Free NAPLAN Reading & Language Practice: Speaking & listening — Year 3 (10 Questions, Instant Results)

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How NAPLAN tests speaking and listening in Year 3

NAPLAN Reading and Conventions of Language in Year 3 is adaptive, so a student who answers the early questions correctly is routed to harder ones. Speaking & listening questions appear throughout, usually in a worded or diagram-based form that asks the student to choose the right idea before applying it. This page gives that idea a workout on its own so the student can see whether it holds up without the cover of easier questions around it.

What speaking and listening covers in Year 3 NAPLAN Reading & Language

Before the quiz, here is what the topic means at this level. Year 3 speaking and listening covers listening to and summarising information, contributing to discussions, giving planned presentations and using tone and volume for effect.

Every question on this page was written to a specific Victorian Curriculum reference for Year 3 and checked by an RHZ tutor before it could be served.

Where Year 3 students go wrong with speaking and listening

Most errors in speaking and listening are not random. When Year 3 students sit our Skills Check, the same handful of misunderstandings account for the majority of lost marks:

• A presentation is read from notes without eye contact or expression.
• A speaker's opinion is accepted as fact.
• Listening is confused with waiting to speak, so the question asked is not the one answered.

Each of these is fixable in a session or two once it has been named, which is why the results panel below shows the correct answer and an explanation rather than just a score.

What to do if speaking and listening needs work

Three things a parent or student can do this week:

1. Discuss an advertisement or speech and ask what the speaker wants you to believe.
2. Give two- and three-step instructions and have your child repeat them before acting.
3. Ask your child to retell a story or the day's events in order.

For Years 3 to 6, pair daily reading with a small amount of writing that gets edited. Grammar sticks when it is used, not when it is drilled.

How the 10 questions are chosen

The 10 questions are drawn from 19 eligible items on speaking and listening in our Year 3 NAPLAN Reading & Language bank, all at the easy and at-level tiers. The selection is fixed for this address so a shared link shows the same quiz; press New set of questions or add ?seed= to the address for a different mix. Options are shuffled, no two questions share a stem, and the answer key is fetched from our server only after you submit, so it is not hidden in the page.

Because every question here is on speaking and listening, a low score is a clear signal and a high score is genuinely reassuring for this topic. What it cannot tell you is whether the other Year 3 NAPLAN Reading & Language topics are equally secure, or how far above the year level the student can go; the free Skills Check covers both.

The quiz: 10 questions

Choose one answer for each question, then press Mark my answers. Set 15785 · New set of questions →

Question 1

Speaking & listening

During a class discussion, Leo says, 'I think we should have longer lunch breaks.' Priya wants to add a connected idea. Which response BEST shows she is listening and building on his point?

'I agree with everything Leo said.' 'Yes, and longer breaks could also give us time to finish our reading outside.' 'My mum thinks lunch is important too.' 'Can we talk about something else now?'

Question 2

Speaking & listening

Omar gives a talk and uses these phrases: 'First… Next… Finally…' His teacher says these words are especially helpful for his audience. Why are they helpful?

They tell the audience when the talk is moving to a new idea, so they can follow the order of the information. They help Omar remember what to say next. They make the talk sound formal and serious. They make each sentence shorter and easier to hear.

Question 3

Speaking & listening

Lily gives a talk about her holidays. At the end, her teacher asks the class: 'What was the MAIN idea of Lily's talk?' Most students give different answers. Lily's talk included: going to the beach, feeding ducks, visiting her grandma, and eating ice cream. What MOST LIKELY caused the confusion?

Lily did not use a clear opening statement to tell the audience what her talk was mainly about Students were not paying attention because the topic was boring Lily spoke too quietly for students to hear her Lily used too many difficult words that students did not understand

Question 4

Speaking & listening

If you don't understand, you should?

leave stay confused ask for it to be repeated pretend you know

Question 5

Speaking & listening

Read these two ways of starting a talk about dogs: A: 'Today I will talk about dogs.' B: 'Did you know a dog can hear sounds from four times further away than a human can?' Why is opening B more effective for a speaking presentation?

It uses a question so the audience must answer out loud. It is shorter and easier for the speaker to remember. It avoids saying the word 'I' which sounds rude. It uses a surprising fact to grab the audience's attention straight away.

Question 6

Speaking & listening

A good listener does not?

interrupt wait for a turn look at the speaker nod

Question 7

Speaking & listening

A strong opinion includes a?

no detail reason long silence shout

Question 8

Speaking & listening

Ben is speaking to his class about how to make a paper plane. He says all the steps in a jumbled order and his classmates cannot follow the instructions. He then repeats the talk but uses clear sequence words. Which version of his talk would most help his audience follow the steps?

A talk where he uses words like 'first', 'then', 'after that' and 'finally' in the correct order A talk where he speaks louder and more slowly but still mixes up the steps A talk where he adds more details about the history of paper planes before the steps A talk where he holds up the finished plane at the start so listeners know what it looks like

Question 9

Speaking & listening

Good presenters make?

no eye contact eye contact faces at the wall only whispers

Question 10

Speaking & listening

To summarise a talk you give the?

key points every word an unrelated story only the ending

Mark my answers →

Your result

0 / 10

Take the free full Skills Check →   Try another set

How to read a score out of 10

9 or 10 out of 10

The easy and at-level content is secure. The useful question now is how far above the year level the student can go, which a ten-item quiz cannot show. The free Skills Check adds stretch and challenge questions on every topic so you can see the ceiling as well as the floor.

7 or 8 out of 10

Solid, with one or two specific gaps. Look at which topic the incorrect answers came from (the results panel names the weakest topic) and spend a week on that topic before re-testing with a different seed.

5 or 6 out of 10

Some core ideas are shaky. The pattern matters more than the score: two misses in the same topic is a gap; misses scattered across topics usually means reading the question too fast. Either way, the Skills Check will tell you which.

4 or fewer out of 10

Foundations from an earlier year are probably missing, which is common and fixable. Try the quiz one year level down to confirm, then talk to a tutor about a short catch-up plan rather than more of the same practice.

What to do with the result

Questions? Call 03 9509 3293 or book a free consultation. RHZ Tutoring, 17/47 Apex Drive, Truganina VIC 3029.

Frequently asked questions

Other NAPLAN Reading & Language topics for Year 3

Mixed NAPLAN Reading & Language Year 3 quiz (all topics) →

Speaking & listening in other year levels

Prep Speaking & listening · Year 1 Speaking & listening · Year 2 Speaking & listening · Year 4 Speaking & listening · Year 5 Speaking & listening · Year 6 Speaking & listening

All 3,261 free practice questions, Prep to Year 12 →