Mark schemes for reading testsReading Test 2: Holiday PostcardsFramework: Y2 Narrative Unit 1 Stories with familiar settings AF Mk Lvl Extra information1. ✓ swimming 2 1 12. a swimming ring 2 1 23. a) Becky’s brotherb) two or nearly three321122a) accept ‘friend’4. in a caravan or on a farm or in the country 3 1 2 accept either answer for the mark5. ✓ in the country 3 1 26. chickens 2 1 27. Friday 2 1 28. ✓ sad films 3 1 29. it is too cold and wet 2 1 210. flapping the fish or playing the game 3 1 311. yes – she says it was good fun 2 1 3 the mark is for the explanation only12. (their) Gran 2 1 2 accept ‘Gran’ or ‘gran’13. accept any reasonable explanation 6 1 314. Tim – started learning to swimBecky – swam a lotBen – went to the country3 1 2 all three matched correctly for 1 mark
Mark scheme for Short Writing Task 2: How to Play a Game Framework: Y2 Non-fiction Unit 1 InstructionsName: Class: Date:Spelling and handwritingComposition and effectSentence structure, punctuation and text organisationLevelSPELLINGUsing professional judgementMarksawarded% wordsspelledcorrectly• Instructional text is consistently used.• Features of information writing include:• an introductory sentence to explain the aim of the instructions. (It is funplaying ‘cats and mice’ in PE. This is how to play it.)• Headings are used to explain different functions of parts of the text (You willneed; What to do; Don't forget).6–7 marks• Sentences joined with connectives such as: because, when, so (When you areready you can begin; move quietly so they will not know where you are) on morethan one occasion.• Some appropriate use of adjectives (fast, still, hard, careful) and adverbs(slowly, carefully, gently).• Full stops and capital letters at least 50% accurate.6 marks3c15–10211–25• Features of information writing include:• all sentences begin with either adverb (First, Later, Lastly) or command(imperative) verb (Jump, Chase, Choose);• the instructions include some headings (You will need; What to do);• the sequence of events is clearly indicated by numbers, arrows or some otherdevice.• Some additional detail is given to help the reader to follow the instructions(Choose a leader who is wearing blue socks).• More than 30% of sentences end with full stops, question marks orexclamation marks and begin with capital letters.• Sentences joined with connectives such as: and, but, then, when (Hold out yourarms then wait for someone to run under them).<strong>Rising</strong> <strong>Stars</strong> UK Ltd 2008. You may photocopy this page.©326–40441–60561–752a676–90791–1005 marks5 marksH<strong>AND</strong>WRITINGAward 1 mark if:the handwriting is legible and shows somefeatures of regularity in size and spacing.However, the overall effect is disjointed anduneven.Award 2 marks if:overall, the handwriting is regular with someflow and movement. Letters and words areusually appropriate in size and position, butthere is some variation.• Features of instructional language include:• writing is in the present tense (Choose who is going to be it);• some use of adverbs (First, then, next) are used to indicate sequence ofevents.• The purpose of the text is to give instructions.• The vocabulary is appropriate and helps the reader to understand the ideas (e.g.using prepositions to describe where equipment should go under, on, beside, aswell as verbs of motion to describe how to move and where to go: jump intothe hoop).4 marks• Mainly simple sentences beginning with imperative or command verbs (choose;look).• Some sentences joined by connectives such as and, then (Choose a leader andthey choose their teams).• No more than three uses of and in any sentence.• 20%–30% of sentences marked by full stops and capital letters.2b4 marksAward 3 marks if:the handwriting is consistent and fluent withletters and words appropriately spaced. Thehandwriting may maintain a personal style.• Information is given which relates to playing a game, although the text typemay not be appropriate. (I ran to the goal and then I scored.)• The vocabulary used is appropriate and relevant. It may include nouns (ball,hoop, mat) and some use of verbs of motion (hop, run, jump).2–3 marks• At least two sentences have capital letters and full stops.• More than two pieces of information are given (e.g. two stages of playing thegame: (Run away as fast as you can, then stand still if it gets you).2c2–3 marks• Relevant topic is described, although not necessarily in the requested text type.(I played it and Shane was it.)• Writing is placed appropriately on the page.1 mark• Simple repetitive sentence structures (push the ball then run to it then get onit).• At least one full stop is used appropriately.• Writing can be read without mediation.• Some topic-related words are used (turn, run).1 mark1a
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