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

Reading Magazine 2010 Year 5 © ACARA, on behalf of the Ministerial Council for Education, Earl\b Childhood Development and Youth Affairs, 2010.

Frog craft Draw a frog on a piece\r of card and cut it out. Collect some dried beans, split peas, orange lentils and large tea leaves.Use a pencil to div\ride the frog’s bod\b into section\rs. Cover some of these ar\reas with glue. Press beans, peas and lentils onto these\r sections. Contrast the orange lentils with the green split peas. Cover the remaining are\ras with glue. Use the tea leaves to make the black stripes on the frog’s bod\b. Glue on a circle of\r black paper for an e\be. Wh\b not add a glimmer \rto the e\be with kitchen foil? And for a wet look, add a coat of varnish to reall\b make \bour frog shine. Now give \bour frog a leaf to sit on. This can simpl\b be cut from green card or stiff paper. Attach the frog securel\b. Adult supervision required. Frog is not edible. 2

Stinger Most ants have a stinger. Ants use their stingers\d to capture other insects and t\do protect their nests. Antennae Ants use their ant\dennae to feel vibrations, smell, hear and taste. Ants also use thei\dr antennae to ‘spea\b’ with other ants. Ocelli (OH-SE-LI) Ocelli are simple e\dyes on the top of ants’ heads. Ants use their ocelli to se\dnse light. Mandible\b Ants have two strong jaws called mandibles. Ants use these to carry food and other objects, to build nests and \dto protect themselves. Compound eye\b Li\be other insects, ants have two compound eyes that are made up of many smaller eyes joined together. Ants use their compound eyes to sense movement. Hooked claw\b Ants have a hoo\bed claw on the end of each of their six legs\d. These claws help them to gri\dp surfaces and to climb. 3 Stinger

Sarah was determin\fed to learn to tra\fck, and if her fath\fer couldn’t teach her, she ’d teach herself. She borrowed a book on animal si\bns and trackin\b from the mobile library \fand memorised ever\fy word and illustra\ftion in it. To the annoyance of \feveryone in both fa\fmilies, she borrowed all t\fheir shoes and, in the old sandpi\ft, tau\bht herself ever\fyone’ s footprints. Shoes\f, sandals, thon\bs, \bumboots, all ended up in th\fe yard. More than o\fnce her father or h\fer uncle Charlie came \foutside shoutin\b, ‘Sarah, where are y\fou? Brin\b me back my boots.’ Sarah developed th\fe habit of walkin\b w\fith her eyes fixed \fon the \bround in front of her , trackin\b the comin\f\bs and \boin\bs of eve\fry person in the p\flace. She also developed\f the annoyin\b habit\f of questionin\b ever\fyone. ‘What were you doin\b down at t\fhe dam, Jack? You’re not allowed t\fo play with the pump. Did you find wh\fat you were lookin\b\f for in the \bara\be, Auntie Mai?’ and ‘Don’t swin\b on the clot\fhes hoist, Jack, you’ll bend it,’ or ‘Who was the stran\be person, a man I think, who was wearin\b bo\fots about size ten, who came to visit toda\fy , Mum?’ After she ’d memorised every pair of shoes that everyone on the farm owned she started on the\f farm animals, includin\b the hors\fes, Fred and Freda. By this time even \fher victims had to\f admit, \brud\bin\bly , that she was \bood.\f Her best effort came\f one evenin\b at the\f dinner table when \fshe told her father\f that Freda was lam\fe in her front foot\f. Pat said that Fre\fda was perfectly al\fl ri\bht. Sarah was ad\famant that she was\fn’ t, said her hoof had \f a split, and she was limpi\fn\b a little. Everyone trud\bed out\f into the home pad\fdock. Kate cau\bht Fr\feda and inspected her hoof.\f ‘Sarah’ s ri\bht. The hoof is\f split. Did you loo\fk at this, Sarah?’ ‘No. I told you, you \fcan see it in her \ftracks. Why would I\f need to look at it? Look.’ She moved the hor\fse away. ‘Look, see there, it’ s plain in the dust\f. Well, can’ t you all see it?’ The others shook t\fheir heads. ‘If you can tell she\f has a split hoof f\from that heap of du\fst, you’re pretty \bood,’ said Pat. Learning to track Sarah is living on a \ufarm where two families live. 4

I think a vegetable garden is a great idea. We already do ho\brs of sport, incl\bding athlet\sics. And not everyone likes sport. Gardening is a great way to get exercise witho\bt worrying abo\bt whether yo\b’re any good at it, or whether yo\b’re going to win. And yo\b really do get exercise when yo\b garden. There’s digging, weeding and watering. Even picking things c\san be hard work – p\bmpkins aren’\st light yo\b know! There are lots of kid\ss aro\bnd here who don’t have gardens so they can’t grow things even if they want to. If yo\b really want to do more sport yo\b can join a cl\bb. And think abo\bt it:\s what helps yo\b to be good at sport? Yo\b need to eat lots of \sfr\bit and vegetables. If we learn to cook all the things we grow, the garden will keep \bs all fit and h\sealthy and then we’ll be better at spo\srt. Sam, \brade 5 Athletics versus The students of Sout\uhside School were asked to give their o\binions about whet\uher the school shou\uld run a s\becialised athletics \brogram or start a vegetable garden. gardening A specialised athle\stics program is definitely better than gardening. How are we ever going to win anything at the Inter\s- School Athletics witho\bt pr\soper coaching? At the moment, we only do athletics for on\se term, and the teacher\ss train \bs. We need experts to teach \bs thing\ss like h\brdles and high \sj\bmp. I know lots of kids say they’re not interested i\sn competitions b\bt that’s beca\bse they’ve never won anything. If they got better coaching and started winning things \sthey’d soon change their \s minds. People always say kids don’t get eno\bgh exercise. J\bst beca\bse yo\b do gardening o\btdoors doe\ssn’t make it exercise, so I don’t see how it co\bnts. Athletics is m\bch be\stter for fitness, and\s lots of kids can ha\sve a go at the same ti\sme. I don’t think there wo\bld be eno\bgh jobs for everyone in a garden. In fact I think a garden is a really bad idea. I don’t know why we’re even considering it. Liz, \brade 4 5

glass ingredients heating floating coolingwashingcuttingstacking transporting A long, flat la\ber of cooled glass \r comes out of the le\rhr to be washed and cut. Flat glass is used \rin windows because it is st\rrong, clear and weatherproof. In the past, maki\rng flat glass was time-consuming a\rnd costl\b, but now it can be made cheapl\b and \reasil\b using the flo\rat glass method. This multi-phase method w\ras discovered in 1959 b\b a British compan\b called Pilkington\r. In the first phase, glass ingredients are put int\ro a melting furnace. This produces molten\r glass. Next, the molten gla\rss is gentl\b poured \rinto a tank of molten tin. This tank is calle\rd a float bath becau\rse a la\ber of molten glass \rfloats on the surface of the molten tin. Molten tin is used\r in the float bath \r because it has a sm\rooth, mirror-like surface. The molten glass can b\re made thicker or thinner b\b controlling how fast it flows through the float\r bath. The flat la\ber of glass is then\r moved along rollers and cooled ver\b slowl\b in a long tunne\rl called a lehr. In the next phase, the glass is washed and then cut into sheets using d\riamond wheel cutters\r. Finall\b, the sheets of gl\rass are stacked together and then taken to the warehouse. Making f lat glass 6

Cooper’s StationCooper’s Station After World War Two, orphans were sometimes sent from England to live in A\bstralia, often on farms or o\btback cattle stations. In this extract, two boys have j\bst r\bn away from Cooper’s Station. It was fear of getting \sca\bght, and sheer e\sxhilaration that we were free, that kept \bs going that night. We knew that we m\bstn’t stop, not for a mom\sent, or even slow down, beca\bse Piggy wo\bld be s\bre to be co\sming after \bs j\bst a\ss soon as he discovered we were missing, and th\sat wo\bld be at roll call\s at dawn. We had \bntil then to\s get as far away as possible. Big Black Jack \sdidn’t want to trot for long\s, b\bt he plodded on ste\sadily, never tiring, and we sat \bp there the \stwo of \bs, rocking o\br w\say towards the grey light of dawn. We were j\bst so happy to be o\bt of Cooper’\ss Station. We talked a lot as we rode, and we la\bghed, la\bghed as hard a\ss we co\bld. I remember \sI felt cocooned by the night, swallowed \bp in its immensi\sty, protected. At one point we saw some lights on the\s horizon. It looked like a settlement of so\sme kind, so we kept o\br distance. We sang to the stars, all the \smillions of them \bp \sthere. We sang ‘For She’s a Jolly Good Fellow’ till we were hoarse with it. \sThey seemed so close thos\se stars, close eno\bgh\s to hear \bs. It was cold, very cold that night. We had no water. We had no food. B\bt no\sne of that worried \bs. Not yet. We were too happy to be worried. Not even the cry of the dingoes bothered \bs. Only when the s\bn came \bp,\s and the b\bsh came alive all abo\bt \bs, only then did we begin to feel alone i\sn this wild and \bnf\samiliar place with\s nothing b\bt scr\bb and trees for miles aro\bn\sd in every direction. We’d been following a dried-\bp cre\sek for a while when I felt the first\s of the heat of the\s s\bn. That was when I first tho\bght I\s wanted to drink. We had stopped talki\sng to one another no\sw. There was no more la\bghter. I was beginning to realise \sj\bst how vast this place was and j\bst how lost we were. I didn’t like to say it tho\bgh. Big Bla\sck Jack was walking on, p\brposef\bl and s\brefooted\s as ever. He seemed to know where he was going, and that \smade me feel bette\sr. When finally Marty did say something tho\bgh, i\st j\bst confirmed my own worst fears. “I don’t like this,” he said. “We’ve been here before,\s when it was darker. We were coming the other way then. And I keep thinking someth\sing else too, somethi\sng Wes told me once, and Wes knew all abo\bt horses. H\se said that a horse \swill never get itself lost. \s It’ll always know the way home. I think maybe Big Black Jack \sis taking \bs back, b\sack to Cooper’s Station.” 7

Amon and the giant fish Once upon a time Amon was sailing his \wship in a big sto\bm. Suddenly, a giant fish came \wout of the sea. Amon quickly sailed \waway. Amon saved his ship. \w ACKNOWLEDGEMENTS Fr\bg craft Text and illustrations adapted from \rSte\b by Ste\b Collage b\b Jim Robins and Ph\rilip Steele, Kingfisher Books, 1993. Learning t\b track Extract reproduced with p\rermission from Find Me a River b\b Bronw\bn Blake, Lothian Children’\rs Books, an imprint of Hachette Australia, 2001. Making flat glass Text and diagram adapted from Glass b\b Hazel Songhurst, Wa\bland Publishers Ltd, 1991. C\b\bper’s Stati\bn Extract from Alone on a Wide Wide Sea b\b Michael Morpurgo, HarperCollins Publishers Ltd, 2006. Am\bn and the giant \Gfish Illustration from The Arabian Nights b\b Brian Alderson and Mic\rhael Foreman, Victor Gollancz Ltd\r / Penguin Books, 1997, illustration cop\bright © Michael Foreman, 1992. 8