[PDF] 2016 Sample Key Stage 1 Year 2 - English Test Modified Large Print.pdf | Plain Text

FOR ADMINISTERING SAMPLE MATERIALS Administering the Modified Large Print (MLP) version of the key stage 1 English grammar, punctuation and spelling test (Paper 1: spelling ) These test administration instructions reflect guidance for the live test in 2016. As this document supports the sample test materials, any guidance on security and maladministration procedures is not applicable. Key stage 1 English grammar, punctuation and spelling test The ke y stage 1 English grammar, punctuation and spelling test consists of 2 papers. The papers must be administered in order. Pupils may have a break between the papers. However, test packs must not be opened until the pupils are in the test room ready to complete the test. The transcript for administration is included in these instructions. Paper 1: spelling The following informat ion explains how to administer the MLP key stage 1 English grammar, punctuation and spelling test Paper 1: spelling. There is information on GOV.UK about administering MLP tests to pu pils. If you have any questions you should check with your headteacher or key stage 1 test co - ordinator before the test begins. Please make sure you follow these instructions correctly in order to ensure that the test is properly administered. Format  This component consists of an answe r booklet for pupils to write the 20 missing words into the sentences.  Test administrators can use the transcript at the end of this document to read aloud to pupils .  It is expected that the test will take approximately 15 minutes, plus up to 100% additional time (not strictly timed).  It is at your discretion to choose when or if pupil ( s ) require a break during the test or whether, if appropriate, to stop the test early. Equipment Pupils will need the equipment specified below:  blue / black p en or dark pencil  rubber (optional). If rubbers are not provided, you should tell pupils

FOR ADMINISTERING SAMPLE MATERIALS that they may cross out any answers they wish to change. Pupils will not be allowed the equipment below:  dictionaries, electronic spell checkers or bilingual word lists. Assistance Pupils should not require any assistance during the administration of Paper 1: spelling. You must ensure that nothing you say or do during the test could be interpreted as giving pupils an advantage. You should take care not to overemphasise spelling when reading out the words that pupils need to spell. Guidance for specific questions No additional guidance is needed for this component. Before the test begins  Review the list of pupils with particular individual needs , e . g . so you know how much additional time pupils are allowed or whether they may need rest breaks .  Ensure you know how to administer these access arrangements correctly. Please refer to the Access Arrangements Guidance available online at GOV.UK.  Check that there are enough administrators to maintain adequate supervision for the test. You should consider the possibility of at least 1 test administrator needing to leave th e room with a pupil .  Ensure you understand how to deal with issues during the tests. How to deal with issues during the test It is impossible to plan for every scenario. Whatever action you take, pupil safety must always be your first consideration. In the following circumstances , you will need to stop the test either for an individual pupil or for the whole cohort :  test papers are incorrectly collated or the print is illegible  an incorrect test has been administered  a fire alarm goes off  a pupil is unwell  a pupil needs to leave the test room during the tests  a pupil is caught cheating . If you need to stop the test:  make a note of the time  m ake sure pupils are kept under test conditions and that they are supervised - i f they have to leave the room, ensure they don’t talk about the test  s peak to your test co - ordinator or a senior member of staff for advice on what to do next . You should brief your headteacher on how the incident was dealt with , once the test is over.

FOR ADMINISTERING SAMPLE MATERIALS What to do a t the start of the test  Check that spacing is appropriate and that no pupil can see another pupil’s answer booklet .  Ensure each pupil has 1 MLP copy of Paper 1: spelling . What to say at the start of the test It is important to brief pupils fully at the start of each test. You should use these instructions to introduce Paper 1: spelling. The wording of these instructions can be adapted, provided the meaning is retained. You should use words and phrases famili ar to the pupils, and you may repeat them as many times as necessary to ensure that the pupils understand what to do. Explain to the pupils that this is the key stage 1 English grammar, punctuation and spelling test Paper 1: spelling. Explain that the tes t will take around 15 minutes, plus up to 100% additional time allowance, but is not strictly timed. Tell the pupils that they should have Paper 1: spelling in front of them. Explain to the pupils that they will need a blue / black pen or dark pencil and rubber (optional) for this test. Tell the pupils to write their names on the front of their answer booklet. Explain to the pupils that, if they want to change an answer, they should rub it out or put a line through the response they don’t want to be mar ked. Tell the pupils that they should work on their own, meaning that they should think of their own answers and not discuss them with others. Explain to the pupils that you are going to read out some sentences. Ask them to look at the sentences in their booklet. Explain that they are the same but with some words missing. Explain that, when you come to a space, they should wait for you to tell them the word and they should then write it in the space. Ask the pupils to turn to page 2. Explain that there i s a practice spelling question which you will do together. Tell the pupils to listen carefully. Explain that you will read out the word that they need to spell correctly. You will then read the whole sentence, followed by the word again. The pupils need t o write the word into the blank space in the sentence. Here is the practice question. Practice: The word is tree . There was a big tree in the garden. The word is tree . Check that all pupils have understood that ‘tree’ should be written in the first bl ank space. Explain that you will now read the rest of the sentences and the missing words as per the script on the next page.

FOR ADMINISTERING SAMPLE MATERIALS Notes for use of this script The task should take up to 30 minutes to complete (15 minutes plus up to 100% additional time) to complete it. Please read out the instructions as stated below. Once you have read out the instructions, you should ask the pupils whether they have any questions. Listen carefully to the instructions I am going to give you. I am going to read twenty sentences to you. Each s entence has a word missing in your answer booklet. You should listen carefully to the missing word and fill this in, making sure you spell it correctly. I will read t he word, then the word within a sentence, then repeat the word a third time. Do you have any questions? Once the pupils ' questions have been answered, the twenty spellings should be read as follows: 1. Give the spelling number 2. Say: The word is… 3. Read the context sentence 4. Repeat: The word is… Leave at least a 12 - second gap between spellings. The target words may be repeated if needed .

FOR ADMINISTERING SAMPLE MATERIALS Spelling Practice question: The word is tree . There was a big tree in the garden. The word is tree . Spelling 1: The word is faster . Hannah ran faster than Lee. The word is faster . Spelling 2: The word is sunny . Yesterday it was very sunny . The word is sunny . Spelling 3: The word is face . I had a big smile on my face . The word is face . Spelling 4: The word is group . There was a large group of children at the party. The word is group . Spelling 5: The word is fingers . You pick things up with your fingers . The word is fingers . Spelling 6: The word is paints . The paints in the box are different colours. The word is paints .

FOR ADMINISTERING SAMPLE MATERIALS Spelling 7: The word is kitten . Our new kitten is black with white paws. The word is kitten . Spelling 8: The word is thanked . I thanked my friend for her help. The word is thanked . Spelling 9: The word is Saturday . We are going on holiday on Saturday . The word is Saturday . Spelling 10: The word is sweets . I am not allowed to eat too many sweets . The word is sweets . Spelling 11: The word is baking . My grandad was baking a cake. The word is baking . Spelling 12: The word is knew . The children knew all of the words. The word is knew . Spelling 13: The word is model . Our class built a model from clay. The word is model .

FOR ADMINISTERING SAMPLE MATERIALS Spelling 14: The word is whale . A whale can hold its breath for two hours. The word is whale . Spelling 15: The word is world . The musician gave concerts all over the world . The word is world . Spelling 16: The word is hurried . Dad hurried to meet the children. The word is hurried . Spelling 17: The word is petal . A rose petal fell to the ground. The word is petal . Spelling 18: The word is rainbow . I saw a beautiful rainbow . The word is rainbow . Spelling 19: The word is peaceful . The school garden is a peaceful place to sit. The word is peaceful . Spelling 20: The word is teddies . Susan had a large collection of teddies . The word is teddies . You should now read all 20 sentences again. Give the pupils the opportunity to make any changes they wish to their answers. At the end of the test say: This is the end of the test. Please put down your pen or pencil.

FOR ADMINISTERING SAMPLE MATERIALS What to do at the end of the test If any pupil needs a transcript, complete it with the 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 sample test mark schemes to mark the test, following both the general guidance and any specific guidance for each question. There are no mark scheme amendments. Be sympathetic to the fact that the handwriting of children with visual impairment may be of inconsistent size and formation.

Key stage 1 ENGLISH Modified large print SAMPLE September 2015 Grammar, punctuation and spelling Paper 1: spelling First name Middle name Last name Note for marking : This paper should be marked using the MODIFIED LARGE PRINT mark scheme amen dments – MLP. 2015 - 5107

2 015 - 5107 2 Spelling P. There was a big in the garden. 1. Hannah ran than Lee. 2. Yesterday it was very . 3. I had a big smile on my . 4. There was a large of children at the party. 5. You pick things up with your .

3 2 0 15 - 5107 6. The in the box are different colours. 7. Our new is black with white paws. 8. I my friend for her help. 9. We are going on holiday o n . 10. I am not allowed to eat too many . 11. My grandad was a cake.

2 015 - 5107 4 12. The children all of the words. 13. Our class built a from clay. 14. A can hold its breath for two hours. 15. The musician gave concer ts all over the . 16. Dad to meet the children. 17. A rose fell to the ground.

5 2 0 15 - 5107 18. I saw a beautiful . 19. The school garden is a place to sit. 20. Susan had a large collection of . END OF SPELLING TEST

2 015 - 5107 6 BLANK PAGE

7 2 0 15 - 5107 BLANK PAGE

STA/15/7308/MLp ISBN 978 - 1 - 78315 - 778 - 5 2 015 - 5107/d Total marks Sample 201 5 key stage 1 English grammar, punctuation and spelling test Paper 1: spelling Print version product code: STA/15/730 8 / ML p ISBN: 978 - 1 - 78315 - 7 78 - 5 For more copies Additional printed copies of this booklet are not available. It can be downloaded from www.gov.uk/government/publications. © Crown copyright and Crown information 2015 Re - use of Crown copyright and Crown information in test materials Subject to the exceptions listed below, the test materials on this website are Crown copyright or Crown information 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. W hen you use this informati on under the Open Government Licence v3.0, you should include the following attribution: 'Contains public sector information licensed under the 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 permissio n from the relevant copyright owners, as listed in the '201 5 sample test materials 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 unlic ensed third party copyright content and/or replace it with appropriately licensed material. Third party content These materials contain no third party copyright content. If you have any queries regarding these test materials contact the national curricul um assessments helpline on 0300 303 3013 or email assessments@education.gov.uk.

For test administration SAMPLE MODIFIED TEST Published December 2015 These test administration instructions reflect guidance for the live test in 2016. As this document supports the sample test materials, any guidance on security and maladministration procedures is not applicable. Some of the documents or procedures mentioned in these instructions, such as when the test must be administered, the opening instructions and the completion of the attendance register, will be applicable to a live test scenario only. Further information is available on GOV.UK at www.gov.uk/sta. English grammar, punctuation and spelling Administering the Modified Large Print (MLP) version of the key stage 1 English grammar, punctuation and spelling test Paper 2: questions National curriculum tests Key stage 1 SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

2016 Key stage 1 English grammar, punctuation and spelling sample test The key stage 1 English grammar, punctuation and spelling test consists of 2 papers. The papers must be administered in order. Pupils may have a break between the papers. However, test packs must not be opened until the pupils are in the test room ready to complete the test. Paper 2: questions The following information explains how to administer the MLP key stage 1 English grammar, punctuation and spelling sample test Paper 2: questions. There is information on GOV.UK about administering MLP tests to pupils. If you have any questions you should check with your headteacher or key stage 1 test co-ordinator before the test begins. Please make sure you follow these instructions correctly in order to ensure that the test is properly administered. Format • This component consists of a single MLP test paper. • It is expected that the test will take approximately 20 minutes, plus up to 100% additional time (not strictly timed), to complete the test paper. • 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. Equipment Pupils will need the equipment specified below: • blue / black pen or dark pencil • rubber (optional). If rubbers are not provided, you should tell pupils that they may cross out any answers they wish to change. Pupils will not be allowed the equipment below: • dictionaries, electronic spell checkers or bilingual word lists. Assistance You must ensure that nothing you say or do during the test could be interpreted as giving pupils an advantage. Administrators should ensure that pupils are able to locate all answer spaces correctly. You may explain or rephrase a question provided you do not give away subject-specific information. For example, if a question asks to ‘insert a pair of commas’, ‘insert’ may be explained but not ‘commas’. You must not give alternative explanations: e.g. explain ‘commands’ as ‘instructions’ or name punctuation. The notes for readers in the English grammar, punctuation and spelling test gives examples of how to read particular types of question in Paper 2: questions. The examples below illustrate how to deal with some common situations. Q. I don’t understand the question. A. Read the question again and underline key words that tell you what to do. Q. What does ‘comma’ mean? A. I can’t tell you, but think hard and try to remember. We can talk about it after the test. If any context or words related to a question are unfamiliar to a pupil, you may show them related objects or pictures, or describe the related context. Guidance for specific questions • No additional guidance is needed for this component. SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

Before the test begins • Review the list of pupils with particular individual needs, e.g. so you know how much additional time pupils are allowed or whether they may need rest breaks. Ensure you know how to administer these access arrangements correctly. Please refer to the Access Arrangements Guidance available online at GOV.UK. • Check that there are enough administrators to maintain adequate supervision for the test. You should consider the possibility of at least 1 test administrator needing to leave the room with a pupil. • Ensure you understand how to deal with issues during the tests. How to deal with issues during the test It is impossible to plan for every scenario. Whatever action you take, pupil safety must always be your first consideration. In the following circumstances, you will need to stop the test either for an individual pupil or for the whole cohort: • test papers are incorrectly collated or the print is illegible • an incorrect test has been administered • a fire alarm goes off • a pupil is unwell • a pupil needs to leave the test room during the tests • a pupil is caught cheating. If you need to stop the test: • make a note of the time • make sure pupils are kept under test conditions and that they are supervised - if they have to leave the room, ensure they don’t talk about the test • speak to your test co-ordinator or a senior member of staff for advice on what to do next. You should brief your headteacher on how the incident was dealt with, once the test is over. What to do at the start of the test • Check that spacing is appropriate and that no pupil can see another pupil’s answer booklet. • Ensure each pupil has 1 MLP copy of Paper 2: questions. What to say at the start of the test It is important to brief pupils fully at the start of each test. You should use these instructions to introduce Paper 2: questions. The wording of these instructions can be adapted, provided the meaning is retained. You should use words and phrases familiar to the pupils, and you may repeat them as many times as necessary to ensure that the pupils understand what to do. Explain to the pupils that this is the key stage 1 English grammar, punctuation and spelling test Paper 2: questions. Explain that the test will take around 20 minutes, with up to 100% additional time, but is not strictly timed. Tell the pupils that they should have Paper 2: questions test paper in front of them. Tell the pupils to write their names on the front of their test paper. Tell the pupils that they will need a blue / black pen or dark pencil and rubber (optional) for this test. Explain to the pupils that, if they want to change an answer, they should rub it out or put a line through the response they don’t want to be marked. Ask the pupils to turn to page 2. Explain that there are 2 practice questions and that you will do the practice questions together with them. SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

What to say at the start of the test (continued)Practice question a Read the question to the pupils. Tick the word that completes the sentence. Then read the sentence. We were ___(blank)___ on our projects. Tick one. Then read the words out individually. Don’t read them as part of the sentence. worked works working work Give pupils the opportunity to answer the question in their booklet. If any pupil is not sure what to do, explain what they need to do to answer the question. Practice question b Read the question to the pupils. Write one word on the line below to complete the sentence in the past tense. Then read the sentence. I ___(blank)___ to Scotland during the school holidays. Give pupils the opportunity to answer the question in their booklet. Explain to the pupils that there will also be other types of question. If the pupils are unsure how to answer tell them that they should ask. Explain to the pupils that when the test starts they should try to answer the questions by themselves. Tell the pupils to try to answer all of the questions. Explain that if they can’t answer a question, they should move on to the next one and come back to it later. Tell the pupils to read each question carefully so that they know what it is asking. Explain that, if they want to change an answer, they should rub it out or put a line through the response they don’t want to be marked. Remind the pupils to check their work carefully. Explain that, if they have any questions during the test, they should put their hand up and wait for someone to come over to them, but that you can’t help them answer any of the test questions. Tell the pupils that they must not talk to each other. Ask the pupils if they have any questions they want to ask you now. Start the test. What to do at the end of the test If any pupil needs a transcript, complete it with the 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 sample test mark schemes to mark the test, following both the general guidance and any specific guidance for each question. There are no mark scheme amendments. Be sympathetic to the fact that the handwriting of children with visual impairment may be of inconsistent size and formation. SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

Sample 2016 key stage 1 English grammar, punctuation and spelling: Administering the modified large print (MLP) version of the key stage 1 test Paper 2: questions Electronic version product code: STA/15/7402/Pke ISBN: 978-1-78315-975-8 © Crown copyright and Crown information 2015 Re-use of Crown copyright and Crown information in test materials Subject to the exceptions listed below, the test materials on this website are Crown copyright or Crown information 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 public sector information licensed under the Open Government Licence v3.0’ and where possible provide a link to the licence. Where we have identified any third-party copyright information you will need to obtain permission from the copyright holders concerned. SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

Key stage 1 ENGLISH Modified large print SAMPLE September 2015 Grammar, punctuation and spelling Paper 2: questions First name Middle name Last name Note for mark ing : This paper should be marked using the MODIFIED LARGE PRINT mark scheme ame ndments – MLP. 2015 -5103

201 5-5103 2 Practice questions a. Tick the word that completes the sentence. We were on our projects. Tick one . worked works working work b. Write one word on the line belo w to complete the sentence in the past tense . I to Scotland during the school holidays.

3 2015 -5103 1. Write the missing punctuation mark to complete the sentence below. Can you play my favourite tune 2. Tick th e correct word to complete the sentence below. I hope we will play musical chairs at the party. Tick one . when if that because

201 5-5103 4 3. Tick one box to show where a comma should go in the sentence below. Tick one . Aisha found some red blue and purple beads in the box.

5 2015 -5103 4. Draw lines to match the groups of words that have the same meaning. One has been done for you. I will it’s you have I’ll it is didn’t did not you’ve

201 5-5103 6 5. Look at where the arrow is pointing. The children went home Josh had enjoyed his party. Which punctuation mark is missing? Tick one . comma question mark apos trophe full stop

7 2015 -5103 6. What type of word is underlined in the sentence below? Poppy held the baby rabbit gently in her arms. Tick one . an adjective an adverb a noun a verb

201 5-5103 8 7. What type of word is brave in the sentence below. The brave mouse marched up to the lion. Tick one . an adverb an adjective a verb a noun

9 2015 -5103 8. Read the sentences below. Tick the word that best describes these sentences. Tick one . statements questions commands exclamations Growing Beans Place some damp cotton wool in a jar. Push a bean seed down against the side of the jar. Wait for the bean seed to sprout.

201 5-5103 10 9. Tick the sentence that is a statement. Tick one . What an interesting painting! Can you collect the crayons, please? James washed the paint brushes. Check that your tables are clean. 10. Write s or es to make each word a plural. fox card match

11 2015 -5103 11. Circle the three nouns in the sentence below. A whale has an enormous heart that can weigh as much as a small car. 12. Circle the v erbs in the sentence below. Yesterday was the school sports day and Jo wore her new running shoes.

201 5-5103 12 13. Tick the sentence that is correct. Tick one . Adam saw his friend in the park and wave. Adam saw his frien d in the park and waved. Adam sees his friend in the park and wave. Adam sees his friend in the park and waved. 14. Tick to show whether each sentence is in the past tense or the present tense . Sentence Past tense Present tense Becky was thinking. I am reading my book. Jo is going for a walk.

13 2015 -5103 15 . Why do the underlined words start with a capital letter? King Fred had a party at Greystone Palace on Sunday afternoon.

201 5-5103 14 16. The underlined verbs are in the pr esent tense. Write these verbs in the past tense . One has been done for you. When my family visits the zoo, I take photos with my new camera. My brother smiles for his picture. present tense past tense visits visited tak e smiles

15 2015 -5103 17. Write the words I am as one word, using an apostrophe . going to the shops soon. 18. Joe wanted to buy a present. He asked his mum if Gran would like flowers. Write Joe’s question to his mum in the speech bubble. Remember to use correct punctuation.

201 5-5103 16 END OF TEST

17 2015 -5103 BLANK PAGE

STA/15/7 309/MLp ISBN 978 -1-78315 -779 -2 2015/5103/d Total marks Sample 201 5 key stage 1 English grammar, punctuation and spelling tes t Paper 2: questions Print version product code: STA/15/730 9/ML p ISBN: 978 -1-78315 -779-2 For more copies Additional printed copies of this booklet are not available . It can be downloaded from www.gov.uk/government/publications. © Crown copyright and Crown information 2015 Re -use of Crown copyright and Crown information in test materials Subject to the exceptions listed below, the test materials on this website are Crown copyright or Crown information and you may re -use them (not including logos) free of charge in any format or medium in ac cordance with the terms of the O pen Government L icence v3.0 which can be found on the N ational A rchive s website and accessed via the fo llowing 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 public sector information licensed under the Open Government L icence 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 ‘201 5 sample test materials copyright repor t’, 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 These materials contain no third party copyright content. 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 SAMPLE MODIFIED TEST Published December 2015 These test administration instructions reflect guidance for the live test in 2016. As this document supports the sample test materials, any guidance on security and maladministration procedures is not applicable. Some of the documents or procedures mentioned in these instructions, such as when the test must be administered, the opening instructions and the completion of the attendance register, will be applicable to a live test scenario only. Further information is available on GOV.UK at www.gov.uk/sta. English reading Administering the modified large print (MLP) version of the key stage 1 English reading test (Paper 1) National curriculum tests Key stage 1 SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

2016 Key stage 1 English reading sample test The key stage 1 English reading sample test consists of 2 papers. The papers must be administered in order. Pupils may have a break between the papers. However, test packs must not be opened until the pupils are in the test room ready to complete the test. Paper 1: combined reading prompt and answer booklet The following information explains how to administer the modified large print (MLP) key stage 1 English reading sample test Paper 1. There is information on GOV.UK about administering MLP tests to pupils. If you have any questions you should check with your headteacher or key stage 1 test co-ordinator before the test begins. Please make sure you follow these instructions correctly in order to ensure that the test is properly administered. Format • This test consists of a combined reading and question booklet. • It is expected that the test will take approximately 30 minutes (plus up to 100% additional time). • It is at your discretion to choose when or if pupil(s) require a break during the test or whether, if appropriate, to stop the test early. • Minor changes have been made to the layout and wording of some questions in the reading answer booklet, compared with the standard version of the test. The layout of the reading booklet may also vary. • You must not refer to the standard test questions when administering this test. Equipment Pupils will need the equipment specified below: • blue / black pen or dark pencil • rubber (optional). If rubbers are not provided, you should tell pupils that they may cross out any answers they wish to change. Pupils may use monolingual English electronic spell checkers or highlighter pens if this is normal classroom practice. You may give pupils additional paper if they request it. Assistance You may help pupils to identify and interpret any pictorial information within the test, but you must be careful that nothing you say or do during the test could be interpreted as giving pupils an advantage. The English reading test must not be read to individuals or to a group, except for the practice text and practice questions. If a pupil asks a question about test content, you must not explain subject-specific terms or expressions. The examples below illustrate how to deal with a common situation. Q. I don’t understand the question. A. Read the question again and underline key words that tell you what to do. Guidance for specific questions For question 20, the test administrator may help pupils to locate the event labelled number 1 in the list. Before the test begins • Review the list of pupils with particular individual needs, e.g. so you know how much additional time pupils are allowed or whether they may need rest breaks. Ensure you know how to administer these access arrangements correctly. Please refer to the Access Arrangements Guidance available online at GOV.UK. • Check that there are enough administrators to maintain adequate supervision for the test. You should consider the possibility of at least 1 test administrator needing to leave the room with a pupil. • Ensure you understand how to deal with issues during the tests. SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

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 first consideration. In the following circumstances, you will need to stop the test either for an individual pupil or for the whole cohort: • test papers are incorrectly collated or the print is illegible • an incorrect test has been administered • a fire alarm goes off • a pupil is unwell • a pupil needs to leave the test room during the tests • a pupil is caught cheating. If you need to stop the test: • make a note of the time • make sure pupils are kept under test conditions and that they are supervised - if they have to leave the room, ensure they don’t talk about the test • speak to your test co-ordinator or a senior member of staff for advice on what to do next. You should brief your headteacher on how the incident was dealt with, once the test is over. What to do at the start of the test • Check that spacing is appropriate and that no pupil can see another pupil’s answer booklet. • Ensure each pupil has 1 copy of the combined reading prompt and answer booklet. Introducing Paper 1 of the reading test It is recommended that you spend at least 5 minutes introducing each section of the KS1 reading booklet Paper 1 to the pupils. The Paper contains lists of ‘Useful words’ and a number of practice pages, designed to help the pupils into each text and to introduce the question formats they will be required to answer throughout. These are designed to be read by the teacher with the pupils. Meanings of the useful words should be discussed with the group and they should be helped to recognise the words. The practice page at the beginning of each section also provides the opportunity to discuss setting and characters in the case of fiction, and content and context in the case of non-fiction. Test administrators will need to build in time to go through these practice pages with the pupils at specific intervals throughout the 30 minutes (plus any additional time allowed) spent on the Paper. Explain to the pupils at the start of the administration that you will spend some time going through the useful words and the practice pages for the first text in the booklet with them, and, after that, they will need to answer the questions quietly on their own. Tell the pupils to stop answering questions when they reach the end of that text and put their pens / pencils down. Explain that you will then go through the useful words and practice questions for the second text. Explain to the pupils that there will be a number of different types of question to answer including: • writing an answer on a line • putting a tick in a box next to the answer they think is correct • putting ticks in a table to show if an answer is true or false • drawing a line to match boxes • filling in information in a table • filling in a missing word in a sentence / finishing a sentence. Ask the pupils if they have any questions about the list above. Tell the pupils to write their name on the front of the booklet. Ask the pupils to look at the ‘Useful words’ on page 3 of the MLP booklet. Talk about the letters and the sounds in each of the words, to ensure that the pupils will recognise each of them when they meet them in the text. Ensure that the pupils understand the meaning of the vocabulary in the list. SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

Introducing Paper 1 of the reading test (continued) The World of Ants Since many MLP users will not be able to see ants in the real world, you may explain to them that: ‘Ants are very small insects that live in groups in the ground. Ants are usually smaller than your fingernail and measure between 2mm and 25mm in length. They have six legs and move very quickly.’ Now direct the pupils to page 4 of the booklet. Explain that there is information about ants on the top half of the page and some questions below. Tell them that you will read the information on this page to them and then you will explain how they should answer the questions. Read the text about ants on page 4 (of the MLP booklet) aloud to the pupils. Tell the pupils to look at question A and read it aloud: Practice A: What kind of animal is an ant? Explain that they will need to write their answer for question A on the answer line provided. Allow the pupils time to think. Discuss their suggestions and explain that in this case they only need to write one word and that word is in the text. Let the pupils fill in the answer in their booklets. The correct answer is ‘an insect’. Explain where the answer is located in the text and how they would write their answer on the line provided. Tell the pupils to look at question B and read it aloud. Practice B: Find and copy two places you might see ants. Explain that they will need to write two answers for question B, one on each answer line provided. Allow the pupils time to think. Discuss their suggestions and allow them to write their answers down. Any two of the following would be required: ‘garden’, ‘park’, or ‘pavement’. ‘Underground’ is also an acceptable answer. Do not accept ‘in a hole’. Explain that this is not acceptable as it is taken from the illustration, not the text. Tell the pupils to continue reading the information and answering the questions on pages 6 and 7 on their own. Remind them to think carefully about the answers they write on the answer lines and which boxes they tick. Tell the pupils they will have up to 20 minutes (this takes into account the 100% additional time allowance) to finish reading the information and to answer the questions. After approximately 20 minutes, ask pupils to turn to page 11 of the booklet. SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

Introducing Paper 1 of the reading test (continued) Monster and Frog at Sea Ask the pupils to look at the ‘Useful words’ on page 11. Talk about the letters and the sounds in each of the words, to ensure that the pupils will recognise each of them when they meet them in the text. Ensure that the pupils understand the meaning of the vocabulary in the list. Now direct the pupils to page 12 of the booklet. Explain that there is a story, Monster and Frog at Sea, on the top half of the page and questions below. Tell them that you will read the story on page 12 to them and then you will explain how they should answer the questions. Read the story on page 12 aloud to the pupils and discuss it with them. Tell the pupils to look at question C and read it aloud. Practice C: What kind of day was it? Explain that they will need to put a tick in the box that they think is the right answer. cloudy sunny cold wet 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 answer booklet. The correct answer is ‘sunny’. Pupils need to tick the correct box. Tell the pupils to look at question D and read it aloud. Practice D: What was Monster doing? The correct answers are ‘laying on the sand’ or ‘sunbathing’. Explain that answers that refer to him being at the seaside would not be correct as this isn’t something he is doing. Explain that they will need to write their answer for question D on the answer line provided. Allow the pupils time to think. Discuss their suggestions. Let the pupils fill in the answer in their booklets. Tell the pupils to continue reading the story and answering the questions on pages 15 to 27 on their own. Remind them to think carefully about the answers they write on the answer lines and which boxes they tick. Tell the pupils they will have up to 40 minutes (includes the 100% additional time allowance) to finish the booklet on their own. What to do at the end of the test • If any pupil needs a transcript, complete it with the 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 test • Use the standard mark scheme to mark this test. SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

Sample 2016 key stage 1 English reading: Administering the modified large print (MLP) version of the key stage 1 English reading test (Paper 1) Electronic version product code: STA/15/7386/PKe ISBN: 978-1-78315-959-8 © Crown copyright and Crown information 2015 Re-use of Crown copyright and Crown information in test materials Subject to the exceptions listed below, the test materials on this website are Crown copyright or Crown information 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 public sector information licensed under the Open Government Licence v3.0’ and where possible provide a link to the licence. Where we have identified any third-party copyright information you will need to obtain permission from the copyright holders concerned. SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

Key stage 1 ENGLISH Modified large print SAMPLE September 2015 English reading Paper 1: reading prompt and answer booklet First name Middle name Last name Note for marking : This paper should be marked using the MODIFIED LARGE PRINT mar k scheme amendments – MLP. 2015 - 5100

2015 - 5100 2 BLANK PAGE

3 2015 - 5100 Useful words grubs underground

2015 - 5100 4 The World of Ants Ants are insects that you can often see in a garden, in a park or just on the pavement. They usually live underground.

5 2015 - 5100 Practice que stions a. What kind of animal is an ant? b. Find and copy two places you might see ants. 1. 2.

. . . . . .