander 8 library 9 twice
recognise and spell both groups of words. Some oke 10 tomatoes 11 grilled 12 dwarf 13 white 14 devil
words are poke, woke and coke. Remember: broke 15 breakfast 16 wheat 17 during 18 steak
and broken refer to something that needs fixing.
6 There are two main spelling errors in this word. 1 Make sure you pronounce zebras correctly. Zebra
Nightmare is night + mare. Nightmares usually has two syllables: zeb + ra.
happen at night. 2 Make sure you pronounce the word correctly.
7 The letters ue often say oo as in too. There are a Yesterday has three syllables: yes + ter + day. The
number of words that end with ue (e.g. true, blue). middle syllable is an er sound, not an id sound.
Tissue and issue are the only common words that 3 Writing does not have a double t. Writing comes
can be grouped this way. from write + ing. When adding ing to words ending
8 Deths is not a word. There are two ways to with a consonant and e, simply drop the e and add
pronounce eath: either the short e sound as in ing. Examples are race/racing, hope/hoping.
death, health and stealth or the long ee sound such 4 The word sounds like wall + nuts but the first syllable
as in heath and beneath. Remember: dead and death is simply wal. It is not a compound word. It is a
are both spelled with an ea. word you need to learn and remember how to spell.
9 Dozen is a common word which does not have a 5 When adding s to make a plural of words ending
double z. It does not fit easily into any word group. with ch or sh you add es (not just an s). Examples
Take time to learn the correct spelling. are matches, beaches and branches.
10 Make sure you pronounce the word correctly. The 6 Mare and mayor are homonyms—words that sound
correct word is except, not accept. Accept means the same but which are spelled differently. Mare refers
‘agree to something’. Except means ‘something left to a female horse. A mayor is the person elected to
out or not included’. be the head of a city council. Sometimes a word has
11 ‘Axepand’ is not a word. Make sure you pronounce a spelling that doesn’t follow the ‘sound’ rules (e.g.
expand correctly. The prefix ex has several meanings. said). Try to remember and recognise these words.
In expand it means ‘spread out’. 7 It is easy to confuse wander and wonder. Make sure
12 Four (4), fore and for are homonyms—words you pronounce the word correctly. Wonder is to do
sounding the same but having different meanings. with being amazed. Remember: wonder can become
Forget has two definite syllables: for + get. wonderful. Wander means ‘stray off course’.
13 The axie ending is very rare and not used in galaxy. 8 Make sure you pronounce the word correctly. It is
Take time to learn the correct spelling. li + bra + ry. It is a common school word and one
14 Grocery is singular and groceries is plural. Singular you need to learn and remember how to spell.
nouns that end with a consonant then y are usually 9 It is easy to confuse ice and ise endings of words.
made into plurals by changing the y to i before They are common combinations. Learn to recognise
word groups with similar spellings (e.g. rice, nice, price).
89
10 You can have one tomato but many tomatoes. Singular 5 Make sure you pronounce the word correctly: re + lay.
nouns that end with a single o are usually made into 6 Ghost has a silent h after the g. It is not an
plurals by adding es (e.g. potatoes, canoes, echoes). uncommon use of a silent h. Examples are aghast,
Remember: there are often exceptions to the ‘rule’. ghetto, gherkin (small cucumber) and Afghan.
11 Girlled is not a word. The letters i and r have been 7 The i and e have been reversed. The basic general
reversed. There is a difference between grill (to rule is i before e except after c, which means that,
cook) and girl (a young female). in words where i and e fall together, the order is ie,
12 Make sure you pronounce dwarf correctly. except directly following c, when it is ei. Examples
The letters r and w have swapped positions.. are friend, thief, ceiling and receive. Beware: there
13 A silent h after a w is a common English word are exceptions to this rule.
pattern (e.g. when, wharf). Learn to recognise word 8 Bicycle is bi + cycle. The prefix bi means two.
groups with similar spellings. A bicycle is a cycle with two wheels. To bisect
14 Most two-syllable words that end with an l sound something is to cut it into two parts.
have a single l (e.g. travel, oval). Remember: the 9 The ure letter combination is a common one
devil can be evil. (e.g. nature, figure, future).
15 Breakfast is a compound word (break + fast). A fast 10 You can cross one valley but three valleys. Singular
is a time when a person goes without eating. The first nouns that end with a consonant then y are usually
meal of the day breaks the night-time fast. Sometimes made into plurals by changing the y to i before
a word has a spelling that doesn’t follow the ‘sound’ adding es. In valley, there is a vowel (e) before the
rules (e.g. said). Over time the pronunciation of y so you simply add an s. Examples are alley/alleys,
break in breakfast has become brek. kidney/kidneys, jersey/jerseys.
16 Both ea and ee can represent the same sound. 11 Both k and c can make the same sound. Cr begins
You should recognise and remember when to use words far more often than kr.
the different spellings (e.g. teach, screech). Learn to
spell the ea words (e.g. cheat, beach, clean). 12 The letters c and s can make the same sound at the
beginning of a word, often followed by an e or an i
17 Make sure you pronounce during correctly. Dew is (e.g. cigar, century). City is a common word you must
the moisture found on grass some mornings.
learn and remember how to spell. It does not have
18 A stake is a small post driven into the ground. The a double t (tt).
letter combinations eak and ake can make the same
13 Sonny and sunny are homonyms—words that sound
sound. Learn to recognise the small number of
the same but which are spelled differently The sun
words where the ea sound is the same as ay in day
gives us daylight which can give us a sunny day.
(e.g. break, great).
Sonny is a common nickname for a young boy.
14 Curly is curl + y. Remember that the letters er, ur
SPELLING Mini Test 10 Page 12
and ir can sound the same. You should recognise
and remember when to use the different spellings
1 keyboard 2 weather 3 fruit 4 corridor 5 relay
(e.g. sir, serve, purr). Get to know groups of words
6 ghost 7 ceiling 8 bicycle 9 picture 10 valleys
with ur spellings (e.g. fur, burn, hurl).
11 crater 12 city 13 sunny 14 curly 15 asking
16 sailor 17 detective 18 sure 15 Make sure you pronounce asking correctly. Sometimes
a word has a spelling that doesn’t follow the ‘sound’
1 Keyboard is a compound word (key + board). rules (e.g. said). Try to remember and recognise
‘Bord’ is not a word. Oar and or can make the same these words. Examples of ask words are task, mask,
sound in different words (e.g. hoard and ford). basket.
Learn to recognise and spell words from both groups. 16 ‘Salor’ is not a word. Sale and sail are homonyms—
2 Weather and whether are homonyms—words that words that sound the same but which are spelled
sound the same but which are spelled differently. differently. Sale is to do with selling and sail is to do
Weather refers to the wind and rain. Whether is a with water sports. Try to remember and recognise
conjunction used to indicate a choice. ail words (e.g. fail, trail, sailing).
3 The u and i have been reversed in fruit. Get to know 17 The person is not a dectective. Make sure you
groups of words with the ui letter combination pronounce the word correctly. Detect is de + tect.
(e.g. juice, guide, cruise). Remember: you can get To make detective, simply add ive.
juice from fruit. 18 Shore and sure are homonyms—words that sound
4 Make sure you pronounce corridor correctly. the same but which are spelled differently. Sure means
Note: the last syllable is dor not door. It is a common ‘feeling certain’. Shore is to do with where water
word and one you need to learn and remember meets the land, such as a beach. Make sure you use
how to spell. each word correctly.
90
Basic level questions 17 Has is present tense. The paintings are in the club
right now. Singular nouns (golf club) have singular
Grammar Mini Test 1 Pages 13–14 verbs (has).
18 Good is often incorrectly used. Good has more to do
1 C 2 B 3 D 4 A 5 B 6 D 7 A 8 B 9 D 10 A with behaviour. If Andy does something well it means
11 D 12 B 13 C 14 B 15 A 16 C 17 D 18 C he is quite an expert. Fair does not go with really.
1 An comes before most words that begin with a Intermediate level questions
vowel sound. Elephant is the only word from the
list that starts with a vowel sound (e). Grammar Mini Test 2 Pages 15–16
2 Group nouns (team) can have either plural or
singular verbs. In this sentence a singular pronoun 1 D 2 A 3 C 4 D 5 A 6 B 7 B 8 B 9 D 10 A
(its) is used to refer to the team and so the verb 11 C 12 A 13 B 14 A 15 B 16 C 17 A 18 D
must also be singular (is).
3 His is a possessive pronoun referring to a single 1 A comes before words (nouns) that start with a
male. It shows ownership or possession. He’s is consonant sound. All options, except yak, start with
short for he is. vowel sounds and the correct article would then be
an (e.g. an otter).
4 They is a pronoun used to refer to a group of people.
It saves repeating the names a second time. 2 An is used before nouns or adjectives (describing
words) that begin with a vowel sound. Hour begins
5 We usually put ourselves last when talking about with a silent h. When spoken the word begins with
being part of a group (my brother and I). Think of the ou vowel sound.
the sentence as two sentences: My brother caught
3 Think of the sentence as two separate sentences.
the bus and I caught the bus. Me is incorrect English.
My dog will always be a mate, and I will always be a
6 Men is a plural noun. This and that refer to a single mate. It is incorrect to say: Me will always be a mate.
person or thing. Them men is incorrect English.
4 Learn to pronounce words correctly. My is correct
7 Trent did one thing, which was followed by another because it shows who the room belongs to.
thing. He cleaned his teeth before he got into bed.
5 Them is a pronoun used to refer to a group of things
8 Alphabetical order refers to the order of the letters or people. It saves repeating a series of names.
of the alphabet. The letter w comes well after the Them is used as the object of a statement, not the
other letters. The correct alphabetical order would subject (e.g. He put them).
be: camel, giraffe, platypus, wombat.
6 Paws, pours, pores and pause are homonyms—words
9 Easly is not a word. Easily is an adverb. Adverbs that sound the same but which are spelled differently.
help verbs. They tell how something is done. Paws is correct. It refers to feet. Think paws and
Adverbs often end in ly. claws for cats.
10 Too has the meaning of ‘also’ or ‘more than necessary’. 7 Adjectives can be used to compare things. When
Two refers to the number 2. Tow means ‘pull comparing two things, the adjective most often ends
something along’. with er. Quicker is correct because just two ways to
11 At is a preposition. It is important to use get past the hill are compared.
prepositions correctly. 8 Slowly is an adverb. It tells how some teachers speak.
12 Plural subjects (they—the snails) have plural verbs Many adverbs end in ly.
(are not). Isn’t is a contraction or shortened word 9 The rule is: plural subjects (nouns) need plural verbs;
for is not. The apostrophe shows that a letter (o) singular subjects (nouns) need singular verbs. In this
has been left out. case, think must be used because there are a number
13 Eat is present tense like the rest of the sentence. Ate of teachers (They think).
is past tense. Ete is not a word. Eight is a number (8). 10 But is a joining word (conjunction). And joins things
14 Singular nouns (Andy) have singular verbs (does that are similar. But is used to connect two ideas
not). There is only one person: Andy. The with the meaning of ‘with the exception of’. This is
apostrophe shows that a letter (o) has been left out. indicated by the next word after but, which is if.
15 An comes before most words that begin with a 11 Who is used to refer to people. Which is a common
vowel sound. Artist starts with a vowel (a). pronoun used to refer to animals or things. What is
most often used to ask a question. That is used to
16 And is a conjunction. And is used to show an refer to, or point out, a particular thing.
addition (men and women). Or is used to show a
possible alternative. 12 Speaking is a verb that usually needs a helper—
another verb to help it. In this sentence the helper
verb is are. Speaked is not a word.
91
13 Before is a preposition which indicates a time. 9 But is a joining word (conjunction). And joins things
Trent did one thing before doing another thing. that are similar. But is used to connect two ideas with
14 Is is used when discussing one thing only (favourite the meaning of ‘with the exception of’. This is indicated
poem). The passage is in present tense and is is the by the next words after but, which are it is not.
present tense of the verb. 10 Of is a preposition. Make sure you pronounce the
15 The word It’s begins a new sentence after a full stop word correctly. Certain prepositions tend to go in
(Cole.). It’s is a shortened word. It is short for it is. The particular phrases. These have to be learnt and
apostrophe shows that a letter (i) has been left out. remembered. ‘Ov’ is not a word.
16 The is a definite article. It refers to a particular king 11 Careful is an adjective and a compound word.
(King Cole). A would be used to refer to a king in Words with the suffix full only have one l in ful
general—not a named king. (e.g. useful, hopeful).
17 He begins a new sentence after the full stop 12 Think of the sentence as two sentences: We saw you
(person.). It must have a capital letter. They is in town today./We saw your parents in town today.
incorrect as it refers to more than one person. Youse is not a word. The plural of you is still you.
Yer is poor speech.
18 I is a pronoun that a person uses when speaking
about himself or herself. 13 Adjectives can be used to compare. Good is used to
describe one person. Better is used to compare two
people. Best is used when comparing three or more
GRAMMAR Mini Test 3 Pages 17–18
people. Remember: good, better, best.
1 B 2 A 3 D 4 B 5 C 6 A 7 C 8 A 9 B 10 D 14 Tell is an irregular verb. Most verbs in English form
11 A 12 B 13 D 14 C 15 B 16 D 17 D 18 C their past tenses by adding ed (e.g. he walked). There
are a number of irregular verbs when this doesn’t
happen. So the past of tell is told instead of ‘telled’.
1 Of is a preposition. It is often used between two
With the verb told you need a ‘helper’—another verb
nouns—collection of stamps. Certain prepositions
to ‘help’ it. Have, has and has can be helping verbs.
tend to go in particular phrases. These have to be
learnt and remembered. 15 Was is correct when talking about one person or
thing. The one hat is referred to as it.
2 The rule is: singular subjects (nouns) need singular
verbs; plural subjects (nouns) need plural verbs. 16 Nor is a conjunction. In this sentence, nor connects
In this case are must be used because there are two possible alternatives—fishing nor boating.
several players (in the team). The verb refers to the Nor is paired with neither. Also is an adverb.
several players not the singular (one) team. 17 They refers to more than one person or thing. It is
3 The word was is used when talking about one person followed by were. Were is used when talking about
or thing. There is only one flock (a flock) of sheep more than one person or thing (water sports).
even though there are many sheep in the flock. 18 My is a possessive adjective describing hat. Make sure
The sentence is in past tense. The word are is used you pronounce your words correctly. My has a capital
for present tense when talking about more than letter as it is the beginning of a new sentence after
one person or thing. an exclamation (sports!).
4 Many is used when the amount or number can be
counted. Much is used when the quantity cannot be Advanced level questions
counted (e.g. for sand). Are is the correct verb. Are
is used when talking about more than one person GRAMMAR Mini Test 4 Pages 19–20
or thing.
1 A 2 D 3 D 4 B 5 C 6 C 7 A 8 B 9 D 10 C
5 Who is used to refer to people. Which is a common 11 B 12 B 13 A 14 C 15 D 16 A 17 B 18 C
pronoun used to refer to animals or things. That is
used here to refer to or point out a particular person 1 An is used before nouns or adjectives (describing
or object. What is most often used to ask a question. words) that begin with a vowel sound. Angry describes
6 Their is an adjective describing the owners of the lion and follows an.
cricket gear. Their is used to save repeating Brett 2 The word the refers to a particular thing (the car).
and Andy’s, which could sound clumsy. It is called a definite article. A or an are used to
7 The word whales (plural) is correct because they refer to an item in general—not a specific car.
are being compared to dolphins. Are is used when 3 There are two points to watch in this sentence.
talking about more than one person or thing. A plural subject must have a plural verb. Girls is
8 Much is an adjective describing and comparing plural and the correct verb is have. A singular
(smaller) the size of the dolphins and whales. subject must have a singular verb. Jim is singular
and the correct verb is has.
92
4 The correct answer is the common noun doctor. The 2 Singular subjects (singular nouns) need singular verbs;
word doctor is not part of the title of a particular plural subjects (plural nouns) need plural verbs.
doctor and so no capital letter is needed. Dr is the Team is a collective noun and it is singular. There is
short form of the title and is used with the surname just one team. The correct verb is runs. If there were
of a doctor. several teams then the verb would be run. ‘Runned’
5 Make sure you pronounce words correctly. Try and is not a word.
is a common error. The correct use is try to. The 3 The subject of a sentence must always agree with
word and is used to join similar things or actions. the verb. Singular subjects (nouns) need singular
6 They is a pronoun used to refer to a group of people. verbs; plural subjects (nouns) need plural verbs.
It saves repeating a series of names. Them is used as Twins is plural and the correct verb is go.
the object of a statement, not the subject (e.g. Dad 4 In this sentence, or connects two possible alternatives
spoke to them). —eat the beans or go without the rest of the meal.
7 The word are is used when talking about more than 5 Use is present tense. ‘Youse’ is not an English word. Used
one person or thing. In this text there are two boys. is incorrect as it is past tense—it has already happened.
8 The word uncle is used as a common noun in this 6 Neatly is an adverb. It tells how sliced bread fits
text and does not need a capital letter. When it is into a toaster. Many adverbs end in ly.
used as a title or as a name it has a capital letter. 7 Into is a preposition—into a toaster. Prepositions
9 An is used before nouns or adjectives (describing tell about position. Certain prepositions tend to go
words) that begin with a vowel sound. Animal park with particular situations (e.g. in winter but on
is a two-word noun and follows an. weekends). They have to be learnt and remembered.
10 With plenty it is usual to also use of (plenty of). 8 Then is an adverb used to indicate a particular time
Much and any are incorrect usage in this statement. – after the bread has been dropped in the slot.
11 Their and there are homonyms—words that sound 9 To and too are homonyms—words that sound the
the same but which are spelled differently. There refers same but which are spelled differently. To is correct.
to a place. They’re is a shortened word for they are. It refers how to start toasting.
12 The term year six is used as a common noun and 10 The word not (don’t = do not) is rarely used with no
does not need a capital letter. It is just one of the in the same sentence when referring to the same
year six classes. This is indicated by the indefinite thing. Doesn’t usually goes with any.
article a (a year six class). 11 It is a pronoun and is used to refer to the description
13 Got is incorrect as it is the past tense of get. In English of the toolbox. It saves repeating the description,
the word not (don’t = do not) is rarely used with no which could sound clumsy.
in the same sentence. 12 An is used before nouns or adjectives (describing
14 Had is the past tense of have. They have had the wish words) that begin with a vowel sound. Orange describes
for a long time. Has would be used for one girl in a parrot and follows an.
certain type of sentence. 13 ‘Hisself’, ‘himselve’ and ‘heself’ are not English words.
15 They is a pronoun used to refer to the two girls. 14 Singular subjects (nouns) need singular verbs;
It saves repeating both their names. Them is used as plural subjects (nouns) need plural verbs. In this
the object of a statement, not the subject (e.g. Dad case are must be used because there is more than
spoke to them). one bank (banks). The verb are refers to the banks
16 Or is a conjunction used to link two possible alternatives. of the river. The verb are is used when talking about
17 To is a preposition—it indicates a position in more than one person or thing.
relation to a noun (a country). 15 Slowly is an adverb. It tells how the river flowed.
18 The clue is in the use of an. An (and a) is an Many adverbs end in ly.
indefinite article referring to just one item. In this 16 But is used to connect two ideas with the meaning
case, it is just one ocean. An is used because ocean of ‘with the exception of’. The water is not normally
begins with a vowel sound. in the town—only while the river is in flood.
17 In is a preposition—in the sea (of flood waters).
GRAMMAR Mini Test 5 Pages 21–22 Certain prepositions tend to go with particular
phrases (e.g. in winter but on weekends). They have
1 C 2 A 3 B 4 A 5 B 6 A 7 B 8 D 9 C 10 B to be learnt and remembered.
11 D 12 C 13 A 14 C 15 A 16 B 17 D 18 A 18 Adjectives can be used to compare. Good is used to
describe one thing. Better is used to compare two
1 The is called a definite article. It is used to refer to things. Best is used when comparing three or more
particular people or things. In this case it refers to things. Remember: good, better, best. Up a tree, during
the best things. a flood, is the best of all places for a possum to be.
93
Basic level questions we’ll is a shortened word. It is short for we will.
The apostrophe shows that two letters (wi) have
Punctuation Mini Test 1 Pages 23–24 been left out.
17 Kitten is the last word in a question and it does not
1 D 2 B 3 A 4 A 5 C 6 D 7 B 8 C 9 B 10 C begin with a capital letter because it is a common
11 D 12 B 13 C 14 A 15 A 16 D 17 B 18 A noun. It must be followed by a question mark ( ? ).
18 The word The is the first word in a statement and
1 The word city is a common noun and does not need needs a capital T. Statements begin with capital
a capital C. A full stop is necessary as the sentence letters and end with full stops.
is a statement, not a question.
2 This sentence is a question sentence. When can be Intermediate level questions
used as a question or to describe a particular time.
All of the other options are statements, not questions, PUNCTUATION Mini Test 2 Pages 25–26
and so should end with full stops, not question marks.
3 Statements begin with a capital letter and end with 1 C 2 A 3 D 4 B 5 C 6 A 7 B 8 C 9 C 10 B
a full stop. 11 A 12 A 13 D 14 B 15 D 16 A 17 C 18 D
4 The word Rover is a proper noun and needs a
1 In shortened words the full stop is not required if
capital R.
the shortened word has the last letter of the word.
5 Bathurst is the name of a place. It is a proper noun Examples are Doctor/Dr, Street/St.
and needs a capital letter. Both small (an adjective)
and towns (a common noun) do not require capital 2 This is a statement. Statements start with a capital
letters. letter and end with a full stop ( . ).
6 There is no need for any commas. Commas are only 3 Inverted commas or quotation marks ( “ ” ) are only
used in lists where there are more than two items. used when the actual words spoken are written.
Coloured is not a separate item. It is a describing This statement is an example of indirect speech or
word. And is used to join pencils and paper. reported speech.
7 Doesn’t is a shortened word. It is short for does not. 4 The only option that is a question to which you
The apostrophe shows that a letter (o) has been left could give an answer is How far is it to the next
out. town? All the other options are statements which
8 The apostrophe s shows that the keys belong to should end with a full stop.
Tim’s dad. There is only one dad. 5 Commas are only used in lists where there are more
9 The text is made up of a question followed by a than two items. The comma separates food and
statement. The question starts with Why? streamers. And is used between the last two items in
a list instead of a comma.
10 Only the actual words spoken should be in inverted
commas (speech marks). 6 There is only one baby. To show ownership you
simply add an apostrophe s (’s). Babies is the
11 Statements begin with a capital letter and end with
spelling for more than one baby.
a full stop.
7 Capital letters are required for proper nouns. The
12 The word his is a pronoun that shows the bedroom
belongs to Kim. It does not require an apostrophe. two places named are Murray River and Adelaide.
Can’t is the only shortened word. It is short for The other nouns are common nouns.
cannot. The apostrophe shows that two letters (no) 8 They’re is a shortened word. It is short for they are. The
have been left out. apostrophe shows that a letter (a) has been left out.
13 This is a short exclamation. The sentence starts with 9 The question starts with When and where. The
a capital letter and ends with an exclamation mark ( ! ). question mark goes after the word week. It has a
14 The apostrophe s shows that the pantry belongs to capital letter and is the beginning of the next
Mum. There is only one Mum. Mum has a capital M sentence, which is a statement.
because it is the name given to the mother (a 10 Exclamations are usually short and express surprise
proper noun). or urgency. They end with an exclamation mark ( ! ).
15 Commas are only used in lists where there are more 11 There is no ownership involved in this sentence.
than two items. This list has three items. The comma There is no need for an apostrophe s on any of the
separates jam and sauce. And is used to separate nouns. They are simply plurals.
sauce and biscuits. 12 We’ve is a shortened word. It is short for we have.
16 This is the beginning of a new sentence. It follows The apostrophe shows that letters (ha) have been
a full stop and so begins with a capital letter. The word left out.
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13 The sentence is a simple statement. The next word 10 The text is a question followed by an exclamation. The
in the text has a capital letter (His) and is the question actually has two parts. The question mark goes
beginning of a new sentence. after violin. The exclamation begins with the word I.
14 Commas are used in lists where there are more than 11 Hers is a possessive pronoun and does not require
two items. They are also used in a series of adjectives. an apostrophe. Her’s is not a word.
The comma separates the adjectives red and short. 12 We’ve is a shortened word. It is short for we have.
And is used between the last two adjectives (short The apostrophe shows that letters (ha) have been
and curly) in the series, instead of a comma. left out. Lots, bottles and days are simply plurals.
15 Commas can be used to show a pause in a sentence. 13 Exclamations are usually short and express surprise
The next word is even, without a capital letter, so it or urgency, or draw attention to something. They end
is not the beginning of a new sentence. with an exclamation mark ( ! ). The next sentence
16 The word It’s begins a new sentence after a full stop begins with a capital letter (C).
(bed.). It’s is a shortened word. It is short for it is. The 14 Questions often begin with the word Can.
apostrophe shows that a letter (i) has been left out. 15 Commas are used to show a pause in a sentence.
17 The apostrophe s indicates that Ken ‘owns’ the parents. The next word is and, without a capital letter, so it
Ken is a proper noun and must have a capital letter. is not the beginning of a new sentence.
18 Capital letters are required for proper nouns which 16 I’ll is a shortened word. It is short for I will.
are the given names of people, places and things. The apostrophe shows that letters (wi) have been
left out. The personal pronoun I is always a capital.
PUNCTUATION Mini Test 3 Pages 27–28 17 The last sentence is a statement, which starts with
a capital letter and ends with a full stop.
1 A 2 B 3 D 4 A 5 C 6 C 7 A 8 B 9 A 10 D 18 Proper nouns (Spain), proper adjectives (Spanish)
11 D 12 A 13 C 14 B 15 A 16 D 17 B 18 D and sentence beginnings have capital letters.
The word country is a common noun and should
1 Towards has a capital letter because it is the first word not begin with a capital letter.
in a statement. All other options are common nouns.
2 There is only one friend. This is indicated by the Advanced level questions
words the friend in the second part of the sentence.
To show ownership you simply add an apostrophe s PUNCTUATION Mini Test 4 Pages 29–30
(’s). Friends’ is the spelling for more than one friend.
1 C 2 A 3 B 4 D 5 B 6 A 7 B 8 D 9 A 10 C
3 It’s is a shortened word. It is short for it is. The
11 C 12 D 13 A 14 B 15 C 16 A 17 D 18 B
apostrophe shows that a letter (i) has been left out.
The sentence is a simple statement, which should 1 Its is a possessive pronoun. It’s is short for it is.
begin with a capital letter and end with a full stop. There is a full stop after dingo. Its is the start of a
4 Don’t is a shortened word. It is short for do not. The new sentence and must have a capital letter,
apostrophe shows that a letter (o) has been left out. 2 Yours is a possessive pronoun and does not require
5 Only proper nouns (the names of people, places and an apostrophe. ‘Your’s’ is not a shortened word.
things) begin with a capital letter (Tessa and Dr 3 Only the actual words spoken are in inverted
Varady). Dr does not have a full stop. In shortened commas (or quotation marks). The spoken words
words the full stop is not required if the shortened are: “We can finish that tonight if you like,” which
word has the last letter of the word. Examples are includes the comma.
Road/Rd, Mister/Mr. 4 Christmas is a proper noun as it is the actual name
6 Commas are used in lists where there are more of a particular day. Captain and game are common
than two items. (They are also used in a series of nouns and team is a collective noun. Only proper
adjectives.) Commas separate the items torches, ropes nouns require a capital letter.
and batteries. And is used between the last two items 5 A comma often follows direct speech (speech in
in the list (batteries and water) instead of a comma. quotation marks). The comma goes inside the
7 The only capital letter required is for the first word quotation marks.
of the statement (Our). Proper nouns (the names of 6 Command sentences are sometimes called requests
people, places and things) begin with a capital because they can give directions or invitations, or
letter. The nouns in this sentence are common nouns. provide advice or warnings.
8 Full stops are used for both statements and commands. 7 Sea Winds is the name of the boat, and Sandy Bay
9 Only the actual words spoken are in inverted is the name of a place. They are proper nouns and
commas (or quotation marks). The spoken words require capital letters. Sailing boat is a common
are: “It’s time to start work.” noun and does not require a capital letter.
95
8 There is only one car. To show ownership you 6 Commas are used in lists where there are more than
simply add an apostrophe s (’s). Cars’ is the spelling two items or people. (They are also used in a series
for more than one car. of adjectives.) The comma separates the months July
9 Commas are used in lists where there are more and August. And is used between the last two months
than two items or people. (They are also used in a in the list (August and September) instead of a comma.
series of adjectives.) The comma separates the 7 Pacific Ocean is a proper noun as it is the name of a
people Trudy and Holly. And is used between the particular ocean. The words ocean and sea in the
names of the last two people in the list (Holly and first half of the sentence are common nouns and do
Jasmine) instead of a comma. not require a capital letter.
10 They’ll is a shortened word. It is short for they will. 8 The word girlfriend is a common noun and does not
The apostrophe shows that letters (wi) have been begin with a capital letter.
left out. We’re (were) is not a shortened word in this 9 Yours is a possessive pronoun and does not require
sentence. an apostrophe. ‘Your’s’ is not a word.
11 There are three sentences in the text: You want some 10 New York City is the name of a place. It is a three-word
money?/ I will give you $10. / You can spend it any way proper noun. In the other three examples city is
you like when I say. The capital letters give you a used as a common noun and so should not be
clue as to where each new sentence starts. The first capitalised.
sentence is a question followed by two statements.
11 Exclamations are usually short and express surprise
12 Cars, trucks and buses are plurals. Grant owns the taxi. or urgency, or draw attention to something. They end
To show ownership you simply add an apostrophe s (’s). with an exclamation mark (!). The next sentence
13 The next word after deserts has a capital and is the begins with a capital letter (Y).
beginning of a new sentence. 12 Dogs, bones and lawns are plurals. The food belongs
14 The word loads is a plural and it is not the beginning to a cat so an apostrophe s is required to show
of a sentence. The apostrophe s is not required as no ownership. There is only one cat which is indicated
ownership is involved. by the pronoun her.
15 Didn’t is a shortened word. It is short for did not. The 13 The sentence is an example of reported or indirect
apostrophe shows that the letter o has been left out. speech. It is a statement.
16 Commas can be used to indicate a pause in longer 14 It’s is the beginning of a new sentence. It’s is a
sentences. The word and is a joining word and is not shortened word. It is short for it is. The apostrophe
used to start a sentence. shows that a letter (i) has been left out. Its is a
17 We’re is a shortened word. It is short for we were. possessive pronoun.
It doesn’t make sense in this sentence. 15 The word children is a common noun and is not the
18 Where will we get off the train? is a question and requires start of a new sentence.
a question mark. All the other examples use where 16 She’s is the beginning of a new sentence. She’s is a
to indicate a particular place and are not questions. shortened word. In this sentence it is short for she
has. The apostrophe shows that letters (ha) have
PUNCTUATION Mini Test 5 Pages 31–32 been left out.
17 The last sentence is a question and so the correct
1 B 2 D 3 A 4 B 5 C 6 A 7 D 8 B 9 C 10 A stop is a question mark (?).
11 B 12 D 13 A 14 C 15 B 16 D 17 C 18 D 18 They’ll is a shortened word. In this sentence it is
short for they will. The apostrophe shows that
1 A comma can be used to indicate a pause in a long letters (wi) have been left out.
sentence.
2 Personal pronouns do not require a capital letter, Basic level questions
except for I.
3 Only the actual words spoken are in inverted Reading Mini Test 1: Narrative Page 33
commas (or quotation marks). The spoken words
Go to the for a guide to question types.
are: “That’s enough,”. Notice that the comma is
inside the quotation marks. 1A 2C 3D 4C 5A 6B
4 Command sentences are sometimes called requests
because they can give directions or invitations, or 1 This is a fact-finding type of question. The answer is
provide advice or warnings. They end with a full stop. a fact in the text. You read (see line 1) Jasmine lived
5 If the sentence is an asking sentence then it is a question with her parents in a brick house. Her grandparents
sentence. Questions are asked. Answers are given. live near the beach.
96
2 This is a fact-finding type of question. The answer is 5 This is an inferring type of question. To find the
a fact in the text. You read that Jasmine’s mother answer you have to ‘read between the lines’. You read
owned a health food shop (see line 3). The twist in the paper allows your finger to change
3 This is a fact-finding type of question. The answer is sides (see lines 18–19). Combine this information with
a fact in the text. You read Jasmine went to stay with your own knowledge of shapes and edges and you
her grandparents when her parents went on little can work out the final answer.
holidays (see line 12). This was usually when her father 6 This is a fact-finding type of question. The answer is
had to check out holiday places (see paragraph 4). a fact in the text and diagram. You read When you
4 This is a fact-finding type of question. The answer is drew your line down the middle of the strip you
a fact in the text. Travel agents help plan holidays. finally got back to your starting point, but you had
You read Jasmine’s father went to work every day drawn on both flat sides of the paper! Your Möbius
at a travel agent’s office (see lines 1–2) and He would strip has only one side! (see lines 15–16). The line
have to inspect the places people might want to go drawn down the centre of the strip will be a
to for holidays (see lines 9–10). continuous line on both sides of the paper ring.
5 This is a judgement type of question. You read Her
father went to work every day at a travel agent’s office Intermediate level questions
in the shopping centre. When Jasmine left home for
school, her mother also went to work (see lines 1–4). READING Mini Test 3: Explanation Page 35
You also read Jasmine’s parents were very hard-working
people. They said they never had enough time to do 1 D 2 A 3 B 4 C 5 D 6 The soil has lost all of its
all the things they wanted to do (see lines 4–5). Busy goodness.
means ‘full of activity’. Both of Jasmine’s parents
1 This is a fact-finding type of question. The answer is
had a lot of things to do and so were busy people.
a fact in the text. You read Fairy rings are sometimes
6 This is a language type of question. To find the answer called pixie rings (see line 1).
you have to read the text carefully, especially the
2 This is an inferring type of question. To find the answer
section that is quoted: ‘There are not enough hours
you have to ‘read between the lines’. You read Each
in a day’ (see line 6). The sentence is a common
mushroom only lives for a small number of days (see
saying that means people do not have enough time
line 19). Combine this information with your own
in the day to finish all they want to do. It is an
knowledge that few means ‘a small number’ and
expression used to say how busy they are. It is an
individual refers to a single mushroom. One
example of figurative language where the reader
mushroom will only live for a short time, just a few
shouldn’t take the meaning literally.
days. The ring itself may last for years as mushrooms
die but are replaced by new mushrooms.
READING Mini Test 2: Procedure Page 34
1B 2C 3A 4A 5C 6D a fact in the text. You read The ring begins as a
single seed, called a spore (see line 12).
a fact in the text. There are three (3) steps in making answer you have to ‘read between the lines’. You read
a Möbius strip. They are numbered under the Fairy rings may look as if they have been planted
heading Steps. but they are natural. People once wondered who had
2 This is a judgement type of question. When you planted them (see lines 7–8). Reading between the
look at the picture of the sheet of A4 paper you will lines you can work out that the fairy rings look like
see a ruler. You read Cut a strip, as wide as a ruler, they have been planted because they look like
off the long side of the computer paper (see line 9). well-formed circles, as described in paragraph 3.
Combine this information with your own knowledge 5 This is a fact-finding type of question. The answer is
to work out the final answer which is that the ruler a fact in the text. You read Fairy rings are sometimes
is required to make a straight line. called pixie rings. They are rings of mushrooms or
3 This is a fact-finding type of question. The answer is toadstools (see lines 1–2).
a fact in the text. You read A Möbius strip has only 6 This is an inferring type of question. To find the
one edge! (see line 18). If you trace a line around a answer you have to ‘read between the lines’. You read
Möbius strip it will cover the front and the back. The new mushrooms find food in the decaying leaves
Don’t be sidetracked by the diagrams of the flat on the outside of the ring (see line 15). You are also
pieces of paper. told The food on the inside of the ring has been used
4 This is a fact-finding type of question. The answer is and the old mushrooms have died off (see lines 16–17).
a fact in the text. You read Overlap the ends by 1 cm Combine this information with your own knowledge
and glue them together (see line 11). and understanding to work out that there are rarely
97
mushrooms growing in the centre of a fairy ring
because all the goodness in the soil has been used READING Mini Test 5: Poster Page 37
up by the mushrooms that once grew there.
1 C 2 A 3 D 4 B 5 A 6 Backyard pool gates, pool
dressing rooms, entrances to public pools. Answers
READING Mini Test 4: Narrative Page 36
may include places where pool users could be
1A 2D 3C 4 3, 1, 2, 4 5 B 6 D expected to see the poster.
1 This is a judgment type of question. You read 1 This is an inferring type of question. To find the answer
Bobby had several books about bears (see line 8). you have to ‘read between the lines’. You read the
You also read that Bobby likes his bears very much. instructions Know your pool (see line 2), Where are
He reads about them (see line 14). Combine this the steps? (see line 3) and Which end is the deep end?
information with your reading of the rest of the (see line 4). You are also told to Step into the pool; do
passage where Bobby’s father wants him to develop not jump in without looking (see line 5) and to Walk
another interest such as spaceships or soccer. This carefully. Do not run around the pool (see line 6). All
means Bobby’s big interest was in learning about these instructions mean that you should watch where
bears, not the other options of soccer or spaceships you are going. Do not do anything without looking.
or finding bears. 2 This is an inferring type of question. To find the
answer you have to ‘read between the lines’. You read
2 This is an inferring type of question. To find the the instructions to Always obey pool rules (see
answer you have to ‘read between the lines’. You line 9), Remember there are others using the pool
read His favourite was an old, bluish-grey bear that (see line 10) and Play safe (see line 13). All these
had little fur and one very ragged ear (see lines 3–4). instructions concentrate on safety and other people
Combine this information with your own knowledge so you can work out that the rules are meant to
to work out that Bobby’s favourite bear was one he make the pool safe for all users.
had had for years. Its fur was frayed which means it 3 This is an inferring type of question. To find the answer
was wearing off and one ear was ragged which you have to ‘read between the lines’. You read pool
implies that it had been well-loved. users must be considerate (see line 10) and Enjoy your
3 This is a fact-finding type of question. The answer is pool. It is a great place for everybody (see line 13).
a fact in the text. In paragraph 3 you read Bobby’s Combine this information with your own knowledge
mother had brought home two bears from Canada. and understanding to work out that pools can be
fun for all people if all users are considerate—
One was dressed like a mountie and the other was mindful of the wishes, needs and feelings of others.
dressed like a pilot.
4 This is a sequencing fact-finding type of question. you have to ‘read between the lines’. You read Put
You can find the answer because it’s a fact in the this poster where everybody will see it (see line 14).
text. By reading the text carefully you can identify Combine this information with your own knowledge
the correct order of events: 1) Bobby’s mother had to work out that if everybody has to see the poster
a holiday in Canada. 2) Bobby’s father started to then it is meant for everybody. The rules are meant
worry about Bobby and his bears. 3) Bobby’s for all pool users, whether they are young or old.
mother thought learning about bears was a good 5 This is a language type of question. To find the
thing. 4) Bobby decided what he would like for a answer you have to read the poster carefully,
birthday present. especially the section that is quoted Look before
you leap! The sentence is a common saying people
use to give practical advice, warning people to think
you have to ‘read between the lines’. You read ‘Bobby of the consequences before they take action. It is an
spends quite a lot of time playing with his bears,’ example of figurative language where the reader
said his father. ‘It might be a good idea if we got him usually shouldn’t take the meaning literally, but in
interested in trains or marbles or even soccer’ (see this poster the saying is being used literally. Pool
lines 10–11). You also read that ‘I’m worried about users should know how deep the water is and who,
him. We could get him some spaceships to play with,’ or what, is in the pool—they should look before
added his father (see line 13). Combine this information they leap into the pool.
with your own understanding of Bobby’s mother’s 6 This is a judgement type of question. There may be
answer ‘I’m sure he’ll be interested in something else a variety of acceptable answers. You read Put this
as he gets older’ (see line 16) to work out that Bobby’s poster where everybody will see it (see line 14).
father was worried that Bobby was too interested Combine this information with your own knowledge
in toy bears and should start being interested in to work out that the best place for the poster will
other things, such as marbles or soccer. be close to a pool (both public and private) where
everyone will see it, such as backyard pool gates,
6 This is a fact-finding type of question. The answer is pool dressing rooms, entrances to public pools and
a fact in the text. You read ‘I want a real, pet bear!’ on pool fences. Public places such as beaches and
said Bobby (see line 20). rivers are not acceptable.
98
makes an exception and allows her to drink iced
READING Mini Test 6: Poem Page 38 coffee in summertime.
1A 2B 3D 4A 5C 6D
Advanced level questions
1 This is a judgement type of question. You read the
narrator says a coffee machine, The fanciest thing you’ve READING Mini Test 7: Recount Page 39
ever seen (see lines 1–2). Combine this information
1A 2B 3 papyrus 4C 5B 6D
with your own understanding of the meaning of
impressive—so good that it is able to influence an 1 This is a fact-finding type of question. The answer is
opinion favourably—to work out that the new coffee
a fact in the text. You read [M]odern printing did
machine is impressive. The narrator is impressed by
not really begin until 1456, when Johann Gutenberg
the sight of the new machine because it is fancy
of Germany printed full-length editions of the Bible
which usually means it has lots of good features.
using a new type of printing press with movable
2 This is a judgement type of question. You read the letters (see lines 16–18).
coffee Dad makes is as good as the shop (see line 6).
This implies that it is really good. Combine this 2 This is a fact-finding type of question. The answer is
information with your own knowledge in order to a fact in the text. You read The first [books] were
work out that Dad enjoys coffee that is well made. produced on parchment by Christian writers of the
It’s as good as the coffee from a coffee shop, which Roman Empire (see lines 9–10). If you keep reading
most likely uses a good coffee machine. You can you will notice that after this came the creation of
also work out this answer by ruling out the other bound books (see line 11), the invention of the printing
options. A coffee machine would be expensive so press (see line 17) and the publication of paperbook
the reason wouldn’t be a lack of money for coffee. books (see line 19).
Also iced coffee is only one of the types of coffee 3 This is a fact-finding type of question. The answer is
Dad makes and lastly there is nothing in the poem to a fact in the text. You read Publishing existed in
indicate that Dad likes playing with new machines. ancient Egypt, Rome and Greece. Those early ‘books’
3 This is an inferring type of question. To find the answer were papyrus rolls made from pulped reeds … They
you have to ‘read between the lines’. You read Mum were handwritten by skilled slaves or paid writers
says that coffee’s not good for me/If I want something (see paragraph 2). If you read on, you will see that the
hot to have Milo or tea (see lines 9–10) and also But in making of papyrus to write on by the ancient
summertime when the weather is hot/Dad makes Egyptians and others came before writing on
iced coffee—I like that a lot! (see lines 11–12). From parchment (see line 10). Paper became popular in
this you can work out that the narrator isn’t allowed Europe with the invention of the printing press.
to drink coffee except for in summer when the 4 This is a fact-finding type of question. The answer is
weather is hot. So this must be when she enjoys it the a fact in the text. You read Paper was invented by
most because it is the only time she can drink it! the Chinese about 105 AD (see line 13).
4 This is a judgement type of question. You read the 5 This is an inferring type of question. To find the
coffee machine is the fanciest thing you’ve ever seen answer you have to ‘read between the lines’. You
(see line 2) and the coffee comes out as smooth as silk
read In years to come will people be happy to read
(see line 4) and as good as the shop (see line 6). You
books from the screens of electronic devices? (see
also read that Dad likes his coffee hot and strong (see
line 22). Combine this information with your own
line 8). Use this information to work out that Dad must
knowledge from reading the passage which shows
feel pleased when he makes a cup of coffee because
that the appearance of books has changed a lot
he can get it just the way he likes it. He wouldn’t
feel tired because the machine does the work for over time. In the future books may be read in ways
him. Pleased is the most appropriate description. we are not yet familiar with.
5 This is an inferring type of question. To find the answer 6 This is a synthesis type of question. To find the
you have to ‘read between the lines’. You read It grinds answer you have to read the whole text. The text is
the beans and it heats the milk./The coffee comes out about how the making of books has changed over
(see lines 3–4). By noticing the order in which things the centuries. Looking at the options the only good
happen you can work out that before Dad can make title would be History of books. The other options
his coffee he has to grind the coffee beans. in the question each focus on only one aspect of the
history of books.
6 This is an inferring type of question. To find the
answer you have to ‘read between the lines’. You read
But in summertime when the weather is hot/Dad READING Mini Test 8: Poster Page 40
makes iced coffee—I like that a lot (see lines 11–12).
If the narrator likes iced coffee she must be able to 1D 2B 3C 4D 5B 6B
drink it—the word But also indicates that her mother
99
1 This is a fact-finding type of question. The answer is can be about being creative. And you don’t need to
a fact in the text. You read the first demonstration buy items for the puppets because (see line 1)
is at 10:45 (see line 9) and the second demonstration Puppets can be made out of many household items.
(agility and flyball) is at 11:30 (see line 11). Don’t be 3 This is a fact-finding type of question. The answer is
misled by the fact that the 3:00 demonstration a fact in the text. You read Use yarn, such as wool,
appears second in the list. or cotton wool for the hair (see line 13) and Simple
2 This is a fact-finding type of question. The answer is clothing … can be glued or tied on (see line 16).
a fact in the text. You read For further information 4 This is a fact-finding type of question. The answer
contact Gail at Fernside Pet Supplies (see line 15). is a fact in the text. You read Step 1 Obtain a clean
3 This is an inferring type of question. To find the plastic spoon (see line 10) and after that the next step
answer you have to ‘read between the lines’. You is Step 2 Begin by putting hair on the spoon
read Fernside Council, in conjunction with Digger (see line 12).
Dog Food of Australia, presents The Dogs’ Day Out 5 This is a fact-finding type of question. The answer is
(see lines 1–4). Combine this information with your a fact in the text. You read puppets are very easy to
own knowledge of the meaning of the word to work perform with (see line 2). You also read that with two
out that in this poster Presents means ‘staging or spoon puppets a child can perform a puppet show
putting on an event or show’. on their own (see line 4). The other options are not
4 This is an inferring type of question. To find the correct. Puppets don’t have arms and legs, forks
answer you have to ‘read between the lines’. You can’t be used and They can be short- or long-
read No cats allowed (see line 13). Combine this with handled spoons (see line 11).
your own knowledge of cats and dogs to work out 6 This is a judgement type of question. You read
the final answer. Most people realise that cats and Puppets made using plastic spoons are cheap, easy
dogs do not mix well. Cats would upset many dogs. to make and very easy to perform with (see line 2).
The other options may be reasons but they Use this information to work out that making
wouldn’t be the main reason, which is what the spoon puppets is not costly or slow or dangerous.
question is asking. Making spoon puppets can best be described as
5 This is a fact-finding type of question. The answer is simple. Materials needed are easy to find and there
a fact in the text. You read Vet available for doggie are very few steps involved.
medical advice—12:00 for one hour (see line 13).
6 This is a fact-finding type of question. The answer is READING Mini Test 10: Report Page 42
a fact in the text. You read Fernside Council, in
conjunction with Digger Dog Food of Australia, 1C 2A 3B 4D 5C 6D
presents The Dogs’ Day Out (see lines 1–4).
1 This is a synthesis type of question. To find the
answer you have to read the whole text. The text is
READING Mini Test 9: Procedure Page 41
about koalas. You need to extract the main idea
from the text: the text investigates the reasons for
1 permanent markers 2 D 3 B 4 C 5 A 6 B
the sounds or noises of koalas. It is an investigative
1 This is an inferring type of question. To find the article. You read Koalas use a range of sounds (see
answer you have to ‘read between the lines’. You line 5); Females do not bellow (see line 9); Mothers and
read Permanent markers (optional) (see line 7). This is babies, called joeys, make soft clicking, squeaking
the only thing you need that is optional. Optional sounds (see line 11); All koalas make a similar sound
means ‘left to one’s choice’. So a marking pen is (see line 13).
required less than any other item. 2 This is a fact-finding type of question. The answer is
2 This is an inferring type of question. To find the a fact in the text. You read All koalas make a
answer you have to ‘read between the lines’. You read similar sound when they are frightened. It is a
Use your imagination is the best advice for making miserable cry like a baby screaming (see line 13).
great spoon puppets (see line 17). Combine this 3 This is a fact-finding type of question. The answer is
information with your own knowledge to work out a fact in the text. You read All koalas make a similar
that making spoon puppets is more about using your sound when they are frightened … It often goes with
imagination to make interesting puppets than strictly intense shaking of the body (see lines 13–14).
following the instructions. You will notice that each 4 This is a fact-finding type of question. The answer is
step has a number of choices for you to vary your a fact in the text. You read Mothers and babies,
puppet e.g. Many different items can improve a face called joeys, make soft clicking, squeaking sounds
(see line 15). You don’t have to have someone to and gentle humming or murmuring sounds to one
watch the puppet show because making the puppets another (see lines 11–12).
100
5 This is an inferring type of question. To find the Focus on structure, vocabulary, grammar, spelling and
answer you have to ‘read between the lines’. You read punctuation
Koalas are well suited to life in the trees (see line 15).
Was there a variety of sentence lengths, types and
You also read They are tree-dwelling (see line 1).
Combine this information with your own knowledge beginnings?
to work out that as koalas spend most of their life Was a new paragraph started for each additional
high in trees it is important for them to have an argument or point?
excellent sense of balance to prevent them falling. Has the writer used any similes (e.g. as clear as
6 This is a judgement type of question. You read the crystal) to stress a point raised?
current title is Being heard. You also read Koalas Did the writer avoid approximations such as
use a range of sounds (see line 5); Females do not probably, perhaps and maybe?
bellow (see line 9); Mothers and babies, called joeys, Did the writer use such phrases as I know and It is
make soft clicking, squeaking sounds (see line 11); important to?
All koalas make a similar sound (see line 13).
Did the writer refer to the question in the points
You can work out that the text is mainly about the
raised? (A good way to do this is to use the
sounds that koalas use to communicate and so a
good title would be: Koala communications. keywords from the question or the introduction.)
Has the writer used any less common words correctly?
Was indirect speech used correctly?
WritING Mini Test 1: Persuasive text Page 45 Were adjectives used to improve descriptions
(e.g. expensive buildings)?
Marking checklist for a persuasive text
Were adverbs used effectively (e.g. firstly)?
Tick each correct point. Read the student’s work Were capital letters used where they should have been?
through once to get an overall view of their response Was punctuation correct?
Focus on general points Was the spelling of words correct?
Did it make sense? Writing samples
Did it flow? Were the points logical and relevant?
Did the points arouse any reactions? Go to pages 117–118 for Intermediate and Advanced
Was the body of the writing mainly in the third person? Writing samples for Mini Test 1.
Did you want to read on?
Were the arguments convincing? WritING Mini Test 2: Narrative text Page 46
Has the writer been assertive (e.g. is is used rather
than a less definite term)? Marking checklist for a narrative text
Was the handwriting readable? Tick each correct point.
Was the writing style suitable (i.e. objective, and not Read the student’s work through once to get an overall
casual or dismissive) for a persuasive text? view of their response.
Now focus on the detail. Read each of the following Focus on general points
points and find out whether the student’s work has
these features.
Did it make sense?
Did it flow?
Focus on content Did the story arouse any feeling?
Did the opening sentence(s) focus on the topic? Did you want to read on?
Was the writer’s point of view established early in
the writing?
Did the story create suspense?
Did the writer include any evidence to support his Was the handwriting readable?
or her opinion? Now focus on the detail. Read each of the following
Did the writer include information relevant to his or points and find out whether the student’s work has
her experiences? these features.
Were the points/arguments raised by the writer easy
to follow? Focus on content
Did the writing follow the format with an Did the opening sentence(s) ‘grab’ the reader’s
introduction, the body of the text and a conclusion? interest?
Were personal opinions included? Was the setting established (i.e. where the action
Was the concluding paragraph relevant to the topic? takes place)?
101
Was the reader told when the action takes place? Now focus on the detail. Read each of the following
points and find out whether the student’s work has
Was it clear who the main character(s) is/are? these features.
(The story can be in the first person using I.)
Was there a ‘problem’ to be solved early on in the Focus on content
writing? Did the opening sentence(s) introduce the subject
Was a complication or unusual event introduced? of the recount?
Did descriptions refer to any of the senses (e.g. cold Was the setting established (i.e. when and where the
air, strange smell)? action takes place)?
Was there a climax (a more exciting part near the end)? Was the reader told when the action took place?
Was the conclusion (resolution of the problem) Was it clear who the main character(s) was/were?
believable? Were personal pronouns used (e.g. I, we, our)?
Focus on structure, vocabulary, grammar, spelling, Were the events recorded in chronological (time)
order?
punctuation
Was the recount in the past tense?
Was there a variety of sentence types, lengths and
beginnings?
Did the writing include some personal comments on
the events (e.g. feeling cold, disappointed)?
Was a new paragraph begun for each change in time,
place or action?
Did descriptions make any reference to any of the
senses (e.g. loud commentary, salty air)?
Were conversations or direct speech in separate
paragraphs for each change of speaker?
Were interesting details included?
Was the conclusion satisfactory?
Was a range of said words used for speech?
Were any similes used (e.g. as clear as glass)? Focus on structure, vocabulary, grammar, spelling and
Were less common words used correctly? punctuation
Were adjectives used to improve descriptions Was there a variety of sentence lengths and
(e.g. careful steps)? beginnings?
Were adverbs used to make actions more interesting Did a new paragraph begin with every change in
(e.g. shook his head sadly)? time, place or action?
Were capital letters used where they should have been? Were subheadings used (optional)?
Was punctuation correct? Were adjectives used to improve descriptions
Was the spelling correct? (e.g. frozen ground)?
Were adverbs used to make actions more interesting
Writing samples
(e.g. swam strongly)?
Go to pages 119–120 for Intermediate and Advanced Were adverbs used for time changes (e.g. later, soon,
Writing samples for Mini Test 2. then)?
Were similes used (e.g. as clear as glass)?
WritING Mini Test 3: Informative text—
Recount Page 47 Were less common words used correctly?
Was direct and indirect speech used appropriately?
Marking checklist for a recount Were capital letters used where they should have
Tick each correct point. been?
Read the student’s work through once to get an overall Was the punctuation correct?
view of their response.
Was the spelling correct?
Focus on general points Writing samples
Did it make sense?
Go to pages 121–122 for Intermediate and
Did it flow? Advanced Writing samples for Mini Test 3.
Did the story arouse any feeling?
Did you want to read on? (Were the events
interesting?)
Was the handwriting readable?
102
Year 3 Literac y Sample Test Answers
11 Where has a silent h. A silent h after a w is a common

LANGUAGE CONVENTIONS Sample Test 1 Pages 48–51
letter combination (e.g. what, when). Where and
1 outside (Basic level) 2 making (Intermediate level) wear are homonyms—words that sound the same
3 another (Intermediate level) 4 berries (Intermediate level) but which are spelled differently. You wear clothes.
5 thankful (Advanced level) 6 torn (Intermediate level) 12 There is no double d in modern. Modern is a fairly
7 lifesavers (Intermediate level) 8 opened (Basic level) common word you must learn and remember how
9 batting (Intermediate level) 10 guess (Intermediate level) to spell.
11 where (Intermediate level) 12 modern (Advanced level) 13 The letter combinations ed and ead can make the
13 headlight (Basic level) 14 wheel (Basic level) 15 bare same sound. ‘Hed’ is not a word. Ed and ead can
(Intermediate level) 16 wait (Basic level) 17 behind make the same sound in different words.
(Basic level) 18 easily (Intermediate level) 19 before (Basic Sometimes they are homonyms (e.g. led and lead)—
level) 20 beat (Intermediate level) 21 also (Basic level) words that sound the same but which are spelled
22 drummer (Intermediate level) 23 women (Basic level) differently. Learn to recognise and spell both groups
24 night (Basic level) 25 south (Intermediate level) 26 B of words. Remember: the ed group of words is more
(Basic level) 27 A (Intermediate level) 28 D (Advanced level) common than the ead group.
29 C (Advanced level) 30 A (Intermediate level) 31A 14 Wheel has a silent h. A silent h after a w is a common
(Basic level) 32 D (Basic level) 33 C (Advanced level) letter combination (e.g. wheat, why). Wheal is an
34 B (Intermediate level) 35 C (Advanced level) 36 D uncommon word to do with an injury. Think of the
(Intermediate level) 37 B (Basic level) 38 A (Basic level) rhyming words wheel and heel.
39 A (Basic level) 40 C (Intermediate level) 41 B
15 Bare and bear are homonyms—words that sound
(Advanced level) 42 A (Basic level) 43 B (Advanced level)
the same but which are spelled differently. Bare
44 D (Intermediate level) 45 A (Intermediate level) 46 A
refers to being uncovered. A bear is a rather large
(Basic level) 47 C (Intermediate level) 48 D (Intermediate
furry animal. The letter combinations are and ear
level) 49 B (Basic level) 50 C (Advanced level)
can sometimes make the same sound.
1 Make sure you pronounce the word correctly. 16 ‘Wate’ is not a word. The letter combinations ate and
Remember: outside is a compound word: out + side. ait can sometimes make the same sound. Ate words
are more common than ait words. Examples include
2 When adding ing to words that end with a consonant date, rate and hate. Bait is an ait word.
and e, you should drop the e then add ing.
17 Behind does not have an e ending. Behind is a common
3 Make sure you pronounce the word correctly. word you must learn and remember how to spell.
Remember: another is a compound word: an + other.
18 Easily is easy with the suffix ly. When adding ly to
4 You can have one berry but many berries. When words that end with the consonant y, you change
making plurals that end with a consonant and y, you the y to an i and then add the ly. Examples are
should change the y to i before adding es. Examples busy/busily, cosy/cosily.
are pony/ponies, fairy/fairies, daisy/daisies. 19 Before is a compound word: be + fore. There are
5 When adding the suffix ful to a word it is spelled with several fore-sounding words (for, four). Fore is most
a single l. Examples are useful, wasteful, hopeful. often used to show being at the front.
6 The letters or and aw can make the same sound. Learn 20 Beet and beat are homonyms—words that sound the
to recognise groups of words that fit into each group. same but which are spelled differently. Beet refers to
Examples are born, corn, horn and fawn, lawn, yawn. a purple vegetable. Beat has more to do with rhythm.
7 Make sure you pronounce the word correctly. Learn to recognise groups of words that fit into
Remember: lifesavers is a compound word: life + savers. each group (e.g. meet, feet, sheet and heat, seat, neat).
21 Also is al + so. The word has the meaning of
8 Make sure you pronounce the word correctly.
including something extra. Also only has a single l.
Opened is a two-syllable word: o + pened. It is the
Get to know and spell the group of words with the
past tense of open, so it has the suffix ed.
al spelling (e.g. always, already).
9 Bat is a short word ending in a vowel, then a 22 Drum is a short word ending in a vowel, then a
consonant. For most short words that end this way consonant. For most short words that end this way
you should double the final consonant before you should double the final consonant before adding
adding ing. Examples are run/running, tag/tagging. er. Examples are drop/dropper, dim/dimmer.
10 Guess is a word that doesn’t fit readily into a word 23 Women is a tricky word. The wo sounds like wi in
group. Guess is a common word you must learn and women and woo in woman. Women is a word you
remember how to spell. must learn and remember how to spell.
103

YEAR 3 LITERAC Y SAMPLE TEST ANSWERS
24 Nite is a common spelling for night in advertising. 40 Near is the correct preposition. Often prepositions
It is slang and not used in formal writing. The go with certain nouns in certain situations. In this
letters ight are a common letter combination. text, close would require a preposition: close to.
Learn to recognise words that fit into that group 41 Softly is an adverb. It tells how some people speak.
(e.g. might, sight, fright). Remember: there is no Many adverbs end in ly. Soft is an adjective.
light on a dark night. 42 And is a conjunction that is used to connect a second
25 The ou letter combination often has an ow sound as idea which follows from the first idea in the sentence.
in how. Mouth is a rhyming word that has a similar 43 Commas are used in lists where there are more
spelling. South is a common word you must learn than two items. And is used between the last two
and remember how to spell. items in a series or list.
26 Take is an irregular verb. Most verbs in English 44 Although the sentence begins with why it is not a
form their past tenses by adding ed (e.g. he walked). question. The speaker is making a statement. The
There are a number of irregular verbs when this sentence must end with a full stop.
doesn’t happen. So the past of take is taken instead 45 Only the actual words spoken are in inverted
of ‘taked’. With taken you need a ‘helper’—another commas (or quotation marks). The spoken words
verb to ‘help’ it. Were and was can be helping verbs are: “Good morning,”.
(e.g. he was taken).
46 Gone is the wrong tense. It is past tense. Go is
27 Many plural nouns end in s. A final s does not present tense.
necessarily mean the noun is a plural. The plural of 47 An is used before nouns or adjectives (describing
glass is glasses. Note: sheep can be used both as a words) that begin with a vowel sound.
singular and plural noun.
48 Make sure you pronounce your words correctly.
28 When can be used to ask a question about time. As the garden belongs to the speaker, the correct
When can also be used as a conjunction (joining term is my garden.
word) or an adverb (helping a verb). 49 Adjectives can be used to compare. Good is used to
29 Once is used as a conjunction. It joins two parts of describe one person. Better is used to compare two
the sentence. While and during makes the tense people. Best is used when comparing three or more
of the sentence illogical. people. Remember: good, better, best. More good
30 Them is a pronoun used to refer to a group of things and more better are incorrect English.
or people. It saves repeating a series of names. 50 Himself is a reflexive pronoun referring to Max.
31 Robots is a common noun. There is no need for a
capital letter. There is no need for an apostrophe as LANGUAGE CONVENTIONS Sample Test 2 Pages 52–55
the robots do not own anything.
32 Don’t is a shortened word for do not. An apostrophe 1 thumb (Intermediate level) 2 picnic (Basic level) 3 know
is used to indicate that letters have been left out. (Intermediate level) 4 tries (Intermediate level) 5 joyful
33 Commas are used to show a pause in a sentence. (Advanced level) 6 hour (Intermediate level) 7 meat (Basic
level) 8 ocean (Intermediate level) 9 slipping (Intermediate
34 Paid is an irregular verb. Most verbs in English form level) 10 line (Basic level) 11 ugly (Intermediate level)
their past tenses by adding ed (e.g. he walked). There 12 diary (Intermediate level) 13 clips (Basic level) 14 cover
are a number of irregular verbs when this doesn’t (Basic level) 15 insects (Intermediate level) 16 won (Intermediate
happen. So the past of pay is paid instead of ‘payed’. level) 17 house (Basic level) 18 happily (Intermediate level)
35 Silliest is an adjective. Adjectives can be used to 19 pick (Basic level) 20 hold (Intermediate level) 21 pillow
compare. Adjectives end with est when comparing (Intermediate level) 22 clapping (Intermediate level) 23 square
more than two things. Adjectives end with er when (Intermediate level) 24 doctors (Intermediate level)
comparing only two things. Remember: silly, sillier, 25 palace (Advanced level) 26 B (Intermediate level) 27 D
silliest. (Advanced level) 28 B (Intermediate level) 29 C (Intermediate
36 The definite articles are a and an. They are used level) 30 A (Basic level) 31 D (Basic level) 32 A (Basic level)
before nouns and adjectives. If the noun begins 33 C (Intermediate level) 34 D (Advanced level) 35 A
with a vowel sound, then an is used—an onion. (Advanced level) 36 B (Advanced level) 37 D (Intermediate
37 Adjectives describe nouns. Foolish describes the level) 38 C (Intermediate level) 39 C (Basic level) 40 C (Basic
type of boy Jack was. level) 41 D (Intermediate level) 42 B (Advanced level) 43 C
(Intermediate level) 44 A (Basic level) 45 C (Advanced level)
38 The sentence is a statement and must end with a 46 A (Intermediate level) 47 C (Intermediate level) 48 B
full stop. It must start with a capital letter. Australia (Basic level) 49 D (Intermediate level) 50 D (Advanced level)
is a proper noun and also requires a capital letter.
39 Hear is an irregular verb. Most verbs in English 1 Thumb has a silent b after the m. This is a fairly common
form their past tenses by adding ed (e.g. he walked). spelling feature. Examples are comb, tomb, bomb.
There are a number of irregular verbs when this
2 The word pick may end with a k but there is no k in
doesn’t happen. So the past of hear is heard instead
of ‘heared’. picnic. It is a two-syllable word, not a compound word.
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3 Know is a tricky word. It begins with a silent k and sound the same but which are spelled differently.
ends with a silent w. Know and no are homonyms— Hold refers to taking something firmly in your hands.
words that sound the same but which are spelled 21 Make sure you pronounce pillow correctly. The ow
differently. ending is often mispronounced. Words that have a
4 A footballer can have one try but many tries. When similar ow ending include willow, window, hollow.
making plurals of nouns that end with a consonant 22 Clap is a short word ending in a vowel then a
and y, you should change the y to i before adding consonant. For most short words that end this way
es. Examples are cry/cries, spy/spies, daisy/daisies. you should double the final consonant before adding
5 When adding the suffix ful to a word it is spelled with ing. Examples are trap/trapping, hum/humming.
a single l. Examples are hopeful, wasteful, careful. 23 ‘Squar’ is not a word. Square is a common word you
6 The letters o and u have been reversed. Learn to must learn and remember how to spell.
recognise words that have the same letter patterns 24 Make sure you pronounce doctors correctly. The or
(e.g. tour, our, four, sour). ending is often mispronounced. Many of the words
7 Mete is a very uncommon word. Mete and meat are ending in or follow a t (e.g. actor, tractor, senator).
homonyms—words that sound the same but which 25 Palace has a single l as in pal. It is a commonly used
are spelled differently. (Meet is also part of this word and you must learn and remember how to
group of homonyms.) Remember: you eat meat. spell it.
8 The letters e and a have been reversed. Ocean is a 26 Many verbs are action words. They describe things
common word you must learn and remember how people do: Nerida called.
to spell.
27 The sentences are in past tense. The event happened
9 Slip is a short word ending in a vowel then a yesterday. Was is the past tense for the verb.
consonant. For most short words that end this way
28 This is a sentence about someone asking a question.
you should double the final consonant before adding
It is not a question. The actual question is not given.
ing. Examples are drip/dripping, hug/hugging.
29 The definite articles are a and an. They are used
10 Lion and line are homonyms—words that sound
before nouns and adjectives. If the adjective preceding
the same but which are spelled differently. A lion is
the noun begins with a vowel sound then an is used
an animal. A line is drawn with a pencil. Remember
(e.g. an orange bug).
when to use each word.
30 Deep is an adjective used to refer to a distance from
11 Ugly looks like a tricky word. Pronounce it
the surface downwards.
carefully (ug + ly) and you should be able to spell
it. The ly is a common word ending. 31 She is a pronoun referring to Jill. Jill is the subject of
the sentence. A singular subject must have a singular
12 The letters a and i have been reversed. A diary is a
verb. Jill is singular and the correct verb is enjoys.
record of events. A dairy is a farm for milking cows.
Remember when to use each word. 32 And is a conjunction which is used to connect two
ideas in a sentence.
13 You can have one clip but many clips. To make
plurals of most words you simply add an s. 33 Verbs can be action words. The word that stands for
an action in this sentence is paste. That is what I do
14 The letters k and c often make the same sound. The
with my stickers. Remember: some words can be
k is more common when the next letter is an e or an
more than one part of speech.
i (e.g. keen, keg, king, kiss).
34 The comma separates the activities hop and run.
15 Make sure you pronounce the word correctly: in + sects.
And is used instead of a comma between the last
16 Won and one are homonyms—words that sound the two items (run and skip) in the list.
same but which are spelled differently. One is the
35 Their is a possessive pronoun used to refer to
number (1). Won refers to coming first. Remember
something belonging to a group of things or people.
when to use each word. Think of won and win as
In this sentence it saves repeating the names of
referring to the same thing.
Tracey and Troy.
17 Hows is not a word. House is a common word you
36 Which is a common pronoun used to refer to
must learn and remember how to spell. Get to animals or things. Who is used to refer to people.
know and spell the small group of common words What is most often used to ask a question. That is
with similar letter patterns (e.g. mouse, louse). used to refer to, or point out, a particular thing.
18 Happily is happy with the suffix ly. When adding ly 37 Uncle is correct because it follows the indefinite
to words that end with a consonant and y, you article an. An is used before nouns and adjectives that
change the y to an i and then add the ly. Examples begin with a vowel sound. Uncle starts with a vowel.
are merry/merrily, lucky/luckily.
38 The sentence is a statement and must start with a
19 The ck ending is common in short words (e.g. luck, capital letter. Sunday and June are proper nouns
sick, back). and also require capital letters. First is a common
20 Holed is a verb meaning to hide away. Holed and noun and does not require a capital letter.
hold are homonyms. Homonyms are words that
105

39 Make sure you pronounce the word correctly. My is
a possessive pronoun (my own sandwich) indicating 43 C (Advanced level) 44 D (Intermediate level) 45 A (Basic
ownership. Me is a personal pronoun. level) 46 D (Basic level) 47 B (Intermediate level) 48 B
(Advanced level) 49 D (Advanced level) 50 C (Advanced level)
40 Make sure you pronounce the word correctly. Of is
often used between two nouns (slices of bread).
41 Thinly is an adverb. It refers to how the butter is 1 There are a number of words that end with a silent
spread. Many adverbs end in ly. Thin is an adjective. b but farm is not one of them. Learn to recognise
42 The is a definite article. It refers to a particular word groups with similar letter combinations
piece of bread. An is incorrect because it is used for (e.g. harm, charm, alarm).
things in general. 2 Although some of the words describing people end
43 English is the only proper noun in the sentence. with or (such as doctor), the more common ending
It is the official name of a subject to be studied. is er, especially if the base word ends with e
44 Although the sentence begins with Mum it is a (e.g. diner, skater, lover).
question sentence. The speaker is asking a question 3 Run is a short word ending in a vowel then a
beginning with can. The sentence must end with a consonant. For most short words that end this way
question mark. you should double the final consonant before
45 Apostrophes can show ownership. The boys and adding ing (e.g. hit/hitting, wed/wedding).
girls do not own anything. The choir belongs to the 4 You can have one box but many boxes. When making
school. It is the school’s choir. plurals of nouns that end with an x, you add es
46 Make sure you pronounce the words correctly. Used (e.g. fox/foxes, tax/taxes).
is past tense. 5 When a word ends with a y you add the ing without
47 Was is the past tense of is. A singular subject (He) changing the y (e.g. marrying, ferrying, tallying).
must take a singular verb (was). Were would be 6 The letters a and e have swapped positions. Take
used if more than one person was involved. care not to reverse letter order. Eas is a common
48 Sit is an irregular verb. Most verbs in English form letter combination. Learn to recognise word groups
their past tenses by adding ed (e.g. he walked). There with similar spellings (e.g. please, lease, grease).
are a number of irregular verbs when this doesn’t
7 Beke is not a word. The letter combinations eak and
happen. So the past of sit is sat instead of ‘sitted’.
eke can make the same sound, but the eke ending is
49 But is a joining word (conjunction). And joins very rare. The eak ending is common (e.g. leak,
things that are similar. But is used to connect two peak, weak).
ideas with the meaning of ‘with the exception of’.
This is indicated by how the other boys responded 8 The letters a and i have swapped positions. Take care
to their swimming lesson. not to reverse letter order. The letters ai are a common
combination. Learn to recognise word groups with
50 Themselves is a reflexive pronoun referring to the
similar spellings (e.g. stain, mountain, plain).
children.
9 Sigh has a silent gh. A silent gh is a common letter
combination (e.g. night, weigh). Think of other words
LANGUAGE CONVENTIONS Sample Test 3 Pages 56–59
that rhyme with sigh, such as high and Captain Bligh.
10 There are two mistakes. Eleven does not have a
1 farm (Basic level) 2 driver (Basic level) 3 running double l. Every vowel is an e. Eleven is a common
(Intermediate level) 4 boxes (Basic level) 5 carrying (Intermediate word you must learn and remember how to spell.
level) 6 released (Advanced level) 7 beaks (Intermediate
11 Forty is a tricky word. It has a lot to do with four
level) 8 captain (Intermediate level) 9 sigh (Advanced level)
(4) but it is spelled differently. Sometimes a word
10 eleven (Intermediate level) 11 forty (Advanced level)
has a spelling that doesn’t follow a rule. Try to
12 typist (Advanced level) 13 female (Intermediate level)
14 chair (Basic level) 15 daily (Intermediate level) 16 eagle remember and recognise these words.
(Intermediate level) 17 taping (Intermediate level) 18 includes 12 When adding the suffix ist to type, you must drop
(Advanced level) 19 basket (Intermediate level) 20 When the e then add the ist. The ist suffix is common for
(Intermediate level) 21 surprise (Advanced level) 22 thirteen many names of occupations or activities
(Advanced level) 23 planes (Basic level) 24 stars (Basic level) (e.g. dentist, motorist, artist).
25 parcels (Intermediate level) 26 C (Intermediate level) 27 A 13 The letter combinations ale and ail can make the
(Intermediate level) 28 B (Basic level) 29 B (Intermediate level) same sound. Mail and male are homonyms—words
30 D (Intermediate level) 31 B (Advanced level) 32 A that sound the same but which are spelled differently.
(Intermediate level) 33 C (Basic level) 34 D (Advanced level) Mail is to do with posting letters. Male refers to men.
35 A (Advanced level) 36 B (Basic level) 37 A (Intermediate Female refers to women.
level) 38 B (Advanced level) 39 C (Intermediate level) 40 D
(Intermediate level) 41 B (Basic level) 42 B (Intermediate level)
14 The letter combinations are and air can make the
same sound. Learn to recognise words that fit into
the air word group (e.g. air, hair, fair).
106

15 Daily is day + ly but is spelled dai + ly. The y has been 33 Grass is an uncountable noun. As a noun you cannot
changed to an i. There are very few short words where have a grass or many grass. Some would be incorrect.
this happens. Gaily is the other common example. 34 A comma separates items in a list or series if there
16 It can be easy to confuse the le ending and the el are more than two items. And is used between two
ending. Some words you simply have to remember. items, including the last two in a list. As there are only
Think of the beagle and the eagle—both are hunters. two items in this sentence a comma is not necessary.
17 When words end with a consonant and e, you 35 Found is an irregular verb. Most verbs in English
should drop the e before adding ing. form their past tenses by adding ed (e.g. he walked).
18 Make sure you pronounce the word correctly. There are a number of irregular verbs when this
The word is includes, not encludes. doesn’t happen. So the past of find is found instead
19 Make sure you pronounce the word correctly. of finded. With found you need a ‘helper’—another
The word is basket, not baskit. verb to ‘help’ it. Has and have can be helping verbs.
20 When has a silent h. A silent h after a w is a 36 From is a preposition. Prepositions put events in
common letter combination (e.g. what, where, why). position in time or place. In everyday speech certain
21 Surprise has nothing to do with prize. The ize prepositions regularly go with certain verbs.
ending in Australian English is not common. 37 To, too and two are homonyms—words that sound
22 The letter combinations er and ir can sound the same. the same but which are spelled differently. Two is a
You should recognise and remember when to use the number (2). Too can mean ‘also’. To in this sentence
different spellings (e.g. serpent, sir). The er is often at is used to indicate an intention. It is important to
the end of words (e.g. faster). Remember: thirteen remember when to use each of the words.
and third are similar in that they both relate to three. 38 The sentence is a statement and must end with a
23 The letter combinations ane and ain can make the full stop. The word robber is a common noun and
same sound. Learn to recognise words that fit into does not require a capital letter.
the ane group (e.g. sane, cane, crane). Remember:
39 Who is used to refer to people—the older people. Which
some ain and ane words are homonyms (e.g. pane/
pain, mane/main). A plane flies but a plain is a flat is a common pronoun used to refer to animals or
area of land. things. What is most often used to ask a question.
That is used to refer to, or point out, a particular thing.
24 Stares are long rude looks at people.
Remember: a star is far away. 40 There are two sentences. The first one is a statement
with a full stop. It is followed by an exclamation
25 It can be easy to confuse the le ending and the el
with an exclamation mark. Both sentences start with
ending. Make sure you pronounce parcels correctly:
par + cels. a capital letter.
26 Plural subjects (cats) need plural verbs (were). 41 Ripe is correct because it follows the indefinite article
Remember: the subject is cats not pound, which is a. An is used before nouns and adjectives that begin
singular. with a vowel sound. Ripe starts with a consonant.
27 Make sure you pronounce your words correctly. 42 As is a preposition used to indicate a stage in the
Two negative words should not be placed together, life of the joey.
such as not and nothing. 43 Become is an irregular verb. Most verbs in English
28 All proper nouns should have capital letters. Both form their past tenses by adding ed (e.g. he walked).
Jack and Jill are proper nouns. Hill is a common noun. There are a number of irregular verbs when this
The sentence is a statement and ends with a full stop. doesn’t happen. We say became instead of
29 A common noun is a general name for something, ‘becomed’, which is not a word.
e.g. boy. A proper noun is the name of something 44 Eat is an irregular verb. Most verbs in English form
specific and starts with a capital letter, e.g. Adam. their past tenses by adding ed (e.g. he worked). There
30 Doesn’t is a shortened word for does not. An are a number of irregular verbs when this doesn’t
apostrophe is used to indicate that a letter has been happen. So the past of eat is ate instead of ‘eated’.
left out. Singular subjects (Leanne/she) need 45 Up can be used in many ways. Here it is used as an
singular verbs (doesn’t). adverb explaining the difficulty the small kangaroo
31 Until is a preposition of time. It means ‘up to a had in keeping up with the herd.
certain point of time in the future’. 46 One is the beginning of a new sentence after years
32 Singular subjects (Leanne/she) need singular verbs with a full stop (years.) and so requires a capital letter.
(has). In this case has must be used because there is Tree and park are common nouns, and old is an
just one person—Leanne. Plural subjects (nouns) adjective; none of these words need capital letters.
need plural verbs.
107

47 The plural noun cows indicates that one and a are from a rainbow (see line 7). You also read They were
incorrect. As cows is a countable noun, much is all different sizes and colours (see line 16).
incorrect. Several is the correct word. 5 This is a language type of question. To find the answer
48 Sports does not require an apostrophe. There is no you have to read the text carefully, especially the
sense of ownership. In this sentence sports is an section that is quoted. You read that the Brush Turkey
adjective. It is not being used as a noun. was too clumsy to fly with his stumpy wings and
49 Apostrophes can show ownership or belonging. overgrown body (see lines 17–18). The word clumsy
The concert belongs to next week’s plans. As there means almost the same as awkward. A clumsy animal
is only one week being referred to, the apostrophe is one that is poorly coordinated. The Brush Turkey
comes before the s (’s). could not fly because of his odd shape and size.
50 Each is an indefinite pronoun which takes a 6 This is a synthesis type of question. To find the
singular form but often has the plural meaning of answer you have to read the whole text. You read
‘each one’: in this case, every baker (i.e. all the The Aboriginal people of Australia, like many other
bakers) gave a cake for the banquet. races all over the world, believed that the Earth and
all the living things on it were created by a god (see
lines 1–3). You also read One story tells that after he
READING Sample Test 1 had formed the land and several of the creatures on it,
Go to the for a guide to question types. Baiami created birds from a rainbow (see lines 6–7).
So you know that this is only one story to explain the
creation of earth. The rest of the text goes into further
The first birds Page 60
detail about this story. The text is an Aboriginal
1 B (Intermediate level) 2 D (Advanced level) 3 D (Basic legend to explain the creation of earth. A legend is
a story that has been passed down through time to
level) 4 Most birds were created from pieces of broken
explain something and is unlikely to be true.
rainbow. (Basic level) 5 C (Advanced level) 6 A (Advanced level)
1 This is an inferring type of question. To find the A fun X-ray tube Page 61
answer you have to ‘read between the lines’.
You read the [Brush Turkey] was ashamed of his 7 B (Basic level) 8 D (Basic level) 9 C (Intermediate level)
10 D (Intermediate level) 11 A (Intermediate level)
plain, black feathers (see line 18). You also read that
12 B (Advanced level)
the other birds were all different sizes and colours
(see line 16). So now you know the Brush Turkey is
not as colourful as other birds. It has plain black
a fact in the text. You read two steps: Roll up the
feathers. The other birds were the colours of a
sheet of paper to make a cylinder—this is your tube
rainbow. You can also rule out the other options
and Use the tape to stop your tube from unrolling
to help you make your choice. You read the rainbow
(see lines 6–7).
filled the sky like an upside-down bowl (see line 8) so
the rainbow was always the same way up. You also 8 This is a fact-finding type of question. The answer is
read all the living things on it [Earth] were created a fact in the text. You read Of course, if you have an
by a god (see lines 2–3), so only one (a) god made the old paper towel roll that will save you having to
birds and animals. Nowhere can you read that the make the tube (see line 17).
kangaroo was hit by part of the rainbow. 9 This is a fact-finding type of question. The answer is
2 This is an inferring type of question. To find the a fact in the text. You read Look through the tube with
answer you have to ‘read between the lines’. one eye (see line 10). You also read It has to be in front
You read leaf litter [is] on the ground (see line 19). of your other eye. Keep that eye open too (see line 13).
You also read Leaves are scratched into a big pile 10 This is a judgement type of question. You read An
and the eggs hidden deep in the piled-up leaves and X-ray tube is easy to make (see line 1). Combine this
twigs (see lines 19–20). Combine this with your own information with your own understanding of the
knowledge to work out the final answer. Leaf litter text. These instructions could best be described as
is leaves and twigs lying on the ground. very simple. They are made out of easy-to-find
3 This is a fact-finding type of question. The answer is materials. To make the X-ray tube does not take
a fact in the text. You read Because he [the kangaroo] long and is not a dangerous activity.
watched for so long, the story says, he remained in 11 This is a judgement type of question. You read An
that position and now his front legs are very tiny and X-ray tube is easy to make and fun to use (see line 1).
not for standing on (see lines 12–13). The X-ray tube is an interesting device. It has no
4 This is a fact-finding type of question. The answer is special or practical purpose.
a fact in the text. You read Baiami created birds
108

12 This is a judgement type of question. You read an
X-ray tube is … fun to use (see line 1) and still have Mark the bikie Page 63
fun with your friend and your X-ray tube (see line 18).
Although you may learn how to make a cylinder, 19 B (Advanced level) 20 D (Intermediate level) 21 2, 1, 4, 3
the main purpose of the X-ray tube is to be a fun (Advanced level) 22 B (Advanced level) 23 C (Intermediate
level) 24 D (Advanced level)
object to play with and share with friends. The tube
does not really show you how X-rays work or
provide you with scientific equipment.
you have to ‘read between the lines’. You read that
Sylvia wanted to be out of sight (see line 6) on the
The twins Page 62 veranda. She had never seen him [the bikie] before
(see lines 2–3). You also read Mark and I [Sylvia’s
13 A (Basic level) 14 C (Intermediate level) 15 B father] went to school together. I haven’t seen him for
(Advanced level) 16 D (Advanced level) 17 A (Advanced level)
twenty years! (lines 14–15). Combine this information
18 A (Intermediate level) with your own knowledge to work out that the visit
was unexpected and not a regular event. Sylvia’s father
rushed down the drive to greet the visitor. The two
answer you have to ‘read between the lines’. You read men stood and looked at each other for a moment
Macavity … [is] an animated rodent trap (see lines before hugging. It was not a shock because a shock
13–14). You also read But Bella finds her owner’s lap/ implies an unpleasant surprise. Sylvia’s father was
And settles for a long catnap (see lines 15–16). Combine laughing (see line 12) and Mark had a big smile (see
this information with your own knowledge to work line 16) so it was a pleasantly unexpected meeting.
out the final answer. Macavity and Bella are house 20 This is a fact-finding type of question. The answer is
cats. The clues are in the things they do. They trap a fact in the text. You read Mark dismounted his bike
rodents (rats and mice) and sleep on laps. (see line 4) and then you read Suddenly my father
14 This is a language type of question. To find the answer came running down the side driveway (see line 7).
you have to read the text carefully, especially the It was only later they hugged and her father called
section that is quoted: Bella’s far more dignified to Sylvia. They never shook hands.
(see line 5). Dignified means ‘noble, honourable, 21 This is a sequencing fact-finding type of question.
respectful’. You read Bella is elegance personified You can find the answer because it’s a fact in the
(see line 6) and Her manners no one can deride (see text. By reading the text carefully you can identify
line 7). If Bella is elegant she behaves in a refined the correct order of events: 1) A motorbike came
way. She doesn’t rush about madly. So Bella is up the driveway to Sylvia’s home. 2) Sylvia’s father
respectful and well behaved. ran down the driveway. 3) Sylvia’s dad and the bikie
hugged each other. 4) Sylvia had a ride on a Harley
Davidson.
you have to ‘read between the lines’. You read Macavity
is a hurricane (see line 9) and a galloping acrobat (see 22 This is an inferring type of question. To find the
line 4) who dashes (see line 11) and rushes (see line 13) answer you have to ‘read between the lines’. You
around. All these words imply a lot of movement read the ride was on the grand, old Harley Davidson
(see line 17). You also read I can’t wait to do it again,
which means that Macavity must be energetic.
especially on a Harley (see line 20). The word
16 This is a fact-finding type of question. The answer especially is the clue to why the ride is extra special.
is a fact in the text. You read that Macavity is an 23 This is a judgement type of question. You are told
animated rodent trap (see line 14). Mice and rats are how Sylvia behaved when Mark arrived. You read
rodents so if Macavity is a rodent trap it means he I’d never seen him [Mark] before (see lines 2–3).
catches mice and rats. You also read I watched him from behind the screen
17 This is a judgement type of question. You read that door (see line 4) and I wanted to be out of sight
Bella is dignified (see line 5) and But Bella finds her (see line 6). Combine this information with your own
owner’s lap/And settles for a long catnap (see lines knowledge. Cautious means ‘careful in the presence
15–16). As Bella doesn’t like rushing around, but of someone or something unknown’. Sylvia was
prefers to catnap, she would be a good pet for relaxed, cautious. She didn’t know who the person was and
calm people. Children or sports people would need what to expect. He looked a bit threatening.
a more active cat like Macavity. Also, Macavity is 24 This is a synthesis type of question. To find the
the mouse and rat catcher, not Bella. answer you have to read the whole text. The most
important event in the text is Sylvia getting to ride
18 This is an inferring type of question. To find the on Mark’s motorbike. Another good title for the
answer you have to ‘read between the lines’. You story would be: Sylvia’s first motorbike ride.
read the title of the poem: The twins. So if Bella and The other options in the question focus on less
Macavity are twins, they must be the same age. important detail or events.
109
Year 3 Literac y SAMPLE Test Answers
34 This is a judgement type of question. You read If
Hummingbirds Page 64
it’s full of mess then there’s no room for monsters,
murderers and vampires (see lines 1–4). The cartoon is
25 D (Basic level) 26 B (Intermediate level) 27 C
amusing because Reece is making weak excuses for
(Intermediate level) 28 D (Intermediate level) 29 B (Basic
level) 30 Hummingbirds use a lot of energy when
having a messy room. You can also help decide on
hovering. They feed on the nectar in flowers. The the final answer by ruling out the other options.
nectar (sugar) gives them energy. (Advanced level) Cats don’t think and there is no indication Jason is
worried. Monsters and vampires are fictional creatures.
25 This is a fact-finding type of question. The answer is 35 This is a language type of question. To find the
a fact in the text. You read The smallest bird in the answer you have to read the text carefully, especially
world is the Bee Hummingbird (see line 2). the section that is quoted: !!!. Exclamation marks
26 This is a fact-finding type of question. The answer is are usually used after an exclamation sentence to
a fact in the text. You read The hummingbird’s bill express emotions such as surprise, disbelief or dismay.
has a long, grooved tongue. It can feed on nectar By looking at the expression on Jason’s face you
deep within flowers (see line 4). can see that here the exclamation marks express
27 This is an inferring type of question. To find the answer confusion. Jason does not look frightened, excited
you have to ‘read between the lines’. You read the or panicky. He looks confused. Reece’s reason for
Bee Hummingbird grows to about 5 centimetres the messy room doesn’t make sense to Jason.
long (see line 3). You next read This line is about
5 centimetres long (see line 3). Having the line next to The things people say Page 66
the description of the hummingbird makes it easy
for readers to know how long the bird is. There is 36 C (Advanced level) 37 A (Advanced level) 38 D
no reason to get a ruler to know the size of the bird. (Advanced level) 39 A (Basic level) 40 A (Advanced level)
a fact in the text. You read Most hummingbirds flap 36 This is a synthesis type of question. To find the
their wings about 50 times a second and their wings answer you have to read the whole text. The text is
become a blur (see lines 15–16). Fifty times a second is about the funny things that Meg hears people say.
very fast. You read Adults say the weirdest things (see line 1).
You also read Then I walked off, leaving my parents
scratching their heads. I can say some strange things
a fact in the text. You read They also eat insects and
too! (see lines 24–25). The text is an example of a
pollen for protein to build muscles (see lines 6–7).
narrative or a story. It is intended to amuse and the
30 This is a judgement type of question. You read events happen, more or less, in chronological order.
Most hummingbirds flap their wings about 50 times a
second and their wings become a blur (see lines 15–16). 37 This is a language type of question. To find the answer
Fifty times a second is very fast. Combine this you have to read the text carefully, especially the
information with your own knowledge to work out section that is quoted: My teacher once told Harley he
that because they use a lot of energy while flying they had two left feet! (see line 2). You also read Harley’s
would need to feed often. The food gives them energy. legs were just like all the other legs (see line 3).
The phrase two left feet is an expression used to
describe someone who is clumsy, especially on their
Cartoon Page 65
feet. It is an example of figurative language where
31 B (Intermediate level) 32 C (Intermediate level) 33 A the reader shouldn’t take the meaning literally.
(Basic level) 34 A (Advanced level) 35 D (Advanced level) 38 This is a language type of question. To find the answer
31 This is an inferring type of question. To find the section that is quoted: Coming down in buckets (see
answer you have to ‘read between the lines’. You see line 12). You also read All I saw was heavy rain (see
in the cartoon that Reece’s cupboard is overflowing line 15). If the rain is raining cats and dogs and Coming
with sports equipment and there is sports gear on down in buckets then it is raining very heavily, so
the floor. He is mainly interested in sport. heavily it could have been poured straight out from
32 This is a judgement type of question. You can see a bucket. The sentence is an exaggeration people
the look on the cat’s face with its wide-open eyes use to describe something in an amusing way. It is
which suggests that it is hiding from something an example of figurative language where the reader
scary or even something that is quite strange. shouldn’t take the meaning literally.
33 This is a fact-finding type of question. The answer is 39 This is a fact-finding type of question. The answer is
a fact in the text. You can see the bed in the room a fact in the text. You read I heard Dad come into
and Reece is explaining to Jason why there is so the laundry from the farmyard (see line 9).
much mess. It is Reece’s bedroom.
110
40 This is a language type of question. To find the answer
you have to read the text carefully, especially the Baggy trousers Page 68
section that is quoted: Just pulling your leg. The
sentence is an expression people use to explain to 7 B (Basic level) 8 D (Advanced level) 9 C (Intermediate
level) 10 A (Advanced level) 11 B (Advanced level)
someone that they have been joking. Meg was making
a joke. What she said was just another expression, a
bit like the kind of things her parents had been saying.
It is an example of figurative language where the
You read Elastic braces/Going twang (see lines 9–10).
reader shouldn’t take the meaning literally.
Combine this information with your own knowledge
to work out the final answer. The twanging sound is
Reading Sample Test 2 made by the clown’s braces being stretched out,
then let go.
Can rocks float? Page 67
8 This is a synthesis type of question. To find the
1 A (Basic level) 2 C (Basic level) 3 A (Advanced level) answer you have to read the whole text. You read
4 D (Intermediate level) 5 B (Intermediate level) 6 D Nose, bright red,/A silly hat (see lines 2–3). You also
(Intermediate level) read A teardrop falling/From his eye (see lines 7–8)
and A painted smile/To chase the blues (see lines
1 This is a fact-finding type of question. The answer is 15–16). The poem is mainly describing the clown’s
a fact in the text. You read It’s [Pumice] a bit like appearance, with only a brief reference to his duties.
foam gone hard (see line 9). 9 This is an inferring type of question. To find the
2 This is a fact-finding type of question. The answer is answer you have to ‘read between the lines’. You read
a fact in the text. You read When the pumice forms that the clown’s trousers are baggy (see line 1) and
it floats to the surface (see lines 11–12). You also read held up with elastic braces (see line 9). Combine this
Sometimes there can be hundreds of square kilometres information with your own knowledge to work out
of floating rock (see line 13) and Pumice often washes the final answer. Baggy trousers are trousers that
up onto the beaches of Pacific islands (see line 15). are large and loose-fitting. There is a clue in the
3 This is a language type of question. To find the answer picture of the clown.
you have to read the text carefully, especially the 10 This is an inferring type of question. To find the
section that is quoted. You read There is one rock answer you have to ‘read between the lines’. You
that floats! It is called pumice (see line 2). Combine read the clown has A painted smile/To chase the blues
this information with your own knowledge of how (see lines 15–16). You also read A teardrop falling/
language is used in the text to come to a final From his eye (see lines 7–8). The teardrop must also
answer. Rocks are not expected to float. The word be painted on (like the smile) otherwise it would
bizarre means ‘really unusual’. It is really unusual to fall. Combine this with your own knowledge and
come across rocks that float, especially large areas understanding to work out the final answer. The clown
of rock floating in the middle of an ocean. is pretending to be sad. He tries to make people
4 This is a fact-finding type of question. The answer is laugh which you read on line 17: Making us laugh.
a fact in the text. You read Pumice is commonly
pale in colour, ranging from white, cream, blue or
grey, to green-brown or black (see lines 2–4). Red is
section that is quoted. You read To chase the blues/
not one of the colours listed.
Making us laugh/And banish that frown/The simple
5 This is an inferring type of question. To find the duties/Of a clown (see lines 16–20). A sad feeling is
answer you have to ‘read between the lines’. You read often called the blues. The text tells you that the
pumice to be very light (see line 8). You also read It is duties of a clown are to make us laugh and banish
millions of very small ‘rocks’. A handful would be frowns. In other words, he has to make the blues
like a handful of gravel—only much lighter (see lines disappear and make people feel happy. It is an
16–17). Combine this information with your own example of figurative language where the reader
knowledge to work out the final answer. Pumice shouldn’t take the meaning literally.
found on beaches would be light as it would have
floated there from a volcanic eruption.
Dragons Page 69
a fact in the text. You read But eventually the thin 12 A (Intermediate level) 13 C (Advanced level) 14 C
rock shells of the bubbles crack. The gases escape (Advanced level) 15 C (Basic level) 16 B (Basic level) 17 A
and water seeps in. The pumice sinks to the bottom (Basic level)
of the ocean (see lines 18–20).
111
12 This is an inferring type of question. To find the 19 This is a fact-finding type of question. The answer is
answer you have to ‘read between the lines’. You a fact in the text. You read One day, Peregrine called
read He follows a running man who carries a stick his staff to a meeting at the sparkling fountain on the
with a white ball dangling from it. The ball front lawn (see line 20).
represents the pearl of wisdom, which the dragon 20 This is an inferring type of question. To find the
wants (see lines 20–22). Combine this information answer you have to ‘read between the lines’. You
with your own knowledge to work out the final read Banjo was always smiling and softly singing
answer. The man uses the stick and white ball to (see line 17) songs he had made up. You also read
entice, or tempt, the dragon to leave the place And he was friendly and polite (see line 18). He said,
where it slept and try to get the ‘pearl of wisdom’. ‘I’m not rich but I’m always happy’ (see line 24).
13 This is a fact-finding type of question. The answer is He was not interested in riches. Carefree means
a fact in the text. You read Dragons are formidable ‘without worry’. Banjo was carefree—he didn’t
creatures of European mythology (see lines 1–2). You worry at all, and he enjoyed softly singing his songs.
also read In China … Dragons are a symbol of good 21 This is an inferring type of question. To find the
fortune and happiness (see lines 4–7). The descriptions answer you have to ‘read between the lines’. You
in the text of European and Chinese dragons are read One day, Peregrine called his staff to a meeting
completely different. The European dragons are …and told them he was the world’s richest man!
described as fearful creatures, whereas the Chinese (see lines 20–21). You also read ‘But,’ said Peregrine,
dragons are symbols of good luck. ‘do you think I am happy?’ (see line 22). You then
combine this with your own knowledge to work out
14 This is a language type of question. To find the answer the final answer. Peregrine was rich but he was not
you have to read the text carefully, especially the happy. The clue is in how he asks the question:
section that is quoted. You read dragons are fearful ‘But do you think I’m happy?’ The But indicates the
things, something to be avoided. Dragons are formidable answer is no.
creatures of European mythology, usually represented
as breathing fire and having huge reptile-like bodies answer you have to ‘read between the lines’. You
and sometimes wide, bat-like wings (see lines 1–3). read One day, Peregrine called his staff to a meeting
By describing dragons as fearful, fire-breathing and …and told them he was the world’s richest man!
reptile-like creatures you can work out that dragons (see lines 20–21). You also read ‘But,’ said Peregrine,
could cause fear and dread. So formidable must mean ‘do you think I am happy?’ (see line 22). By asking
‘causing fear and dread’. Your own knowledge of this question Peregrine indicates that he was asking
word meanings can help you come to this conclusion. his staff for advice. He wanted to know how to find
15 This is a fact-finding type of question. The answer is happiness.
a fact in the text. You read The Imperial Dragon is 23 This is an inferring type of question. To find the
special because it was once the dragon of the answer you have to ‘read between the lines’. You
emperor, the most important person in the land read No one dared to answer (see line 23) the question
(see lines 11–12). Peregrine asked. You also read What was he going
16 This is a fact-finding type of question. The answer is to say next? (see line 23). Stunned means ‘completely
a fact in the text. You read The first ceremony of the astonished or surprised’. The staff were stunned
New Year celebrations is the ‘dotting of the eyes’ when Peregrine asked his question. No one dared
(see line 15). to answer in case they said the wrong thing to their
employer. Employers don’t usually ask staff for
17 This is a fact-finding type of question. The answer is personal advice so they were very surprised and
a fact in the text. You read The dragon’s eyes are wondered what else he was likely to say. They weren’t
dotted with dye, which represents the blood of a pleased, impressed or baffled.
chicken. This is to awaken the dragon from his sleep
(see lines 16–17).
Sandboarding Page 71
The richest man Page 70 24 C (Basic level) 25 B (Basic level) 26 wade across a stream/
climb a sand dune (Advanced level) 27 A (Intermediate level)
18 C (Basic level) 19 B (Basic level) 20 A (Intermediate 28 C (Intermediate level) 29 A (Advanced level)
level) 21 C (Advanced level) 22 B (Intermediate level) 23 D
(Advanced level) 24 This is a fact-finding type of question. The answer is
a fact in the text. You read Sandboarding is a fun
18 This is a fact-finding type of question. The answer is sport. It is like snowboarding (see line 3).
a fact in the text. You read Peregrine had five chefs
(see line 6).
a fact in the text. You read Near the top of the dune
112
the driver gave instructions on how to ride down the by Nathan [who] is a qualified fitness instructor and
slope … Riders had to lie flat on the board and face nutrition expert (see lines 8–9). The emphasis is on fitness
the stream (see lines 15–17). and feeling good while doing it. Combine this
26 This is a fact-finding type of question. The answer is information with your own knowledge to work out
a fact in the text. You read Those who were game to the final answer. Having the blues is another way of
have a go at sandboarding were given a boogie saying someone is sad. Obesity is the condition of
board by the driver (see lines 10–11). You also read being overweight. So anyone who has the obesity
what they next did: The driver then led the people blues probably feels sad because they are overweight.
across the stream. Terry found climbing the steep 33 This is a fact-finding type of question. The answer is
sand dune hard work, especially carrying his board a fact in the text. You read For details phone Denise
(see lines 12–13). on 90 879 987 after 6 pm on Monday or Wednesday
27 This is an inferring type of question. To find the (see line 17).
answer you have to ‘read between the lines’. You 34 This is a fact-finding type of question. The answer is
read Two buses left the main road and followed the a fact in the text. You read Sessions end with 10
sandy, flat Te Paki Stream down through the sand minutes of fun beach relays (see line 15).
dunes towards Ninety Mile Beach, the route home
(see lines 7–9). You combine this with your own
knowledge to work out the final answer. The beach
was the way home—the route home. section that is quoted. You read Nathan is a qualified
fitness instructor and nutrition expert (see lines 8–9).
28 This is a fact-finding type of question. The answer is Nutrition experts are people who have an
a fact in the text. You read At first he sped down the
understanding of the importance of diet in healthy
steep slope but, as he got closer to flatter sand near
living. Nathan would be able to advise the best foods
the stream, he began to slow down. He finally
to eat to keep fit and not put on excessive weight.
stopped (see lines 19–20).
The Beach Fitness Group is all about keeping fit.
29 This is a judgement type of question. You read
The last person to come down was the driver.
He was good. His board curved this way and that, Type of rope table Page 73
picking up speed. He was going so fast that when he 36 C (Basic level) 37 C (Intermediate level) 38 C
came to the bottom of the dune he kept going right (Intermediate level) 39 B (Advanced level) 40 fishermen
across the stream back to the bus. That got a big clap (Advanced level)
from everyone (see lines 21–24). You combine this
information with your own knowledge that clapping 36 This is a fact-finding type of question. The answer is
is a show of appreciation and approval to work out a fact in the text. You read that nylon rope has four
the final answer. The bus passengers clapped stars for strength. Four stars mean it is excellent. All
because the driver had shown how skilful he was. the other types of rope have fewer number of stars.
Beach fitness group for teens flyer Page 72
a fact in the text. You read on the bottom line of the
table that three ropes can be stored (put away)
30 D (Advanced level) 31 B (Intermediate level) 32 A
(Advanced level) 33 D (Basic level) 34 A (Basic level) 35 C while wet. Plastic, metal and nylon all have a Yes in
(Advanced level) their columns.
30 This is a synthesis type of question. To find the answer you have to read the text carefully, especially the
you have to read the whole text. You read that to section that is quoted. You read that some ropes
join the group there is a cost—between $3 and $5 per resist rotting (see line 12) while others resist damage
person. The purpose of the flyer is to let people know by oil and fuels (see line 10). You also read that some
about the fitness group. It is an advertising flyer and ropes resist weather and sunlight (see line 6) and
there is a cost involved in joining the group. others are acid resistant (see line 11). Combine this
31 This is a fact-finding type of question. The answer is with your own knowledge of how language is used
a fact in the text. You read For details phone Denise in the chart to come to a final answer. Resists means
on 90 879 987 after 6 pm on Monday or Wednesday ‘withstands’. Certain ropes remain unaltered by
(see line 17). conditions that damage other ropes.
32 This is an inferring type of question. To find the 39 This is a fact-finding type of question. The answer is
answer you have to ‘read between the lines’. You read a fact in the text. You have to check the table for
Why not get fit and beat the obesity blues? And feel each option. The only one that is correct is that
good doing it! (see line 11). You also read the flyer is cotton rope rots easily. It only has one star in the
about a Beach Fitness Group for Teens and it is run Resists rotting row so this means it rots easily.
113
40 This is a judgement type of question. You read that can talk. The tone of the passage is light-hearted,
only plastic and nylon ropes float. Combine this which gives you a clue that Lee is joking.
information with your own knowledge to work out 6 This is a language type of question. To find the
that a rope that floats would be important for answer you have to read the text carefully,
fishermen as they spend a lot of time working from especially the section that is quoted: Lee has pets
boats. An answer that includes any occupation that talk. Not parrot talk, but real words (see line 1).
associated with water would be acceptable. It could The term parrot talk refers to the way parrots talk.
include people involved in land-sea rescues. A parrot can learn to copy human sounds but has
no real understanding of what the words actually
Reading Sample Test 3 mean. It is an example of figurative language where
the reader shouldn’t take the meaning literally.
Talking to the animals Page 74
1 A (Basic level) 2 B (Intermediate level) 3 D The smoker’s warning Page 75

(Intermediate level) 4 A (Intermediate level) 5 B (Advanced
level) 6 C (Advanced level)
7 A (Basic level) 8 The term means they don’t have
any money. (Intermediate level) 9 B (Advanced level) 10 A
(Advanced level) 11 C (Advanced level) 12 B (Advanced level)
a fact in the text. You read Her dog, Scruffy, is the 7 This is a fact-finding type of question. The answer is
best talker (see line 2). a fact in the text. You read Rick and Jane while still
2 This is a fact-finding type of question. The answer is at school/Thought cigarettes were pretty cool
a fact in the text. You read Sheep: Baa. Baa. Lee: (see line 1–2). They had been at school for some time;
Right again! To get my hair cut I go to the barber! it wasn’t when they first started school.
(see lines 30–31). This is indicated by the words while still at school.
3 This is an inferring type of question. To find the answer 8 This is a language type of question. To find the answer
you have to ‘read between the lines’. You read the you have to read the text carefully, especially the
sheep’s answer to the first question is ‘baa’ (see line section that is quoted. You read: Rick and Jane
26) which sounds like ‘bar’. For the second question don’t have a bean (see line 10). A bean is hardly worth
the sheep says ‘Baa. Baa.’ (see line 30), which sounds anything so if you don’t have a bean you don’t have
like ‘barber’. Combine this information with your any money. It is an example of figurative language
own knowledge to work out the final answer. The where the reader shouldn’t take the meaning
narrator says the sheep can only say a few words, literally.
but it really only makes the one sound. 9 This is a judgement type of question. You read Rick
4 This is an inferring type of question. To find the and Jane had stinky clothes (see line 5). You also read
answer you have to ‘read between the lines’. You read Their friends thought they were on the nose (see line
that the dog answers ‘Ruff!’ (see line 7) or ‘Woof’ 6). This means they smelt terrible. You combine this
(see line 10) to the questions Lee asks. You also read information with your own knowledge of smokers
the sheep answers ‘Baa’ (see lines 26 and 30) to Lee’s so you can work out the final answer. People who
questions. And finally you read the bird answers smoke twenty cigarettes a day usually smell of
‘Cheep’ (see line 37) to Lee’s question. All these cigarette smoke because their clothing and hair
answers are really just sounds, not words. Combine take on the smell of the cigarettes. The best reason
this information with your own knowledge to work Rick and Jane were smelly is because their clothes
out the final answer. Lee is pretending the animal held the smell of the cigarette smoke.
sounds can be real words. She only asks questions 10 This is an inferring type of question. To find the
to suit the sounds the animal can make. answer you have to ‘read between the lines’. You
5 This is an inferring type of question. To find the read Rick and Jane soon were spending all their
answer you have to ‘read between the lines’. You pay/On twenty cigarettes a day (see lines 3–4) and
read that the dog answers ‘Ruff!’ (see line 7) or Rick and Jane don’t have a bean (see line 10). You also
‘Woof’ (see line 10) to the questions Lee asks. You read Not so silly Brad and Honey—/They saved up
also read the sheep answers ‘Baa’ (see lines 26 and 30) their pocket money./Now they drive a limousine (see
to Lee’s questions. And finally you read the bird lines 7–9). A limousine is a very expensive car.
answers ‘Cheep’ (see line 37) to Lee’s question. Each Unlike Rick and Jane who had wasted their money
word or sound has two meanings. The answer ‘Baa. on cigarettes, Brad and Honey had saved their
baa’ (see line 30) doesn’t really mean barber. Combine money and so could afford to drive a limousine.
this with your own knowledge to work out the final 11 This is a judgement type of question. You read
answer. Lee is really joking when she says her pets Don’t end up like Jane and Rick/Just give those
114
cigarettes the flick (see lines 11–12). The poet’s feelings
to smoking are expressed in these last two lines. How to draw an open box Page 77
To give something the flick means ‘give something
19 B (Basic level) 20 C (Intermediate level) 21 D
up’. Smoking is not worth doing! (Advanced level) 22 A (Advanced level) 23 C (Intermediate
12 This is a judgement type of question. You read that level) 24 B (Intermediate level)
Brad and Honey drive a limousine (see line 9)
whereas Rick and Jane don’t have a bean (see line 10). 19 This is a fact-finding type of question. The answer is
Combine this information with your own knowledge a fact in the text. You read Draw a second square
to work out that it is most likely penniless Rick and that overlaps the first square (see line 8).
Jane would be envious (jealous) of Brad and Honey 20 This is a fact-finding type of question. The answer is
who could drive around in a limousine. a fact in the text. You read Now you can try drawing
a box using rectangles. All the steps are the same (see
Book review of Watch out for Bruiser Page 76 line 15).
13 A (Basic level) 14 C (Advanced level) 15 B
answer you have to ‘read between the lines’. If you
(Intermediate level) 16 Mitch worries about the boy
next door because he looks tough. To Mitch, he look at the numbers near the diagrams you can see
doesn’t seem friendly. (Intermediate level) 17 D they are adjacent to the step numbers. The numbers
(Intermediate level) 18 B (Basic level) next to the diagrams match each step of the written
instructions to make the instructions clearer.
a fact in the text. You read Mitch Morrow’s family answer you have to ‘read between the lines’. You
have just moved to a new home in a new suburb. read To make your cube look like a box you have to
Mitch can’t stop worrying about what his new school rub out some construction lines. The dotted lines
is going to be like (see lines 3–5). show which parts to rub out (see lines 12–13). Looking
14 This is a fact-finding type of question. The answer is at the diagram you can see that the dotted lines are
a fact in the text. You read Watch out for Bruiser by the lines that would be hidden from view if the box
David Alan (see line 2). Patricia Ann Turner wrote was real.
the book review. 23 This is a fact-finding type of question. The answer is
15 This is an inferring type of question. To find the a fact in the text. You read Now join up the corners
answer you have to ‘read between the lines’. as shown by the red lines (see line 10).
You read that the reviewer of the book gave it four
stars (see line 20). You will also see four of the five
a fact in the text. In Step 1 the first square was
stars are red. This means the reviewer gave the
drawn. Then you read in Step 2 Draw a second
book a score of four out of five.
square that overlaps the first square (see line 8).
You read that the boy next door looks really solid,
Mountains of Oceania Page 78
strong and mean (see line 8). You also read that he 25 B (Intermediate level) 26 D (Basic level) 27 A
load[s] big rocks into a wheelbarrow (see lines 7–8). (Intermediate level) 28 B (Basic level) 29 C (Intermediate
Combine this information with your own knowledge level) 30 A (Advanced level)
to work out that Mitch worries about the boy next
door, not only because he is large but because he 25 This is a fact-finding type of question. The answer is
looks solid and strong and mean. He also looks as a fact in the text. The mountains in the table are in
if he has been in a fight. He could be a bully. order of height so to find the mountain just higher
17 This is a fact-finding type of question. The answer is than 2230 metres you find Mt Kosciusko which is
a fact in the text. You read My only complaint is the 2230 metres and then look at the row above, which
colour of the printing of the text (see line 18). is Mt Orohena at 2241 metres.
18 This is a synthesis type of question. To find the 26 This is an inferring type of question. To find the
answer you have to read the whole text. You read answer you have to ‘read between the lines’. You read
This is a lovely story for younger readers to read or the table’s heading is Oceania’s highest mountains
listen to (see line 14). So Watch out for Bruiser is for (see line 5). You also read Oceania is a broad term
young people, not adults. It has illustrations but is that includes countries of the pacific Ocean and those
not a picture book because it has many pages of close to it (see line 1). Combine this information with
different coloured print (see lines 18–19). Picture your own knowledge that Africa is not in the Pacific
books and comics only have a few lines of print. Ocean and is not part of Oceania.
115
27 This is a fact-finding type of question. The answer is naturally burning coal seam (see lines 2–3). The word
a fact in the text. The country that appears most often smouldering means ‘burning slowly with little or no
in the table is the country with the largest number of flame but a certain amount of smoke’. The fact it
high peaks. Indonesia has the most high peaks. You had been burning for 5500 years gives you the clue
also read Note: Many of the high peaks in Indonesia that smouldering means ‘burning slowly’.
have been omitted from this list (see line 4). 35 This is a fact-finding type of question. The answer
28 This is a fact-finding type of question. The answer is is a fact in the text. You read A wife of one of the
a fact in the text. Mt Kosciusko (Australia) is a long Wanaruah people decided to wait for her husband
way down the list and so is lower than the highest to come back. She found a place to wait on the end
peaks in many other countries in Oceania. of a long sandstone ridge (see lines 11–13).
29 This is an inferring type of question. To find the 36 This is a synthesis type of question. To find the answer
answer you have to ‘read between the lines’. You you have to read the whole text. The first paragraph
need to understand the table then combine it with gives the facts about Burning Mountain. You read
your own knowledge to work out the final answer. Actually, it is a naturally burning coal seam (see lines
Fiji is made up of a number of islands and is part of
2–3). The remaining seven paragraphs tell the
Oceania. It is not included because it has no high peaks.
Aboriginal story for Burning Mountain. You read the
Other Pacific islands, such as Tahiti, are included.
Wanaruah people … have a different explanation for
30 This is a fact-finding type of question. The answer why the mountain burns. They didn’t know about
is a fact in the text. You read down the list of countries volcanoes (see lines 5–6). The text is mainly a legend.
and choose in order the four countries which have It is a story that has been passed down through time
the highest peaks. These are Indonesia which has to explain something and is unlikely to be true.
the highest mountain (Mt Jaya). This is followed by
Papua New Guinea (Mt Wilhelm), then Malaysia
(Mt Kinabalu) and then New Zealand (Mt Cook). Venn diagrams Page 80
37 A (Intermediate level) 38 B (Advanced level) 39 C

Burning Mountain Page 79
(Advanced level) 40 D (Advanced level)
31 D (Intermediate level) 32 C (Basic level) 33 3, 4, 1, 2 37 This is a fact-finding type of question. The answer is
(Intermediate level) 34 A (Advanced level)
a fact in Diagram 1. The number of students who
35 C (Intermediate level) 36 A (Advanced level)
like both curry and chilli is six (6). Their names are
31 This is a judgement type of question. You read The in the area where the circles overlap. They are Ian,
mountain has importance for the local Aboriginal Jose, Leon, Kris, Kon and Luke.
people—the Wanaruah people. They have a different 38 This is a fact-finding type of question. The answer
explanation for why the mountain burns. They didn’t is a fact in the text. You read The dot outside the
know about volcanoes (see lines 5–6). Combine this diagram is a person who doesn’t read anything!
information with your own knowledge to work out (see lines 24–25).
that Burning Mountain is important to the local
Aboriginal people because it is part of their history 39 This is a fact-finding type of question. The answer is
and culture. a fact in the text. You read A Venn diagram … can
be used to compare two similar items (see line 1).
a fact in the text. You read When early explorers saw 40 This is a fact-finding type of question. The answer is
smoke coming out of the ground they thought Burning a fact in Diagram 2. There are eight (8) dots in the
Mountain was an active volcano (see lines 1–2). circle on the top right-hand side. Some of the
33 This is a sequencing fact-finding type of question. magazine readers also read books and comics.
You can find the answer because it’s a fact in the
text. By reading the text carefully you can identify WritING Sample Tests 1, 2 and 3 Pages 81–83
the correct order of events: 1) Tribes people from
the north sent out a raiding party. 2) The Wanaruah Go to pages 123–128 for Intermediate and Advanced
people prepared to defend themselves. 3) The wife Writing samples for Sample Tests 1, 2 and 3.
of a Wanaruah warrior waited for her husband on a
ridge. 4) Tears of fire set the mountain alight. Go to pages 101–102 for Marking Checklists for
34 This is a language type of question. To find the Sample Tests 1, 2 and 3:
answer you have to read the text carefully,
especially the section that is quoted. You read It is ■ Persuasive text (page 101)
thought to have been smouldering away for over ■ Narrative text (pages 101–102)
5500 years (see lines 3–4). You also read it is a ■ Informative text: recount (page 102).
116
Intermediate level — Sample of Persuasive Writing Writing Mini Test 1
Structure Language and Ideas
Audience Vocabulary
The audience is readily identified
The school council has a plan to use a grassed
playing area as a car park A good variety of precise verb types
(families, pupils, teachers).
are used to establish strong,
A brief statement outlining the informed arguments.
issue to be discussed is included. I was amazed when I heard that there were plans to turn a school playing area into
Nouns are used to make generalised
Background information is a car park. A car park means less space for pupils. Pupils need room for exercise and statements.
© Pascal Press ISBN 978 1 74125 363 4

provided to give context to games. I have used this area for lunch ever since I started at Palmdale.
the points raised. Adverbs and adjectives are well
selected to qualify statements.
The grassy area is pleasant to look at. The small trees give shade in summer.
Persuasive techniques
We won’t be allowed to use their shade. A car park will be an ugly slab of concrete
Arguments for the writer’s
reaction are in separate covered each day with cars. In winter it will be cold. In summer it will reflect heat Sentence structure
paragraphs. from the cars and the concrete. A good variety of sentence
Points raised are obviously beginnings are used (e.g. Bringing,
important to the writer in a Finally).
personal way. A car park will mean students are playing near pollution from petrol fumes. There is also a variety in sentence
Cars leak oil. It won’t be long before the concrete is covered in oily blots. types and lengths.
Evidence and examples are
used to support the argument. A topic sentence is used to introduce
each paragraph’s main idea.
117
Objectivity is maintained Bringing cars into the school grounds will add dangers to the pupils. Many pupils
throughout the writing. Questions and exclamations are used
will use the same entrance. Visitors will want to park in the grounds. to good effect.
Excel Year 3 NAPLAN*-style Literacy Tests

Text structure I would like to know who will control cars that come into the school grounds.
The text contains a well- Can anyone park there? We are always being told about ‘stranger danger’.
organised introduction, body Ideas
and conclusion. Ideas are well balanced to create a
The writer refers regularly to
I believe it will also cost a lot to change a grassy playing area into a car park. sense of rational, logical argument.
words used in the topic. Money used to build a car park could be spent on school equipment or improved A strong viewpoint is expressed with
playing fields. careful choice of words.
Paragraphing Ideas are presented forcefully.
New paragraphs are used for Finally, teachers and visitors might like the idea but they have plenty of parking
new arguments and summary. in nearby streets. Some teachers can use the small school car park. Punctuation
Punctuation, including apostrophes
Cohesion Making the grassed area into a car park is a bad idea. A car park is not a pleasant and stops, is correctly applied.
The final paragraph establishes sight. It creates safety and environmental problems. It will be costly to build and Spelling
where the writer stands on the reduce the playing area for pupils. I say No Car Park at Palmdale School!
issue. There are no spelling mistakes of
common or unusual words.
There is a forceful, personal
concluding sentence.
Please note that this sample has not been written under test conditions. However, it gives you a standard to aim for.
The writing sample on this and the following page have been analysed based on the marking criteria used by markers to assess the NAPLAN Writing Test.
Advanced level — Sample of Persuasive Writing Writing Mini Test 1
Audience The school council has a plan to use a grassed Vocabulary

The audience is readily identified playing area as a car park A good variety of precise verb types
(families, pupils, teachers).
are used to establish strong,
A brief statement outlining the I was shocked when I heard that the school council had plans to turn a playing area informed arguments.
issue to be discussed is included.
into a car park. This area is a favourite playing place. A car park will reduce the Nouns are used to make generalised
Background information is statements.
provided to give context to playing area for the pupils. We all need room for exercise. It has been a quiet place

the points raised. Adverbs and adjectives are well
to sit and have lunch ever since I started at Palmdale School.
Persuasive techniques The playing area is a grassed area that is pleasant to look at and be in. It is cool and
Arguments for the writer’s relaxing in summer. It has a number of small trees. If any trees remain we won’t be
reaction are in separate Sentence structure
paragraphs. able to use their shade. A car park will be an ugly slab of concrete covered daily with There is a good variety of sentence
Points raised are obviously cars of all shapes and sizes. In winter the drab concrete will be cold. In summer it beginnings (e.g. Allowing, Finally,
important to the writer in a Turning).
will reflect heat from the cars and the concrete.
personal way. There is variety in sentence types
and lengths.
Evidence and examples are A car park so close to pupils will bring them into close contact with pollution from
fumes. Cars leak oil. It won’t take long for the oily blots to pollute nearby play areas. each paragraph’s main idea.
118
Objectivity is maintained
throughout the writing. Questions and exclamations are used
Allowing cars into the school grounds will add dangers for pupils. Many pupils will to good effect.

Text structure have to use the same entrance. Parents and visitors will want to use the park.
The text contains a well- Ideas
organised introduction, body
Who will control the cars that enter the school grounds? Can anyone park there?
Ideas are well balanced to create a
and conclusion. We are always being warned about ‘stranger danger’.
sense of rational, logical argument.
I believe it will also be costly to change the playing area into a car park. All that is A strong viewpoint is expressed with
words used in the topic.
careful choice of words.
required to keep the grass neat is to mow it occasionally . Money used to build an
Ideas are presented forcefully.
Paragraphing unattractive car park could be spent on school equipment or improved playing fields.
There is a good use of italics (If).
New paragraphs are used for
new arguments and summary. Finally, teachers and visitors might think a car park is a good idea but they have
plenty of parking in nearby streets. Some teachers can use the small car park the Punctuation
Cohesion school provides. Punctuation, including apostrophes
The final paragraph establishes and stops, is correctly applied.
where the writer stands on the Turning the grassed area into a car park is a bad idea. A car park is not a pleasant Spelling
issue.
sight. It poses both safety and environmental hazards. It will be costly to build and There are no spelling mistakes of
There is a forceful, personal will reduce pupils’ playing area. I say No Car Park at Palmdale School! common or unusual words.
concluding sentence.
Please note that this sample has not been written under test conditions. During a test you might not have the time
to produce such a polished piece of writing. However, this sample gives you a standard to aim for.
Intermediate level — Sample of Narrative Writing Writing Mini Test 2
Audience Vocabulary
The title suggests the subject
The storm Adjectives and adverbs are used to
of the story. The main enhance the story.
It was late afternoon on a warm summer’s day. Fran was dozing in a cane chair
character (Fran) is introduced Verbs are used precisely and
early in the first paragraph. The under a slowly turning fan, when a loud rolling rumble woke her. Rover looked
imaginatively.
reader can relate to a familiar about nervously.
A variety of ‘said’ words are used (e.g.
home situation. shouted) adding to the excitement.
“Fran close the windows fast. And check the back door,” called Fran’s mother as she

Character and setting
rushed about. “We don’t want water in the house. Make certain—”
Sentence structure
The reader is quickly told A dazzling flash of lightning and a mighty boom. A variety of sentence beginnings add
what, who, when and where. interest. Different sentence lengths
The problem (orientation) is Fran didn’t hear the rest of the sentence. She checked the back door. It was shut. keep the story flowing. Short sentences
introduced early in the She heard a loud crash and ran into the kitchen and shut the windows. Pea-size create a sense of desperate action.
writing—a storm has struck. hail was bouncing wildly about the lawn. The story is written in the past tense
and the third person. It is a story told
Fran remembered the window in her father’s office. He wouldn’t want his papers to about Fran.
Text structure
get wet.
A series of events is related in
the order in which they happen. Ideas
119
Another flash of lightning and another boom. It seemed to be right above their house. A simile illustrates how noisy the
The reader has to read on to
storm was.
find out if Fran succeeds in

As she forced down the window she saw the hail was now marble size. The noise
getting the windows closed. Interesting detail is included (the size
from the iron roof made Fran want to cover her ears. It was like living in a drum. of the hailstones). The hailstones get
larger, showing the progression of
Paragraphing Fran rushed back into the kitchen. Rover was whimpering outside her bedroom. What the storm.
A short paragraph is used to
was worrying him? Her mother shouted, “Did you close all the windows like I asked?”
emphasise a point. Punctuation
Fran nodded a reply.
Paragraphs are used to show There are no punctuation errors.
different time periods and to The storm passed. It had stripped leaves off plants in the garden. Fran was glad the All direct speech is correctly
show when actual words are
hail didn’t get into the house. punctuated.
spoken (direct speech).
Apostrophes and question marks are
“Luckily you closed your window,” praised her mother. “It’s always open!” used correctly.
Cohesion
Suddenly Fran had a funny feeling. She darted to her room, Rover close on her heels.
The story has an obvious
The floor was covered in melting hailstones. How could that have happened, she wondered. Spelling
beginning, middle and end.
There are no spelling errors in
The ‘problem’ is resolved with a Then she remembered. She bit her lip. She hadn’t heard everything her mother had commonly used words or the more
surprise ending. The reader has unusual words.
to work out why Rover might
said. Rover looked at her with his head to one side. He seemed to know something.
have been whimpering.
Advanced level — Sample of Narrative Writing Writing Mini Test 2
Audience Vocabulary
The storm Adjectives and adverbs are used to
of the story. The main enhance the story.
It happened so suddenly. It was late afternoon on a warm summer’s day. After
character (Fran) is introduced Verbs are used precisely and
early in the first paragraph. The helping in the garden, Fran was dozing in a cane chair under a slowly turning fan, imaginatively.
reader can relate to a familiar when a loud rolling rumble woke her. Rover looked about nervously. A variety of ‘said’ words are used (e.g.
home situation. shouted) adding to the excitement.
9781741253634_Yr 3 Literacy_2016_CS6.indd 120

“Fran, close the windows fast. And check the back door,” called Fran’s mother as she

Character and setting rushed about. “We don’t want water in the house. Make certain—” Sentence structure
The reader is quickly told A variety of sentence beginnings add
A dazzling flash of lightning and a mighty boom.
what, who, when and where. interest. Different sentence lengths
keep the story flowing. Short sentences
The problem (orientation) is Fran didn’t hear the rest of the sentence. She checked the back door. It was shut.
create a sense of desperate action.
introduced early in the She heard a loud crash and ran into the kitchen and shut the windows. Pea-size hail
writing—a storm has struck. The story is written in the past tense
was bouncing wildly about the lawn. and the third person. It is a story told
about Fran.
Text structure Fran remembered the window in her father’s office. He wouldn’t want his papers to
A series of events is related in
get wet.
Ideas
the order in which they happen.
120
Another flash of lightning and another boom. It seemed to be right above their house. A simile illustrates how noisy the
The reader has to read on to storm was.
find out if Fran succeeds in As she forced down the window she saw the hail was now marble size. The noise Interesting detail is included (the size

getting the windows closed. of the hailstones). The hailstones get
from the iron roof made Fran want to cover her ears. It was like living in a drum.
larger, showing the progression of
Paragraphing Fran rushed back into the kitchen. Rover was whimpering outside her bedroom. What the storm.
was worrying him? Her mother shouted, “Did you close all the windows like I asked?” Alliteration is used to recreate the
A short paragraph is used to
sound of the storm
emphasise a point.
Fran nodded a reply.
Paragraphs are used to show
Punctuation
different time periods and to The storm passed. It had stripped leaves off plants in the garden. Fran was glad the
show when actual words are There are no punctuation errors.
spoken (direct speech). hail didn’t get into the house. All direct speech is correctly
punctuated.
“Luckily you closed your window,” praised her mother. “It’s always open!”
Apostrophes and question marks are
Cohesion
Suddenly Fran had a funny feeling. She darted to her room, Rover close on her heels. used correctly.
The story has an obvious
beginning, middle and end. The floor was covered in melting hailstones. How could that have happened, she wondered.
The ‘problem’ is resolved with a Then she remembered. She bit her lip. She hadn’t heard everything her mother had
surprise ending. The reader has
to work out why Rover might said. Rover looked at her with his head to one side. He seemed to know something.
have been whimpering.
18/11/2016 11:51 AM
Intermediate level — Sample of Informative Writing Writing Mini Test 3
Audience Getting the daily paper Vocabulary

The title informs the reader of Adverbs are well chosen.
I have one holiday each year when I see my grandparents. Last time I was there Grandpa
the event to be recounted. Better words than ‘said’ are used
asked me to help him get the paper. He’s not really that old and weak but I agreed. (e.g. chuckled).
The situation is quickly
established in the first There is a suitable use of adjectives.
paragraph.
First, I had to get the newspaper bag while Grandpa opened the garage door with a
Interesting verbs are included.

The past tense is used.
touch of a red button.
The use of the pronoun I Sentence structure
Grandpa and I walked out into the street. He looked at the sky as if he expected it to
indicates that this is a personal The writer uses a variety of sentence
recount. rain. Then he looked down the short hill to the shops. I was worried he might think it beginnings including ‘time’ adverbs.
was too far to walk and want to go by car. The writer has used a variety of
sentence types and sentence lengths.
Character and setting We crossed the street to the footpath on the other side. A big man was coming up the The writer has a controlled use of I as
Time and place are street the other way, walking a small dog. Grandpa stopped, smiled and rubbed the a sentence beginning.
established quickly.
dog’s head. He chatted with the man about the hot weather.
The writer is aware of the Ideas
feelings of others. While they talked, I clicked my fingers near the dog’s head as if there was an annoying A simile improves the reader’s
understanding of the action.
121
insect. The dog thought that was fun.
Text structure The writer is writing about a familiar

Then Grandpa and I moved to the shops. Grandpa can walk quite quickly. subject.
Events happen in order using
adverbs of time.
Precise words are used for
While Grandpa collected his paper I waited slyly by the ice cream fridge. Grandpa
details. might think to buy me an ice cream. No way! All he did was shake his head and
The reader is made aware of the hand me the paper as we left the shop. Punctuation
weather conditions on the day. Commas are used correctly. Capital
During our walk back we met a lady walking a poodle. This was another chance to letters for the start of sentences are
talk about the weather. The lady thought it was too hot to be out walking. correctly applied.
Paragraphing
Punctuation is well handled.
New paragraphs start with After a few minutes we headed home. As I gave Grandpa the paper bag I asked, An exclamation sentence is used
changes in time.
“Why did you need my help?” effectively.
New paragraphs are used for a
personal opinion and speech. He chuckled, “I didn’t really need your help to carry an old paper. I just like your
company.” Spelling
Cohesion There are no spelling mistakes in
A personal comment is used That was a good enough explanation for me! common or unusual words.
to round off the recount.
Advanced level — Sample of Informative Writing Writing Mini Test 3
Vocabulary
Audience Getting the daily paper Adverbs are well chosen.
The title informs the reader of I have one holiday each year when I see my grandparents. Last time I was there Better words than ‘said’ are used
the event to be recounted. The (e.g. chuckled).
situation is quickly established Grandpa asked me to help him get the paper. He’s not really that old and weak—but
There is a suitable use of adjectives.
in the first paragraph. I agreed.
Interesting verbs are included.
The past tense is used. The use
First, I had to get the newspaper bag while Grandpa opened the garage door with a

of the pronoun I indicates that

this is a personal recount. touch of a red button. Sentence structure
Good use is made of indirect speech.
Character and setting Grandpa and I walked out into the street. He looked at the sky as if he expected it to The writer uses a variety of sentence
Time and place are rain. Then he looked down the short hill to the shops. I was worried he might think it beginnings including ‘time’ adverbs.
established quickly. was too far to walk and want to go by car. The writer has used a variety of
The writer is aware of the sentence types and sentence lengths.
feelings of others. We crossed the street to the footpath on the other side. A big man was panting up the The writer has a controlled use of I as
street the other way, walking a small dog—also panting. Grandpa stopped, smiled a sentence beginning.
Text structure and rubbed the dog’s head. He gossiped with the man about the hot, humid weather.
Ideas
Events happen in order using
122
While they talked, I clicked my fingers near the dog’s head as if there was an annoying Alliteration is used to good effect.
adverbs of time.
insect. The dog thought that was fun. A simile improves the reader’s
Precise words are used for understanding of the action.

details.
Then Grandpa and I moved to the shops. Grandpa can walk quite quickly! The writer correctly includes unusual
The reader is made aware of the words.
weather conditions on the day. While Grandpa collected his paper I waited slyly by the ice cream fridge. Grandpa The writer is writing about a familiar
might think to buy me an ice cream. No way! All he did was shake his head and hand subject.
Paragraphing me the paper as we left the shop.
Punctuation
New paragraphs start with
changes in time. During our walk back we met a lady walking a poodle. This was another chance to Punctuation is well handled.
New paragraphs are used for a talk about the weather. The lady thought it was too hot to be out walking. An exclamation sentence is used
personal opinion and speech. effectively.
After a few minutes we headed for home. As I handed Grandpa the bag with the Commas are used correctly. Capital
Each paragraph has a specific
point. Paragraphs are of paper I asked, “Why did you need my help?” letters for the start of sentences are
varying lengths. correctly applied.
He chuckled, “I didn’t really need your help to carry an old paper. I just like your
Cohesion company.” Spelling
A personal comment is used There are no spelling mistakes in
That was a good enough explanation for me! common or unusual words.
to round off the recount.
18/11/2016 11:52 AM
Intermediate level — Sample of Persuasive Writing Writing Sample Test 1
Audience Vocabulary
The audience is readily identified A good variety of precise verb types
(families, pupils, teachers). are used to establish strong,
Schools are allowed to have several pupil-free days each year. These are usually
Background information is informed arguments.
provided to give context to the tacked onto end-of-term school holidays. They are free time for teachers to prepare
points raised. Brief statements school work. Should teachers have these extra days at school without pupils? statements.
are made, outlining the issue
I don’t think so!

to be discussed. Adverbs and adjectives are well
Firstly, why should schools be closed and teachers get extra holidays to prepare their
Persuasive techniques The pronoun I is used sparingly.
work? You don’t see police stations closed down so that police officers can prepare
Arguments for the writer’s
for future crimes. Nowhere else allows a place to shut down for a day so that
reaction are in separate
paragraphs. The points raised workers can prepare for their work.
Sentence structure
are obviously important to
the writer in a personal way. There is a good variety of sentence
Surely teachers get enough holidays each year. There are at least ten weeks of holidays beginnings (e.g. Nowhere, Firstly),
Evidence and examples are for teachers. Ten weeks is more than most other people get. If teachers have to types and lengths.
Objectivity is maintained prepare work all together, why can’t they do it on a day when the pupils are on each paragraph’s main idea.
throughout the writing. holidays? Questions and exclamations are used
123
to good effect.

Text structure Pupil-free days are wasted days for students wanting to complete their education.
The text contains a well- Pupils have to hang around waiting for school to begin. Many students are already
and conclusion. bored with holidays. They haven’t gone away because their parents still have to work.
Ideas are well balanced to create a
The writer refers regularly to sense of rational, logical argument.
words used in the topic. Pupil-free days can cost parents money. Parents with young children have to get a
A strong viewpoint is expressed with
babysitter. Many families have both parents working. One parent will take a holiday a careful choice of words.
Paragraphing for the two weeks of school holidays but that leaves the extra day at the end. Ideas are presented forcefully.
New paragraphs, with topic Special arrangements and payments have to be made.
sentences, are used for new
arguments and the summary. Schools should not be given pupil-free days. Teachers with long holidays can do their Punctuation
planning during the holidays. They have enough holidays! Pupil-free days cause Punctuation, including apostrophes
Cohesion unwanted extra work and cost for the students’ families, and are boring for the students. and full stops, is correctly applied.
The final paragraph refers to The school days should be used to everyone’s advantage, especially the students. Spelling
the topic and re-establishes There are no spelling mistakes of
how the writer feels. There is a common or unusual words.
forceful, personal concluding
sentence.
Advanced level — Sample of Persuasive Writing Writing Sample Test 1
Audience Vocabulary
The audience is readily identified A good variety of precise verb types
(families, pupils, teachers). Schools are permitted to have several pupil-free days each year. These are usually are used to establish strong,
Background information is informed arguments.
provided to give context to the tacked onto end-of-term school holidays. They are free time for teachers to prepare
points raised. Brief statements school work. Should teachers have these extra days at school without pupils? statements.
are made, outlining the issue

I don’t think so!

to be discussed. Adverbs and adjectives are well
Firstly, why should schools be closed and teachers get extra holidays to prepare their
Persuasive techniques work? You don’t see police stations closed down so that police officers can prepare
Arguments for the writer’s for future crimes. Nowhere else allows a whole building to shut down for a day so
reaction are in separate
paragraphs. The points raised that workers can prepare for their work.
Sentence structure
are obviously important to
the writer in a personal way. There is a good variety of sentence
Surely teachers get enough holidays each year. There are at least ten weeks of holidays beginnings (e.g. Nowhere, Firstly),
Evidence and examples are for teachers. Ten weeks is more than most other workers get. If teachers have to prepare types and lengths.
Objectivity is maintained work all together, why can’t they do it on a day when the pupils are on holidays?
each paragraph’s main idea.
124
throughout the writing.
Questions and exclamations are used
Pupil-free days are wasted days for students wanting to complete their education. to good effect.
Pupils have to hang around waiting for school to begin. Many students are already

Text structure
The text contains a well- bored with holidays. They haven’t gone away because their parents still have to work.
Some students hang around and get involved in anti-social behaviour. Pupils should Ideas are well balanced to create a
and conclusion.
be in school, not roaming the streets like feral animals. sense of rational, logical argument.
words used in the topic. A strong simile adds impact.
Pupil-free days can be costly. Parents with young children have to get a babysitter. A strong viewpoint is expressed with
Many families have both parents working. One parent will take a holiday for the two careful choice of words.
Paragraphing
Ideas are delivered forcefully.
New paragraphs, with topic
weeks of school holidays but that usually leaves the extra day at the end. Special
sentences, are used for new arrangements and payments have to be made.
arguments and the summary. Punctuation
Schools should not be given pupil-free days. Teachers with long holidays can do their Punctuation, including apostrophes
Cohesion planning during the holidays. They have enough holidays! Pupil-free days cause and full stops, is correctly applied.
The final paragraph refers to unwanted extra work, cost and inconvenience for the students’ families, and are Spelling
the topic and re-establishes
boring for the students. The school days should be used to everyone’s advantage, There are no spelling mistakes of
how the writer feels. There is a
especially the students. common or unusual words.
forceful, personal concluding
sentence.
18/11/2016 11:52 AM
Intermediate level — Sample of Narrative Writing Writing Sample Test 2
Audience Vocabulary
The main character is
Dog with no name Adjectives and adverbs are used
introduced early in the first to enhance the story.
I arrived at school early and could see a dog near our classroom steps. Its coat was shiny
short paragraph. The reader Verbs are used imaginatively.
brown. We shouldn’t have dogs at our school. It wagged its tail, but it was not my dog.
can relate to a familiar school A variety of ‘said’ words are used
situation. “Hello,” I said. “What’s your name?” (e.g. gasped), helping with
characterisation.
I told my teacher. She was working at her desk. “There’s a dog near our steps. I don’t

The reader is quickly told
know its name.”
Sentence structure
what, who, when and where. “Toby,” she said, “if it’s a stray, then chase it away. I don’t want a dog in my classroom.” A variety of sentence beginnings
add interest.
of the story. I chased it. It wouldn’t go away. It jumped up and down then ran under a bush, panting.
A variety of sentence lengths keeps
The problem (orientation) is
I was puffing too. I couldn’t call it. What could I do? the story flowing. Short sentences
introduced early in the writing—
create a sense of frantic action.
Toby has to get rid of the dog.
I told my teacher. “That dog is still in the playground. The dog with no name.” The story is written in the past tense
with controlled use of the personal
Text structure “If it’s a stray, please chase it away,” she said. pronoun I.
A series of amusing events is
related in the order in which
It wouldn’t go for me. I got Bobby. He’d know what to do. Bobby said, “It should go home.”
125
they happen. Extra children Ideas
Bobby and I chased it. It jumped up and down happily, having fun. It ran across a
get involved in a rather frantic Italics are used to emphasise a point.

garden and through Lisa’s hopping game.
effort to chase the dog away. Interesting detail is included (e.g.
The reader has to read on to “This is not working,” Bobby panted. the dog panted).
find out if Toby succeeds. Repetition of words and ideas is
What could we do? We told our teacher. “That dog, Miss, just won’t go away.” used to create short bursts of action.
Paragraphing “If it’s a stray, please chase it away,” she said. “It cannot stay!”
Paragraphs are used to show Punctuation
different time periods and to It wouldn’t go for Bobby or me. I got Lisa.
There are no punctuation errors.
show when actual words are
spoken (direct speech). Lisa, Bobby and I chased it and chased it. It yapped and jumped excitedly around in All direct speech is correctly
circles. Then it ran into our classroom! punctuated.
Apostrophes and question marks
Cohesion I shouted, “That dog’s under my desk!” are used correctly.
The story has an obvious Miss stood up, but she didn’t smile. “That’s my Rusty. It’s not a stray,” she gasped.
beginning, middle and end. “I must take him home, right away!” Spelling
The ‘problem’ is resolved. There are no spelling errors in
But Rusty just wagged his tail, turned and went home by himself.
The ending ties in with the commonly used words or the more
title and beginning (the dog is What could I do? I just smiled. That was fun! unusual words.
not a stray without a name).
Advanced level — Sample of Narrative Writing Writing Sample Test 2
Audience Dog with no name
Vocabulary
The main character is Something was different about our school today. There was a dog near our classroom
introduced early in the first short Adjectives and adverbs are used to
steps. We don’t have dogs at our school. It wagged its tail, but it was not my dog.
paragraph. The reader can relate enhance the story.
to a familiar school situation. “Hello Dog,” I welcomed. “What’s your name? Is it Scruffy?” I shook my head. Verbs are used imaginatively.
It wasn’t Scruffy. Its coat was brown and shiny.
A variety of ‘said’ words are used (e.g.
Character and setting I told my teacher who was at work at her desk. “There’s a dog near our steps. I don’t gasped, panted, welcomed), helping
know its name.” with characterisation.

The reader is quickly told

what, who, when and where. “Toby,” she said, “if it’s a stray, then chase it away. No dogs at school! I don’t want a dog in
The title suggests the subject Sentence structure
my classroom.”
of the story.
A variety of sentence beginnings add
The problem (orientation) is I chased it and chased it. It wouldn’t go away. It jumped up and down,
and ran under a bush, then panted at me. interest.
introduced early in the
writing—Toby has to get rid A variety of sentence lengths keeps
of the dog. I was puffing too. I couldn’t call it. I didn’t know its name. What could I do? the story flowing. Short sentences
I told my teacher. “That dog is still in the playground. The dog with no name.” create a sense of frantic action.
Text structure The story is written in the past tense
“If it’s a stray, then chase it away,” she said again. using the first person with a
A series of amusing events is controlled use of I.
related in the order in which It wouldn’t go for me. I got Bobby. He’d know what to do.
126
they happen. Extra children Bobby said sternly, “It should go home. You think his name is Spot?”
get involved in a rather frantic Ideas
effort to chase the dog away. Bobby and I chased it and chased it. It jumped up and down, having fun. It ran across Italics are used to emphasise a point.

The reader has to read on to
a garden and through Lisa’s hopping game. Interesting detail is included (e.g.
find out if Toby succeeds. “This is not working,” Bobby panted. asked with a frown).
Repetition of words and ideas is
What could we do? We told our teacher. “That dog, Miss, just won’t go away.” used to create short bursts of action.
Paragraphing
Paragraphs are used to show “If it’s a stray, please chase it away,” she said. “It cannot stay!”
different time periods and to It wouldn’t go for Bobby or me. I had to get Lisa. Punctuation
show when actual words are No errors in punctuation occur.
spoken (direct speech). “Is its name Star?” she asked with a frown.
All direct speech is correctly
Lisa, Bobby and I chased it and chased it. It yapped and jumped excitedly around in punctuated.
Cohesion circles having fun. Then it ran into our classroom! Apostrophes and question marks are
The story has an obvious I called my teacher, “The dog’s in our classroom. That dog’s under my desk!” used correctly.
beginning, middle and end.
Miss stood up, but she didn’t smile. “That’s Rusty. It’s not a stray. It’s my dog,” she
The ‘problem’ is resolved. Spelling
gasped. “I must take him home, right away!”
The ending ties in with the There are no spelling errors in
title and beginning (the dog is But Rusty just wagged his tail, turned and went. commonly used words or the more
not a stray without a name). What could I do? I just smiled. Good dog Rusty. That was fun! unusual words.
18/11/2016 11:52 AM
Intermediate level — Sample of informative Writing Writing Sample Test 3
Audience Vocabulary
The title informs readers of the After school Adverbs are well chosen.
subject to be recounted. There is suitable use of adjectives.
The situation is quickly The bus dropped me at the bus stop near my home. I was feeling hungry. I hadn’t Interesting verbs are included.
established in the title and the The correct use of personal
had anything to eat since lunchtime. I walked quickly home. Once I was inside I went
first paragraph (who, where pronouns (e.g. we, I, me) keeps the
and when). straight to the fridge. recount flowing.

The past tense is used.
Instantly I opened the door and saw food that I really liked. I took a yummy Sentence structure
The use of the pronoun I
indicates a personal recount. chocolate biscuit and milk to make a milkshake. The narrator uses a variety of sentence
beginnings, including ‘time’ adverbs .
Character and setting After I had finished, I put the milk away and went to my room to do my homework. The narrator has used a variety of
I had to write a story. While I was sitting at my desk my tummy rumbled like an old sentence types and sentence
Time and place are
lengths.
established quickly. engine. I needed more food!
There is a controlled use of I as a
The narrator is not really
sentence beginning.
interested in homework. Going back to the kitchen I found an apple in a bowl.
Ideas
Text structure Just then I heard some noise outside. My friends were in the park across the street.
The narrator includes senses other
127
Events happen in order using than sight (sound).
adverbs of time. I went to the park. We played handball on a park path until the sun went down.

A simile is used to give a clearer
Precise words are used for understanding of an event.
details. After that we went to a little park shop and we all bought a packet of chips and an The writer is recounting a familiar
The reader is made aware of ice-block. We sat on the grass to talk and eat. subject.
the conditions at the time.
Indirect speech is used Finally it was time to go home. Punctuation
correctly. Punctuation is well handled.
I had one last chocolate biscuit before starting my homework. Capital letters for proper nouns and
Paragraphing sentence beginnings are correctly
applied.
New paragraphs start with Later Mum and Dad came home and said we were dining out at a special café
An exclamation mark is used to
changes in time and place. because Mum had completed a whole year in her new job. highlight a feeling.
New paragraphs are used for a A question sentence is used
personal opinion. Suddenly I had a strange thought for me. Why did I eat so much after school? effectively to conclude the recount.
Cohesion Spelling
A personal comment is used There are no spelling mistakes in
to round off the recount. common or unusual words.
Advanced level — Sample of Informative Writing Writing Sample Test 3
Audience After school Vocabulary
The title informs readers of the Adverbs are well chosen.
subject to be recounted. The bus dropped me at the bus stop near my home. I was hot and starving. I hadn’t There is suitable use of adjectives.
The situation is quickly had anything to eat since lunchtime. I walked quickly home. Once I was inside I went Good verbs are included.
established in the title and the The correct use of personal
first paragraph (who, where straight to the fridge. pronouns (e.g. we, I, me) keeps the
and when). recount flowing.

The past tense is used. Instantly I opened the door and saw food that I really liked. I took a yummy
The use of the pronoun I chocolate biscuit and cold milk to make a milkshake.
Sentence structure
indicates a personal recount.
The narrator uses a variety of sentence
After I had finished, I put the milk away and went to my room to do my homework. beginnings, including ‘time’ adverbs .
I had to write a story. While I was sitting at my desk my tummy rumbled like an old The narrator has used a variety of
Time and place are sentence types and sentence lengths.
established quickly. engine. I needed more food!
There is a controlled use of I as a
The narrator is not really sentence beginning.
interested in homework. Going back to the kitchen I found a juicy green apple in a bowl.
Ideas
Text structure Just then I heard some noise outside. My friends were in the park across the street.
128
The narrator includes senses other
Events happen in order using than sight (sound).
adverbs of time. I hurried to the park. We played handball on a park path until the sun went down.

A simile is used to give a clearer
Precise words are used for understanding of an event. The writer
details. After that we went to a little park shop and we all bought a packet of chips and an is recounting a familiar subject.
The reader is made aware of ice-block. We sat on the grass to talk and eat.
the conditions at the time. Punctuation
Indirect speech is used Punctuation is well handled.
Finally it was time to go home and face my homework.
correctly. An exclamation is used to highlight a
feeling. Exaggeration adds interest.
Paragraphing I sneaked one last chocolate biscuit before starting my homework. I felt full enough
Capital letters for proper nouns and
New paragraphs start with to burst. sentence beginnings are correctly
changes in time and place. applied.
New paragraphs are used for a Later Mum and Dad came home and said we were dining out at a special café A question is used effectively to
personal opinion. conclude the recount.
because Mum had completed her first year in her new job.
Cohesion Spelling
Suddenly I had a strange thought for me. Why did I eat so much after school?
A personal comment about There are no spelling mistakes in
food is used to round off the common or unusual words.
recount.
Excel Excel
Excel
Get the Results You Want!
Year 3 NAPLAN *-style Literacy Tests Get the Results You Want!
Year 3
NAPLAN Tests are sat by students Australia-wide. These tests are
held in May every year. The tests are in Literacy and Numeracy. This
book focuses on Literacy. In Literacy there are three tests:
• Reading (Comprehension)—there are around 35 questions in this
test.
NAPLAN -style
• Language Conventions (Spelling, Grammar and Punctuation)—
*
there are around 50 questions in this test.
Year 3 NAPLAN *-st yle Literac y Tests

• Writing (Written Expression)—there is one piece of writing in this test.
When your child completes the NAPLAN Test you, your child’s teacher and the school each receive a
comprehensive report. This report displays your child’s results for the Literacy Tests on a graph in the form
of levels; these are called achievement bands.
Your child’s performance in the NAPLAN Literacy Tests will be assessed and put into a level (band).
This book includes:

Reading and Language Conventions Mini Tests
Thirty tests for Reading and Language
• use the guide to question types (see the inside
back cover) in the reading tests to help you
learn how to answer the different types of Literacy Tests
grammar
Conventions. They are divided into three levels v
reading questions.
of difficulty:
• Basic level • Intermediate level Writing Mini Tests
• Advanced level. Three Writing Tests with Marking Checklists
ing
You will be able to:
• see what level your child is currently at by Writing samples for Intermediate and Advanced
ll
finding the point where he or she starts having levels.
e
consistent difficulty with questions in the tests
p
Sample Literacy Tests
Thirty Mini Reading and
readis
• see your child’s strengths and weaknesses in
different topics by completing the Strengths There are three Sample Tests in which your child
and Weaknesses Chart (see page 2) can practise the longer sample tests.
Language Conventions Tests
ng
• give your child intensive practice in short tests In the answers section for the Language
which have time limits based on the actual
n
Conventions and Reading Tests there is also a list
i o
Literacy Tests times
t
of the different level of difficulty for each question
Three Mini Writing Tests
u a
• use line references in the reading tests to help to help you identify which are the easier and
c t
you locate where the answer to the question is
n
harder questions in the tests.
p u
found in the text
Three Sample Tests each for
About the authors Reading, Language Conventions
writing
Alan Horsfield and Elaine Horsfield are experienced authors with more than 20 years teaching experience. Alan is co-author of
many successful Excel books, including the Excel Test Zone Year 3 and Year 5 NAPLAN*-style Test Packs.
and Writing
Your own checklist for Excel books
to help you be 100% prepared for the Year 3 NAPLAN Literacy Tests: Answers and explanations
Bookseller reference
978 1 74125 409 9
Books
Excel NAPLAN*-style Tests
Level
Year 2
3
for all tests
978 1 74125 419 8 Excel Revise in a Month NAPLAN*-style Tests Year 2 A Horsfield & E Horsfield
978 1 74125 451 8 Excel NAPLAN*-style Literacy Tests Year 2 The best test preparation for
978 1 74125 172 2 Excel NAPLAN*-style Tests Year 3
978 1 74125 207 1 Excel Revise in a Month NAPLAN*-style Tests Year 3 your child
978 1 74125 231 6 Excel Test Zone NAPLAN*-style Test Pack Year 3
978 1 74125 156 2 Excel Basic Skills English Workbook Year 3
978 1 74125 260 6 Excel Advanced Skills Spelling and Vocabulary Workbook Year 3
978 1 74125 452 5 Excel Advanced Skills Reading and Comprehension Workbook Year 3
978 1 74125 399 3 Excel Advanced Skills Grammar and Punctuation Workbook Year 3
978 1 74125 403 7 Excel Advanced Skills Writing Workbook Year 3 Alan Horsfield &
* This is not an officially endorsed publication of the NAPLAN program and is produced by Pascal Press independently of Australian governments.
Excel Test Zone Get the Results You Want! Pascal Press
Elaine Horsfield
ISBN 978-1-74125-363-4
H
Help your child prepare with our PO Box 250
Glebe NSW 2037 * This is not an officially endorsed publication of the NAPLAN programand is produced by Pascal Press independently of Australian governments.
FREE N
NAPLAN*-style and Australian Curriculum Tests.
(02) 8585 4044
www.exceltestzone.com.au
*This isi nott an offi
*Thi fficially
i ll endorsed
d publication of the NAPLAN program and is produced by Pascal Press independently of Australian governments.
www.pascalpress.com.au 9 781741 253634
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Excel Excel

Year 3 NAPLAN *-st yle Literac y Tests

This book includes:

9781741253634_NAPLANLiteracy Y3 NSB Reprint_2016.indd All Pages 22/11/2016 10:22 AM

9781741253634_Yr 3 Literacy IC 2017.indd 1 6/02/2017 4:53 pm

For this type of question you have to judge

9781741253634_Yr 3 Literacy IC 2017.indd 2 6/02/2017 4:53 pm

Area of Learning Level Mini Test Mark

The spelling mistakes in these sentences have been highlighted.

l1 Jan hurt her bach when she slipped on the step.

l2 Our mother and farther both work in the city.

l4 We use petrol for feul when we mow the lawn.

l5 The best meat pise are the ones baked at home.

l6 The boys have gorne to school without their hats.

l7 We put the dirty cups on the trey .

l9 Honey is sweat and sticky.

3 Answers and explanations on page 84

l5 Dad said I marst not go near the creek.

l6 Olivia ate all the food she had on her plait.

l8 I came first in won race and last in the next race!

l9 It was a duhl day when we wanted to fly our kites.

The words below are in pairs where the words go together.

Read the text My first day at a new school.

4 Answers and explanations on pages 84–85

The spelling mistakes in these sentences have been highlighted.

l1 The work beggan as soon as the bell rang.

l2 The car raced arownd the sharp corner.

l3 Each affternon we play on the swings.

l4 I lost a doller on the way to the shop.

l5 It takes just one sparck to start a bushfire.

l6 Mark splashs water all over the bathroom floor.

l8 The clotheing at the market was dirty and badly sewn.

l9 “That was a grate film,” said Dad, as he stood up.

5 Answers and explanations on pages 85–86

The spelling mistakes in these sentences have been highlighted.

l2 I would inviet you to my party but it’s for girls only!

l3 Mandy left the bathroom lite on!

l4 I ask the questions and you give the ansers.

l5 A car was comeing around the bend without slowing down.

l6 Julie has naver been on an aeroplane.

l7 Have you had enuogh fruit or would you like an apple?

l9 Mum would happerly swap jobs with Dad.

6 Answers and explanations on page 86

l1 A tractor came allong the highway as it got dark.

l2 My bruvver and I are in different schools.

l3 Marlene was bitten twice by the same inseck.

l4 Ring for a docter. Raymond has gashed his leg!

l5 The teacher reads the same storey every term!

l7 Don’t worry Mum, I will get it meself!

l8 “Who put their shirt on back to frount?” asked Mum.

The words below are in pairs where the words go together.

Read the text The party.

7 Answers and explanations on pages 86–87

l1 “I will be with you in a momment ,” snapped the coach.

l2 We ownly go to sport on a Monday, never on a Sunday.

l3 It’s allmost time to catch the train home.

l4 Jason sold his bike and bort a skateboard.

l5 The fabrick in my shirt is cotton but Dad has a silk shirt.

l6 There were green furns growing down by the creek.

l7 We have a new mower to cut the grarse on the back lawn.

l8 Did Mr Jones buy the hous in the next street?

l9 We offen get storms during summer.

The words below are in pairs where the words go together.

Read the text Visit to the zoo.