[PDF] 2019 Key Stage 1 Year 2 - English Test Modified Large Print.pdf | Plain Text

2019 national curriculum tests Key stage 1 ENGLISH Modified large print Reading Paper 1: reading prompt and answer booklet First name Middle name Last name Note for marking: This paper should be marked using the standard mark schemes for KS1 English reading: Paper 1. There is additional guidance on marking MLP papers in the Modified Test Administration Instructions provided with this paper. STA/19/8200/MLp

STA/19/8200/MLp 2 BLANK PAGE

3 STA/19/8200/MLp Contents My Big Brother JJ ................................. Page 4 What Is A Cowboy? ............................ Page 18

STA/19/8200/MLp 4 My Big Brother JJ I was happy. My big brother JJ was happy. It was nearly half term. Then Mum rushed into the room. “JJ! Jasmine! I need to talk to you about next week. I know it is holiday time, but I have to go to work,” she said. “I need to know that you can be a good girl for JJ. He will be in charge.”

5 STA/19/8200/MLp Practice questions a. Why was JJ looking after Jasmine? Tick one . Mum was going to work. Mum was going on holiday. Jasmine was ill. Jasmine was going on holiday. b. Who is telling the story?

STA/19/8200/MLp 6 On Monday, we had a very good day. We went to the fair in the park. I won a huge, pink teddy. On Wednesday, we went to the circus in a big tent. It was so lovely! We saw acrobats swinging high above our heads. On Friday, JJ said, “Let’s do som ething for Mum. She has been working all week.” “Can we do a picture in the garden?” I asked.

7 STA/19/8200/MLp 1. Draw three lines to show what Jasmine and JJ did on each day. Monday did something for Mum Wednesday went to the fair Friday went t o the circus 2. What did Jasmine and JJ see at the circus?

STA/19/8200/MLp 8 “Let’s find the paints,” said JJ. “Can we paint the shed wall?” I asked. “Yes,” said JJ. “It is a really boring colour!” JJ fetched the stepladder. He said, “These steps are a bi t wobbly. I will paint the top bit.” He climbed up and painted a basketball net and a red ball going into it. I painted some beautiful flowers and some grass.

9 STA/19/8200/MLp 3. Why did JJ agree to paint the shed wall? 4. Why did JJ paint the top of the s hed? Tick one . Jasmine didn’t like painting. The steps were dangerous. He knew what to paint. Mum would like what he painted.

STA/19/8200/MLp 10 When we finished, our painting was really bright and colourful. Then JJ said, “Hold these brushes very car efully. I will get something to clean them.” I wanted to see the top of our picture so I climbed the steps. They wobbled! I dropped the brushes!

11 STA/19/8200/MLp 5. Why did Jasmine climb the steps? 6. Why did Jasmine drop the brushes? Tick one . The steps moved JJ told her to The brushes were dirty Mum was angry

STA/19/8200/MLp 12 Red, white, green and yellow droplets flicked all over the sky at the top of our lovely painting! Great splashes of paint landed on my clothes. “Mum will be furious!” I wa iled. We rubbed and scrubbed as much as we could. We did not hear Mum come home. Then we saw her. I wanted to hide from her really cross face.

13 STA/19/8200/MLp 7. What happened when Jasmine dropped the brushes? 8. Find and copy two words that tell you how JJ and Jasmine tried to clean off the paint. 1. 2.

STA/19/8200/MLp 14 “Jasmine! You have got paint all over your hair,” she shouted. But then she saw the painting. Her face changed. “Whatever made you think of doing that?” she said. “It is FANTASTIC and I love th e sparkling fireworks at the top!” JJ grinned. “It was Jasmine’s idea to add some extra colour,” he said. We all laughed.

15 STA/19/8200/MLp 9. When Mum came home, where did she first see the paint? 10. How did Mum feel when she first saw Jasmine?

STA/19/8200/MLp 16 11. What did Mum describe as sparkling fireworks? Tick one . The sky that JJ painted The basketball net and red ball The flowers that Jasmine painted The splashes of paint

17 STA/19/8200/MLp BLANK PAGE

STA/19/8200/MLp 18 What Is A Cowboy? A long time ago, there wer e lots of cowboys in North America. Some were young and some were old; most were men and very few were women. They rode horses and looked after cows.

19 STA/19/8200/MLp Practice questions c. Most cowboys were. . . Tick one . men. girls. women. boys. d. What animals did cowboys look after?

STA/19/8200/MLp 20 An American cowboy Bandana: a scarf that can be pulled over face in dust storms Stetson: a wide brimmed hat to keep sun and rain off face Lasso: a rope to catch cows Belt Checked shirt Big buckle Boots

21 STA/19/8200/MLp 12. Which two pieces of clothing did cowboys use to protect their faces from the weather? 1. 2. 13. Write one item that cowboys used for working with animals.

STA/19/8200/MLp 22 A cowboy’s job Two hundred years ago in North America, a huge area of grass covered most of the land. Because people wanted to eat meat, they kept cows on this land. Cowboys were needed to move the cattle from one place to another. This could take months, so the cowboys lived and worked together and became friends.

23 STA/19/8200/MLp 14. What covered most of the land in North America two hundred years ago? 15. What job did the cowboys do? 16. Why did cowboys become friends with each other?

STA/19/8200/MLp 24 Cowboys and their horses Cowboys also became close to their horses. They could not do their job without horses and so a special bond grew between a cowboy and his horse. Horses had to carry bags, bedding, water bottles and a cowboy . Cowboys travelled so far with their horses that this became a song they often sang: [Texas is a place in North America where many cowboys were from. ] Oh, I am a T exas cowboy, Far away from home. If ever I get back to Texas, I never more will roam.

25 STA/19/8200/MLp 17. Why did horses have to be strong? 18. Wher e is the cowboy in the song from?

STA/19/8200/MLp 26 Cowboys in films Cowboys came in many different shapes and sizes, but all cowboys had to be able to ride horses. There are many films about cowboys. Cowboy films often show cowboys who are handsome, clean and young, having lots of adventures. In real life, cowboys were often quite old. They were covered in dust and had little time to wash or shave. Usually their horses were more handsome than they were!

27 STA/19/8200/MLp 19. What skill did all cowboys need? 20. Real cowboys are different from cowboys in films. Put three more ticks in the table to show what cowboys are like. One has been done for you. real cowboys cowboys in films have adventures  are clean are dirty are old End of test

STA/19/8200/MLp ISBN 978-1- 78957- 042-7 Total marks 2019 key stage 1 English reading Paper 1: reading prompt and answer booklet Print version product code: STA/19/8200/MLp ISBN: 978-1-78957- 042-7 Electronic PDF version product code: STA/19/8200/M Le ISBN: 978 -1-78957 -056 -4 For more copies Additional copies of this modified large print test paper can be ordered by contacting the STA’s modified test agency on 0300 303 3019. © Crown copyright 2019 Re -use of Crown copyright in test materials Subject to the exceptions listed below, the test materials on this website are Crown copyright and you may re -use them (not including logos) free of charge in any format or medium in accordance with the terms of the Open Government Licence v3.0 which can be found on the National Archives website and acces sed via the following link: www.nationalarchives.gov.uk/doc/open- government-licence. W hen you use this information under the Open Government Licence v3.0, you should include the following attribution: 'Contains material developed by the Standards and Testing Agency for 2019 national curriculum assessments and licensed under Open Government Licence v3.0' and where possible provide a link to the licence. Exceptions – third-party copyright content in test materials You must obtain permission from the relevant copyright owners, as listed in the ‘ 2019 key stage 1 tests copyright report ’, for re -use of any third- party copyright content which we have identified in the test materials, as listed below. Alternatively , you should remove the unlicensed third- party copyright content and/or replace it with appropriately licensed material. Third -party content My Big Brother JJ: Taken from My Big Brother JJ, Tamarind Books, 2009. Author: Odette Elliott What Is A Cowboy?: Adapted from Imagine You’re a Cowboy, Zero to Ten, 2005. Author: Meg Clibbon These texts have been incorporated into this test paper solely for the purposes of the examination in accordance with Section 32 of the Copyright, Designs and Patents Act 1988, as amended by the Copyright and Rights in Performances (Research, Education, Libraries and Archives) Regulations 2014. No copyright or clearance for any other use has been obtained or sought. If you have any queries regarding these test materials , contact the national curriculum assessments helpline on 0300 303 3013 or email assessments@education.gov.uk.

For test administration English reading Administering the modified large print (MLP) version of Paper 1: reading prompt and answer booklet 2019 national curriculum tests Key stage 1 Pack contents:   Administration instructions for the MLP key stage 1 English reading test Paper 1: reading prompt and answer booklet (overleaf)   1 copy of the MLP Paper 1: reading prompt and answer booklet The English reading test must be administered during May 2019. This pack must be kept secure and unopened until Wednesday 1 May. The pack must not be opened until the pupils are in the test room ready to complete your school’s first administration of the test. Please ensure you have read and understood the 2019 modified test administration guidance before opening this pack. CONFIDENTIAL

Page 2 of 8 2019 key stage 1 English reading test The key stage 1 English reading test consists of 2 papers. The papers must be administered in order. Pupils do not have to sit both papers on the same day. If both papers are administered on the same day, pupils may benet from a break between papers. Both papers can be administered to the whole class, smaller groups of pupils or on an individual basis. Test packs must not be opened until the pupils are in the test room ready to complete your school’s rst administration of the test. All test materials, including unused test papers, must be stored securely until Monday 3 June. Paper 1: reading prompt and answer booklet The following information explains how to administer the modied large print (MLP) version of the key stage 1 English reading test Paper 1. Modied test administration guidance is available at www.gov.uk/sta. If you have any questions, you should check with your headteacher or key stage 1 test co-ordinator before you administer the test. Please make sure you follow these instructions correctly to ensure the test is properly administered. Failure to administer the test correctly could result in a maladministration investigation. Format • Paper 1 consists of a combined reading prompt and answer booklet. • It is expected that the standard version of the test will take approximately 30 minutes to complete, but it is not strictly timed. Pupils using MLP versions are automatically entitled to up to 100% additional time. • It is at your discretion to choose when, or if, pupils require a break during the test or whether, if appropriate, to stop the test early. • The layout of the MLP version of the reading booklet may vary from the standard booklet, as we have tried to ensure questions always appear on the page opposite the text for ease of reference. Minor changes have also been made to the layout and wording of some questions. • The paper includes some practice questions for you to use to introduce the contexts and question types to pupils. Test administrators should allow additional time to go through the practice questions with pupils. • You must not refer to the standard test questions when administering this test. Equipment Each pupil will need the equipment specied below: • a pencil or blue/black pen • a rubber (optional). If rubbers are not provided, tell pupils that they should cross out any answers they wish to change. Pupils may use monolingual English electronic spell checkers, provided they do not give denitions of words, or highlighter pens if this is normal classroom practice. Pupils must not use dictionaries. You may give pupils additional paper if they request it. Assistance • You must ensure that nothing you say or do during the test could be interpreted as giving pupils an advantage, e.g. indicating that an answer is correct or incorrect, or suggesting the pupil looks at an answer again. • You may help pupils to identify and interpret any pictorial information in the booklet, and you may ‘stop the clock’ while pupils examine this information. • The English reading test must not be read to individuals or to a group, except for the general instructions below, and the practice text and practice questions.

Page 3 of 8 Assistance (continued) • If a pupil asks a question about test content, you must not explain any words or expressions. • The example below illustrates how to deal with a common situation: Q. I do not understand the question. A. Read the question again and underline the words that tell you what to do. Guidance for speci c questions Before moving on to questions 12 and 13, the test administrator may draw the pupil’s attention to the text labels on the diagram on page 20. The labels should not be read to the pupil. Q20. Test administrators may help pupils to locate the spaces in the table for their answers. Before the test begins • Review the list of pupils with particular individual needs, e.g. pupils who may need a rest break, a scribe or a transcript made at the end of the test. • Ensure that you know how to administer any access arrangements correctly by referring to the 2019 key stage 1 access arrangements guidance. What to do at the start of the test • Check that seating is appropriately spaced and that no pupil can see another pupil’s answer booklet. • Check that pupils do not have mobile phones or other disruptive items. • Check that pupils do not have any materials or equipment that may give them extra help. • Ensure each pupil who needs it has 1 MLP copy of the reading prompt and answer booklet. How to introduce the test • It is recommended that you spend at least 5 minutes introducing each section of the paper to the pupils. • The paper contains practice pages to familiarise the pupils with each text and to introduce the format of the questions. These are designed to be read to the pupils by the test administrator. • The practice pages at the beginning of each section also provide the opportunity to discuss setting and characters in the case of ction, and content and context in the case of non-ction. • Test administrators will need to plan time to go through the practice pages with pupils at specic intervals throughout the paper. This section continues on the next page.

Page 4 of 8 How to introduce the test (continued) • You should use these instructions to introduce the English reading test. The wording of these instructions can be adapted, provided the meaning is retained. This is the English reading test Paper 1. The test will take around 60 minutes. This includes your additional time allowance. We are going to spend some time going through the practice page for the rst text in the booklet together. When we have done that, you’ll need to answer the questions quietly on your own. Try to answer as many questions as you can. If you can’t answer a question, you should move on to the next one and come back to it later on if you have time. If you want to change an answer, you should rub it out or put a line through the answer you don’t want to be marked. When you have answered the questions for the rst text, you should check your work carefully and then put your pen or pencil down. Then we’ll go through the practice page for the second text. There will be di erent types of question to answer, including: • writing an answer on a line • putting a tick in a box next to the answer you think is correct • putting ticks in a table to show if an answer is true or false. If you have any questions during the test, put your hand up and wait for me/someone to come over to you. Remember, I/we can’t help you answer any of the test questions or read any of the words to you after the practice page. Do you have any questions? Now, write your name on the front of the booklet.

Page 5 of 8 Instructions for reading text 1: My Big Brother JJ What to say at the start of reading text 1 • Read out the name of the rst text to the pupils. My Big Brother JJ • My Big Brother JJ does not have a list of ‘Useful words’. • Ask the pupils to look at page 4. There is a story on this page and some questions about it on the next page (page 5). I’m going to read the story to you and then I’ll explain how you should answer the questions. • Read the story on page 4 aloud to the pupils and discuss what is happening in the narrative. • Tell the pupils to turn to page 5 and look at question a. Read it aloud. (a) Why was JJ looking after Jasmine? Mum was going to work. Mum was going on holiday. Jasmine w as ill. Jasmine was going on holiday. You need to tick the box that you think is correct. • Allow the pupils time to think about the answer and then discuss the options with them. Encourage the pupils to read through all the choices again before making a decision. Tell the pupils to put a tick in the correct box in their booklet. • Tell the pupils to look at question b. Read it aloud. (b) Who is telling the story? You need to write your answer for question b on the line. • Give the pupils some time to think. You should then discuss their selections, noting dierent ways of expressing the correct answer and explaining that it is perfectly acceptable to use dierent words to explain the same idea. Let the pupils ll in the answer in their booklets. You now have 30 minutes to nish reading the story and answer the questions on pages 7 to 16 on your own. You should think carefully about the answers you give on the answer lines and which boxes you tick. • After approximately 30 minutes, ask pupils to turn to page 18 of the booklet.

Page 6 of 8 Instructions for reading text 2: What Is A Cowboy? What to say at the start of reading text 2 • Read out the name of the text to the pupils. What Is A Cowboy? There is some information on page 18 and some questions about it on the following page (page 19). I will read the information on the page to you and then I’ll explain how you should answer the questions. • Read the text on page 18 aloud to the pupils and discuss the content. • Tell the pupils to look at question c. Read it aloud. (c) Most cowboys were... men. girls. women. b oys. You need to tick the box that you think is correct. • Allow pupils time to think about the answer and then discuss the options with them. Encourage pupils to read through all the choices again before making a decision. Tell pupils to put a tick in the correct box in their booklet. • Tell the pupils to look at question d. Read it aloud. (d) What animals did cowboys look after? You need to write your answer for question d on the answer line. • Allow pupils time to think. You should then discuss their selections and let pupils ll in the answers in their booklets. You now have 30 minutes to nish reading the information and answer the questions on pages 21 to 27 on your own. You should think carefully about the answers you give on the answer lines and which boxes you tick.

Page 7 of 8 How to deal with issues during the testIt is impossible to plan for every scenario. Whatever action you take, pupil safety must always be your rst consideration. In the following circumstances, you will need to stop the test either for an individual pupil, a group of pupils, or for the whole cohort: • test papers are incorrectly collated or the print is illegible • an incorrect test has been administered • a re alarm goes o • a pupil is unwell • a pupil needs to leave the room • a pupil is caught cheating. If you need to stop the test: • make sure the pupils are kept under test conditions and that they are supervised • if the pupils have to leave the room, ensure they do not talk about the test • speak to your test co-ordinator or a senior member of sta for advice on what to do next • consider contacting the national curriculum assessments helpline on 0300 303 3013 for further advice. You should brief your headteacher on how the incident was dealt with once the test is over. What to do at the end of the test • Follow your school’s procedure for collecting and storing the pupils’ test scripts. • If any test papers from the opened pack are unused, they must be stored securely and may be used for any subsequent administration of the test at your school. • All test materials, including any unused test papers, must be stored securely until Monday 3 June. • If you need to make a transcript of a test script, complete it with the individual pupil at the end of the test, under test conditions. Particular care should be taken to ensure accurate transcriptions are made and the pupil’s answers are not corrected or amended. Marking the tests • Use the key stage 1 test mark schemes to mark the tests, following both the general guidance and any specic guidance for each question. There are no modied mark scheme amendments for this test paper. • Be sympathetic to the fact that the handwriting of pupils with visual impairment may be of inconsistent size and formation. They may also have di culty circling or ticking answers. Award marks where there is a clear and unambiguous indication of the correct answer.

Administering the modied large print (MLP) version of Paper 1: reading prompt and answer booklet Print version product code: STA/19/8238/p ISBN: 978-1-78957-153-0 Electronic version product code: STA/19/8238/e ISBN: 978-1-78957-165-3 For more copies Additional printed copies of this booklet are not available. It can be downloaded from https://ncatools.education.gov.uk during May 2019, or afterwards from https://www.gov.uk/government/collections/national-curriculum-assessments-practice-materials. © Crown copyright 2019 Re-use of Crown copyright in test materials Subject to the exceptions listed below, the test materials on this website are Crown copyright and you may re-use them (not including logos) free of charge in any format or medium in accordance with the terms of the Open Government Licence v3.0 which can be found on the National Archives website and accessed via the following link: www.nationalarchives.gov.uk/doc/open-government-licence. When you use this information under the Open Government Licence v3.0, you should include the following attribution: ‘Contains material developed by the Standards and Testing Agency for 2019 national curriculum assessments and licensed under Open Government Licence v3.0’ and where possible provide a link to the licence. Where we have identied any third-party copyright information you will need to obtain permission from the copyright holders concerned.

2019 national curriculum tests Key stage 1 ENGLISH Modified large print Reading Paper 2: reading booklet [image] Liam the Park Keeper Dora the Storer STA/19/8202/MLp

STA/19/8202/MLp 2 Contents Liam the Park Keeper ........................... Page 3 Dora the Storer ................................... Page 10

3 STA/19/8202/MLp Liam the Park Keeper Meet Liam the park keeper Liam the park keeper Do you like being out in the open air? Liam does! He works as a park keeper, which means he is outside all day long. He can listen to the birds and look at the beautiful trees and plants. L iam has to keep his areas of the park looking their best for visitors, especially the rose garden. It’s a very demanding job, but Liam enjoys it.

STA/19/8202/MLp 4 This is the park where Liam works.

5 STA/19/8202/MLp Liam’s daily tasks depend on the weather and the time of year. His main tasks include: • clearing away dead plants • getting rid of weeds • digging the soil • putting in new plants • keeping bugs under control • cutting shrubs and clipping hedges • raking up leaves • cutting the grass. Liam puts in new plants.

STA/19/8202/MLp 6 Through the season s Liam’s jobs change throughout the seasons. Spring is the time to care for the lawn and old flower beds. Flowers are planted in spring ready for summer. From spring until autumn, the grass needs to be cut once a week. During summer, Liam’s main job is k eeping the displays looking their best. Flower beds are watered every day and weeded. As the flowers grow old and fade away , Liam cuts away the old parts. In autumn, Liam pl ants bulbs ready for spring. He collects fallen leaves and gives the lawn some wel l-needed treatment. In winter, he digs over the empty flower beds to keep the soil in good condition. He also creates new beds. The winter frost helps to break up the soil.

7 STA/19/8202/MLp What Liam likes about his job For Liam, the very best part of being a park ke eper is being outside. Liam likes being outside and being active. He would feel very restless if he had to sit at a desk all day. Gardening keeps him fit, too. Liam likes planting things and watching them grow. Every day , he sees how the park’s visitors enjoy the gardens, and this gives him a real sense of achievement. He also likes being able to enjoy the park quietly in his spare time. Liam enjoys time with the other park keepers. They do many jobs as a team, and Liam likes being able to talk to the others while he works.

STA/19/8202/MLp 8 What Liam doesn’t like about his job The weather can make Liam’s job much harder. There’s snow and ice in winter, and it rains most of the year round. Liam likes his job least in the middle of summer, when it can be almost too hot to do anything. Another problem is that it can be dirty work. It’s easy to get cuts and scratches from the roses and other plants, and there are itchy insect bites to worry about in the summer.

9 STA/19/8202/MLp BLANK PAGE

STA/19/8202/MLp 10 Dora the Storer Dora was a woman who liked th ings. She didn’t go out looking but somehow she always spotted them, lost or thrown away, just the very things she knew would come in useful one day. Birdcages and bookcases, bicycles and balls, Dora found and kept them all. The one thing that Dora did no t have was space. Dora had no space left in her house to put things. Dora had no space to cook things. Dora had no space to sit or eat. “I must find more space,” she said, as she clambered carefully out of bed.

11 STA/19/8202/MLp Later that morning, a slip of paper squeezed in through the letter box. Dora finally found her glasses and this is what she read: Dora rushed around the house gathering up things she did not want. “I must be generous,” she said. “I must take everything. It is for a very good cause .” JUMBLE SALE FOR A VERY GOOD CAUSE Bring all your old things PLEASE BE GENEROUS Come to the Village Hall on Saturday 20th May from 11am to 2pm.

STA/19/8202/MLp 12 Dora put her things in an old pram and pushed it to and from the jumble sale hall. But as time went on, it got harder and harder to part with her precious finds. She could not help sniffing when she said goodbye to the bicycles and she cried as she wheeled away the lampshade. Dora was exhausted when she got home. But when she looked around her house, she was pleased to see that there was so much space. There was also a lovely carpet on the floor that she hadn’t seen for years. But all that night, Dora couldn’t get to sleep. She lay in the empty darkness thinking of all her precious things. She was sure they must be feeling unloved and unwanted. She could almost hear them calling to her, ‘Come back and save us!’

13 STA/19/8202/MLp When the sun came up, Dora dressed quickly and raced up to the hall. She could see her things through the window, waiting to be sold. “I’ll get them back,” said Dora, “if I have to buy them all. At least I’m the first in the line.” Jumble sale today

STA/19/8202/MLp 14 Then an old man hurried up and peered in through the window too. “Look at that lampshade!” he cried. “Just what I always wanted.”

. . . . . .