[PDF] 2019 Key Stage 2 Year 6 - English Reading Test Mark Schemes.pdf | Plain Text

English reading test mark schemes2019 national curriculum testsKey stage 2

Page 2 of 2019 key stage 2 English reading test mark schemesContents1. Introduction3 2. Structure of the test3 3. Content domain coverage4 4. Explanation of the mark schemes6 5. Mark schemes for the English reading test8 Section 1: The Park

Page 3 of 2019 key stage 2 English reading test mark schemes1. IntroductionThe Standards and Testing Agency (STA) is responsible for the development and delivery of statutory tests and assessments. STA is an executive agency of the Department for Education. The 2019 tests assess the national curriculum. This test has been developed to meet the specication set out in the test framework1 for English reading at key stage 2 and assesses the aspects of comprehension that lend themselves to a paper test. A new test and new mark schemes will be produced each year. Key stage 2 tests are marked by external markers, who receive training to ensure the mark schemes are applied consistently and fairly. The mark schemes are provided to show teachers how the tests are marked. The pupil examples are based on responses gathered from the test trialling process. Scaled score conversion tables are not included in this document. Conversion tables will be produced as part of the standards maintenance process. Scaled score conversion tables2 for the 2019 tests will be published in July 2019. The standards conrmation meeting will take place in June 2019.2. Structure of the testThe key stage 2 English reading test comprises: •a reading booklet containing three texts that increase in demand throughout the booklet •1

Page 4 of 2019 key stage 2 English reading test mark schemes3. Content domain coverageThe 2019 test meets the specication set out in the test framework. Table 1 sets out the areas of the content domain that are assessed in the test. 2a2b2c2d2e2f2g2hGive / explain the meaning of words in context.Retrieve and record information / identify key details from ction and non-ction.Summarise main ideas from more than one paragraph.Make inferences from the text / explain and justify inferences with evidence from the text.Predict what might happen from details stated and implied.Identify / explain how information / narrative content is related and contributes to meaning as a whole.Identify / explain how meaning is enhanced through choice of words and phrases.Make comparisons within the text.Qu.Section 1: The Park11 21 31 41 51 61 71 81 91 101 111 121 132

Page 5 of 2a2b2c2d2e2f2g2hGive / explain the meaning of words in context.Retrieve and record information / identify key details from ction and non-ction.Summarise main ideas from more than one paragraph.Make inferences from the text / explain and justify inferences with evidence from the text.Predict what might happen from details stated and implied.Identify / explain how information / narrative content is related and contributes to meaning as a whole.Identify / explain how meaning is enhanced through choice of words and phrases.Make comparisons within the text.Qu.Section 2: Fact Sheet: About Bumblebees141 152 161 171 181 191 201 211 222 231 242 252 261 272Qu.Section 3: Music Box281 291 301 311 323 332 341 351 361 371 381 393Total62111831

Page 6 of 2019 key stage 2 English reading test mark schemes4. Explanation of the mark schemesThe range of marks available for each question is given at the side of the page in the reading answer booklet. Incorrect or unacceptable answers are given a mark of 0. No half marks are awarded. The mark scheme for each question contains acceptable points, which are indicated either by a numbered list or a square bullet point (if there is only one possible answer). These must be treated as marking principles, not the exact response a pupil needs to give. They also contain examples of some frequently occurring correct answers given by pupils in the trials. These are shown in italics and are introduced by round bullet points. Many pupils will, however, have different ways of wording an acceptable answer. In assessing each answer, markers focus on the content of what has been written and not on the quality of the writing, expression or grammatical construction. For ‘nd and copy’ questions, the correct answer is indicated by the word(s) outside the brackets. The word(s) inside the brackets indicate the maximum quotation that is allowed. Copying must be accurate but minor copying errors or introductions such as ‘The answer is…’ / ‘It’s…’ will be permitted. The mark schemes may also indicate commonly occurring but incorrect answers that should not be accepted. Recording marks awarded Pupils’ test papers are scanned so that marking can be conducted on screen by trained markers. For each question, markers record the award of 3, 2, 1 or 0 marks as appropriate, according to the mark scheme criteria. There is provision in the software to record questions not attempted. The software aggregates marks automatically.

Page 7 of 2019 key stage 2 English reading test mark schemesQu.RequirementMark39What impressions do you get of the relationship between Piper and Micah? Give two impressions, supporting your answer with evidence fr om the text. Content domain: 2d – make inferences from the text / explain and justify infer ences with evidence from the text Acceptable points: 1.they know each other well / like each other 2.they pretend to be rude to each other 3.they work together 4.they trust each other 5.Piper is in charge Award 3 marks for two acceptable points, at least one with evidence, e.g.•1. They were best buddies because it says she was pretending to be bothered by him though she was happy to see him. [AP1 + evidence] 2. They like to tease each other. [AP2] •1. They care about each other. [AP1] 2. They work together because he nds stuff and she xes the stuff he nds. [AP3 + evidence] •1. They are good friends who like to banter with each other she says at the beginning she’s ‘stunned stiff.’ [AP2 + evidence] 2. Piper seems to be the mature one. [AP5]Award 2 marks for either two acceptable points, or one acceptable point with evidence, e.g. •1. You get the impression they are very close friends. [AP1] 2. Piper acts like she’s the boss. [AP5] •1. They trust each other because he asked for her opinion about how his music box will sell at the market. [AP4 + evidence]Award 1 mark for one acceptable point, e.g.•1. Piper and Micah work together to x the music box. [AP3]Up to Content domain reference: Aspect of reading assessed Acceptable points (APs): These are to be treated as marking principles and should guide marking. Pupils do not have to use Criteria for the Examples of responses produced in the trials and awarded Examples of responses produced in the trials and awarded Examples of responses produced in the trials and awarded

Page 8 of 2019 key stage 2 English reading test mark schemes5. Mark schemes for the English reading testQu.RequirementMark 1What is Ajay doing when the post arrives? Content domain: 2b – retrieve and record information / identify key details from ction and non-ction Award 1 mark for reference to him eating (his breakfast), e.g. •just about to tuck into his tea and toast •having his breakfast •drinking tea.1m 2How does Joe know that the letter contains bad news before his mum tells him what it says? Content domain: 2d – make inferences from the text / explain and justify inferences with evidence from the text Award 1 mark for reference to Joe seeing it on her face, e.g. •he could tell because of his mum’s expression •he could tell from her face •by her face. Do not accept answers which refer to her facial expression after she tells him the park is closing, e.g. •mum’s face went pale •her jaw dropped •her eyes were watery •she started crying.1m 3What does the letter in the brown envelope tell Joe’s mother? Content domain: 2b – retrieve and record information / identify key details from ction and non-ction Award 1 mark for reference to the closing of the park, e.g. •it tells her the park is shut •the park is closing •that they’ve shut the park down. Also accept answers which refer to Joe’s mother losing her job, e.g. •that she’s losing her job.1m

Page 9 of Qu.RequirementMark 4Look at page 4. Find and copy one word which shows that Joe is angry. Content domain: 2a – give / explain the meaning of words in context Award 1 mark for:1mSection 1: The Park

Page 10 of Qu.RequirementMark 7What is Joe’s mother thinking after she reads the letter? Tick one thought. Content domain: 2d – make inferences from the text / explain and justify inferences with evidence from the text Award 1 markI’m happy that the boys have finished I’m worried the boys will be late I don’t want the boys to realise I’ll cook sweet-and- sour spaghetti for the 1m 8If she was trying to reassure Joe, it wasn’t working. What does reassure mean in this sentence? Content domain: 2a – give / explain the meaning of words in context Award 1 mark for reference to making Joe feel better / less anxious, e.g. •

Page 11 of Qu.RequirementMark 9Look at the paragraph at the top of page 5. Find and copy one word that shows the boys do not want to leave the house. Content domain: 2a – give / explain the meaning of words in context Award 1 mark for:1m 11Look at the sign from the story. Who has produced the sign? Content domain: 2b – retrieve and record information / identify key details from ction and non-ction Award 1 mark for reference to The Department of Progress. Also accept answers which refer to the government / the council.1mSection 1: The Park

Page 12 of Qu.RequirementMark 12Look at the paragraph beginning: Underneath the notice was a… to the end of page 5. What is happening inside the park straight after Joe and Ajay have read the sign? Content domain: 2b – retrieve and record information / identify key details from ction and non-ction Award 1 mark for reference to either of the following: 1.TrueFalse The park has been looked after by a park warden. The park is going to be replaced with a shopping centre. Building work in the park will start at the end of July. The warden had two weeks’ notice of the park’s closure.Up to 2mSection 1: The Park

Page 13 of Qu.RequirementMark 14What is the name of the organisation that produced this fact sheet about bumblebees? Content domain: 2b – retrieve and record information / identify key details from ction and non-ction Award 1 mark for:

Page 14 of Qu.RequirementMark 15Look at the section headed: Save our bees. Complete the table below with one piece of evidence from the leaet to support each statement. Content domain: 2d – make inferences from the text / explain and justify inferences with evidence from the text Award 1 mark for reference to any of the following in the appropriate box, up to a maximum of 2 marksEvidence The Bumblebee Conservation Trust is worried about bees.1.

Page 15 of Qu.RequirementMark 16In our modern world of paved gardens and intensive farming, our bumblebees nd themselves hungry and homeless. This suggests that… Tick one. Content domain: 2d – make inferences from the text / explain and justify inferences with evidence from the text Award 1 mark for:1m 17Look at the section headed: What’s so different about the bumblebee? The text refers to the bumblebees’ cousins. Who are their cousins? Content domain: 2a – give the meaning of words in contexts Award 1 mark for reference to honeybees, e.g. •

Page 16 of Qu.RequirementMark 19In what way is buzz pollination more useful than other forms of pollination? Content domain: 2b – retrieve and record information / identify key details from ction and non-ction Award 1 mark for reference to either of the following: 1.1m 21Look at the section headed: Things you can do to help. Find and copy one word that shows how essential owers are to bees. Content domain: 2a – give the meanings of words in context Award 1 mark for:

Page 17 of Qu.RequirementMark 22Bee-friendlyNot bee-friendly lavender pansy herbs wild rose1m 22

Page 18 of Qu.RequirementMark 23Look at the section headed: Energy drink for bees. These instructions suggest that the reader… Tick one. Content domain: 2d – make inferences from the text / explain and justify inferences with evidence Award 1 mark for: enjoys preparing food1m 24Using information from the text, tick one box in each row to show whether each statement is true or false. Content domain: 2b – retrieve and record information / identify key details from ction and non-ction Award 1 mark for three correct or 2 marks for all fourTrueFalse Wasps can be aggressive. Male bumblebees sometimes sting. Bumblebees only go outside when it is warm. You need a big garden to help bumblebees.Up to 2mSection 2: Fact Sheet: About Bumblebees

Page 19 of Qu.RequirementMark 25Look at the whole text. Complete the table below to show what the text says you can do to help bumblebees. Content domain: 2b – retrieve and record information / identify key details from ction and non-ction Award 1 mark for reference to any two acceptable points from Help for all bumblebees, or for one acceptable point from Help for all bumblebees and one acceptable point from Help for a weak bumblebee. Award 2 marks for reference to any two acceptable points from Help for all bumblebees and any one acceptable point from Help for a weak bumblebee. Please note that there are two ways to achieve the award of 1 markHelp for all bumblebees Acceptable points: 1.

Page 20 of Qu.RequirementMark 26Give one example of the use of humour in the fact sheet. Content domain: 2g – identify / explain how meaning is enhanced through choice of words and phrases Award 1 mark for reference to any of the following: 1.

Page 21 of Qu.RequirementMark 27Bumblebees are very important to the human race. Give two ways they are important. Content domain: 2d – make inferences from the text / explain and justify inferences with evidence Award 1 mark for reference to any of the following, up to a maximum of 2 marks: 1.

Page 22 of Qu.RequirementMark 28What has Piper been counting in the rst paragraph? Content domain: 2b – retrieve and record information / identify key details from ction and non-ction Award 1 mark for reference to both of the following: 1.1mSection 3: Music Box

Page 23 of Qu.RequirementMark 30Look at page 8. Why is the boy huddled in the doorway while he waits for Piper to open the door? Content domain: 2d – make inferences from the text / explain and justify inferences with evidence from the text Award 1 mark for reference to either of the following: 1.

Page 24 of Qu.RequirementMark 32What impressions do you get of Piper’s house? Give two impressions, using evidence from the text to support your answer. Content domain: 2d – make inferences from the text / explain and justify inferences with Acceptable points (impressions)Likely evidence 1.

Page 25 of Qu.RequirementMark 33Piper has mixed feelings about music boxes. Complete the table below to show her thoughts. Content domain: 2b – retrieve and record information / identify key details from ction and non-ction Award 1 mark for reference to any of the following in the appropriate box, up to a maximum of 2 marksWhat Piper likes about the music box 1.

Page 26 of Qu.RequirementMark 34Look at page 9. ‘But she won’t sing?’ What does Piper mean when she says this? Content domain: 2d – make inferences from the text / explain and justify inferences with evidence from the text Award 1 mark for reference to the music box not working correctly, e.g. •

Page 27 of Qu.RequirementMark 37Piper thinks Micah has done a decent job. She thinks his work has been… Tick one. Content domain: 2a – give / explain the meaning of words in context Award 1 mark for:1m 38Look at the last paragraph, beginning: ‘Yeah, it’ll look smart.’ Find and copy one word that suggests that the sound coming from Micah’s music box is unpleasant. Content domain: 2g – identify / explain how meaning is enhanced through choice of words and phrases Award 1 mark for:

Page 28 of Qu.RequirementMark 39What impressions do you get of the relationship between Piper and Micah? Give two impressions, supporting your answer with evidence from the text. Content domain: 2d – make inferences from the text / explain and justify inferences with evidence from the text Acceptable points: 1.

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2019 key stage 2 English reading test mark schemes Reading answer booklet Print PDF version product code: STA/19/8212/p ISBN: 978-1-78957-007-6 Electronic PDF version product code: STA/19/8212/e ISBN: 978-1-78957-027-4 For more copies Additional copies of this book are not available during the test window. They can be downloaded afterwards from https://www.gov.uk/government/collections/national-curriculum-assessments-practice-materials. © Crown copyright 2019Re-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.Exceptions – third-party copyright content in test materials You must obtain permission from the relevant copyright owners, as listed in the ‘2019 key stage 2 tests copyright report’, for re-use of any third-party copyright content which we have identied 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 The Park: Taken from The Accidental Prime Minister, Oxford University Press, 2015. Author: Tom McLaughlin. Fact Sheet: About Bumblebees: Adapted from http://bumblebeeconservation.org/images/uploads/Resources/BBCT_Bumblebee_Factsheet.pdf. Music Box: Taken from The Mark of the Dragony, Delacorte Press, 2014. Author: Jaleigh Johnson. If you have any queries regarding these test materials, contact the national curriculum assessments helpline on