[PDF] NAPLAN 2010 Final Test Reading Year 5.pdf | Plain Text

5 year 2010 Use 2B or HB pencil only © ACARA, on behalf of \bhe Minis\berial Council for Educa\bion, Early Childhood Developmen\b and You\bh Affairs, 2010. 0:50 Time available for s\buden\bs \bo comple\be \bes\b: 50 minu\bes n AT ion Al A ssEss ME nT p Rog RAM li TERACY A nD n UMERACY rea DING

Do not write on thi\b \wpage.

3 nap10_r5_0812© MCEECDYA 2010 YEAR 5 reaDING read Frog craft on page 2 of the magazine and an\bwer que\btion\b 1 to 5.\w 1 Where would you find mo\ist of the materials\i needed to make the\i frog’s skin? in a garage in a kitchen in a \bedroom in a \bathroom 2 Which of these mate\irials do you use fir\ist to make the frog? glue varnish tea leaves dried \beans 3 In Step 3, why do you press the \beans, peas and lentils? to mix them togethe\ir to make them all fla\it to help them stick t\io the paper to \break them into small\i pieces 4 Which step is a sugg\iestion? Step 3 Step 4 Step 5 Step 6 Shade one bubble.

4 © MCEECDYA 2010nap10_r5_0812 YEAR 5 reaDING 5 You use scissors in S\itep 1. In which oth\ier step must you u\ise scissors? Step 2 Step 3 Step 5 Step 6 read The ant on page 3 of the magazine and an\bwer que\btion\b 6 to 11\w. 6 Ants hear with thei\ir ocelli. antennae. mandi\bles. hooked claws. 7 What is one way ant\is use their mandi\ble\is? to smell food to sense danger to pick things up to talk to other an\its 8 Some ants do not have a stinger. mandi\bles. hooked claws. compound eyes. Shade one bubble.

5 nap10_r5_0812© MCEECDYA 2010 YEAR 5 reaDING 9 Ants have two type\is of eyes so they \ican sense motion and li\ight. sense sounds and s\imells. see all around themselves. see further in the \idistance. 10 In what way are mandi\bles and stin\igers alike? Both help ants to \ifind food. Both help ants to \icommunicate. Both help ants to \idefend themselves.\i Both help ants to \isense their environment. 11 (OH-SE-LI) This word is written like th\iis to show the plural of ocell\ii. the correct way to say ocel\ili. a different way to spell o\icelli. how many letters a\ire in ocelli. read Learning to track on page 4 of the magazine and an\bwer que\btion\b 12 to 1\w7. 12 Which of these was \imost important to S\iarah for developing\i her tracking skills? understanding anima\ils paying attention to\i details knowing her surroundings getting help from her family Shade one bubble.

6 © MCEECDYA 2010nap10_r5_0812 YEAR 5 reaDING 13 … she borrowed all their shoes\d … Why did Sarah do th\iis? to annoy the famili\ies to pretend to \be someone\i else to test the familie\is’ knowledge to practise what sh\ie was learning 14 Who is Jack most like\ily to \be? Sarah’s uncle the farm horse Sarah’s \brother the man who visited\i 15 The main reason Sarah’s questions annoyed\i the families was \be\icause she pressured them to answer. she kept interrupting their work. she kept asking the \isame questions. she intruded into their priv\iate lives. 16 Which of the follow\iing \best descri\bes Sa\irah? confident aggressive a show-off \bad-tempered Shade one bubble.

7 nap10_r5_0812© MCEECDYA 2010 YEAR 5 reaDING 17 What is Pat’s attitude to Sarah\i at the end of the\i text? Pat fails to recognise Sarah’s talents. Pat confirms his sus\ipicions a\bout Sarah.\i Pat regrets the way he has\i treated Sarah. Pat realises that he has\i underestimated Sarah. read Athletics versus gardening on page 5 of the magazine and an\bwer que\btion\b 18 to 2\w3. 18 I \bnow lots of \bids s\day they’re not interested in competitions \d… What reason does Liz give\i for this? They don’t like any activity t\ihat involves exercise. They don’t have enough confid\ience in themselves.\i They haven’t competed in any co\impetitions \before. They haven’t experienced what \iit’s like to come first.\i 19 Which of these point\is do Liz and Sam \bo\ith make? Kids should exercise. Kids should eat veg\ieta\bles. Kids should try to \iwin more. Kids should \be outs\iide more. 20 Liz suggests that k\iids who don’t like c\iompetitions should \be made to compete \ianyway. \be given high-qualit\iy training. let others compete \iin their place. \be allowed to play \ia different sport. Shade one bubble.

8 © MCEECDYA 2010nap10_r5_0812 YEAR 5 reaDING 21 What is one reason Liz gives for\i saying a garden is a really bad idea? Some students will \i\be left out. Some students don’\it like getting dirty\i. Some students don’\it enjoy \being outsid\ie. Some students already know how to ga\irden. 22 People always say \bids\d don’t get enough exercise. Why does Liz say th\iis? to support her opin\iion to explain a common\i \belief to disprove other arguments to show she’s considering other \iarguments 23 The way Sam conclud\ies his argument is clever. Use your own words to give a reason for this opin\iion. read Making \bat glass on page 6 of the magazine and an\bwer que\btion\b 24 to 2\w9. 24 Before 1959, the method of maki\ing flat glass was easy and cheap. clean and quick. slow and expensive.\i dangerous and dirty. Shade one bubble. Write your an\bwer on the line\b. Shade one bubble.

9 nap10_r5_0812© MCEECDYA 2010 YEAR 5 reaDING 25 What happens in the\i furnace? The glass \becomes h\iard. The glass is mixed \iwith tin. The ingredients are washed. The ingredients turn into l\iiquid. 26 Which of these is a \ilehr? 27 Where would you find mo\ilten tin? in the lehr in the furnace in the float \bath in the warehouse 28 … In the first phase \d… In the next phase \d… First and next are used to show the\i order in which flat gla\iss is made. From the text, find two other words that do this. 1. 2. Shade one bubble. Write your an\bwer on the line\b.

10 © MCEECDYA 2010nap10_r5_0812 YEAR 5 reaDING 29 What is the purpose\i of the first parag\iraph? to explain how flat \iglass was first mad\ie to descri\be the first\i step in making flat \iglass to show which ingredients are used in making flat\i glass to give \background information a\bo\iut making flat glass\i read Cooper’s Station on page 7 of the magazine and an\bwer que\btion\b 30 to 3\w5. 30 The \boys think of ‘Piggy’ as a carer. guard. friend. teacher. 31 Look at the descript\iion of the stars at\i the end of paragr\iaph 1. The \boys imagine the\i stars to \be spirits. searchlights. an audience. the lights of a tow\in. 32 The rising of the s\iun seemed to cause the horse to \ilose direction. show the difficulties\i the \boys faced. cheer the \boys up \by\i making them warm. make it easier for t\ihe \boys to find thei\ir way. Shade one bubble.

11 nap10_r5_0812© MCEECDYA 2010 YEAR 5 reaDING 33 The narrator did no\it want to say ‘how lost we were’ \because he knew the horse woul\id take them \back. did not want to adm\iit his fear to Mart\iy. did not think that a\inyone would hear h\iim. was confident they w\iould at least find \iwater. 34 What effect did Marty’s words in the last para\igraph have on the \inarrator? They confused him e\iven further. They echoed what he\i was thinking. They were difficult for him t\io \believe. They were words he had longed t\io hear. 35 How does the writer\i want readers to feel tow\iards the \boys? critical neutral despairing sympathetic STOP – eND Of TeST Shade one bubble.

12 © MCEECDYA 2010nap10_r5_0812 YEAR 5 reaDING PraCTICe QUeSTIONS read Amon and the giant \sfish on page 8 of the magazine and an\bwer que\btion\b P1 and \wP2. P1 How does this story\i end? Amon eats the fish.\i The fish eats Amon. Amon saves his ship\i. The fish \breaks Amon’s ship. P2 This story is not true. Use information from the text to give\i a reason for this opin\iion. Shade one bubble. Write your an\bwer on the line\b.