| |
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).
 |
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 5 - 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 |
To identify mis-spelt words in own writing; to
keep individual lists (e.g. spelling logs); to learn
to spell them. |
1 |
|
| 2 |
To use independent spelling strategies, including
building up spellings by syllabic parts, using known
prefixes, suffixes and common letter strings. |
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 investigate, collect and classify spelling
patterns in pluralisation, construct rules for regular
spellings, e.g. add -s, to most words; add -es to
most words ending in -s, -sh, -ch; change -f to
-ves; when -y is preceded by a consonant, change
to -ies; when -y is preceded by a vowel, add -s. |
1 |
|
| 5 |
To collect, and investigate the meanings and spellings
of words using the following prefixes: auto, bi,
trans, tele, circum. |
1 |
|
| 6 |
To explain the differences between synonyms,
e.g. angry, irritated, frustrated, upset; collect,
classify and order sets of words to identify shades
of meaning. |
1 |
|
| 7 |
To identify word roots, derivations and spelling
patterns, e.g. sign, signature, signal; bomb, bombastic,
bombard; remit, permit, permission, in order to
extend vocabulary and provide support for spelling. |
1 |
|
| 8 |
To use adverbs to qualify verbs in writing dialogue,
e.g. timidly, gruffly, excitedly, using a thesaurus
to extend vocabulary. |
1 |
|
| 9 |
To use known spellings as a basis for spelling
other words with similar patterns or related meanings. |
1 |
|
| 10 |
To collect and classify a range of idiomatic phrases,
cliche's and expressions, e.g. the more the better,
under the weather, past his prime, given up the
ghost, taken for a ride, put on a brave face, over
the top, beat about the bush, in for a penny, par
for the course. |
1 |
|
| |
Total number of questions
in Word Section |
10 |
 |
Sentence
No. |
Objectives |
No.
of
Questions |
|
| 1 |
Investigate word order by examining how far the
order of words in sentences can be changed: which
words are essential to meaning. |
1 |
|
| 2 |
To understand the basic conventions of standard
English and consider when and why standard English
is used: consistency of tense and subject. |
3 |
|
| 3 |
To understand the difference between direct and
reported speech (e.g. 'she said, "I am going"',
'she said she was going'), e.g. through transforming
direct into reported speech and vice versa, noting
changes in punctuation and words that have to be
changed or added. |
1 |
|
| 4 |
From reading, to understand how dialogue is set
out, e.g. on separate lines for alternate speakers
in narrative, and the positioning of commas before
speech marks. |
2 |
|
| 5 |
To revise and extend work on verbs, focusing on
tenses: past, present, future; investigating how
different tenses are formed by using auxiliary verbs
e.g. have, was, shall, will. |
2 |
|
| 6 |
Investigate word order by examining how far the
order of words in sentences can be changed: which
words or groups of words can be moved into a different
order. |
1 |
|
| |
Total number of questions
in Sentence Section |
10 |
|
Text
No. |
Objectives |
No.
of
Questions |
|
| 1 |
To analyse the features of a good opening and
compare a number of story openings. |
1 |
|
| 2 |
To compare the structure of different stories,
to discover how they differ in pace, build-up, sequence,
complication and resolution. |
1 |
|
| 3 |
To investigate how characters are presented, referring
to the text through dialogue, action and description. |
1 |
|
| 4 |
To understand dramatic conventions including how
tension can be built up through pace, silences and
delivery. |
1 |
|
| 5 |
To analyse and compare poetic style, use of forms
and the themes of significant poets; to respond
to shades of meaning; to explain and justify personal
tastes; to consider the impact of full rhymes, half
rhymes, internal rhymes and other sound patterns. |
1 |
|
| 6 |
To develop an active attitude towards reading:
seeking answers, anticipating events, empathising
with characters and imagining events that are described. |
1 |
|
| 7 |
To write new scenes or characters into a story,
in the manner of the writer, maintaining consistency
of character and style, using paragraphs to organise
and develop detail. |
1 |
|
| 8 |
To convey feelings, reflections or moods in a
poem through the careful choice of words and phrases. |
1 |
|
| |
Total number of questions
in Text Section |
10 |
|
Word
No. |
Objectives |
No.
of
Questions |
|
| 1 |
To explore spelling patterns of consonants and
formulate rules: -ll in full becomes l when used
as a suffix. |
1 |
|
| 2 |
To explore spelling patterns of consonants and
formulate rules: words ending with a single consonant
preceded by a short vowel double the consonant before
adding -ing, etc. e.g. hummed, sitting, wetter. |
1 |
|
| 3 |
To investigate words which have common letter
strings but different pronunciations, e.g. rough,
cough, bough; boot, foot. |
1 |
|
| 4 |
To distinguish between homophones, i.e. words
with common pronunciations but different spellings,
e.g. eight, ate; grate, great; rain, rein, reign. |
1 |
|
| 5 |
The correct use and spelling of possessive pronouns,
linked to work on grammar, e.g. their, theirs; your,
yours; my, mine. |
1 |
|
| 6 |
To recognise and spell the suffix: -cian, etc. |
1 |
|
| 7 |
To investigate further antonyms. Why do some words
have opposites, e.g. near, over, while others have
more than one opposite, e.g. big, right, and others
have none, e.g. green, wall? Investigate common
spelling patterns and other ways of creating opposites
through additional words and phrases. Link to children's
knowledge of adjectives and adverbs. |
1 |
|
| 8 |
To explore onomatopoeia. Collect, invent and use
words whose meaning is represented in their sounds,
e.g. splash, plop, bang, clash, smack, trickle,
swoop. |
1 |
|
| 9 |
To use independent spelling strategies, including:
building up spellings by syllabic parts, using prefixes,
suffixes and common letter strings. |
1 |
|
| 10 |
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 |
|
| |
Total number of questions
in Word Section |
10 |
|
Sentence
No. |
Objectives |
No.
of
Questions |
|
| 1 |
To re-order simple sentences, noting the changes
which are required in word order and verb forms
and discuss the effects of changes. |
1 |
|
| 2 |
To revise from Y4 the different kinds of noun. |
2 |
|
| 3 |
To explore ambiguities that arise from sentence
contractions, e.g. through signs and headlines:
'police shot man with knife', 'Nothing acts faster
than Anadin', 'Baby Changing Unit'. |
1 |
|
| 4 |
To ensure that, in using pronouns, it is clear
to what or to whom they refer. |
1 |
|
| 5 |
To consolidate the basic conventions of standard
English: consistency of tense and subject. |
1 |
|
| 6 |
To consolidate the basic conventions of standard
English: avoidance of double negatives. |
1 |
|
| 7 |
To understand how writing can be adapted for different
audiences and purpose, e.g. by changing vocabulary
and sentence structures. |
1 |
|
| 8 |
To secure the use of the comma in embedding clauses
within sentences. |
1 |
|
| 9 |
To use punctuation effectively to signpost meaning
in longer and more complex sentences. |
1 |
|
| |
Total number of questions
in Sentence Section |
10 |
|
Text
No. |
Objectives |
No.
of
Questions |
|
| 1 |
To evaluate texts critically by comparing how
different sources treat the same information. |
1 |
|
| 2 |
To select and evaluate a range of texts, in print
or other media, for persuasiveness, clarity, quality
of information. |
1 |
|
| 3 |
Notemaking: to discuss what is meant by 'in your
own words' and when it is appropriate to copy, quote
and adapt; |
1 |
|
| 4 |
To investigate the features of different fiction
genres, e.g. science fiction, adventure, discussing
the appeal of popular fiction. |
1 |
|
| 5 |
To understand the difference between literal and
figurative language, e.g. through discussing the
effects of imagery in poetry and prose. |
1 |
|
| 6 |
To prepare for reading by identifying what they
already know and what they need to find out. |
1 |
|
| 7 |
To read a range of explanatory texts, investigating
and noting features of impersonal style, e.g. complex
sentences: use of passive voice; technical vocabulary;
hypothetical language (if, then, might when the);
use of words/phrases to make sequential, causal,
logical connections, e.g. while, during, after,
because, due to, only when, so. |
1 |
|
| 8 |
To use the structures of poems read to write extensions
based on these, e.g. additional verses, or substituting
own words and ideas. |
1 |
|
| 9 |
To convert personal notes into notes for others
to read, paying attention to appropriateness of
style, vocabulary and presentation. |
1 |
|
| |
Additional questions from Teaching strategy |
1 |
|
| |
Total number of questions
in Text Section |
10 |
|
Word
No. |
Objectives |
No.
of
Questions |
|
| 1 |
Spelling conventions and rules - To investigate
and learn spelling rules: words ending in y preceded
by a consonant change y to ie when adding a suffix,
e.g. flies, tried - except for the suffixes ly
or ing, e.g. shyly, flying. |
1 |
|
| 2 |
Spelling conventions and rules - To spell unstressed
vowels in polysyllabic words, e.g. company, portable,
poisonous interest description, carpet, sector,
freedom, extra, etc. |
1 |
|
| 3 |
Spelling conventions and rules - To investigate
and learn spelling rules: words ending in modifying
e keep e when adding a suffix beginning with a
consonant, e.g. hopeful, lovely. |
1 |
|
| 4 |
Vocabulary extension - To understand how words
can be formed from longer words, e.g. through the
omission of letters - o'clock, Hallowe'en; through
omission of prefixes -(omni)bus, (tele)phone, (aero)plane;
through the use of acronyms - radar, CD. |
1 |
|
| 5 |
Spelling conventions and rules - To investigate
and learn spelling rules: i before e except after
c when the sound is ee, e.g. receive. Note and
learn exceptions. |
1 |
|
| 6 |
Spelling conventions and rules - To investigate
and learn spelling rules: words ending in modifying
e drop e when adding ing, e.g. taking. |
1 |
|
| 7 |
Spelling strategies - To use independent spelling
strategies, including: building up spellings by
syllabic parts, using known prefixes, suffixes
and common letter strings. |
1 |
|
| 8 |
Spelling conventions and rules - To transform
words, e.g. changing tenses: -ed, -ing, negation:
un-, im-, il-; making comparatives: -er, -est,
-ish |
2 |
|
| 9 |
Spelling conventions and rules - To transform
words, e.g. changing verbs to nouns, e.g. -ion,
-ism, -ology; nouns to verbs: -ise, -ify, -en. |
1 |
|
| |
Total number of questions
in Word Section |
10 |
|
Sentence
No. |
Objectives |
No.
of
Questions |
|
| 1 |
Grammatical awareness - To search for, identify
and classify a range of prepositions: back, up,
down, across, through, on, etc.; experiment with
substituting different prepositions and their effect
on meaning. Understand and use the term preposition. |
2 |
|
| 2 |
Sentence construction and punctuation - To use
punctuation marks accurately in complex sentences. |
1 |
|
| 3 |
Sentence construction and punctuation - To revise
use of apostrophes for possession (from Y4 term
1). |
1 |
|
| 4 |
Sentence construction and punctuation - To investigate
clauses through identifying the main clause in
a long sentence. |
1 |
|
| 5 |
Sentence construction and punctuation - To use
connectives to link clauses within sentences and
to link sentences in longer texts. |
1 |
|
| 6 |
Grammatical awareness - To secure the basic conventions
of standard English: consistency of tense and subject. |
1 |
|
| 7 |
Grammatical awareness - To secure the basic conventions
of standard English: avoidance of double negatives. |
2 |
|
| 8 |
Grammatical awareness - To secure the basic conventions
of standard English: agreement between nouns and
verbs. |
1 |
|
| |
Total number of questions
in Sentence Section |
10 |
|
Text
No. |
Objectives |
No.
of
Questions |
|
| 1 |
Reading comprehension - To read and evaluate
letters, e.g. from newspapers, magazines, intended
to inform, protest, complain, persuade, considering
(i) how they are set out (ii) how language is used,
e.g. to gain attention, respect, manipulate. |
2 |
|
| 2 |
Reading comprehension - To identify the point
of view from which a story is told and how this
affects the reader's response. |
1 |
|
| 3 |
Reading comprehension - To change point of view,
e.g. tell incident or describe a situation from
the point of view of another character or perspective. |
1 |
|
| 4 |
Reading comprehension - To read, rehearse and
modify perfomance of poetry. |
1 |
|
| 5 |
Reading comprehension - To read other examples,
e.g. newspaper comment, headlines, adverts, fliers.
Compare writing which informs and persuades, considering,
e.g. how opinion can be disguised to seem like
fact. |
2 |
|
| 6 |
Reading comprehension - To select and evaluate
a range of texts, in print or other media, for
persuasiveness, clarity, quality of information. |
2 |
|
| 7 |
Reading comprehension - From reading, to collect
and investigate use of persuasive devices: e.g.
rhetorical questions e.g. 'are we expected to..?'
'where will future audiences come from..?' |
1 |
|
| |
Total number of questions
in Text Section |
10 |
|
|
