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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 2 - Literacy
Year 4 - 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 |
| |
Word
No. |
Objectives |
No.
of
Questions |
|
| 1 |
To read and spell words through identifying phonemes
in speech and writing. |
1 |
|
| 2 |
To read and spell words through identifying syllabic
patterns in multi-syllabic words. |
1 |
|
| 3 |
To read and spell words through using phonic/spelling
knowledge as a cue, together with graphic, grammatical
and contextual knowledge, when reading unfamiliar
texts. |
1 |
|
| 4 |
To identify mis-spelt words in own writing; to
keep individual lists (e.g. spelling logs) and learn
to spell them. |
1 |
|
| 5 |
To use independent spelling strategies, including
sounding out and spelling using phonemes. |
1 |
|
| 6 |
To use independent spelling strategies, including
spelling by analogy with other known words, e.g.
light, fright. |
1 |
|
| 7 |
To spell two-syllable words containing double
consonants, e.g. bubble, kettle, common. |
1 |
|
| 8 |
To distinguish between the spelling and meanings
of common homophones, e.g. to/two/too; they're/their/there;
piece/peace. |
1 |
|
| 9 |
To recognise and spell the suffixes: -al, -ary,
-ic, -ship, -hood, -ness, -ment. |
1 |
|
| 10 |
To use 3rd and 4th place letters to locate and
sequence words in alphabetical order. |
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); to identify
errors and to suggest alternative constructions. |
1 |
|
| 2 |
To revise work on verbs from Year 1 term 3 and
to investigate verb tenses: (past, present and future). |
2 |
|
| 3 |
To identify adverbs and understand their functions
in sentences through identifying common adverbs
with ly suffix and discussing their impact on the
meaning of sentences. |
1 |
|
| 4 |
To practise using commas to mark grammatical boundaries
within sentences; link to work on editing and revising
own writing. |
1 |
|
| 5 |
To understand the term 'tense' (i.e. that it refers
to time) in relation to verbs and use it appropriately. |
1 |
|
| 6 |
Understand that one test of whether or not a word
is a verb is whether or not its tense can be changed. |
1 |
|
| 7 |
To identify adverbs and understand their functions
in sentences through noticing where they occur in
sentences and how they are used to qualify the meanings
of verbs. |
1 |
|
| 8 |
To identify adverbs and understand their functions
in sentences through collecting and classifying
examples of adverbs, e.g. for speed: swiftly, rapidly,
sluggishly, Light: brilliantly, dimly. |
1 |
|
| 9 |
To identify adverbs and understand their functions
in sentences through investigating the effects of
substituting adverbs in clauses or sentences, e.g.
They left the house...ly. |
1 |
|
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Total number of questions
in Sentence Section |
10 |
|
Text
No. |
Objectives |
No.
of
Questions |
|
| 1 |
To explore narrative order; identify and map out
the main stages of the story: introductions - build-ups
- climaxes or conflicts - resolutions. |
1 |
|
| 2 |
Write character sketches, focusing on small details
to evoke sympathy or dislike. |
1 |
|
| 3 |
To use paragraphs in story writing to organise
and sequence the narrative. |
1 |
|
| 4 |
To identify different types of text, e.g. their
content, structure, vocabulary, style lay-out and
purpose. |
1 |
|
| 5 |
To identify features of non-fiction texts in print
and IT, e.g. headings, lists, bullet points, captions
which support the reader in gaining information
efficiently. |
1 |
|
| 6 |
To understand and use the terms fact and opinion;
and to begin to distinguish the two in reading and
other media. |
1 |
|
| 7 |
To identify the main features of newspapers, including
lay-out, range of information, voice, level of formality,
organisation of articles, advertisements and headlines. |
1 |
|
| 8 |
Predict newspaper stories from the evidence of
headlines, making notes and then checking against
the original. |
1 |
|
| 9 |
To identify main characteristics of the key characters,
drawing on the text to justify views, and using
the information to predict actions. |
1 |
|
| 10 |
To explore chronologically in narrative using
written or other media texts, by mapping how much
time passes in the course of the story, e.g. noticing
where there are jumps in time, or where some events
are skimmed over quickly, and others told in detail. |
1 |
|
| |
Total number of questions
in Text Section |
10 |
|
Word
No. |
Objectives |
No.
of
Questions |
|
| 1 |
To read and spell words through identifying phonemes
in speech and writing. |
1 |
|
| 2 |
To read and spell words through correct reading
and spelling of high frequency words from KS1 and
Y3. |
1 |
|
| 3 |
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?) |
1 |
|
| 4 |
To use independent spelling strategies, including
building from other words with similar patterns
and meanings, e.g. medical, medicine. |
1 |
|
| 5 |
To read and spell accurately the words in Appendix
List 2. |
1 |
|
| 6 |
A range of suffixes that can be added to nouns
and verbs to make adjectives, e.g. wash..able, hope..ful,
shock..ing, child..like, hero..ic, road..worthy. |
1 |
|
| 7 |
To investigate what happens to words ending in
'f' when suffixes are added. |
1 |
|
| 8 |
To explore and discuss the implications of words,
which imply gender, including the -ess suffix, e.g.
prince/princess, fox/vixen, king/queen. |
1 |
|
| 9 |
To define familiar words, but within varying constraints,
e.g. in four words, then three words, then two,
then one, and consider how to arrive at the best
use of words for different purposes. |
1 |
|
| 10 |
Use phonic/spelling knowledge as a cue, together
with graphic, grammatical and contextual knowledge
when reading unfamiliar texts. |
1 |
|
| |
Total number of questions
in Word Section |
10 |
|
Sentence
No. |
Objectives |
No.
of
Questions |
|
| 1 |
To revise and extend work on adjectives from Y3
term 2 and link to work on expressive and figurative
language in stories and poetry: examining comparative
and superlative adjectives. |
2 |
|
| 2 |
To use the apostrophe accurately to mark possession
through: understanding basic rules for apostrophising
singular nouns, e.g. the man's hat; for plural nouns
ending in 's' e.g. the doctors' surgery and for
irregular plural nouns nouns, e.g. the men's room,
children's playground. |
3 |
|
| 3 |
To understand the significance of word order,
e.g. some re-orderings destroy meaning; some make
sense but change meaning; sentences can be re-ordered
to retain meaning (sometimes adding words); subsequent
words are governed by preceding ones. |
1 |
|
| 4 |
To recognise how commas, connectives and full
stops are used to join and separate clauses; to
identify in their writing where each is more effective. |
1 |
|
| 5 |
To revise and extend work on adjectives from Y3
term 2 and link to work on expressive and figurative
language in stories and poetry: comparing adjectives
on a scale of intensity (e.g. hot, warm, tepid,
lukewarm, chilly, cold). |
1 |
|
| 6 |
To revise and extend work on adjectives from Y3
term 2 and link to work on expressive and figurative
language in stories and poetry: relating them to
adverbs which indicate degrees of intensity (e.g.
very, quite, more, most) and through investigating
word |
1 |
|
| 7 |
To use the apostrophe accurately to mark possession
through identifying possessive apostrophes in reading
and to whom they refer. |
1 |
|
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Total number of questions
in Sentence Section |
10 |
|
Text
No. |
Objectives |
No.
of
Questions |
|
| 1 |
To recognise how certain types of texts are targeted
at particular readers; to identify intended audience,
e.g. junior horror stories. |
1 |
|
| 2 |
To write peotry based on the structure and/or
style of poems read, e.g. taking account of vocabulary,
archaic expressions, patterns of rhyme, choruses,
similes. |
1 |
|
| 3 |
Notemaking; to edit down a sentence or passage
by deleting the less important elements, e.g. repetitions,
asides, secondary considerations and discuss the
reasons for editorial choices. |
1 |
|
| 4 |
To understand the following terms and identify
them in poems: verse, chorus, couplet, stanza, rhyme,
rhythm, alliteration. |
1 |
|
| 5 |
To understand how settings influence events and
incidents in stories and how they affect characters'
behaviour. |
1 |
|
| 6 |
To understand the use of figurative language in
poetry and prose; compare poetic phrasing with narrative/descriptive
examples; locate use of simile. |
1 |
|
| 7 |
To understand how the use of expressive and descriptive
language can, e.g. create moods, arouse expectations,
build tension, describe attitudes or emotions. |
1 |
|
| 8 |
To identify how and why paragraphs are used to
organise and sequence information. |
1 |
|
| 9 |
To identify from examples the key features of
explanatory texts: language features: usually present
tense; use of connectives of time and cause and
effect; use of passive voice. |
1 |
|
| |
Total number of questions
in Text Section |
10 |
|
Word
No. |
Objectives |
No.
of
Questions |
|
| 1 |
Vocabulary extension - To understand how diminutives
are formed, e.g. suffixes: -ette; prefixes: mini;
adjectives, e.g. little; nouns, e.g. sapling; and
nicknames, e.g. Jonesy. |
2 |
|
| 2 |
Vocabulary extension - To investigate compound
words and recognise that they can aid spelling
even where pronunciation obscures it, e.g. handbag,
cupboard. |
1 |
|
| 3 |
Spelling conventions and rules - To recognise
and spell the suffixes: -ible, -able, -ive, -tion,
-sion. |
2 |
|
| 4 |
Revision and consolidation from year 3 - To read
and spell words through using phonic spelling knowledge
as a cue, together with graphic, grammatical and
contextual knowledge, when reading unfamiliar texts. |
1 |
|
| 5 |
Spelling conventions and rules - To distinguish
the two forms: its (possessive no apostrophe) and
it's (contracted 'it is') and to use these accurately
in own writing. |
1 |
|
| 6 |
Spelling conventions and rules - To practise
extending, and compounding words through adding
parts, e.g. ful, ly, ive, tion, ic, ist; revise
and reinforce earlier work (Y3) on prefixes and
suffixes; investigate links between meaning and
spelling. |
1 |
|
| 7 |
Spelling conventions and rules - To explore the
occurrence of certain letters, e.g. 'v' and 'k'
and letter string, e.g. 'wa' (e.g. swat, water),
'wo' (e.g. worship, won) and 'ss' (e.g. goodness,
hiss, missile) within words; deduce some of the
conventions for using them at the beginnings, middles
and endings of words. |
1 |
|
| 8 |
Spelling strategies - Spelling by analogy with
other known words. |
1 |
|
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Total number of questions
in Word Section |
10 |
|
Sentence
No. |
Objectives |
No.
of
Questions |
|
| 1 |
Grammatical awareness - To understand that some
words can be changed in particular ways and others
cannot, e.g. changing verb endings, adding comparative
endings, pluralisation and that these are important
clues for identifying word classes. |
3 |
|
| 2 |
Sentence construction and punctuation - To identify
the common punctuation marks including commas,
semi-colons, colons, dashes, hyphens, speech marks
and to respond to them appropriately when reading. |
2 |
|
| 3 |
Sentence construction and punctuation - To understand
how the grammar of a sentence alters when the sentence
type is altered, when, e.g. a statement is made
into a question, a question becomes an order, a
positive statement is made negative, noting, e.g.
the order of words. |
2 |
|
| 4 |
Sentence construction and punctuation - The use
of connectives, e.g. adverbs, adverbial phrases,
conjunctions, to structure an argument, e.g. 'if…,
then'; ‘on the other hand…’;
'finally'; 'so'. |
2 |
|
| 5 |
Sentence construction and punctuation - To understand
how the grammar of a sentence alters when the sentence
type is altered, when, e.g. a statement is made
into a question, a question becomes an order, a
positive statement is made negative, noting, e.g.
verb tenses. |
1 |
|
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Total number of questions
in Sentence Section |
10 |
|
Text
No. |
Objectives |
No.
of
Questions |
|
| 1 |
Reading comprehension - From examples of persuasive
writing, to investigate how style and vocabulary
are used to convince the intended reader. |
3 |
|
| 2 |
Reading comprehension - To summarise a sentence
or paragraph by identifying the most important
elements and rewording them in a limited number
of words. |
1 |
|
| 3 |
Reading comprehension - To clap out and count
the syllables in each line of regular poetry. |
1 |
|
| 4 |
Reading comprehension - To recognise some simple
forms of poetry and their uses, e.g. the regularity
of skipping songs, the chorus in songs. |
1 |
|
| 5 |
Reading comprehension - To read, compare and
evaluate examples of arguments and discussions,
e.g. letters to press, articles, discussion of
issues in books, e.g. environment, animal welfare. |
1 |
|
| 6 |
Writing composition - To write an alternative
ending for a known story and discuss how this would
change the reader's view of the characters and
events of the original story. |
2 |
|
| 7 |
Reading comprehension - To evaluate advertisements
for their impact, appeal and honesty, focusing
in particular on how information about the product
is presented: exaggerated claims, tactics for grabbing
attention, linguistic devices, e.g. puns, jingles,
alliteration, invented words. |
1 |
|
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Total number of questions
in Text Section |
10 |
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