# LANTITE Literacy Practice Questions with Answers Free LANTITE literacy practice questions: reading passages plus grammar, punctuation, spelling and word usage, each with a worked answer. ## Reading ### Cedarvale library weekend hours The Cedarvale branch library is trialling new weekend opening hours this term. On Saturdays the branch now opens at nine and closes at four, an hour earlier than its previous Saturday closing time of five. Sundays remain unchanged: open from ten until two. During the fortnight before each school holiday period, loan periods for children's and young-adult titles are extended from the usual three weeks to five weeks, so a book borrowed just before the holidays does not fall due partway through the break. Adult fiction and non-fiction loans keep the standard three-week period all year, including during that same pre-holiday fortnight. The branch's weekly book club meets every second Thursday at eleven, except during the January school holidays, when it pauses for the month and resumes once Term 1 begins. Members wanting large-print titles can request them at the front desk; these have a two-week loan period, because demand for them from older members is high and the branch holds only a small number of copies. ### Question 1 (Access & Identify) A member borrows a children's novel on the last Saturday before the autumn school holidays begin. How long do they have before it is due? - A. Three weeks - B. Four weeks - C. Five weeks - D. Six weeks Answer: **C.** Five weeks Two stated facts must be combined: the book is a children's title, and it is borrowed in the fortnight before a school holiday period. The passage states that combination extends the loan to five weeks. Answer: **C (five weeks)**. A (three weeks) is the standard period, which applies outside that fortnight or to adult titles, not here. B (four weeks) and D (six weeks) are figures the passage never gives. ### Question 2 (Integrate & Interpret) Comparing the two weekend days under the new hours, on which day is the branch open for more hours, and by how much? - A. Saturday, by five hours - B. Sunday, by three hours - C. Saturday, by two hours - D. Saturday, by three hours Answer: **D.** Saturday, by three hours Combining the Saturday hours (nine until four, seven hours) with the Sunday hours (ten until two, four hours) and finding the difference gives three hours. Answer: **D**. B reverses which day is longer. C understates the gap by starting the Saturday count from Sunday's own ten o'clock opening instead of Saturday's actual nine o'clock opening (ten until four is six hours, six minus Sunday's four is two). A overstates it by treating Sunday's two o'clock closing hour as if it were Sunday's whole duration (seven minus two is five, instead of seven minus the real four-hour Sunday length). ### Question 3 (Access & Identify) A member borrows a children's novel and a large-print title on the same day, during the pre-holiday fortnight. How long does each have before it is due? - A. Five weeks for both - B. Five weeks for the children's novel; two weeks for the large-print title - C. Two weeks for both - D. One week for the large-print title; five weeks for the children's novel Answer: **B.** Five weeks for the children's novel; two weeks for the large-print title Two facts must be combined for two different formats: the pre-holiday extension's stated scope is children's and young-adult titles, which stretches the children's novel to five weeks, while large-print titles are separately given their own flat two-week period that the extension's scope does not reach. Combining the extension's scope with each format's own rule gives a different period for each book borrowed on the very same day. Answer: **B**. A and C each give both books the same period, which the passage's scope wording does not support. D invents a one-week figure for either format. ### Revised fire-drill assembly points Staff at Brindabella Primary have been issued a revised fire-drill notice ahead of next week's unannounced drill. The Junior block (Kindergarten to Year 2) now assembles on the netball courts rather than the oval, because resurfacing work has fenced off half the oval until the end of term. The Senior block (Years 3 to 6) still assembles on the remaining open section of the oval, as before. Specialist staff, the music, art and PE teachers, who move between rooms rather than holding a single class, are now assigned to assemble with whichever class they were teaching at the moment the alarm sounds, rather than reporting to a separate specialist muster point as in previous years. Relief teachers follow the same rule as specialist staff. The front office and library, both staffed but with no enrolled class present, assemble together at the visitor car park, which is closer to both locations than either block's assembly point. Office and library staff are asked to bring the sign-in folder and the daily muster sheet respectively, so the deputy principal can cross-check both lists against the roll within five minutes of the alarm. ### Question 4 (Access & Identify) During the drill, a Year 2 class and a Year 3 class are both standing on the netball courts. According to the revised notice, which of them, if either, is in the right place? - A. Both classes are correctly placed - B. Only the Year 2 class is correctly placed; Year 3 belongs on the oval - C. Only the Year 3 class is correctly placed; Year 2 belongs on the oval - D. Neither class is correctly placed Answer: **B.** Only the Year 2 class is correctly placed; Year 3 belongs on the oval The passage defines the Junior block as Kindergarten to Year 2, now assembling on the netball courts, and the Senior block as Years 3 to 6, still assembling on the oval. Year 2 sits at the top of the Junior block's range, so it belongs on the netball courts; Year 3 sits at the bottom of the Senior block's range, so it belongs on the oval instead. Answer: **B**. A wrongly places both classes correctly. C reverses which class is correctly placed. D wrongly places neither class correctly. ### Question 5 (Access & Identify) The music teacher is teaching a Year 4 class when the alarm sounds. Where do they assemble? - A. At a separate specialist muster point - B. At the visitor car park with the office staff - C. On the oval, with the Year 4 class they were teaching - D. On the netball courts, since music is taught near the Junior block Answer: **C.** On the oval, with the Year 4 class they were teaching The passage states specialist staff now assemble with whichever class they were teaching when the alarm sounds, rather than a separate specialist point. Combining the teacher's role (music, a specialist) with the class they are teaching (Year 4, Senior block) places them on the oval with that class. Answer: **C**. A describes the previous years' rule, not the revised one. B and D send the teacher to a point no rule in the passage assigns them to. ### Walking School Bus newsletter item Riverbend Primary P&C News - Term 3, Week 2 The Walking School Bus is back! After a two-year break, the Walking School Bus returns this term, and we need you. For anyone new to Riverbend, a Walking School Bus is a group of children who walk to school together along a set route. Children join at 'stops' along the way, and each bus is supervised by two parent volunteers, one at the front and one at the back. When we last ran the bus, around forty children used one of our three routes each morning. Parents told us that mornings at home were calmer, the school car park was quieter, and children arrived 'awake and chatty' instead of half-asleep in the back seat. One Year 2 teacher told us she could always tell which children had walked by how ready they were to start work. This term we are starting with two routes. The Creek Route begins at the corner of Banksia Street and Moore Road, and the Park Route begins at the playground gate on Lyle Street. On both routes the bus leaves the first stop at 8.30 am. Each route takes about twenty minutes from the first stop, and both arrive at school by 8.40 am. A third route, along Station Road, will start as soon as we have enough volunteers. The Walking School Bus is open to every Riverbend family. Children from Kindergarten to Year 6 are welcome, although Kindergarten and Year 1 children must be walked to their stop by a parent or carer. There is no cost, and you do not need to sign up for every day. Just text the route leader by 8 pm the night before if your child will be joining. We need at least twenty volunteers, each giving one morning a week, to run both routes five days a week. Volunteers need a current Working with Children Check and must attend one short safety briefing in the school library. If you can spare one morning a week, please email the P&C. Even if you can't volunteer, we'd love your children to use the routes. The more children who walk, the safer every route becomes, because drivers notice a big group far more than one or two children on their own. Our records from the last time we ran the bus show that, in three years, not a single child was hurt on a Walking School Bus route. We think that speaks for itself. See you on the footpath! ### Question 6 (Evaluate & Reflect) Which two details in the article do not fit together? - A. Children from Kindergarten to Year 6 being welcome, and younger children being walked to their stop - B. The Walking School Bus having no cost, and volunteers needing a Working with Children Check - C. The bus leaving the first stop at 8.30 am, and a twenty-minute walk arriving at school by 8.40 am - D. Two routes running this term, and a third route starting once there are enough volunteers Answer: **C.** The bus leaving the first stop at 8.30 am, and a twenty-minute walk arriving at school by 8.40 am Leaving the first stop at 8.30 am and walking "about twenty minutes" brings the bus to school at about 8.50 am, so it cannot also "arrive at school by 8.40 am". One of the times must be wrong. Answer: **C**. Option A fits: younger children are still welcome, they just need an adult to get them to their stop. Option B fits: "no cost" refers to families using the bus, while the check is a requirement for volunteers. Option D fits: the third route is clearly described as starting later. ### Question 7 (Integrate & Interpret) Parents said children arrived "awake and chatty" instead of "half-asleep in the back seat". What is the article suggesting about being driven to school? - A. Children who are driven arrive less alert than those who walk - B. Children who are driven to school usually arrive late - C. Most parents drive their children before they have properly woken up - D. Children who are driven talk less to their parents on the way Answer: **A.** Children who are driven arrive less alert than those who walk The article does not criticise driving directly; the contrast does the work. Walkers arrive "awake and chatty", while the alternative is being "half-asleep in the back seat", so the reader is invited to conclude that driven children arrive less alert. Answer: **A**. Option B brings in lateness, which the article never mentions. Option C reads the phrase as a claim about when parents leave home. Option D fastens on "chatty" but turns it into a claim about talking in the car, which the article does not make. ### Question 8 (Integrate & Interpret) Kindergarten and Year 1 children "must be walked to their stop by a parent or carer". What does this rule suggest about how the Walking School Bus works? - A. Kindergarten and Year 1 children walk the whole route with a parent instead of a volunteer - B. Volunteers supervise children only from the stops onwards, not on the way to them - C. Children in Years 2 to 6 are not allowed to walk to their stop on their own - D. Younger children may join only on days when a parent can walk the whole route Answer: **B.** Volunteers supervise children only from the stops onwards, not on the way to them The bus is supervised by two volunteers walking with the group, and children "join at 'stops' along the way". The rule for younger children only makes sense if supervision begins at the stop: before that, a child is on their own unless a parent or carer brings them. The article never says this directly. Answer: **B**. Option A misreads the rule: the adult walks the child to the stop, not along the whole route. Option C reverses it; the rule is aimed only at younger children. Option D invents a limit on which days younger children can join. ### Question 9 (Integrate & Interpret) Families must text the route leader "by 8 pm the night before" if their child will be joining. Why is this most likely needed? - A. So the leader knows which children to expect at each stop - B. So the P&C can charge families for each day their child walks - C. So families commit in advance to joining on every school day - D. So the school office can mark the class rolls before 8.40 am Answer: **A.** So the leader knows which children to expect at each stop The bus collects children at stops along the route, and families do not have to commit to every day, so numbers change from morning to morning. A text the night before tells the leader which children to expect and where, so no child is missed or left waiting. The article never gives this reason; it follows from how the bus works. Answer: **A**. Option B is contradicted by "There is no cost". Option C is contradicted by "you do not need to sign up for every day". Option D brings in the school office, which the article never mentions. ## Technical Skills of Writing ### Question 10 (Grammar & Syntax) Which sentence is a fragment? - A. *"Although she studied for hours."* - B. *"She studied for hours."* - C. *"She studied for hours; her test went well."* - D. *"Although she studied for hours, her test went well."* Answer: **A.** *"Although she studied for hours."* A **fragment** is a piece pretending to be a sentence. "Although she studied for hours" is a dependent clause (the "Although" makes it dependent) - it leaves the reader waiting for the main clause: *Although she studied for hours, [what?]*. Without that follow-up, it's a fragment. Option **A** is the fragment. B is complete. C joins two clauses with semicolon. D adds the main clause "her test went well", completing A - no longer a fragment. ### Question 11 (Punctuation) A flyer for the community fete lists **four** separate attractions. Which version punctuates the list so that a reader can tell the four attractions apart? - A. *"The fete will have a cake, and slice stall, a plant stall, a book and puzzle swap and a sausage sizzle."* - B. *"The fete will have a cake and slice stall, a plant stall, a book and puzzle swap, and a sausage sizzle."* - C. *"The fete will have a cake and slice stall, a plant stall, a book, and puzzle swap and a sausage sizzle."* - D. *"The fete will have a cake and slice stall a plant stall, a book and puzzle swap, and a sausage sizzle."* Answer: **B.** *"The fete will have a cake and slice stall, a plant stall, a book and puzzle swap, and a sausage sizzle."* **List commas mark the boundaries between whole items**, so you first have to work out what the items are. Two of these four attractions contain their own "and": *a cake and slice stall* (one stall selling both) and *a book and puzzle swap* (one swap table). A comma must never fall inside either of them. Because the third item already contains "and", the Style Manual's advice is to add a comma before the final "and" so the reader does not run *a book and puzzle swap and a sausage sizzle* together. **B** does exactly this: a comma after each complete item and one before "and a sausage sizzle" - four attractions, clearly separated. **A** puts a comma inside the first item ("a cake, and slice stall"), turning one stall into two, and then leaves the last two items running together. **C** splits the third item ("a book, and puzzle swap"), which makes it read as a book on its own plus a puzzle swap, and again drops the comma before the last item. **D** gets the later commas right but leaves out the comma between the first two items, so "a cake and slice stall a plant stall" reads as one jumbled item. Answer: **B**. ### Question 12 (Spelling) Type the correct spelling of the bracketed word: *Students were asked to (seperate) their work into three sections.* Answer: separate The word **separate** is one of the most commonly misspelled words in English, and the trap is always the **middle vowel**. Most people write it as "sep**e**rate" because the unstressed middle vowel sounds like a soft *e* when spoken. The correct middle vowel is **a**: sep-**a**-rate. A useful memory aid: there is "**a rat** in sep**arat**e" - see the letters *a-r-a-t* hiding in the middle? Or pronounce it deliberately as "sep-AY-rate" when you write it. The base form (verb/adjective) and all its forms - separate, separately, separation, separated - all keep the same *a* in the middle. ### Question 13 (Word Usage) Choose the most precise verb: *The teacher ___ the new policy to her colleagues.* - A. said - B. showed - C. mentioned - D. outlined Answer: **D.** outlined **Outlined** = gave an organised, summary description. Most precise for sharing a policy. Distractor "said" / "mentioned" / "showed" are vaguer (could mean anything from one comment to a long talk). Precision matters in professional writing - pick the verb that captures the specific action. Answer: **outlined**. ### Question 14 (Text Organisation) Which connective signals a contrast? *Most students completed the work on time; ___, a few requested an extension.* - A. however - B. consequently - C. in addition - D. for example Answer: **A.** however The two clauses present opposing facts (most on time, but a few didn't). Use a **contrast** connective. **However** ✓. Distractor "consequently" = result. "In addition" = adding more of the same. "For example" = giving an instance. Answer: **however**. ### Question 15 (Text Organisation) Choose the best concluding sentence for a paragraph that discussed three benefits of physical activity in schools. - A. *"Some students do not enjoy sport."* - B. *"In addition, lunch is important too."* - C. *"Schools have many subjects in their curriculum."* - D. *"Together, these benefits make a strong case for prioritising physical activity in school programs."* Answer: **D.** *"Together, these benefits make a strong case for prioritising physical activity in school programs."* A **concluding sentence** wraps up the paragraph by synthesising the discussed points and often signalling forward. **D** explicitly references "these benefits" (linking back) and draws a forward implication. Distractors are off-topic (A: dislike), additive (B: lunch), unrelated (C: subjects). Answer: **D**. --- - Canonical page: - Index of every page: - Generated: 2026-10-29