| |
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).
 |
Tests are taken in sections matched
to curriculum strands, to complement
lessons; confirm progress and facilitate future lesson
planning. |
 |
 |
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 2 - Literacy
Year 3 - 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. |
 |
|
| |
| Autumn
Term |
| |
Word
No. |
Objectives |
No.
of
Questions |
|
| 1 |
The spelling of words containing each of the long
vowel phonemes from KS1.
|
1 |
|
| 2 |
To identify phonemes in speech and writing.
|
2 |
|
| 3 |
To read and spell correctly the high frequency
words from KS1.
|
1 |
|
| 4 |
To discriminate syllables in reading and spelling.
(from Year 2)
|
1 |
|
| 5 |
To identify mis-spelt words in own writing; to
keep individual lists (e.g. spelling logs) and learn
to spell them.
|
1 |
|
| 6 |
To use independent spelling strategies, including
using visual skills, e.g. recognising common letter
strings and checking critical features (i.e. does
it look right, shape, length etc?)
|
2 |
|
| 7 |
Building from other words with similar patterns
and meanings, e.g. medical, medicine.
|
1 |
|
| 8 |
How the spellings of verbs alter when -ing is
added.
|
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,
read on, leave a gap and return; to use these strategies
in conjunction with knowledge of phonemes, word
recognition, graphic knowledge and context when
reading. |
1 |
|
| 2 |
The function of verbs in sentences through collecting
and classifying examples of verbs from reading and
own knowledge, e.g. run, chase, sprint; eat, consume,
gobble; said, whispered, shrieked. |
1 |
|
| 3 |
To use verb tenses with increasing accuracy in
speaking and writing, e.g. catch/caught, see/saw,
go/went etc. Use past tense consistently for narration. |
1 |
|
| 4 |
To secure knowledge of question marks and exclamation
marks in reading, understand their purpose and use
appropriately in own writing. |
1 |
|
| 5 |
The basic conventions of speech punctuation through
identifying speech marks in reading. |
1 |
|
| 6 |
The basic conventions of speech punctuation through
using capital letters to mark the start of direct
speech. |
1 |
|
| 7 |
To identify the boundaries between separate sentences
in reading and in their own writing. |
1 |
|
| 8 |
To demarcate the end of a sentence with a full-stop
and the start of a new one with a capital letter. |
1 |
|
| 9 |
To use commas to separate items in a list. |
1 |
|
| 10 |
To take account of grammar and punctuation, e.g.
sentences, speech marks, exclamation marks and commas
to mark pauses, when reading aloud. |
1 |
|
| |
Total number of questions
in Sentence Section |
10 |
|
Text
No. |
Objectives |
No.
of
Questions |
|
| 1 |
How dialogue is presented in stories, e.g. through
statements, questions, exclamations; how paragraphing
is used to organise dialogue. |
1 |
|
| 2 |
To read aloud and recite poems, comparing different
views of the same subject; to discuss choice of
words and phrases that describe and create impact,
e.g. adjectives, powerful and expressive verbs,
e.g. 'stare' instead of 'look'. |
1 |
|
| 3 |
To distinguish between rhyming and non-rhyming
poetry and comment on the impact of layout. |
1 |
|
| 4 |
To express their views about a story or poem,
identifying specific words and phrases to support
their viewpoint. |
1 |
|
| 5 |
To generate ideas relevant to a topic by brainstorming,
word association, etc. |
1 |
|
| 6 |
To collect suitable words and phrases, in order
to write poems and short descriptions; design simple
patterns with words, use repetitive phrases; write
imaginative comparisons. |
1 |
|
| 7 |
To understand the distinction between fact and
fiction; to use terms 'fact', 'fiction' and 'non-fiction'
appropriately. |
1 |
|
| 8 |
To read information passages, and identify main
points or gist of text, e.g. by noting or underlining
key words or phrases, listing the 4 or 5 key points
covered. |
3 |
|
| |
Total number of questions
in Text Section |
10 |
|
Word
No. |
Objectives |
No.
of
Questions |
|
| 1 |
To investigate, spell and read words with silent
letters, e.g. knee, gnat, wrinkle. |
1 |
|
| 2 |
To recognise and generate compound words, e.g.
playground, airport, shoelace, underneath; and to
use this knowledge to support their spelling. |
1 |
|
| 3 |
To use the apostrophe to spell shortened forms
of words, e.g. don't, can't. |
1 |
|
| 4 |
To infer the meaning of unknown words from context
and generate a range of possible meanings, e.g.
for the word 'ochre' in a particular sentence, discuss
which is the most likely meaning and why. |
1 |
|
| 5 |
To explore opposites, e.g. upper/lower, rude/polite. |
1 |
|
| 6 |
To use the term 'definition'. |
1 |
|
| 7 |
To organise words or information alphabetically,
using the first two letters. |
1 |
|
| 8 |
To use independent spelling strategies, including
building from other words with similar patterns
and meanings, e.g. medical, medicine. |
1 |
|
| 9 |
To use the terms 'singular' and 'plural' appropriately. |
1 |
|
| 10 |
To know the quartiles of the dictionary, e.g.
m lies around the halfway mark, t towards the end. |
1 |
|
| |
Total number of questions
in Word Section |
10 |
|
Sentence
No. |
Objectives |
No.
of
Questions |
|
| 1 |
The function of adjectives within sentences, through
identifying adjectives in shared reading.
|
1 |
|
| 2 |
The function of adjectives within sentences, through
collecting and classifying adjectives, e.g. for
colours, sizes, moods.
|
1 |
|
| 3 |
To extend knowledge and understanding of pluralisation
through recognising the use of singular and plural
forms in speech and through shared reading.
|
1 |
|
| 4 |
Other uses of capitalisation from reading, e.g.
names, headings, special emphasis, new lines in
poetry.
|
1 |
|
| 5 |
To experiment with deleting words in sentences
to see which are essential to retain meaning and
which are not.
|
1 |
|
| 6 |
To understand the differences between verbs in
the 1st, 2nd and 3rd person, e.g. I,we,do, you/you
do, he/she/they do/does.
|
1 |
|
| 7 |
To extend knowledge and understanding of pluralisation
through understanding the term ‘collective
noun’ and collecting examples - experiment
with inventing other collective nouns.
|
1 |
|
| 8 |
To use the term adjective appropriately.
|
1 |
|
| 9 |
To extend knowledge and understanding of pluralisation
through noticing which nouns can be pluralised and
which cannot, e.g. trousers, rain.
|
1 |
|
| 10 |
To note where commas occur in reading and to discuss
their functions in helping the reader.
|
1 |
|
| |
Total number of questions
in Sentence Section |
10 |
|
Text
No. |
Objectives |
No.
of
Questions |
|
| 1 |
Using reading as a model, to write own passages
of dialogue. |
1 |
|
| 2 |
To identify and discuss main and recurring characters,
evaluate their behaviour and justify views. |
2 |
|
| 3 |
To plan main points as a structure for story writing,
considering how to capture points in a few words
that can be elaborated later; discuss different
methods of planning. |
1 |
|
| 4 |
To describe and sequence key incidents in a variety
of ways, e.g. by listing, charting, mapping, making
simple storyboards. |
1 |
|
| 5 |
To write portraits of characters, using story
text to describe behaviour and characteristics,
and presenting portraits in a variety of ways, e.g.
as posters, labelled diagrams, letters to friends
about them. |
1 |
|
| 6 |
To make clear notes, through, e.g. exploring ways
of writing ideas, messages, in shortened forms,
e.g. notes, lists, headlines, telegrams, to understand
that some words are more essential to meaning than
others. |
1 |
|
| 7 |
To make clear notes, through, e.g. identifying
key words, phrases or sentences when reading. |
1 |
|
| 8 |
To identify the different purposes of instructional
texts, e.g. recipes, route-finders, timetables,
instructions, plans, rules. |
1 |
|
| 9 |
To make clear notes, through, e.g. making use
of simple formats to capture key points, e.g. flow
chart, ‘for’ and ‘against’
columns, matrices to complete in writing or on screen. |
1 |
|
| |
Total number of questions
in Text Section |
10 |
|
Word
No. |
Objectives |
No.
of
Questions |
|
| 1 |
Spelling conventions and rules - To use the apostrophe
to spell further contracted forms, e.g. couldn't. |
1 |
|
| 2 |
Vocabulary extension - To collect synonyms which
will be useful in writing dialogue, e.g. shouted,
cried, yelled, squealed, exploring the effects
on meaning, e.g. through substituting these synonyms
in sentences. |
2 |
|
| 3 |
Spelling conventions and rules - To use their
knowledge of these prefixes to generate new words
from root words, e.g. lead/mislead, sense/nonsense,
and to understand how they give clues to meaning,
e.g. extend, export, explode; mislead, mistake,
misplace. |
2 |
|
| 4 |
Vocabulary extension - To explore homonyms which
have the same spelling but multiple meanings and
explain how the meanings can be distinguished in
context, e.g. form (shape or document), wave (gesture,
shape or motion). |
1 |
|
| 5 |
Vocabulary extension - To collect, investigate,
classify common expressions from reading and own
experience, e.g. ways of expressing surprise, apology,
greeting, warning, thanking, refusing. |
1 |
|
| 6 |
Spelling strategies - To use independent spelling
strategies, including building from other words
with similar patterns and meanings, e.g. medical,
medicine. |
1 |
|
| 7 |
Spelling conventions and rules - Identify short
words within longer words as an aid to spelling. |
1 |
|
| 8 |
Spelling conventions and rules - To recognise
and spell the prefixes mis-, non-, ex-, co-, anti-; |
1 |
|
| |
Total number of questions
in Word Section |
10 |
|
Sentence
No. |
Objectives |
No.
of
Questions |
|
| 1 |
Grammatical awareness - To identify pronouns
and understand their functions in sentences through
noticing in speech and reading how they stand in
place of nouns. |
1 |
|
| 2 |
Grammatical awareness - To identify pronouns
and understand their functions in sentences through
distinguishing personal pronouns e.g. I, you, him,
it and possessive pronouns e.g. my, yours, hers. |
2 |
|
| 3 |
Grammatical awareness - To ensure grammatical
agreement in speech and writing of pronouns and
verbs, e.g. I am, we are, in standard English. |
1 |
|
| 4 |
Sentence construction and punctuation - To investigate
through reading and writing how words and phrases
can signal time sequences, e.g. first, then, after,
meanwhile, from, where. |
1 |
|
| 5 |
Sentence construction and punctuation - How sentences
can be joined in more complex ways through using
a widening range of conjunctions in addition to
'and' and 'then', e.g.: if, so, while, though,
since, when. |
1 |
|
| 6 |
Grammatical awareness - To identify pronouns
and understand their functions in sentences through
substituting pronouns for common and proper nouns
in own writing. |
1 |
|
| 7 |
Sentence construction and punctuation - To use
speech marks and other dialogue punctuation appropriately
in writing and to use the conventions which mark
boundaries between spoken words and the rest of
the sentence. |
1 |
|
| 8 |
Sentence construction and punctuation - To become
aware of the use of commas in marking grammatical
boundaries within sentences. |
1 |
|
| 9 |
Grammatical awareness - To identify pronouns
and understand their functions in sentences through
distinguishing the 1st, 2nd, 3rd person forms of
pronouns, e.g. I, me, we; you; she, her. |
1 |
|
| |
Total number of questions
in Sentence Section |
10 |
|
Text
No. |
Objectives |
No.
of
Questions |
|
| 1 |
Reading comprehension - To summarise orally in
one sentence the content of a passage or text and
the main point it is making. |
1 |
|
| 2 |
Reading comprehension strategies - To distinguish
between 1st and 3rd person accounts. |
2 |
|
| 3 |
Reading comprehension strategies - To discuss
(i) characters' feelings; (ii) behaviour, e.g.
fair or unreasonable, brave or foolish; (iii) relationships,
referring to the text and making judgements. |
1 |
|
| 4 |
Reading comprehension strategies - To re-tell
main points of story in sequence; to compare different
stories; to evaluate stories and justify their
preference. |
1 |
|
| 5 |
Reading comprehension strategies - To consider
credibility of events, e.g. by selecting some real
life adventures either written or retold as stories
and comparing them with fiction. |
1 |
|
| 6 |
Reading comprehension strategies - To refer to
significant aspects of the text, e.g. opening,
build-up, atmosphere, and to know language is used
to create these, e.g. use of adjectives for description. |
1 |
|
| 7 |
Writing composition - To organise letters into
simple paragraphs. |
1 |
|
| 8 |
Writing composition - To summarise in writing
the content of a passage or text and the main point
it is making. |
1 |
|
| 9 |
Writing composition - To revise and extend work
on note-making from previous term. |
1 |
|
| |
Total number of questions
in Text Section |
10 |
|
|
