[PDF] 2019 Key Stage 1 Year 2 - English Reading Test Paper 1 2 Mark Schemes.pdf | Plain Text

English reading test mark schemes Paper 1: reading prompt and answer booklet Paper 2: reading answer booklet 2019 national curriculum tests Key stage 1

Page 2 of 32 Contents 1. Introduction 3 2. Structure of the test 3 3. Content domain coverage 4 4. Explanation of the mark schemes 6 4.1 Applying the mark schemes 7 5. Internal moderation procedures 8 6. Mark schemes for Paper 1: reading prompt and answer booklet 9 Section 1: My Big Brother JJ 9 Section 2: What Is A Cowboy? 15 7. Mark schemes for Paper 2: reading answer booklet 20 Section 1: Liam the Park Keeper 20 Section 2: Dora the Storer 24 2019 key stage 1 English reading test mark schemes

Page 3 of 32 1. Introduction The 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 test assesses the current national curriculum, which was updated in 2014. This test has been developed to meet the specication set out in the test framework 1 for English reading at key stage 1. It assesses the aspects of comprehension that lend themselves to a paper test. A new test and new mark schemes are produced each year. The key stage 1 test will be marked in schools to inform teacher assessm\ ent. Scaled score conversion tables are not included in this document. Conversion tables are produced as part of the standards maintenance process. Scaled score conversion tables 2 for the 2019 tests will be published in June 2019. The mark schemes are provided to use when marking pupils’ responses. The pupil examples are based on responses gathered during the test trialling process. It is important when marking to refer to the general marking principles, the additional guidance and the exemplars section to ensure marking is accurate and consistent. 2. Structure of the test The key stage 1 English reading test comprises: • Paper 1 – a combined booklet that integrates the reading texts and answer booklet (lower demand), which carries 20 marks • Paper 2 – a reading booklet with a separate answer booklet (higher demand), which c\ arries 20 marks. 1 www.gov.uk/government/publications/key-stage-1-english-reading-test-framework 2 www.gov.uk/guidance/scaled-scores-at-key-stage-1 2019 key stage 1 English reading test mark schemes

Page 4 of 32 3. Content domain coverage The 2019 test meets the specication in the test framework. Tables 1 and 2 set out the areas of the content domain that are assessed in Papers 1 and 2. Some questions assess more than one area of the content domain. Any secondary content domain references are indicated in the mark schemes. Table 1: Content domain coverage for Paper 1 1a1b 1c1d 1e Draw on knowledge of vocabulary to understand texts. Identify / explain key aspects of !ction and non-!ction texts, such as characters, events, titles and information.Identify and explain the sequence of events in texts. Make inferences from the text. Predict what might happen on the basis of what has been read so far. Qu. Section 1: My Big Brother JJ 1 1 2 1 3 1 4 1 5 1 6 1 7 1 8 1 9 1 10 1 11 1 Section 2: What Is A Cowboy? 12 1 13 1 14 1 15 1 16 1 17 1 18 1 19 1 20 1 2019 key stage 1 English reading test mark schemes

Page 5 of 32 Table 2: Content domain coverage for Paper 2 1a1b 1c1d 1e Draw on knowledge of vocabulary to understand texts. Identify / explain key aspects of !ction and non-!ction texts, such as characters, events, titles and information.Identify and explain the sequence of events in texts. Make inferences from the text. Predict what might happen on the basis of what has been read so far. Qu. Section 1: Liam the Park Keeper 1 1 2 1 3 1 4 1 5 1 6 1 7 1 8 1 9 2 Section 2: Dora the Storer 10 1 11 1 12 1 13 2 14 1 15 1 16 1 17 1 18 1 2019 key stage 1 English reading test mark schemes

Page 6 of 32 4. Explanation of the mark schemes Those marking the test should familiarise themselves with the marking gu\ idance in section 4.1 of this document before applying the mark schemes. The number of marks available for each item is indicated below the marki\ ng circles on the test papers. All questions in Paper 1 are worth 1 mark and questions in Paper 2 are worth either 1 or 2 marks. Incorrect or unacceptable answers are given a mark of 0. No half marks are awarded. The practice questions are not marked as they are completed by the pupils together with the test administrator as an introduction to the test. The mark schemes contain the following information for each question: • the question number • the question from the test paper • the number of marks available for each question • what is required to answer each question – including correct answer(s) and examples of different types of creditworthy response • any additional guidance that may be relevant, including unacceptable responses, where appropriate • the content domain reference and, if applicable, the secondary content domain reference. The diagram below exempli es the content of the mark schemes: 10 How did Mum feel when she rst saw Jasmine? Content domain: 1d – make inferences from the text. Award 1 mark for reference to either of the acceptable points below: ■ Mum being angry or upset with or without an explanation of her reaction, e.g. • cross because they’d made such a mess! • angry • she was angry at them so she shouted • Mum was cross • cross because Jasmine got paint in her hair • she felt angry • horri!ed • furious. ■ Mum being shocked / surprised, e.g • she felt surprised • shocked • Mum was shocked when she saw Jasmine. Also accept reference to Mum feeling amazed. 1m Acceptable points (AP): these should be treated as marking principles and should be used to guide marking. Pupils do not have to use exact wording. Aspect of reading assessed by this question Criteria for the award of marks Examples of pupil responses from the trials 2019 key stage 1 English reading test mark schemes

Page 7 of 32 4.1 Applying the mark schemes The table below explains the key features of the key stage 1 English reading test mark schemes: Mark schemeExplanation ■ Square bulletsSquare bullets indicate acceptable points that can be credited in a pupil’s response. They must be treated as marking principles, not as the exact response a pupil needs to give. • Round bullets Round bullets indicate examples of frequently occurring responses given by pupils during trialling. There are many ways for pupils to express an acceptable answer. Those marking the test must focus on the content of what has been written and not on the quality, expression or grammatical construction of the response. Use of brackets in acceptable points Brackets provide additional information that is relevant to the required response, but is not required for the award of the mark. Do not accept Do not accept indicates commonly occurring but incorrect answers that should not be credited. Possible ambiguity Pupils who write a correct and an incorrect answer should be awarded for the correct answer. This principle must be carefully applied in conjunction with the mark scheme for each question. ‘Find and copy’ questions For ‘nd and copy’ questions, introductions such as ‘the answer is (…)’ / ‘it is (…)’ and plausible mi\ sspellings are permitted. Use of brackets in ‘nd and copy’ For ‘nd and copy’ questions, the correct answer is indicated by the word(s) outside the brackets. The word(s) inside the brackets indicate any additional word(s) allowable for the award of the mark. The words inside the brackets are not creditworthy if given alone. Minor copying errors / plausible misspellings Minor copying errors and plausible misspellings are permitted in responses to all questions. Tick boxes and tables Accept any clear indication of the correct response, including crosses, underlining and circling answers. Drawing lines to ‘match’ boxes Accept lines that do not touch the boxes, providing the intention is clear. Circling / underlining Accept any clear indication of the correct response, including ticks, underlining and circling answers. 2019 key stage 1 English reading test mark schemes

Page 8 of 32 5. Internal moderation procedures We recommend those who are involved in marking the key stage 1 tests should undertake moderation activity to ensure marking is consistent across their school. 2019 key stage 1 English reading test mark schemes

Page 9 of 32 6. Mark schemes for Paper 1: reading prompt and answer booklet Section 1: My Big Brother JJ Qu. Requirement Mark 1 Draw three lines to show what Jasmine and JJ did on each day. Content domain: 1b – identify / explain key aspects of ction and non-ction t\ exts, such as characters, events, titles and information. Award 1 mark for all three lines joined to the correct boxes: 1m 2 What did Jasmine and JJ see at the circus? Content domain: 1b – identify / explain key aspects of ction and non-ction t\ exts, such as characters, events, titles and information. Award 1 mark for reference to acrobats (swinging). Also accept reference to a (big) tent. Do not accept reference to a circus / the circus. 1m went to the circus did something for Mum Monday Wednesday Friday went to the fair 2019 key stage 1 English reading test mark schemes

Page 10 of 32 Qu.Requirement Mark 3 Why did JJ agree to paint the shed wall? Content domain: 1b – identify / explain key aspects of ction and non-ction t\ exts, such as characters, events, titles and information. Award 1 mark for reference to either of the acceptable points below: ■ JJ thinking that the wall looked boring / JJ not liking the colour, e.g. • he said the colour was boring • it was a boring colour • it was dull • because he did not like the colour. ■ JJ wanting to make the wall look better, e.g. • so it would be more colourful • he wanted it to look nicer. Do not accept reference to JJ not liking the wall without reference to the colour. 1m 4 Why did JJ paint the top of the shed? Content domain: 1d – make inferences from the text. Secondary content domain: 1b – identify / explain key aspects of \ ction and non-ction texts, such as characters, events, titles and information. Award 1 mark for: Jasmine didn’t like painting. The steps were dangerous. ✓ He knew what to paint. Mum would like what he painted. 1m Section 1: My Big Brother JJ 2019 key stage 1 English reading test mark schemes

Page 11 of 32 Qu.Requirement Mark 5 Why did Jasmine climb the steps? Content domain: 1b – identify / explain key aspects of ction and non-ction t\ exts, such as characters, events, titles and information. Award 1 mark for reference to Jasmine wanting to see the top of the picture / shed, e.g. • so she could look at the top of the picture • to see the top of the shed • because she wanted to see the top of the painting. Also accept relevant text lifts from the following sentence: I wanted to see the top of our picture so I climbed the steps, e.g. • I wanted to see the top of our picture. 1m 6 Why did Jasmine drop the brushes? Content domain: 1b – identify / explain key aspects of ction and non-ction t\ exts, such as characters, events, titles and information. Award 1 mark for: The steps moved. ✓ JJ told her to. The brushes were dirty. Mum was angry. 1m Section 1: My Big Brother JJ 2019 key stage 1 English reading test mark schemes

Page 12 of 32 Qu.Requirement Mark 7 What happened when Jasmine dropped the brushes? Content domain: 1b – identify / explain key aspects of ction and non-ction t\ exts, such as characters, events, titles and information. Award 1 mark for reference to any of the acceptable points below: ■ the paint splashing, e.g. • paint splashed • paint splashed around. ■ the paint splashing onto the shed / picture / everywhere, e.g. • paint splashed all over the place • lots of paint went everywhere • it made a big splash • red, white, green and yellow droplets ew in the sky • she got paint all over • paint landed on the painting. ■ the paint splashing onto Jasmine / Jasmine’s clothes, e.g. • she got covered in paint • great splashes of paint fell on her clothes • the paint splatted at her • red and white splashes dropped on top of her • paint went all over her. ■ making a mess, e.g. • it got all messy • she got very dirty • she got in a mess. ■ Jasmine’s reaction to the paint spilling, e.g. • she thought her mum would be cross • Jasmine wailed • Jasmine got worried. Also accept relevant text lifts from the following sentence: Red, white, green and yellow droplets icked all over the sky at the top of our lovely painting, e.g. • red, white, green and yellow droplets icked all over the sky • red, white, green and yellow droplets icked all over our lovely painting .1m Section 1: My Big Brother JJ 2019 key stage 1 English reading test mark schemes

Page 13 of 32 Qu.Requirement Mark 8 Find and copy two words that tell you how JJ and Jasmine tried to clean off the paint. Content domain: 1a – draw on knowledge of vocabulary to understand texts. Award 1 mark for any of the acceptable points below: ■ 1. (we) rubbed (it) 2. (we) scrubbed (it) ■ 1. (we) scrubbed (it) 2. (we) rubbed (it) ■ (we) rubbed and scrubbed (it) Go to page 7 for more guidance on marking this question. 1m 9 When Mum came home, where did she rst see the paint? Content domain: 1b – identify / explain key aspects of ction and non-ction t\ exts, such as characters, events, titles and information. Award 1 mark for reference to any of the acceptable points below: ■ Jasmine’s hair, e.g. • on Jasmine’s hair • all over her hair • the paint was on her head • you have got paint all over your hair • at the top of her head. ■ Jasmine’s clothes, e.g. • on Jasmine’s clothes • she saw the paint on her clothes • it was all over Jasmine’s clothes. ■ Jasmine (without reference to her hair or clothes), e.g. • all over Jasmine • Jasmine • on Jasmine • Mum !rst saw paint on Jasmine. 1m Section 1: My Big Brother JJ 2019 key stage 1 English reading test mark schemes

Page 14 of 32 Qu.Requirement Mark 10 How did Mum feel when she rst saw Jasmine? Content domain: 1d – make inferences from the text. Award 1 mark for reference to either of the acceptable points below: ■ Mum being angry or upset with or without an explanation of her reaction, e.g. • cross because they’d made such a mess! • angry • she was angry at them so she shouted • Mum was cross • cross because Jasmine got paint in her hair • she felt angry • horri!ed • furious. ■ Mum being shocked / surprised, e.g. • she felt surprised • shocked • Mum was shocked when she saw Jasmine. Also accept reference to Mum feeling amazed. 1m 11 What did Mum describe as sparkling !reworks? Content domain: 1d – make inferences from the text. Award 1 mark for: the sky that JJ painted the basketball net and red ball the owers that Jasmine painted the splashes of paint ✓ 1m Section 1: My Big Brother JJ 2019 key stage 1 English reading test mark schemes

Page 15 of 32 Qu.Requirement Mark 12 Which two pieces of clothing did cowboys use to protect their faces from the weather? Content domain: 1b – identify / explain key aspects of ction and non-ction t\ exts, such as characters, events, titles and information. Award 1 mark for reference to both of the acceptable points below: ■ a Stetson / hat ■ a bandana / scarf. Also accept reference to the brim of the Stetson / hat. 1m 13 Write one item that cowboys used for working with animals. Content domain: 1b – identify / explain key aspects of ction and non-ction t\ exts, such as characters, events, titles and information. Award 1 mark for reference to a lasso / rope. 1m 14 What covered most of the land in North America two hundred years ago? Content domain: 1b – identify / explain key aspects of ction and non-ction t\ exts, such as characters, events, titles and information. Award 1 mark for reference to (a huge area of) grass. 1m 15 What job did the cowboys do? Content domain: 1b – identify / explain key aspects of ction and non-ction t\ exts, such as characters, events, titles and information. Award 1 mark for reference to either of the acceptable points below: ■ moving cows / cattle, e.g. • moved cows from place to place • moved the cattle • cowboys were needed to move the cows from one place to another. ■ looking after or keeping cows / cattle, e.g. • looked after the cows • kept cows on his land • kept cows. 1m Section 2: What Is A Cowboy? 2019 key stage 1 English reading test mark schemes

Page 16 of 32 Qu.Requirement Mark 16 Why did cowboys become friends with each other? Content domain: 1d – make inferences from the text. Secondary content domain: 1b – identify / explain key aspects of \ ction and non-ction texts, such as characters, events, titles and information. Award 1 mark for reference to any of the acceptable points below: ■ the length of time the cowboys spent together, e.g. • they spent months together • for months they lived together. ■ cowboys living and / or working together, e.g. • they worked together so became friends • they lived together • they helped each other with work • they lived and worked together • because they had to work together. ■ the length of time it took to move the cattle / cows e.g. • it took so long to move the cows • to move the cattle it took months • because moving the cattle from one place to another could take months .1m Section 2: What Is A Cowboy? 2019 key stage 1 English reading test mark schemes

Page 17 of 32 Qu.Requirement Mark 17 Why did horses have to be strong? Content domain: 1d – make inferences from the text. Award 1 mark for reference to any of the acceptable points below: ■ the amount / weight of things that the horses had to carry, e.g. • because they carry all sorts of heavy stuff • they had to carry everything • to carry water bottles and cowboys • they hold lots of bags • so they could carry the cowboy and the bags and the water • because they had to carry heavy things • if horses aren’t strong they can’t carry too much. ■ the distance the horses had to cover / the stamina of the horses, e.g. • they had to walk a long way • they walked every day for months • they travelled so far • so the cowboys can go somewhere far away • because they walk a lot. ■ the horses being ridden by / carrying cowboys, e.g. • cowboys ride them all the time • to carry cowboys. Do not accept responses which give only one thing the horses carried (this is not enough to indicate the need for strength), e.g. • to carry the water • to carry a bag • so they could carry water on their backs. Do not accept responses which indicate only that the horses had to carry things (without indicating that the things were heavy or numerous), e.g. • because they had to carry stuff • to carry things. 1m Section 2: What Is A Cowboy? 2019 key stage 1 English reading test mark schemes

Page 18 of 32 Section 2: What Is A Cowboy? Qu.Requirement Mark 18 Where is the cowboy in the song from? Content domain: 1b – identify / explain key aspects of ction and non-ction t\ exts, such as characters, events, titles and information. Award 1 mark for reference to Texas. Also accept reference to (North) America. 1m 19 What skill did all cowboys need? Content domain: 1b – identify / explain key aspects of ction and non-ction t\ exts, such as characters, events, titles and information. Award 1 mark for reference to either of the acceptable points below: ■ the ability to ride horses, e.g. • be able to ride • horse riding • to ride a horse • ride horses. ■ being able to look after or catch cows / cattle, e.g. • look after cows • to use a lasso • catching cows • catch the cows. 1m 2019 key stage 1 English reading test mark schemes

Page 19 of 32 Section 2: What Is A Cowboy? Qu.Requirement Mark 20 Real cowboys are different from cowboys in lms. Put three more ticks in the table to show what cowboys are like. One has been done for you. Content domain: 1b – identify / explain key aspects of ction and non-ction t\ exts, such as characters, events, titles and information. Award 1 mark for all three boxes correctly ticked. real cowboys cowboys in lms have adventures ✓ are clean ✓ are dirty ✓ are old ✓ 1m 2019 key stage 1 English reading test mark schemes

Page 20 of 32 7. Mark schemes for Paper 2: reading answer booklet Section 1: Liam the Park Keeper Qu. Requirement Mark 1 Liam works… Content domain: 1b – identify / explain key aspects of ction and non-ction t\ exts, such as characters, events, titles and information. Award 1 mark for: outside all of the time. ✓ at a desk when it is cold outside. outside when it is sunny. at a desk all of the time. 1m 2 Which area of the park does Liam keep particularly nice for visitors? Content domain: 1b – identify / explain key aspects of ction and non-ction t\ exts, such as characters, events, titles and information. Award 1 mark for reference to the rose garden / roses, e.g. • the rose(s) • the rose part • rose garden. Do not accept reference to the garden without reference to the roses. 1m 3 Look at page 4. Liam can nd his work difcult. Find and copy one word that tells you that Liam’s work is difcult. Content domain: 1a – draw on knowledge of vocabulary to understand texts. Award 1 mark for (very) demanding (job). Go to page 7 for more guidance on marking this question. 1m 2019 key stage 1 English reading test mark schemes

Page 21 of 32 Section 1: Liam the Park Keeper Qu.Requirement Mark 4 Look at page 5. Liam’s daily tasks can change. What two things can make his tasks change? Tick two. Content domain: 1b – identify / explain key aspects of ction and non-ction t\ exts, such as characters, events, titles and information. Secondary content domain: 1d – make inferences from the text. Award 1 mark for both boxes ticked correctly: the team the trees the visitors the weather ✓ the season ✓ 1m 5 As the owers fade… This means that the owers… Content domain: 1a – draw on knowledge of vocabulary to understand texts. Award 1 mark for: turn into weeds. become brighter in colour. begin to die away. ✓ are ready for planting. 1m 6 What does the winter frost help to do? Content domain: 1b – identify / explain key aspects of ction and non-ction t\ exts, such as characters, events, titles and information. Award 1 mark for reference to breaking up the soil, e.g. • helps break up the soil • to break the soil • the winter frost helps to break up the soil. 1m 2019 key stage 1 English reading test mark schemes

Page 22 of 32 Section 1: Liam the Park Keeper Qu.Requirement Mark 7 Look at page 7. Being a park keeper is a good job for Liam. Why? Content domain: 1d – make inferences from the text. Secondary content domain: 1b – identify / explain key aspects of \ ction and non-ction texts, such as characters, events, titles and information. Award 1 mark for reference to any of the acceptable points below: 1m ■ enjoying the open air / being outside / not sitting at a desk all day, e.g. • he likes being in the fresh air • because he likes to be outside • Liam likes being a park keeper because park keepers go outside and he li\ kes being outside. ■ keeping active / t / not sitting at a desk all day, e.g. • staying active • being a park keeper is active • he doesn’t have to sit at a desk • because it keeps him !t. ■ seeing the enjoyment of the visitors, e.g. • he sees the visitors enjoying it • seeing them enjoying the park gives him a real sense of achievement. ■ being able to spend contemplative / quiet time in the park, e.g. • he likes the peace and quiet • he enjoys the park quietly in his spare time. ■ enjoying the team work / camaraderie / chatting to his colleagues, e.g. • Liam has fun with the other park keepers • Liam likes to be a park keeper because he enjoys spending time with the \ other park keepers • because he gets to talk to the other park keepers. ■ enjoying watching the plants grow / gardening / caring for the plants, e.g. • because of the roses growing • he likes gardening • he loves to grow plants. ■ listening to the birds sing / looking at the plants / trees, e.g. • it is because he can listen to the birds sing • he likes listening to the birds • because he likes looking at his bright owers. Do not accept generic responses which are not based on the text, e.g. • he has fun • because he likes it. 2019 key stage 1 English reading test mark schemes

Page 23 of 32 Qu.Requirement Mark 8 Look at page 7. What makes Liam feel proud and gives him a real sense of achievement? Content domain: 1a – draw on knowledge of vocabulary to understand texts. Secondary content domain: 1b – identify / explain key aspects of \ ction and non-ction texts, such as characters, events, titles and information. Award 1 mark for: keeping t and active watching the shrubs and plants grow working as a team with the other park keepers watching visitors enjoy the gardens ✓ 1m 9 Put ticks in the table to show which sentences are true and which are false. Content domain: 1b – identify / explain key aspects of ction and non-ction t\ exts, such as characters, events, titles and information. Secondary content domain: 1d – make inferences from the text. Award 1 mark for three boxes ticked correctly; award 2 marks for all four boxes ticked correctly. Sentence TrueFalse Liam does the same jobs every day. ✓ Liam always works alone. ✓ Liam sometimes cuts the grass and the bushes. ✓ Liam’s work is often dirty. ✓Up to 2m Section 1: Liam the Park Keeper 2019 key stage 1 English reading test mark schemes

Page 24 of 32 Section 2: Dora the Storer Qu.Requirement Mark 10 Look at the beginning of the story. What was different about Dora’s things? Content domain: 1b – identify / explain key aspects of ction and non-ction t\ exts, such as characters, events, titles and information. Secondary content domain: 1d – make inferences from the text. Award 1 mark for: She bought them in the shop. Someone gave them to her. She made them herself. They had been thrown away. ✓ 1m 11 What sort of things did Dora choose to collect? Content domain: 1b – identify / explain key aspects of ction and non-ction t\ exts, such as characters, events, titles and information. Award 1 mark for: expensive things colourful things things that might be useful ✓ things that she could sell 1m 12 It was difcult to get the piece of paper through Dora’s letter box. Find and copy one word that tells you this. Content domain: 1a – draw on knowledge of vocabulary to understand texts. Award 1 mark for squeezed. Go to page 7 for more guidance on marking this question. 1m 2019 key stage 1 English reading test mark schemes

Page 25 of 32 Section 2: Dora the Storer Qu.Requirement Mark 13 Why did Dora want to give things to the jumble sale? Write two reasons. Content domain: 1d – make inferences from the text. Award 1 mark for any of the acceptable points below, up to a maximum of 2 marks. ■ Dora wishing to reduce her possessions, e.g. • Dora had too many things • she was fed up with so many things • she had too much stuff. ■ Dora being, or wanting to be, generous, e.g. • she was generous • ‘I must be generous’ • she wanted to be generous. ■ Dora’s lack of space, e.g. • because she wanted to have space • Dora had no room • she had no space to eat or cook. ■ Dora having an untidy / messy house, e.g. • she couldn’t !nd her glasses • her house is a mess. ■ Dora wanting to help a good cause, e.g. • because the jumble sale was for charity • because it was going to the good cause • because it was for a very good cause. Do not accept reference to Dora wanting to sell her things (without further explanation) / make money, e.g. • she wanted to sell her old things • to get money • she didn’t have much money. Up to 2m 2019 key stage 1 English reading test mark schemes

Page 26 of 32 Qu.Requirement Mark 14 Dora cried as she pushed her pram away for the last time. Why was she sad? Content domain: 1d – make inferences from the text. Secondary content domain: 1b – identify / explain key aspects of \ ction and non-ction texts, such as characters, events, titles and information. Award 1 mark for reference to any of the acceptable points below: ■ Dora loving her things / her things being precious, e.g. • she loved her things • her things were really precious • because she loved all of her precious stuff. ■ Dora giving her things away, e.g. • she gave her things away to charity • she sent her things to the jumble sale • her stuff was gone because she gets rid of all her precious !nds. ■ Dora missing her things, e.g. • because she missed her things • she missed her things once she gave them to charity • because she was going to miss them. ■ Dora feeling sad about parting with her things, e.g. • because she wanted to keep them • she had to say goodbye to her things • it was the last time she would see her things. ■ Dora wanting her things back, e.g. • because she wanted her stuff back • she really wanted her stuff back • because she wanted the things back. ■ Dora thinking her things might be missing her, e.g. • because she thought the things felt unloved • she could hear the things calling save us • her stuff missed her. 1m Section 2: Dora the Storer 2019 key stage 1 English reading test mark schemes

Page 27 of 32 Section 2: Dora the Storer Qu.Requirement Mark 15 During the night, Dora decided to… Content domain: 1d – make inferences from the text. Award 1 mark for: bring back everything she had taken to the jumble sale. ✓ go to the jumble sale to buy new things. make sure her things were sold at the jumble sale. take even more things to the jumble sale. 1m 16 Circle two words that show Dora was in a rush to get back to the hall the next morning. 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. Content domain: 1a – draw on knowledge of vocabulary to understand texts. Secondary content domain: 1d – make inferences from the text. Award 1 mark for both quickly and raced circled, i.e. 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. Also accept: 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. 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. 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. 1m Continued on the next page 2019 key stage 1 English reading test mark schemes

Page 28 of 32 Qu.Requirement Mark 16 (cont.) 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. 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. 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. 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. Please note – pupils may use one circle to encompass both correct responses. This should be credited. 17 The boy and the old man wanted to buy something at the jumble sale. The boy wanted to buy a . The old man wanted to buy a . Content domain: 1b – identify / explain key aspects of ction and non-ction t\ exts, such as characters, events, titles and information. Secondary content domain: 1d – make inferences from the text. Award 1 mark for both sentences completed correctly: • The boy wanted to buy a bike / bicycle. • The old man wanted to buy a lampshade / lamp. 1m Section 2: Dora the Storer 2019 key stage 1 English reading test mark schemes

Page 29 of 32 Qu.Requirement Mark 18 Why did Dora decide not to buy her things back? Content domain: 1d – make inferences from the text. Secondary content domain: 1b – identify / explain key aspects of \ ction and non-ction texts, such as characters, events, titles and information. Award 1 mark for: She thought that the jumble sale was too busy. She did not see anything she liked. She saw that other people wanted her things. ✓ She did not have enough money to buy her things back. 1m Section 2: Dora the Storer 2019 key stage 1 English reading test mark schemes

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2019 key stage 1 English reading test mark schemes Paper 1: reading prompt and answer booklet and Paper 2: reading answer booklet Electronic PDF version product code: STA/19/8203/e ISBN: 978-1-78957-018-2 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: ‘Co\ ntains 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 identied in the test materia\ ls, 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 Liam the Park Keeper: Adapted from I Work as a Park Keeper, Franklin Watts, 2002. Author: C. Oliver Dora the Storer: Taken from Dora the Storer, Macdonald, 1987. Author: Helen East If you have any queries regarding these test materials, contact the national curriculum assessments h\ elpline on 0300 303 3013 or email assessments@education.gov.uk.