Testing Process for NPS Students 2015

Could staff please make sure that the following assessments have been collated and entered into our database.

Year Group

Early Intervention Program

Oral Language

Phonological Awareness






SA Spelling

Test A beginning of Year

Test B End of Year

Running Records

(DECD – End of Term 1 and 3)





Writing EALD Language and Literacy Level – Sentence Structure
1 Y Y Y Y
2 Y Y Y Y Y Y
3 Teacher Judgement Y Y Y Teacher Judgement Y Y
4 Teacher Judgement Y Y Y Teacher Judgement Y
5 Teacher Judgement Y Y Y Teacher Judgement Y Y
6 Teacher Judgement Y Y Y Teacher Judgement Y
7 Teacher Judgement Y Y Y Teacher Judgement Y Y


Download a copy of SA Spelling Tests here:

Dyslexia Training Resources and References

Model of a Descriptive Report (basic Information Report)

Here is a model of a descriptive report which I will be using with students from R-2 to examine the structure and language features of this type of text. If you have some good models you would like to share, let me know and I can add them here to share.


Title Red-bellied piranha

General statement

Entity classification

The red-bellied piranha is a type of fish that lives in the Amazon River.



It has an orange belly, grey back, and very sharp teeth set in strong jaws. It grows up to 33 centimetres in length.



The red-bellied piranha hunts in shoals of 20-30 fish. They feed on a diet of fish, insects, snails, plants, and river animals. They hide in vegetation in order to ambush prey, and they also chase prey and scavenge for food. The younger, smaller fish hunt by day, and the older, bigger fish hunt at dawn and dusk.
Reproduction The female lays a clutch of up to 1 000 eggs.
Life expectancy Piranhas can live for about 100 years.



Attached is a copy of a Teaching and Learning Cycle model.
Macro-Invertebrates Unit R-2

Feel free to add/ delete/ change to suit. Let me know which aspects you would like me to focus on in RBL/ICT sessions.

Next Writing Sample

Writing Task – Reminder
Just a quick note to remind teachers to complete the next writing task with their classes. The pieces of writing will be needed for the Pupil Free Day in Week 4.
R-2 Information Report
3-7 Persuasive Argument

The aim of the writing task is to:
• find out what students can do independently
• gain information (data) to inform literacy planning, compare student achievement, compare student growth
Please negotiate with your year level teams to ensure consistency in terms of the topic and prompt. Several have been uploaded to the TfELatNPS blog for your reference.


Maintaining consistency in approach:
• Explain the aim of the writing task (as above) – using student appropriate language – brief 5-10 minutes
• Don’t give a proforma, but ensure the student attends to any information on the prompt provided
• Use appropriate technical language to explain eg. ‘a persuasive argument’, ‘the title’, ‘should include an introduction’, ‘reasons’ and a ‘conclusion’
• Writing time should be based on what a teacher expects a student can manage at a particular year level (eg. NAPLAN)
• Allow 5- 10 for students to plan
• Some instructions for writing such as:
o “You now have x minutes to do your writing”
o This is a first draft.
o It is a chance to show the very best writing you can do.
o Remember to look at your plan to help you.
o Do your best to finish your writing in the time you have.
o At the end of the writing time you will have 5 minutes to read through and edit your work.
• Allow 5 minutes at the end for students to check and edit their work.
See me if you have further questions.

Different Types of Information Reports

Genre Social Purpose Sample Curriculum Contexts
Descriptive Report To give information about a species or class of things by describing physical attributes, behaviours, uses, etc.


The platypus



Sydney Harbour Bridge

Classifying Report To organise and describe a field or topic into a class and subclass hierarchy



bird is that?

Environment Disasters

Compositional Reports To organise and describe a field or topic according to its parts (a part or whole report)

Systems of the human body

The Rainforest

Historical Reports To give information about the way things were in relation to a particular class of things

The goldrush in Australia

Roman cities

Comparative Reports To identify the similarities and differences between two or more classes of things

Stars and planets

3D shapes

From Chapter 7, Teaching Language in Context, B. Derewianka and P. Jones, Oxford, 2012

Learning to observe and describe

R-2 Brief descriptions, Labelled diagrams

3-4 Descriptive Reports, Composition Reports (including site studies from mid to late primary)

5-6-7 Classification Reports, Comparative Reports, Historical Reports