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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 6 - 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 identify mis-spelt words in own writing; to
keep individual lists (e.g. spelling logs); to learn
to spell them. |
1 |
|
| 2 |
To use known spellings as a basis for spelling
other words with similar patterns or related meanings. |
1 |
|
| 3 |
To use independent spelling strategies, including
building up spellings by syllabic part, using known
prefixes, suffixes and common letter strings. |
1 |
|
| 4 |
To use independent spelling strategies, including
building words from other known words, and from
awareness of the meaning or derivations of words. |
1 |
|
| 5 |
Revise and extend work on spelling patterns for
unstressed vowels in polysyllabic words from Year
5 term 3. |
2 |
|
| 6 |
To use word roots, prefixes and suffixes as a
support for spelling, e.g. aero, aqua, audi, bi,
cede, clude, con, cred, duo, log(o)(y), hyd(ro)(ra),
in, micro, oct, photo, port, prim, scribe, scope,
sub, tele, tri, ex. |
3 |
|
| 7 |
To investigate meanings and spellings of connectives:
therefore, notwithstanding, furthermore, etc.; link
to sentence level work on connectives. |
1 |
|
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Total number of questions
in Word Section |
10 |
 |
Sentence
No. |
Objectives |
No.
of
Questions |
|
| 1 |
To revise from Y5 re-expressing sentences in a
different order. |
2 |
|
| 2 |
To revise earlier work on verbs and to understand
the terms active and passive; being able to transform
a sentence from active to passive, and vice versa. |
2 |
|
| 3 |
To investigate connecting words and phrases: classify
useful examples for different kinds of text - for
example, by position (besides, nearby, by); sequence
(firstly, secondly…); logic (therefore, so,
consequently). |
2 |
|
| 4 |
To form complex sentences through, e.g. reading
back complex sentences for clarity of meaning, and
adjusting as necessary. |
2 |
|
| 5 |
To secure knowledge and understanding of more
sophisticated punctuation marks: semi-colon. |
2 |
|
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Total number of questions
in Sentence Section |
10 |
|
Text
No. |
Objectives |
No.
of
Questions |
|
| 1 |
To summarise a passage, chapter or text in a specified
number of words. |
2 |
|
| 2 |
To comment critically on the language, style,
success of examples of non-fiction such as periodicals,
reviews, reports, leaflets. |
2 |
|
| 3 |
To develop a journalistic style through considering
what is of public interest in events. |
2 |
|
| 4 |
To secure understanding of the features of non-chronological
reports: mostly present tense. |
1 |
|
| 5 |
To take account of viewpoint in a novel through,
e.g.: explaining how this influences the reader's
view of events. |
1 |
|
| 6 |
To articulate personal responses to literature,
identifying why and how a text might affect a reader. |
1 |
|
| 7 |
To take account of viewpoint in a novel through,
e.g. explaining how events might look from a different
point of view. |
1 |
|
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Total number of questions
in Text Section |
10 |
|
Word
No. |
Objectives |
No.
of
Questions |
|
| 1 |
To use independent spelling strategies, including
building up spellings by syllabic part, using known
prefixes, suffixes and common letter strings. |
1 |
|
| 2 |
To revise and consolidate work from previous four
terms with particular emphasis on inventing and
using mnemonics for irregular or difficult spellings. |
1 |
|
| 3 |
To extend work on word origins and derivations
from previous term. Use personal reading, a range
of dictionaries and previous knowledge to investigate
words with common prefixes, suffixes, word roots. |
1 |
|
| 4 |
To build a bank of useful terms and phrases for
argument, e.g. similarly…whereas... |
1 |
|
| 5 |
To revise and consolidate work from the previous
four terms with particular emphasis on learning
and inventing spelling rules. |
1 |
|
| 6 |
To use independent spelling strategies, including
building up spellings by syllabic parts, using known
prefixes, suffixes and common letter strings. |
1 |
|
| 7 |
To use known spellings as a basis for spelling
other words with similar patterns or related meanings. |
1 |
|
| 8 |
To use independent spelling strategies, including
building words from other known words, and from
awareness of the meaning or derivation of words. |
1 |
|
| 9 |
To revise and consolidate work from the previous
four terms with particular emphasis on unstressed
vowel spellings in polysyllabic words. |
1 |
|
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Additional questions from Teaching strategy |
1 |
|
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Total number of questions
in Word Section |
10 |
|
Sentence
No. |
Objectives |
No.
of
Questions |
|
| 1 |
To understand features of formal official language
through, e.g. noting the conventions of the language,
e.g. use of the impersonal voice, imperative verbs,
formal vocabulary. |
2 |
|
| 2 |
To revise work on contracting sentences: editing. |
1 |
|
| 3 |
To use reading to: investigate conditionals, e.g.
using if, then, might, could, would, and their uses,
e.g. in deduction, speculation, supposition. |
2 |
|
| 4 |
To investigate further the use of active and passive
verbs: identify examples of active and passive verbs
in texts. |
1 |
|
| 5 |
To investigate further the use of active and passive
verbs: consider how the passive voice can conceal
the agent of a sentence, e.g. the chicks were kept
in an incubator. |
1 |
|
| 6 |
To revise work on complex sentences: ways of connecting
clauses. |
1 |
|
| 7 |
To revise work on complex sentences: appropriate
use of punctuation. |
1 |
|
| 8 |
To use reading to explore use of conditionals
in past and future, experimenting with transformations,
discussing effects, e.g. speculating about possible
causes (past) reviewing a range of options and their
outcomes (future). |
1 |
|
| |
Total number of questions
in Sentence Section |
10 |
|
Text
No. |
Objectives |
No.
of
Questions |
|
| 1 |
To recognise how poets manipulate words for their
connotations. |
1 |
|
| 2 |
To investigate humorous verse, nonsense words
and how meaning can be made of them. |
1 |
|
| 3 |
To analyse how messages, moods, feelings and attitudes
are conveyed in poetry. |
1 |
|
| 4 |
To read and interpret poems in which meanings
are implied or multi-layered; to discuss, interpret
challenging poems with others. |
1 |
|
| 5 |
To recognise how arguments are constructed to
be effective, through, e.g. the provision of persuasive
examples, illustrations and evidence. |
1 |
|
| 6 |
To analyse the success of texts and writers in
evoking particular responses in the reader, e.g.
where suspense is well-built. |
1 |
|
| 7 |
To discuss the way standard English varies in
different contexts, e.g. why legal language is necessarily
highly formalised, why questionnaires must be specific. |
1 |
|
| 8 |
To identify the features of balanced written arguments
which, e.g. summarise different sides of an argument;
clarify the strengths and weaknesses of different
positions; signal personal opinion clearly. |
1 |
|
| 9 |
Parody a literary text, describing stock characters
and plot structure, language, etc. |
1 |
|
| 10 |
To construct effective arguments: anticipating
possible objections. |
1 |
|
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Total number of questions
in Text Section |
10 |
|
Word
No. |
Objectives |
No.
of
Questions |
|
| 1 |
Vocabulary extension - To experiment with language,
e.g. creating new words, similes and metaphors. |
2 |
|
| 2 |
Vocabulary extension - To invent words using
known roots, prefixes and suffixes, e.g. vacca
+ probe = someone who has a fear of cows. |
1 |
|
| 3 |
Vocabulary extension - To practise and extend
vocabulary, e.g. through inventing word games such
as puns, riddles, crosswords. |
2 |
|
| 4 |
Spelling strategies - To use independent spelling
strategies, including building up spellings by
syllabic parts, using known prefixes, suffixes
and common letter strings. |
2 |
|
| 5 |
Spelling strategies - To use independent spelling
strategies, including building words from other
known words, and from awareness of the meaning
or derivation of words. |
1 |
|
| 6 |
Spelling conventions and rules - To revise and
consolidate work from previous five terms with
particular emphasis on inventing and using mnemonics
for irregular or difficult spellings. |
1 |
|
| 7 |
Spelling strategies - 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 |
|
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Total number of questions
in Word Section |
10 |
|
Sentence
No. |
Objectives |
No.
of
Questions |
|
| 1 |
Grammatical awareness - To revise the language
conventions and grammatical features of the different
types of text such as recounts (e.g. anecdotes,
accounts of observations, experiences). |
2 |
|
| 2 |
Grammatical awareness - To revise the language
conventions and grammatical features of the different
types of text such as persuasive texts (e.g. opinions,
promotional literature) discursive texts (e.g.
balanced arguments). |
2 |
|
| 3 |
Sentence construction and punctuation - To revise
formal styles of writing the impersonal voice. |
2 |
|
| 4 |
Grammatical awareness - To revise the language
conventions and grammatical features of the different
types of text such as narrative (e.g. stories and
novels). |
1 |
|
| 5 |
Sentence construction and punctuation - To revise
formal styles of writing; the use of the passive. |
2 |
|
| 6 |
Sentence construction and punctuation - To secure
control of complex sentences, understanding how
clauses can be manipulated to achieve different
effects. |
1 |
|
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Total number of questions
in Sentence Section |
10 |
|
Text
No. |
Objectives |
No.
of
Questions |
|
| 1 |
Reading comprehension - To appraise a text quickly
and effectively; to retrieve information from it;
to find information quickly and evaluate its value. |
2 |
|
| 2 |
Reading comprehension - To secure the skills
of skimming, scanning and efficient reading so
that research is fast and effective. |
1 |
|
| 3 |
Reading comprehension - To look at connections
and contrasts in the work of different writers. |
2 |
|
| 4 |
Writing composition - To write summaries of books
or parts of books, deciding on priorities relevant
to purpose. |
2 |
|
| 5 |
Reading comprehension - To secure understanding
of the features of explanatory texts from Year
5 term 2. |
1 |
|
| 6 |
Reading comprehension - to identify the key features
of impersonal formal language, e.g. the present
tense, the passive voice and discuss when and why
they are used. |
1 |
|
| 7 |
Reading comprehension - to comment critically
on the overall impact of a poem, showing how language
and themes have been developed. |
1 |
|
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Total number of questions
in Text Section |
10 |
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