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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 Numeracy 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 2 - Objectives measured: |
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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 secure identification, spelling and reading
of long vowel digraphs in simple words from Y1 term
3 (the common spelling patterns for each long vowel
phoneme). |
1 |
|
| 2 |
To revise and extend the reading and spelling
of words containing different spellings of the long
vowel phonemes from Year 1. |
1 |
|
| 3 |
The common spelling patterns for the vowel phonemes:
'oo' (short as in good), 'ar', 'oy', 'ow'. |
1 |
|
| 4 |
To investigate and classify words with the same
sounds but different spellings. |
1 |
|
| 5 |
To read on sight and spell approximately 30 more
words from Appendix List 1. |
2 |
|
| 6 |
To use word endings, eg 's' (plural), 'ed' (past
tense), 'ing' (present tense) to support their reading
and spelling. |
3 |
|
| 7 |
To secure understanding and use of the terms 'vowel'
and 'consonant'. |
1 |
|
| |
Total number of questions
in Word Section |
10 |
 |
Sentence
No. |
Objectives |
No.
of
Questions |
|
| 1 |
To use awareness of grammar to decipher new or
unfamiliar words, e.g. to predict from the text;
to read on, leave a gap and re-read. |
2 |
|
| 2 |
To find examples, in fiction and non-fiction,
of words and phrases that link sentences, e.g. after,
meanwhile, during, before, then, next, after a while. |
2 |
|
| 3 |
To recognise and take account of commas and exclamation
marks in reading aloud with appropriate expression. |
2 |
|
| 4 |
To re-read own writing for sense and punctuation. |
2 |
|
| 5 |
To revise knowledge about other use of capitalisation,
e.g. for names, headings, titles, emphasis, and
begin to use in own writing. |
2 |
|
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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 understand time and sequential relationships
in stories, i.e. what happened when. |
1 |
|
| 3 |
To identify and discuss reasons for events in
stories, linked to plot. |
1 |
|
| 4 |
To learn, re-read and recite favourite poems,
taking account of punctuation; to comment on aspects
such as word combinations, sound patterns (such
as rhymes, rhythms, alliterative patterns) and forms
of presentation. |
1 |
|
| 5 |
Through shared and guided writing to apply phonological,
graphic knowledge and sight vocabulary to spell
words accurately. |
1 |
|
| 6 |
To use language of time (see sentence level work)
to structure a sequence of events, e.g. 'when I
had finished…', 'suddenly…', 'after
that…'. |
1 |
|
| 7 |
To note key structural features, e.g. clear statement
of purpose at start, sequential steps set out in
a list, direct language. |
1 |
|
| 8 |
To write simple instructions, e.g. getting to
school, playing a game. |
1 |
|
| 9 |
To use appropriate register in writing instructions,
i.e. direct, impersonal, building on texts read. |
1 |
|
| 10 |
To use diagrams in instructions, e.g. drawing
and labelling diagrams as part of a set of instructions. |
1 |
|
| |
Total number of questions
in Text Section |
10 |
|
Word
No. |
Objectives |
No.
of
Questions |
|
| 1 |
The common spelling patterns for the vowel phonemes:
'air', 'or', 'er': to blend the phonemes for reading. |
2 |
|
| 2 |
To read and spell words containing the digraph
'wh', 'ph', 'ch' (as in Christopher). |
2 |
|
| 3 |
To split familiar oral and written compound words
into their component parts, eg himself, handbag,
milkman, pancake, teaspoon. |
1 |
|
| 4 |
To discriminate, orally, syllables in multi-syllabic
words using children's names and words from their
reading, e.g. dinosaur, family, dinner, children.
Extend to written forms and note syllable boundary
in speech and writing. |
1 |
|
| 5 |
To spell common irregular words from Appendix
List 1. |
2 |
|
| 6 |
The use of antonyms: collect, discuss differences
of meaning and their spelling. |
1 |
|
| 7 |
To read on sight and spell all the words from
Appendix list 1. |
1 |
|
| |
Total number of questions
in Word Section |
10 |
|
Sentence
No. |
Objectives |
No.
of
Questions |
|
| 1 |
To re-read own writing to check for grammatical
sense (coherence) and accuracy (agreement) - identify
errors and suggest alternative constructions. |
2 |
|
| 2 |
To be aware of the need for grammatical agreement
in speech and writing, matching verbs to nouns/pronouns
correctly, e.g. I am; the children are. |
2 |
|
| 3 |
To use verb tenses with increasing accuracy in
speaking and writing, e.g. catch/caught, see/saw,
go/went and to use past tense consistently for narration. |
2 |
|
| 4 |
To identify speech marks in reading, understand
their purpose, use the terms correctly. |
1 |
|
| 5 |
To investigate and recognise a range of other
ways of presenting texts, e.g. speech bubbles, enlarged,
bold or italicised print, captions, headings and
sub-headings. |
2 |
|
| 6 |
To use commas to separate items in a list. |
1 |
|
| |
Total number of questions
in Sentence Section |
10 |
|
Text
No. |
Objectives |
No.
of
Questions |
|
| 1 |
To discuss story settings: to compare differences;
to locate key words and phrases in text; to consider
how different settings influence events and behaviour. |
1 |
|
| 2 |
To identify and describe characters, expressing
own views and using words and phrases from texts. |
1 |
|
| 3 |
To prepare and re-tell stories individually and
through role-play in groups, using dialogue and
narrative from text. |
1 |
|
| 4 |
To identify and discuss patterns of rhythm, rhyme
and other features of sound in different poems. |
1 |
|
| 5 |
That dictionaries and glossaries give definitions
and explanations; discuss what definitions are,
explore some simple definitions in dictionaries. |
1 |
|
| 6 |
To use other alphabetically ordered texts, e.g.
indexes, directories, listings, registers; to discuss
how they are used. |
1 |
|
| 7 |
To use phonological, contextual, grammatical and
graphic knowledge to work out, predict and check
the meaning of unfamiliar words and to make sense
of what they read. |
1 |
|
| 8 |
To predict story endings/incidents, e.g. from
unfinished extracts, while reading with the teacher. |
1 |
|
| 9 |
To use story settings from reading, e.g. re-describe,
use in own writing, write a different story in the
same setting. |
1 |
|
| 10 |
To produce simple flow chart or diagrams that
explain a process. |
1 |
|
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Total number of questions in Text Section |
10 |
|
Word
No. |
Objectives |
No.
of
Questions |
|
| 1 |
Word recognition and graphic knowledge - To spell
words with common suffixes, e.g. -ful, -ly. |
2 |
|
| 2 |
Phonological awareness, phonics and spelling
- To discriminate, spell and read the phonemes
ear (hear) and ea (head). |
2 |
|
| 3 |
Word recognition and graphic knowledge - To investigate
words which have the same spelling patterns but
different sounds. |
2 |
|
| 4 |
Vocabulary extension - To use synonyms and other
alternative words/phrases that express same or
similar meanings. |
2 |
|
| 5 |
Phonological awareness, phonics and spelling
- To reinforce work on discriminating syllables
in reading and spelling from previous term. |
1 |
|
| 6 |
Word recognition and graphic knowledge - To spell
common irregular words from Appendix List 1. |
1 |
|
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Total number of questions
in Word Section |
10 |
|
Sentence
No. |
Objectives |
No.
of
Questions |
|
| 1 |
Sentence construction and punctuation - To turn
statements into questions, learning a range of
'wh' words typically used to open questions: what,
where, when, who and to add question marks. |
2 |
|
| 2 |
Sentence construction and punctuation - To write
in clear sentences using capital letters and full
stops accurately. |
1 |
|
| 3 |
Sentence construction and punctuation - To compare
a variety of forms of questions from texts, e.g.
asking for help, asking the time, asking someone
to be quiet. |
1 |
|
| 4 |
Sentence construction and punctuation - To use
commas in lists. |
1 |
|
| 5 |
Grammatical awareness - To use standard forms
of verbs in speaking and writing, e.g. catch/caught,
see/saw, go/went, and to use the past tense consistently
for narration. |
2 |
|
| 6 |
Grammatical awareness - The need for grammatical
agreement, matching verbs to nouns/pronouns, e.g.
I am; the children are; using simple gender forms,
e.g. his/her correctly. |
2 |
|
| 7 |
Grammatical awareness - To read text aloud with
intonation and expression appropriate to the grammar
and punctuation. |
1 |
|
| |
Total number of questions
in Sentence Section |
10 |
|
Text
No. |
Objectives |
No.
of
Questions |
|
| 1 |
Reading comprehension - To skim-read title, contents
page, illustrations, chapter headings and sub-headings,
to speculate what a book might be about. |
2 |
|
| 2 |
Reading comprehension - To read about authors
from information on book covers, e.g. other books
written, whether author is alive or dead, publisher;
to become aware of authorship and publication. |
2 |
|
| 3 |
Reading comprehension - To understand the distinction
between fact and fiction; to use terms 'fact',
'fiction', and 'non-fiction' appropriately. |
2 |
|
| 4 |
Writing composition - To use humorous verse as
a structure for children to write their own by
adaption, mimicry or substitution; to invent own
riddles, language puzzles, jokes, nonsense sentences
etc., derived from reading; write tongue-twisters
or alliterative sentences; select words with care,
re-reading and listening to their effect. |
2 |
|
| 5 |
Reading comprehension - To use a contents page
and index to find out about text. |
1 |
|
| 6 |
Reading comprehension - To discuss the meanings
of words and phrases that create humour, and sound
effects in poetry, e.g. nonsense poems, tongue-twisters,
riddles, and to classify poems into simple types;
to make class anthologies. |
1 |
|
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Total number of questions
in Text Section |
10 |
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