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Easy to implement, online assessment
for learning resources in Literacy, measuring the achievement
of key objectives in Key Stage 1 and Key Stage 2, from the
National Literacy Strategy (DfES).
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Tests are taken in sections matched
to curriculum strands, to complement
lessons; confirm progress and facilitate future lesson
planning. |
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Dedicated teacher notes for each
question enable the tests to be reviewed once
completed with individual children or in groups and methodology
discussed. |
Results are reported directly against the objectives measured,
providing a readily available means of tracking and recording
progress for each child.
| Key Stage 1 - Literacy
Year 1 - Objectives measured: |
|
There is a separate Word, Sentence and Text assessment
for each term, matching the objectives from the strands
in the National Literacy Strategy. Assessments are delivered
individually and in any order.
All assessments can be reset and delivered on more
than one occasion, enabling them to be used formatively
and summatively, eg: at the beginning and end of each
term. |
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| Autumn
Term |
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Word
No. |
Objectives |
No.
of
Questions |
|
| 1 |
To practise and secure the ability to rhyme, and
to relate this to spelling patterns through: exploring
and generating rhyming patterns and generating rhyming
strings, e.g. fat, hat, pat. |
1 |
|
| 2 |
To practise and secure alphabetic letter knowledge
and alphabetic order. |
1 |
|
| 3 |
To discriminate and segment all three phonemes
in words |
1 |
|
| 4 |
To practise and secure the ability to hear initial
and final phonemes in CVC words, e.g. fit, mat,
pan. |
3 |
|
| 5 |
To read on sight other familiar words, e.g. children's
names, equipment labels, classroom captions. |
2 |
|
| 6 |
To read on sight approximately 30 high frequency
words identified for Year 1 and Year 2. |
2 |
|
| |
Total number of questions
in Word Section |
10 |
 |
Sentence
No. |
Objectives |
No.
of
Questions |
|
| 1 |
To expect written text to make sense and to check
for sense if it does not. |
2 |
|
| 2 |
To begin using full stops to demarcate sentences. |
1 |
|
| 3 |
To use awareness of the grammar of a sentence
to decipher new or unfamiliar words, e.g. predict
text from the grammar, read on, leave a gap and
re-read. |
2 |
|
| 4 |
To write captions and simple sentences, and to
re-read, recognising whether or not they make sense,
e.g. missing words, wrong word order. |
2 |
|
| 5 |
That a line of writing is not necessarily the
same as a sentence. |
1 |
|
| 6 |
To recognise full stops and capital letters when
reading and name them correctly. |
1 |
|
| 7 |
To use a capital letter for the personal pronoun
'I' and for the start of a sentence. |
1 |
|
| |
Total number of questions
in Sentence Section |
10 |
|
Text
No. |
Objectives |
No.
of
Questions |
|
| 1 |
To use phonological, contextual, grammatical and
graphic knowledge to work out, predict and check
the meanings of unfamiliar words and to make sense
of what they read. |
1 |
|
| 2 |
To read familiar, simple stories and poems independently,
to point while reading and make correspondence between
words said and read. |
1 |
|
| 3 |
Through shared and guided writing to apply phonological,
graphic knowledge and sight vocabulary to spell
words accurately. |
2 |
|
| 4 |
To recite stories and rhymes with predictable
and repeating patterns, extemporising on patterns
orally by substituting words and phrases, extending
patterns, inventing patterns and playing with rhyme. |
1 |
|
| 5 |
To describe story settings and incidents and relate
them to own experience and that of others. |
1 |
|
| 6 |
To read and follow simple instructions, e.g. for
classroom routines, lists for groups in workbooks. |
1 |
|
| 7 |
To read and use labels around the school, on equipment. |
2 |
|
| 8 |
To write and draw simple instructions and labels
for everyday classroom use, e.g. in role play area,
for equipment. |
1 |
|
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Total number of questions
in Text Section |
10 |
|
Word
No. |
Objectives |
No.
of
Questions |
|
| 1 |
To secure idenfitication, spelling and reading
of initial, final and medial letter sounds in simple
words. |
1 |
|
| 2 |
To investigate, read and spell words ending in
ff, ll, ss, ck, ng. |
1 |
|
| 3 |
To discriminate, read and spell words with initial
consonant clusters, e.g. bl, cr, tr, str. |
2 |
|
| 4 |
To read on sight approximately 30 more high frequency
words. |
2 |
|
| 5 |
To investigate and learn spellings of words with
's' for plurals. |
1 |
|
| 6 |
To discriminate, read and spell words with final
consonant clusters, e.g. nd, lp, st. |
1 |
|
| 7 |
To identify separate phonemes within words containing
clusters in speech and writing; to segment clusters
into phonemes for spelling. |
1 |
|
| 8 |
To spell common irregular words from appendix
list 1. |
1 |
|
| |
Total number of questions
in Word Section |
10 |
|
Sentence
No. |
Objectives |
No.
of
Questions |
|
| 1 |
To predict words from preceding words in sentences
and investigate the sorts of words that 'fit', suggesting
appropriate alternatives, i.e. that make sense. |
2 |
|
| 2 |
To continue demarcating sentences in writing,
ending a sentence with a full stop. |
2 |
|
| 3 |
To recognise full stops and capital letters when
reading and understand how they affect the way a
passage is read. |
2 |
|
| 4 |
To use awareness of the grammar of a sentence
to decipher new or unfamiliar words, e.g. predict
text from the grammar, read on, leave a gap and
re-read. |
1 |
|
| 5 |
To expect reading to make sense and check if it
does not, and to read aloud using expression appropriate
to the grammar. |
1 |
|
|
| 6 |
To use capital letters for the personal pronoun
'I', for names and for the start of a sentence. |
1 |
|
|
| |
Total number of questions
in Sentence Section |
10 |
|
Text
No. |
Objectives |
No.
of
Questions |
|
| 1 |
To re-tell stories, giving the main points in
sequence and to notice differences between written
and spoken forms in re-telling, e.g. by comparing
oral versions with the written text; to refer to
relevant phrases and sentences. |
1 |
|
| 2 |
To discuss reasons for, or causes of, incidents
in stories. |
1 |
|
| 3 |
To identify and discuss characters, e.g. appearance,
behaviour, qualities; to speculate about how they
might behave; to discuss how they are described
in the text; and to compare characters from different
stories or plays. |
2 |
|
| 4 |
To identify and compare basic story elements,
e.g. beginnings and endings in different stories. |
1 |
|
| 5 |
To substitute and extend patterns from reading
through language play, e.g. by using same lines
and introducing new words, extending rhyming or
alliterative patterns, adding further rhyming words,
lines. |
1 |
|
| 6 |
To use simple dictionaries, and to understand
their alphabetical organisation. |
1 |
|
| 7 |
To produce extended captions, e.g. to explain
paintings in wall displays or to describe artefacts. |
1 |
|
| 8 |
To use terms 'fiction' and 'non-fiction', noting
some of their differing features, e.g. layout, titles,
contents page, use of pictures, labelled diagrams.
|
1 |
|
| 9 |
To predict what a book might be about from a brief
look at both front and back covers, including blurb,
title, illustration; to discuss what it might tell
us in advance of reading and check to see if it
does. |
1 |
|
| |
Total number of questions
in Text Section |
10 |
|
Word
No. |
Objectives |
No.
of
Questions |
|
| 1 |
Phonological awareness, phonics and spelling
- The common spelling patterns for each of the
long vowel phonemes: ee ai ie oa oo (long as in
moon). |
2 |
|
| 2 |
Word recognition, graphic knowledge and spelling
- To investigate and learn spellings of verbs with
'ed' (past tense) 'ing' (present tense) endings. |
2 |
|
| 3 |
Phonological awareness, phonics and spelling
- To identify phonemes in speech and writing. |
2 |
|
| 4 |
Word recognition, graphic knowledge and spelling
- To read on sight 30 more high frequency words
from Appendix list 1. |
2 |
|
| 5 |
Vocabulary extension - The terms 'vowel' and
'consonant'. |
1 |
|
| 6 |
Word recognition, graphic knowledge and spelling
- To recognise words by common spelling patterns. |
1 |
|
| |
Total number of questions
in Word Section |
10 |
|
Sentence
No. |
|
No.
of
Questions |
|
| 1 |
Grammatical awareness - About word order, e.g.
by re-ordering sentences, predicting words from
previous text, grouping a range of words that might
'fit' and discussing the reasons why. |
2 |
|
| 2 |
Sentence construction and punctuation - Other
common uses of capitalisation, e.g. for personal
titles (Mr, Miss) headings, book titles, emphasis. |
2 |
|
| 3 |
Sentence construction and punctuation - To add
question marks to questions. |
2 |
|
| 4 |
Grammatical awareness - To expect reading to
make sense and to check if it does not. |
2 |
|
| 5 |
Grammatical awareness - To read familiar texts
aloud with pace and expression appropriate to the
grammar, e.g. pausing at full stops, raising voice
for questions. |
2 |
|
| |
Total number of questions
in Sentence Section |
10 |
|
Text
No. |
Objectives |
No.
of
Questions |
|
| 1 |
Reading comprehension - To re-tell stories, to
give the main points in sequence and to pick out
significant incidents. |
2 |
|
| 2 |
Writing composition - Through shared and guided
writing to apply phonological, graphic knowledge
and sight vocabulary to spell words accurately. |
1 |
|
| 3 |
Writing composition - To compose own poetic sentences,
using repetitive patterns, carefully selected sentences
and imagery. |
1 |
|
| 4 |
Reading comprehension - To read with sufficient
concentration to complete a text, and to identify
preferences and give reasons. |
1 |
|
| 5 |
Reading comprehension - To compare and contrast
stories with a variety of settings, e.g. space,
imaginary lands, animal homes. |
1 |
|
| 6 |
Reading comprehension - To use phonological,
contextual, grammatical and graphic knowledge to
work out, predict and check the meanings of unfamiliar
words and to make sense of what they read. |
1 |
|
| 7 |
Reading comprehension - To read recounts and
begin to recognise generic structure, e.g. ordered
sequence of events, use of words like first, next,
after, when; |
1 |
|
| 8 |
Reading comprehension - To use titles, cover
pages, pictures and 'blurbs' to predict the content
of unfamiliar stories. |
1 |
|
| |
Total number of questions
in Text Section |
10 |
|
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