Olna Reading Sample Quiz (30 Qs, 40 mins)

Skill: Identifies the correct spelling of words in the correct context.

Which sentence has the underlined word incorrectly spelled?

A. John’s apartment was on the fourth floor.

B. When in a classroom, students need to pay attention.

C. Maria bought a new pair of shoes for the ball.

D. The soldier took one last lingering breth before passing away.

Skill: Identify words that have similar sounds but different spelling and different meanings (e.g. homophones).

Choose the correct pair of words in the following statement.

The large stationary/stationery stores are inundated at the beginning of the school

year when parents are shopping for materials there/their children might need.

Skill: Understands a text that incorporates information presented in pictorial form (e.g., fire hose).

The image below shows instructions on how to operate a fire hose.

Which of the following must be done before running out the hose?

Skill: Recognises and responds to some conventions of unfamiliar texts (e.g., table of contents).

This is the table of contents from a car manual.

Information regarding the correct cleaning products to use on the vehicle

would more than likely be found on page: 

Skill: Recognises and responds to some conventions of unfamiliar texts (eg, table of contents).

This is the same text as in the previous question. This question is different.

What would you expect to find in an index?

Skill: Understands a text that incorporates information presented in tabular form (e.g., ready reckoners).

Camilla is making a cake that requires six ounces of plain flour.

She doesn’t have a container that measures ounces.

Which of the following is an alternative measurement of 6 ounces?

Skill: Comprehends simple, brief texts in an unfamiliar context.

This word wheel game has 9 letters.

The aim is to make words that have 5 or more of these letters.

Each word must contain the letter in the middle of the circle.

Players need to make as many words as they can.

According to the rules, which of these words would be counted in the game? 

(Click all that apply)

Skill: Comprehends simple, brief texts in highly familiar contexts.

Which is the best way to combine all the information in these following sentences into one sentence?

Tasmania is Australia’s smallest state. 

Tasmania has many different attractions. 

Tasmania’s wildlife is very diverse. 

Skill: Comprehends everyday texts and interpret information in detailed written material.

Read the text below and answer the question that follows.

                                                                                The Good Old Days 

‘I got my driver’s licence when I was 17.’ He smiled at the memory, then a wince. ‘I remember, it was the school dance and I was so pleased because my father agreed to let me take his car. It was a 1951 Chevy Oldsmobile, complete with white wall tyres.’ He turned several pages of the photo album, then pointed: ‘See, there? It was Dad’s pride and joy. I felt so little in such a monstrous car’.

 

‘The night came and I made sure to sound the horn as I approached so that all my mates and their girlfriends could see my triumphant arrival. I was the only one in my group to have a driver’s licence so you can imagine the envy on all their faces!’ He grinned, then as the memory unfolded, rolled his eyes and sighed. ‘I turned into the driveway of a house opposite the hall so that I could show them how skilfully I could reverse back into the street and park’. He began to chuckle as he pointed once more to the faded black and white photo. ‘See there? The front bumper bar curled around the chassis and stuck out a bit. As I carefully reversed, the edge of the bumper bar caught the gatepost of the white picket fence. I didn’t notice because I had my head turned. But everyone else noticed. I heard the cheers and hoots of laughter but still didn’t realise that I was slowly toppling the entire fence.’ Grandpa shook his head ruefully as the embarrassment and shame came flooding back. ‘Never did quite live that one down!’

The story in this text is being told to: 

(second last line)

Skill: Comprehends everyday texts and interpret information in detailed written material.

This text is the same as the one you have just read. This question is different.

       The Good Old Days 

‘I got my driver’s licence when I was 17.’ He smiled at the memory, then a wince. ‘I remember, it was the school dance and I was so pleased because my father agreed to let me take his car. It was a 1951 Chevy Oldsmobile, complete with white wall tyres.’ He turned several pages of the photo album, then pointed: ‘See, there? It was Dad’s pride and joy. I felt so little in such a monstrous car’.

 

‘The night came and I made sure to sound the horn as I approached so that all my mates and their girlfriends could see my triumphant arrival. I was the only one in my group to have a driver’s licence so you can imagine the envy on all their faces!’ He grinned, then as the memory unfolded, rolled his eyes and sighed. ‘I turned into the driveway of a house opposite the hall so that I could show them how skilfully I could reverse back into the street and park’. He began to chuckle as he pointed once more to the faded black and white photo. ‘See there? The front bumper bar curled around the chassis and stuck out a bit. As I carefully reversed, the edge of the bumper bar caught the gatepost of the white picket fence. I didn’t notice because I had my head turned. But everyone else noticed. I heard the cheers and hoots of laughter but still didn’t realise that I was slowly toppling the entire fence.’ Grandpa shook his head ruefully as the embarrassment and shame came flooding back. ‘Never did quite live that one down!’

His friends were envious because

(paragraph 2)

Skill: Use strategies to identify the meaning of words and their synonyms.

This text is the same as the one you have just read. This question is different.

       The Good Old Days 

‘I got my driver’s licence when I was 17.’ He smiled at the memory, then a wince. ‘I remember, it was the school dance and I was so pleased because my father agreed to let me take his car. It was a 1951 Chevy Oldsmobile, complete with white wall tyres.’ He turned several pages of the photo album, then pointed: ‘See, there? It was Dad’s pride and joy. I felt so little in such a monstrous car’.

 

‘The night came and I made sure to sound the horn as I approached so that all my mates and their girlfriends could see my triumphant arrival. I was the only one in my group to have a driver’s licence so you can imagine the envy on all their faces!’ He grinned, then as the memory unfolded, rolled his eyes and sighed. ‘I turned into the driveway of a house opposite the hall so that I could show them how skilfully I could reverse back into the street and park’. He began to chuckle as he pointed once more to the faded black and white photo. ‘See there? The front bumper bar curled around the chassis and stuck out a bit. As I carefully reversed, the edge of the bumper bar caught the gatepost of the white picket fence. I didn’t notice because I had my head turned. But everyone else noticed. I heard the cheers and hoots of laughter but still didn’t realise that I was slowly toppling the entire fence.’ Grandpa shook his head ruefully as the embarrassment and shame came flooding back. ‘Never did quite live that one down!’

Which of the following have a similar meaning to the word ‘monstrous’?

(paragraph 1)

Skill: Identifies the purpose or hidden message of a familiar text style (i.e. fable or proverb).

This text is the same as the one you have just read. This question is different.

       The Good Old Days 

‘I got my driver’s licence when I was 17.’ He smiled at the memory, then a wince. ‘I remember, it was the school dance and I was so pleased because my father agreed to let me take his car. It was a 1951 Chevy Oldsmobile, complete with white wall tyres.’ He turned several pages of the photo album, then pointed: ‘See, there? It was Dad’s pride and joy. I felt so little in such a monstrous car’.

 

‘The night came and I made sure to sound the horn as I approached so that all my mates and their girlfriends could see my triumphant arrival. I was the only one in my group to have a driver’s licence so you can imagine the envy on all their faces!’ He grinned, then as the memory unfolded, rolled his eyes and sighed. ‘I turned into the driveway of a house opposite the hall so that I could show them how skilfully I could reverse back into the street and park’. He began to chuckle as he pointed once more to the faded black and white photo. ‘See there? The front bumper bar curled around the chassis and stuck out a bit. As I carefully reversed, the edge of the bumper bar caught the gatepost of the white picket fence. I didn’t notice because I had my head turned. But everyone else noticed. I heard the cheers and hoots of laughter but still didn’t realise that I was slowly toppling the entire fence.’ Grandpa shook his head ruefully as the embarrassment and shame came flooding back. ‘Never did quite live that one down!’

Which proverb best suits this story?

Skill: Comprehends everyday texts and interprets information in detailed written material.

Read the text below and answer the question that follows.

Boating Safety and Alert Beacons

Distress beacons are devices that, when activated in a life-threatening situation, assist rescue authorities by providing the approximate location of the incident. Lives are saved each year because responsible skippers carry distress beacons.

EPIRB (Emergency Position Indicating Radio Beacon): An EPIRB designed for marine use will float, keeping the antennae above the water, has a lanyard to secure it to something that’s not going to sink and can operate continuously for 48 hours. An EPIRB should be positioned in the cockpit or near the helm, where it can be reached quickly in an emergency.

Some EPIRBs are available with a built-in GPS. These provide rescuers with the coordinates of the beacon. This dramatically improves location accuracy (to within 150 metres) and the time required for rescuers to locate the device. Non GPS EPIRBs have a location accuracy of approximately 5 kilometres, which may increase the delay until the rescuers find the beacon.

PLB (Personal Locator Beacon): A Personal Locator Beacon (PLB) is a smaller portable beacon designed to be worn or carried by an individual. Some PLBs do not float and may not be intended for use in water, which can be a disadvantage, especially in the event of capsizing craft.  A PLB usually has a shorter battery life than an EPIRB and will only operate for approximately 24hrs.

A standard EPIRB has a location accuracy of approximately:   

(paragraph 3)

Skill: Comprehends everyday texts and interprets information in detailed written material.

Here is the same text. This question is different.

Boating Safety and Alert Beacons

Distress beacons are devices that, when activated in a life-threatening situation, assist rescue authorities by providing the approximate location of the incident. Lives are saved each year because responsible skippers carry distress beacons.

EPIRB (Emergency Position Indicating Radio Beacon): An EPIRB designed for marine use will float, keeping the antennae above the water, has a lanyard to secure it to something that’s not going to sink, and can operate continuously for 48 hours. An EPIRB should be positioned in the cockpit or near the helm, where it can be reached quickly in an emergency.

Some EPIRBs are available with a built-in GPS. These provide rescuers with the coordinates of the beacon. This dramatically improves location accuracy (to within 150 metres) and the time required for rescuers to locate the device. Non GPS EPIRBs have a location accuracy of approximately 5 kilometres, and this may increase the delay until the rescuers find the beacon.

PLB (Personal Locator Beacon): A Personal Locator Beacon (PLB) is a smaller portable beacon designed to be worn or carried by an individual. Some PLBs do not float and may not be intended for use in water, which can be a disadvantage, especially in the event of capsizing craft.  A PLB usually has a shorter battery life than an EPIRB and will only operate for approximately 24hrs.

Which of the following is not true about an EPIRB?

Skill: Comprehends everyday texts and interprets information in detailed written material.

Here is the same text. This question is different.

Boating Safety and Alert Beacons

Distress beacons are devices that, when activated in a life-threatening situation, assist rescue authorities by providing the approximate location of the incident. Lives are saved each year because responsible skippers carry distress beacons.

EPIRB (Emergency Position Indicating Radio Beacon): An EPIRB designed for marine use will float, keeping the antennae above the water, has a lanyard to secure it to something that’s not going to sink, and can operate continuously for 48 hours. An EPIRB should be positioned in the cockpit or near the helm, where it can be reached quickly in an emergency.

Some EPIRBs are available with a built-in GPS. These provide rescuers with the coordinates of the beacon. This dramatically improves location accuracy (to within 150 metres) and the time required for rescuers to locate the device. Non GPS EPIRBs have a location accuracy of approximately 5 kilometres, and this may increase the delay until the rescuers find the beacon.

PLB (Personal Locator Beacon): A Personal Locator Beacon (PLB) is a smaller portable beacon designed to be worn or carried by an individual. Some PLBs do not float and may not be intended for use in water, which can be a disadvantage, especially in the event of capsizing craft.  A PLB usually has a shorter battery life than an EPIRB and will only operate for approximately 24hrs.

What is the most significant disadvantage of a Personal Locator Beacon (PLB)?

(paragraph 4)

Skill: Comprehends everyday texts and interprets information in detailed written material.

Here is the same text. This question is different.

Boating Safety and Alert Beacons

Distress beacons are devices that, when activated in a life-threatening situation, assist rescue authorities by providing the approximate location of the incident. Lives are saved each year because responsible skippers carry distress beacons.

EPIRB (Emergency Position Indicating Radio Beacon): An EPIRB designed for marine use will float, keeping the antennae above the water, has a lanyard to secure it to something that’s not going to sink and can operate continuously for 48 hours. An EPIRB should be positioned in the cockpit or near the helm, where it can be reached quickly in an emergency.

Some EPIRBs are available with a built-in GPS. These provide rescuers with the coordinates of the beacon. This dramatically improves location accuracy (to within 150 metres) and the time required for rescuers to locate the device. Non GPS EPIRBs have a location accuracy of approximately 5 kilometres, and this may increase the delay until the rescuers find the beacon.

PLB (Personal Locator Beacon): A Personal Locator Beacon (PLB) is a smaller portable beacon designed to be worn or carried by an individual. Some PLBs do not float and may not be intended for use in water, which can be a disadvantage, especially in the event of capsizing craft.  A PLB usually has a shorter battery life than an EPIRB and will only operate for approximately 24hrs.

Where is the recommended place to store an EPIRB?

(paragraph 2)

Skill: Uses correct grammar in the construction of sentences.

Which sentence is grammatically correct?

Skill: Uses familiar vocabulary and basic punctuation, such as capital letters, commas, and colons as an aid to understanding a text.

What does this sentence need for the intention to be clear?

“My main hobbies are cycling swimming cooking cats and dogs.”

Skill: Understands prefixes and suffixes.

Which of the following is true about the word unfriendly?

Skill: Recognises and responds to a less familiar text type (e.g., an advertisement).

The advertisement below shows the cost of accommodation at a camping ground.

If campers take their campervan to the tent site, what is the cost per night?

Skill: Recognises and responds to a less familiar text type (e.g., an advertisement).

The text is similar to the one in the previous question, but this question is different.

What type of beds do the chalets have?

Skill: Understands how the grammatical category of possessives is signalled through apostrophes.

Which word in the sentence below needs an apostrophe to display ownership?

You must realise that those vintage cars of Jacks are worth thousands of dollars.

Skill: Interprets information from a familiar text of limited complexity.

Read the text below and answer the question that follows.

The Out-Camp by Christine Hebiton

Sophie lay in her swag, looking up at the myriad of stars in the night sky. She could see the iconic Southern Cross but couldn’t remember how to find due South. The other stars were a glittering mass of light, the pattern of which changed as the night progressed. Years before at school, she remembered being taught about the southern sky but was now unable to recall the information to allow her to make sense of what she was seeing. The night air at the out-camp of Bundarumba Station was crisp and refreshing in contrast to the day’s dry heat. Sophie knew by early morning she would have burrowed deep into her swag to keep warm as the night temperature dropped. For now, she was content to listen to the sounds of the cattle and the murmurs of the people around her. Tomorrow as she had done today, Sophie would be first up just before dawn, lighting the fire to keep the cold at bay and preparing food for the musterers with whom she shared the out-camp. The jackaroos and jillaroos would soon emerge from their swags, silent, tired, cold, hungry, and eager to continue the muster.

One week had passed since she had come to the station, and she often wondered how she had arrived at this place at this particular time in her life. Was it for adventure, or was it an attempt to redefine who she was? An urban girl, a university graduate, thirty years old, who had never ventured more than sixty kilometres into her own country from the city where she was born but had travelled extensively overseas. The invitation from Elizabeth’s brother to experience station life had been irresistible, so here she was for six weeks, sleeping rough with no running water, no flushing toilets, little privacy and ten people she didn’t know. Would she regret leaving her safe and secure life in the city? “Well”, she thought as she drifted to sleep: “Time will tell”.

The main character in this text is:

(paragraph 2)

Skill: Interprets information from a familiar text of limited complexity.

This text is the same as the one just read. This text is different.

The Out-Camp by Christine Hebiton

Sophie lay in her swag, looking up at the myriad of stars in the night sky. She could see the iconic Southern Cross but couldn’t remember how to find due South. The other stars were a glittering mass of light, the pattern of which changed as the night progressed. Years before at school, she remembered being taught about the southern sky but was now unable to recall the information to allow her to make sense of what she was seeing. The night air at the out-camp of Bundarumba Station was crisp and refreshing in contrast to the day’s dry heat. Sophie knew by early morning she would have burrowed deep into her swag to keep warm as the night temperature dropped. For now, she was content to listen to the sounds of the cattle and the murmurs of the people around her. Tomorrow as she had done today, Sophie would be first up just before dawn, lighting the fire to keep the cold at bay and preparing food for the musterers with whom she shared the out-camp. The jackaroos and jillaroos would soon emerge from their swags, silent, tired, cold, hungry, and eager to continue the muster.

One week had passed since she had come to the station, and she often wondered how she had arrived at this place at this particular time in her life. Was it for adventure, or was it an attempt to redefine who she was? An urban girl, a university graduate, thirty years old, who had never ventured more than sixty kilometres into her own country from the city where she was born but had travelled extensively overseas. The invitation from Elizabeth’s brother to experience station life had been irresistible, so here she was for six weeks, sleeping rough with no running water, no flushing toilets, little privacy and ten people she didn’t know. Would she regret leaving her safe and secure life in the city? “Well”, she thought as she drifted to sleep: “Time will tell”.

Where has the main character in this text spent most of their life?

(paragraph 2, line 3 and 4)

Skill: Interprets information from a familiar text of limited complexity.

This text is the same as the one just read. This text is different.

The Out-Camp by Christine Hebiton

Sophie lay in her swag, looking up at the myriad of stars in the night sky. She could see the iconic Southern Cross but couldn’t remember how to find due South. The other stars were a glittering mass of light, the pattern of which changed as the night progressed. Years before at school, she remembered being taught about the southern sky but was now unable to recall the information to allow her to make sense of what she was seeing. The night air at the out-camp of Bundarumba Station was crisp and refreshing in contrast to the day’s dry heat. Sophie knew by early morning she would have burrowed deep into her swag to keep warm as the night temperature dropped. For now, she was content to listen to the sounds of the cattle and the murmurs of the people around her. Tomorrow as she had done today, Sophie would be first up just before dawn, lighting the fire to keep the cold at bay and preparing food for the musterers with whom she shared the out-camp. The jackaroos and jillaroos would soon emerge from their swags, silent, tired, cold, hungry, and eager to continue the muster.

One week had passed since she had come to the station, and she often wondered how she had arrived at this place at this particular time in her life. Was it for adventure, or was it an attempt to redefine who she was? An urban girl, a university graduate, thirty years old, who had never ventured more than sixty kilometres into her own country from the city where she was born but had travelled extensively overseas. The invitation from Elizabeth’s brother to experience station life had been irresistible, so here she was for six weeks, sleeping rough with no running water, no flushing toilets, little privacy and ten people she didn’t know. Would she regret leaving her safe and secure life in the city? “Well”, she thought as she drifted to sleep: “Time will tell”.

While lying awake the main character was content listening to:

(paragraph 1)

Skill: Comprehend everyday texts and interpret the meaning of words in detailed written material.

This text is the same as the one just read. This text is different.

The Out-Camp by Christine Hebiton

Sophie lay in her swag, looking up at the myriad of stars in the night sky. She could see the iconic Southern Cross but couldn’t remember how to find due South. The other stars were a glittering mass of light, the pattern of which changed as the night progressed. Years before at school, she remembered being taught about the southern sky but was now unable to recall the information to allow her to make sense of what she was seeing. The night air at the out-camp of Bundarumba Station was crisp and refreshing in contrast to the dry heat of the day. Sophie new by early morning she would have burrowed deep into her swag to keep warm as the night temperature dropped. For now, she was content to listen to the sounds of the cattle and the murmurs of the people around her. Tomorrow as she had done today, Sophie would be first up just before dawn, lighting the fire to keep the cold at bay and preparing food for the musterers with whom she shared the out-camp. The jackaroos and jillaroos would soon emerge from their swags silent, tired, cold and hungry but eager to continue the muster.

One week had passed since she had come to the station, and she often wondered how she had arrived at this place at this particular time in her life. Was it for adventure, or was it an attempt to redefine who she was? An urban girl, a university graduate, thirty years old, who had never ventured more than sixty kilometres into her own country from the city where she was born but had travelled extensively overseas. The invitation from Elizabeth’s brother to experience station life had been irresistible, so here she was for six weeks, sleeping rough with no running water, no flushing toilets, little privacy and ten people she didn’t know. Would she regret leaving her safe and secure life in the city? “Well”, she thought as she drifted to sleep: “Time will tell”.

What is the meaning of the word ‘myriad’ in this text?

(paragraph 1)

Skill: Interprets information from a familiar text of limited complexity.

This text is the same as the one just read. This text is different.

The Out-Camp by Christine Hebiton

Sophie lay in her swag, looking up at the myriad of stars in the night sky. She could see the iconic Southern Cross but couldn’t remember how to find due South. The other stars were a glittering mass of light, the pattern of which changed as the night progressed. Years before at school, she remembered being taught about the southern sky but was now unable to recall the information to allow her to make sense of what she was seeing. The night air at the out-camp of Bundarumba Station was crisp and refreshing in contrast to the day’s dry heat. Sophie knew by early morning she would have burrowed deep into her swag to keep warm as the night temperature dropped. For now, she was content to listen to the sounds of the cattle and the murmurs of the people around her. Tomorrow as she had done today, Sophie would be first up just before dawn, lighting the fire to keep the cold at bay and preparing food for the musterers with whom she shared the out-camp. The jackaroos and jillaroos would soon emerge from their swags, silent, tired, cold, hungry, and eager to continue the muster.

One week had passed since she had come to the station, and she often wondered how she had arrived at this place at this particular time in her life. Was it for adventure, or was it an attempt to redefine who she was? An urban girl, a university graduate, thirty years old, who had never ventured more than sixty kilometres into her own country from the city where she was born but had travelled extensively overseas. The invitation from Elizabeth’s brother to experience station life had been irresistible, so here she was for six weeks, sleeping rough with no running water, no flushing toilets, little privacy and ten people she didn’t know. Would she regret leaving her safe and secure life in the city? “Well”, she thought as she drifted to sleep: “Time will tell”.

Who was in charge of preparing breakfast?

(paragraph 2)

Skill: Interprets information from a familiar text of limited complexity.

This text is the same as the one just read. This text is different.

The Out-Camp by Christine Hebiton

Sophie lay in her swag, looking up at the myriad of stars in the night sky. She could see the iconic Southern Cross but couldn’t remember how to find due South. The other stars were a glittering mass of light, the pattern of which changed as the night progressed. Years before at school, she remembered being taught about the southern sky but was now unable to recall the information to allow her to make sense of what she was seeing. The night air at the out-camp of Bundarumba Station was crisp and refreshing in contrast to the day’s dry heat. Sophie knew by early morning she would have burrowed deep into her swag to keep warm as the night temperature dropped. For now, she was content to listen to the sounds of the cattle and the murmurs of the people around her. Tomorrow as she had done today, Sophie would be first up just before dawn, lighting the fire to keep the cold at bay and preparing food for the musterers with whom she shared the out-camp. The jackaroos and jillaroos would soon emerge from their swags, silent, tired, cold, hungry, and eager to continue the muster.

One week had passed since she had come to the station, and she often wondered how she had arrived at this place at this particular time in her life. Was it for adventure, or was it an attempt to redefine who she was? An urban girl, a university graduate, thirty years old, who had never ventured more than sixty kilometres into her own country from the city where she was born but had travelled extensively overseas. The invitation from Elizabeth’s brother to experience station life had been irresistible, so here she was for six weeks, sleeping rough with no running water, no flushing toilets, little privacy, and ten people she didn’t know. Would she regret leaving her safe and secure life in the city? “Well”, she thought as she drifted to sleep: “Time will tell”.

How many more weeks is the main character expected to stay at Bundarumba?

(paragraph 2)

Skill: Understands a text that incorporates information presented in tabular form (e.g., a passport).

The following is an excerpt from a Government Website offering advice on passport applications.

‘Along with your passport application, you must present your full Australian Birth
certificate or Australian citizenship certificate along with the following documents:
You must present one document each from Category A and Category B‘.

Which of the following choices from A and B will satisfy the requirements?

Skill: Recognise and respond to a less familiar text type (e.g. a passport).

This text is the same as the one you just read. This question is different.

‘Along with your passport application, you must present your full Australian Birth
certificate or Australian citizenship certificate along with the following documents:
You must present one document each from Category A and Category B‘.

What must accompany documentary evidence from Categories A and B?