[PDF] 2017 Key Stage 1 Year 2 - English Test Modified Large Print.pdf | Plain Text

201 7 national curriculum tests Key stage 1 ENGLISH Modified large print Grammar, punctuation and spelling 5aper 1: spelling First name Middle name Last name Note for marking: This paper should be marked using the standard mark schemes for KS1 English grammar, punctuation and spelling: 5aper 1. STA / 1 7 /7724/ML p

STA/17/7724/MLp 2 Spelling 5. The covered the branches. 1. Remember to your hands before cooking. 2. I ride my to school. 3. The Moon looks as it is so far away. 4. My sister is learning to . 5. Jo is playing in the .

3 STA/17/7724/MLp 6. The dentist told me to open my . 7. Where is the ? 8. The hamster’s needs cleaning. 9. Dan is on his project. 10. My older brother our fence. 11. The quiz team all of the answers.

STA/17/7724/MLp 4 12. Lots of people were at the party. 13. Sonia ran around the football . 14. The held his breath under the water. 15. I solved the quickly. 16. I saw a at the farm. 17. The leapt out of the sea. 18. The daffodils look .

5 STA/17/7724/MLp 19. The netball team won their game. 20. The pirates found the . End of spelling test

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STA/17 /7724 /MLp .SBN: 978-1-78644-330-4 2017/107 Total marks 201 7 key stage 1 English grammar, punctuation and spelling Paper 1: spelling © Crown copyright and Crown information 2017 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. Exceptions – third-party copyright content in test materials You must obtain permission from the relevant copyright owners, as listed in the '2017 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 These materials contain no third-party copyright content. .f you have any queries regarding these test materials contact the national curriculum assessments helpline on 0300 303 3013 or email assessments@education.gov.u k.

For test administration English grammar, punctuation and spelling Administering the modified large print (MLP) version of the key stage 1 English grammar, punctuation and spelling test Paper 1: spelling 2017 national curriculum tests Key stage 1 Pack contents:   An overview of the MLP key stage 1 English grammar, punctuation and spelling test Paper 1: spelling (overleaf)   1 copy of MLP Paper 1: spelling This test can be administered during May 2017. The confidentiality and integrity of the test must be maintained until Monday 5 June 2017. The test must not be shared or made available outside your school before this date. Please ensure you have read and understood the 2017 test administration guidance before administering the test. CONFIDENTIAL

Page 2 of 8 2017 Key stage 1 English grammar, punctuation and spelling test The key stage 1 English grammar, punctuation and spelling 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 benefit from a break between papers. Both papers can be administered to the whole class, smaller groups of pupils or on an individual basis. However, test packs must not be opened until the pupils are in the test room ready to complete the first administration of the test. Paper 1: spelling The following information explains how to administer the modified large print (MLP) version of the key stage 1 English grammar, punctuation and spelling test Paper 1: spelling. 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 that the test is properly administered. Failure to administer the test correctly could result in a maladministration investigation at the school. Format • This component of the test consists of an answer booklet for pupils to complete and a test transcript to be read by the test administrator. • Pupils will have approximately 30 minutes (not strictly timed and includes up to 100% additional time) to complete the test. • It is at your discretion to choose when or if a pupil(s) requires a break during the test or whether, if appropriate, to stop the test early. Equipment Pupils will need the equipment below: • a blue / black pen or pencil • a rubber (optional). If rubbers are not provided, tell pupils that they should cross out any answers they wish to change. Pupils are not allowed: • dictionaries • electronic spell checkers • 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, e.g. indicating that an answer is correct or incorrect, or suggesting the pupil looks at an answer again. • 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 of the test; however, if preferred, pupils may write their spellings in a numbered list on plain paper. Before the test begins • Review the list of pupils with particular individual needs, e.g. pupils who may need a scribe or a transcript made at the end of the test. • Ensure that you know how to administer any access arrangements correctly. Please refer to the 2017 key stage 1 access arrangements guidance. • Check that there are enough administrators to maintain adequate supervision and support during the test. You should consider the possibility of at least one test administrator needing to leave the room with a pupil. • Ensure that you understand how to deal with issues during the tests.

Page 3 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 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 • 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 • 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 start of the test • Check that pupils don’t have mobile phones or other disruptive items. • Check that pupils don’t have any materials or equipment that may give them extra help. • Check that seating is appropriately spaced and that no pupil can see another pupil’s test paper. • Ensure that each pupil who needs it 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. Use these instructions to introduce Paper 1: spelling. • You should use words and phrases familiar to the pupils when explaining how the test will be administered, and you may repeat them as many times as necessary to ensure that the pupils understand what to do. • The wording of these instructions can be adapted, provided the meaning is retained. This is the key stage 1 English grammar, punctuation and spelling test Paper 1: spelling. The test will take around 30 minutes. You should have Paper 1: spelling in front of you. Write your name on the front of your answer booklet. When we are doing the test, 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. You need to work on your own. You need to think of your own answers and you mustn’t talk about them with anyone else. Do you have any questions you want to ask me now? This section continues on the next page.

Page 4 of 8 Page 4 of 8 What to say at the start of the test (continued) Practice question • Read the question to the pupils. The word is snow. The snow covered the branches. The word is snow. • Check that all pupils have understood that ‘snow’ should be written in the first blank space. • Explain that you will now read the rest of the sentences and the ¢issing words. • Leave at least a ²µÂsecond gap between spellings. • The target words ¢ay be repeated if needed. • The µ0 spellings should be read as follows: 1. Give the spelling nu¢ber 2. Say: The word is… 3. Read the context sentence 4. Repeat: The word is… • You should take care not to overe¢phasise spelling when reading out the words.

Page 5 of 8 Page 5 of 8 Spelling Spelling 1: The word is wash. Remember to wash your hands before cooking. The word is wash. Spelling 2: The word is bike. I ride my bike to school. The word is bike. Spelling 3: The word is small. The Moon looks small as it is so far away. The word is small. Spelling 4: The word is drive. My sister is learning to drive. The word is drive. Spelling 5: The word is garden. Jo is playing in the garden. The word is garden. Spelling 6: The word is mouth. The dentist told me to open my mouth. The word is mouth. Spelling 7: The word is bathroom. Where is the bathroom? The word is bathroom. Spelling 8: The word is cage. The hamster’s cage needs cleaning. The word is cage. Spelling 9: The word is working. Dan is working on his project. The word is working. Spelling 10: The word is fixed. My older brother fixed our fence. The word is fixed.

Page 6 of 8 Page 6 of 8 Spelling 11: The word is know. The quiz team know all of the answers. The word is know. Spelling 12: The word is dancing. Lots of people were dancing at the party. The word is dancing. Spelling 13: The word is pitch. Sonia ran around the football pitch. The word is pitch. Spelling 14: The word is swimmer. The swimmer held his breath under the water. The word is swimmer. Spelling 15: The word is puzzle. I solved the puzzle quickly. The word is puzzle. Spelling 16: The word is turkey. I saw a turkey at the farm. The word is turkey. Spelling 17: The word is dolphin. The dolphin leapt out of the sea. The word is dolphin. Spelling 18: The word is pretty. The daffodils look pretty. The word is pretty. Spelling 19: The word is final. The netball team won their final game. The word is final. Spelling 20: The word is treasure. The pirates found the treasure. The word is treasure. • 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.

Page 7 of 8 What to do at the end of the test • Follow your school’s procedure for collecting and storing the pupils’ test scripts. • 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 spellings are not corrected or amended. Marking the tests • Use the key stage 1 test mark schemes to mark the test, following both the general guidance and any specific guidance for each question.

Administering the modified large print (MLP) version of the 2017 key stage 1 English grammar, punctuation and spelling: Paper 1 spelling Electronic version product code: STA/17/7793/e ISBN: 978-1-78644-299-4 © Crown copyright and Crown information 2017 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.

201 7 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. STA/17/7720/MLp

STA/17/7720/MLp 2 Contents There ‟ s an Octopus U nder my Bed! ... Page 3 I ‟ m R iding on a Giant ......................... Page 1 7 W orld of Water ................................ .... Page 2 7

3 STA/17/7720/MLp Useful word octopus

STA/17/7720/MLp 4 There ‟ s an Octopus U nder my Bed! Molly didn ‟ t like tidying up. On Monday, Molly w as playing in her room when her mother said, “ Molly, tidy up! ” But she was too busy being a princess. Then Molly went for tea, and she still hadn ‟ t tidied up.

5 STA/17/7720/MLp Practice questions a . When did the story start? Tick one . Monday Tuesday Wednesday Thursday b. Where was Molly playing?

STA/17/7720/MLp 6 When she came back, the palace had gone. Her bedroom was tidy. Molly didn ‟ t understand. “ It ‟ s magic , ” thought Molly.

7 STA/17/7720/MLp 1. Molly didn ‟ t understand. This means Molly was. . . Tick one . angry. sad. happy. confused. 2. What did Molly think was magic ?

STA/17/7720/MLp 8 On Tuesday, Molly was racing in the garden when her mother said, “ Molly, tidy up! ” But she was too busy hopping around her r ace track. Then Molly went for tea, and she still hadn ‟ t tidied up. When she came back, her race track had disappeared. “ Something with a lot of arms is tidying up, ” thought Molly.

9 STA/17/7720/MLp 3. What was Molly doing on Tuesday? 4. Molly thought that so mething with many arms had been in the garden. Why? Her race track had been . . . Tick one . eaten up. dropped. picked up. broken.

STA/17/7720/MLp 10 On Wednesday, Molly was building a monster when her mother said, “ Molly, tidy up! ” But Molly was too busy having fun. Then Molly went for tea, and she still hadn ‟ t tidied up. When Molly came back, the living room was tidy. “ Who ‟ s tidying up? I ‟ d like to meet them. Maybe it ‟ s an octopus . . . ” she thought. Molly looked everywhere: under her bed, inside the top drawer and even down the toilet! But Molly couldn ‟ t find Octopus anywhere. Then she had an idea . . .

11 STA/17/7720/MLp 5. Why was Molly always too busy to tidy up? 6. Where did Molly look for the octopus? Write down one place.

STA/17/7720/MLp 12 7. Th en she had an idea . . . The word idea means . . . Tick one . a dream. a feeling. a thought. an adventure.

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STA/17/7720/MLp 14 On Thursday, when her mother said, “ Molly, tidy up! ” , Molly carried on dancing, making a massive mess of he r bedroom. And when Molly went for tea, she ate it super fast and raced back to her bedroom. Molly imagined Octopus would be very busy today because she ‟ d left a huge mess. But she had a surprise . . . there wasn ‟ t an octopus : it was her mother! So on F riday, when her mother said, “ Molly, tidy up! ” , she did.

15 STA/17/7720/MLp 8. Why did Molly rush to finish her tea? Tick one . She wanted to carry on playing. She wanted to tidy her room. She wanted to see the octopus. She wanted to carry on dancing. 9. Draw three lines to show where Molly was playing on each day. Monday garden Tuesday living room Wednesday bedroom

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17 STA/17/7720/MLp Useful words ducking down safe as houses

STA/17/7720/MLp 1 8 I ‟ m Riding on a Giant I ‟ m riding on a giant . I ‟ m way up in the sky. Looking down on everyone From higher up than high.

19 STA/17/7720/MLp Practice questions c . What does the child say they are riding on? Tick one . a cloud a giant a horse a train d . Who is the child l ooking down on?

STA/17/7720/MLp 20 I ‟ m holding on to giant ‟ s ears As we stride along the street Shouting down at people, “ Hey! Mind my giant ‟ s feet! ” We ‟ re ducking down through doorways. We ‟ re walking over walls. I ‟ m safe as houses way up here. My giant never falls.

21 STA/17/7720/MLp 10. What is the child holding on to? 11. As we stride along the street Which word means the same as stride ? Tick one . crawl march dance climb

STA/17/7720/MLp 22 People down below us Simply stop and stare. Then when they se e our shadow, Oh wow! They get a scare. I ‟ m taller than the tree - tops. I ‟ m high enough to fly. Another centimetre and I ‟ d Bump into the sky.

23 STA/17/7720/MLp 12. What happens when people see the shadow?

STA/17/7720/MLp 24 I ‟ ve been riding on my giant, Oh! What a day I ‟ ve h ad . I ‟ m not afraid of giants, „ Cause this one is my dad.

25 STA/17/7720/MLp 13. Why did the child describe their father as a giant? 14. Which of these do you think the child is likely to say at the end of the outing? Tick one . That was fun, Mum. Can you do it all over again? That was so scary. I never want to do it again! That was really boring, Dad. That was great , Dad. Let ‟ s do it again!

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27 STA/17/7720/MLp Useful words bodies of water

STA/17/7720/MLp 28 World of Water Water is imp ortant to life. Plants and animals need it to grow. We use water to drink, cook and clean. A large part of the Earth is covered in water. Where can you find water? We can see water fall from the sky as rain , or frozen into ice and snow. Yo u can find water in the sea, in lakes and in rivers. Let ‟s find out more about water in nature . . . A lake A river An ocean

29 STA/17/7720/MLp 15. W hy is water so important? 16. Give two places where you could find water in nature. 1. 2.

STA/17/7720/MLp 30 Water in nature Water from lakes, riv ers and streams is called fresh water and, after cleaning, it can be used for drinking. Water from oceans and seas is called salt water. Drinking lots of salt water can make you very ill. Seas Seas are large areas of salt water that surround the land. T he largest seas are called oceans. The three biggest oceans are the Atlantic, the Indian and the Pacific. The Pacific Ocean is the biggest of them all.

31 STA/17/7720/MLp 17. What is the main difference between seawater and fresh water? Tick one . dirt salt fish air 18. What is the name of the biggest ocean?

STA/17/7720/MLp 32 Lakes Lakes are large bodies of water with land all around them. Most lakes are full of fresh water. Lake Victoria in Africa is one of the biggest lakes in the world. Rivers Rivers are full of fresh, moving water and flow across the land. Some of England ‟ s rivers are the Avon, the Mersey, the Thames and the Tyne. Lake Victoria River Tyne

33 STA/17/7720/MLp 19. The text tells us about rivers in England. Name two of them. 1. 2. 20. Draw three li nes to describe oceans, lake and rivers. oceans bodies of fresh water lakes moving fresh water rivers large areas of salt water End of test

STA/17/7720/MLp 978 - 1 - 78644 - 3 27 - 4 2017 - 100 Total marks 201 7 key stage 1 English reading Paper 1: reading prompt and answer booklet © Crown copyright and Crown information 201 7 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/d oc/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. Exceptions - third - party copyright content in test materials You must obtain permission from the relevant copyright owners, as listed in the ‘ 201 7 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 There‟s an Octopus U nder my Bed!: Blo omsbury Publishing Plc, 2000 . Author: Dawn Apperley . I‟m Riding on a Giant: Taken from Family Poems , Scholastic Children’s Books, 2002 . Author: David W hitehead . World of Water: Adapted from Planet Earth (Explorers series), Macmillan Children’s Books, 2011 . 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 asse ssments@education.gov.uk.

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