1 En KEY STAGE 2 English tests LEVELs 3 5 Grammar, punctuation and spelling mark schemes Short answer questions and spelling task 2013 National Curriculum assessments
2 Key Stage 2 levels 3 5 English grammar, punctuation and spelling mark schemes Introduction The Standards and Testing Agency (STA) is responsible for the development and delivery of Key Stage 2 statutory tests and assessments in STA is an executive agency of the Department for Education. This booklet contains the mark schemes for the levels 3 5 test, which consists of Paper 1: short answer questions and Paper 2: spelling task. These mark schemes are used by expert markers and are available to teachers for information. Level threshold tables will be available at from Tuesday 9 July This test contains a total of 70 marks. The short answer paper contains a total of 50 marks. The spelling task contains a total of 20 marks. The original mark schemes were written alongside the questions, but many examples used in the mark schemes were taken subsequently from trialling scripts. The mark schemes indicate the criteria on which judgements should be made. In applying these principles, markers use professional judgement based on the training they have received. The English grammar, punctuation and spelling test assesses elements of the Key Stage 2 National Curriculum for English. Details about what is assessed in this test are presented in these mark schemes. Further information about which elements are assessed can be found in the English grammar, punctuation and spelling test framework at
3 2013 Key Stage 2 levels 3 5 English grammar, punctuation and spelling mark schemes 3 Contents Introduction 2 The English grammar, punctuation and spelling test mark schemes 4 English grammar, punctuation and spelling question classification 5 Marking specific types of short answer question 7 Short answer questions mark schemes 10 Spelling task mark schemes 16 Children s version of the spelling task 17
4 Key Stage 2 levels 3 5 English grammar, punctuation and spelling mark schemes The English grammar, punctuation and spelling test mark schemes Structure of the short answer mark schemes The marking information for each question is set out in the form of tables, which start on page 10 of this booklet. The Question column on the left-hand side of each table provides a reference to the question number and question part. This column also gives a reference linking it to the Key Stage 2 programme of study for English. The Requirements column may include two types of information: A statement of the requirements for the award of each mark, shown by a square. Examples of some different types of correct response, shown by a bullet and italic formatting. The Mark column indicates the total number of marks available for each question part. The Additional guidance column provides information about any alternative acceptable responses, as well as an explanation of responses that are not acceptable. General guidance on marking the spelling task is given on page 16. Application of the short answer mark schemes In order to ensure consistency of marking, the most frequent procedural queries are listed on pages 7 8 along with guidance about what the markers should do. Unless otherwise specified in the mark schemes, markers will apply the guidance in all cases. Mark allocation in the English grammar, punctuation and spelling test The following table summarises the number of marks in the 2013 levels 3 5 test assessing each area: Assessment area Number of marks Grammar 29 Punctuation 15 Vocabulary 6 Spelling 20 Total marks 70
5 2013 Key Stage 2 levels 3 5 English grammar, punctuation and spelling mark schemes 5 English grammar, punctuation and spelling question classification The table below summarises which areas of the Key Stage 2 English programme of study are assessed in the English grammar, punctuation and spelling test. The reference codes in the right-hand column below are given in the Question column of the short answer mark schemes. Paper 1: short answer questions KS2 programme of study references Grammar, punctuation and spelling reference codes En3.7a c Language structure Pupils should be taught: a: word classes and the grammatical functions of words, including nouns, verbs, adjectives, adverbs, pronouns, prepositions, conjunctions, articles b: the features of different types of sentence, including statements, questions and commands, and how to use them [for example, imperatives in commands] c: the grammar of complex sentences, including clauses, phrases and connectives. En3.6a b Standard English Pupils should be taught: a: how written standard English varies in degrees of formality b: some of the differences between standard and non-standard English usage, including subject-verb agreements and use of prepositions. sg/ga1 sg/ga1.1 sg/ga1.2 sg/ga1.3 sg/ga1.4 sg/ga1.5 sg/ga1.6 sg/ga1.7 sg/ga1.8 sg/ga2 sg/ga2.1 sg/ga2.2 sg/ga2.3 sg/ga3 sg/ga3.1 sg/ga3.2 sg/ga3.3 sg/ga4 sg/ga4.1 sg/ga4.2 sg/ga4.3 sg/ga4.4 sg/ga5 sg/ga5.4 Grammatical terms / word classes Nouns Verbs Adjectives Connectives Pronouns Adverbs Prepositions Articles Features of sentences Statements Questions Commands Complex sentences Clauses Phrases Subordinating connectives Standard English Tense agreement Subject-verb agreement Double negatives Use of I and me Formal / informal Contractions
6 Key Stage 2 levels 3 5 English grammar, punctuation and spelling mark schemes KS2 programme of study references Grammar, punctuation and spelling reference codes En3.1 & En3.2 Vocabulary / language strategies Pupils should be taught: En3.1b: to broaden their vocabulary and use it in inventive ways En3.2d to proofread check the draft for spelling and punctuation errors, omissions and repetitions. En3.3 Punctuation Pupils should be taught: En3.3: to use punctuation marks correctly in their writing, including full stops, question and exclamation marks, commas, inverted commas, and apostrophes to mark possession and omission. Paper 2: spelling task ga7 sg/ga7.1 sg/ga7.2 sg/ga7.3 sg/ga7.4 sg/ga7.5 sg/ga7.6 sg/ga7.7 sg/ga7.8 sg/ga7.9 p1/ga6 p1.1/ga6.1 p1.2/ga6.2 p1.3/ga6.3 p1.4/ga6.4 p1.5/ga6.5 p1.6/ga6.6 p1.7/ga6.7 p1.8/ga6.8 p1.9/ga6.9 p1.10/ga6.10 p1.11/ga6.11 Vocabulary Word meaning Vocabulary in context Concision / precision in vocabulary Synonyms Antonyms Word groups / families Prefixes Suffixes Singular and plural Punctuation Capital letters Full stops Question marks Exclamation marks Commas in lists Commas to mark phrases or clauses Inverted commas Apostrophes Brackets Ellipses Colons KS2 programme of study references En3.2 Language strategies Pupils should be taught to: En3.2d: proofread check the draft for spelling and punctuation errors, omissions and repetitions. En3.4a j Spelling Pupils should be taught: En3.4 Spelling strategies a: to sound out phonemes b: to analyse words into syllables and other known words c: to apply knowledge of spelling conventions d: to use knowledge of common letter strings, visual patterns and analogies e: to check their spelling f: to revise and build on their knowledge of words and spelling patterns. En3.4 Morphology g: the meaning, use and spelling of common prefixes and suffixes h: the spelling of words with inflectional endings i: the relevance of word families, roots and origins of words j: the use of appropriate terminology, including vowel, consonant, homophone and syllable. KEY: sg: sentence grammar p: punctuation ga: grammatical accuracy
7 2013 Key Stage 2 levels 3 5 English grammar, punctuation and spelling mark schemes 7 Marking specific types of short answer question Summary of additional guidance The following guidance applies to all questions in the short answer component. Please read this carefully before applying the individual mark schemes. Question type Accept Do not accept Tick boxes Any unambiguous indication of the correct answer, eg: The box is crossed rather than ticked. Responses in which more than the required number of boxes has been ticked. The correct answer is circled rather than ticked. Underlining clauses / phrases / other text Circling of the answer Drawing lines to match boxes Labelling of parts of speech Underlining of the full required text, with or without surrounding punctuation. Responses in which more than half of a required word is underlined. Any unambiguous indication of the correct answer, eg: The answer is underlined. The answer is enclosed within a box. Responses in which more than half of a required word is encircled. Lines that do not touch the boxes, provided the intention is clear. Clear labels, whether they use the full vocabulary required by the question or an unambiguous abbreviation, eg: V for verb. Responses in which only part of the required text, or less than half of a required word, is underlined. Responses in which any additional words are underlined. Responses in which more than the required number of words has been circled. Responses in which the correct answer is encircled, together with more than half of any surrounding words. Multiple lines drawn to / from the same box (unless this is a question requirement). Ambiguity in labelling, eg: the use of noun or CN where a distinction is required between collective noun and common noun.
8 Key Stage 2 levels 3 5 English grammar, punctuation and spelling mark schemes Short answer questions: further marking guidance What if......the answer is correct but spelling is inaccurate? Accept Where no specific mark scheme guidance is given, incorrect spellings of the correct response are creditworthy, provided the intention is clear to the marker. The single exception to this is when marking contractions, which must have correct spelling and placement of apostrophes. In any other questions in which correct spelling is required in order to assess children s understanding of the curriculum focus, mark scheme guidance will state the need for correct spelling, and will list any acceptable alternatives. If specific grammatical terminology is required in the answer, a misspelling must, in order to be creditworthy, be a phonetic approximation of the required word, with the major syllables of the correct word represented in the answer. the child s response does not match closely any of the examples given? no answer is given in the expected place, but the correct answer is given elsewhere? Illustrative examples of children s responses to questions are sometimes given; however, markers will use the marking principles to make a judgement about the award of marks. If uncertain, markers will escalate the issue to a more senior colleague. If a child leaves an answer box empty, but then writes their response elsewhere, it is still creditworthy, providing: it meets any relevant criteria in this guidance and in the questionspecific mark schemes; and it is not contradicted by any other attempt at the answer written elsewhere (see more than one answer is given ). This includes where children fill in the blank within a question when they are expected to write or tick their answer below it. the correct answer has been crossed out and not replaced? more than one answer is given? Any legible crossed-out work that has not been replaced will be marked according to the mark schemes. If the answer has been replaced by a further attempt, the crossed-out work will not be considered. If all answers given are correct according to the mark scheme, the mark will be awarded. If both correct and incorrect responses are given, no mark will be awarded.
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10 Key Stage 2 levels 3 5 English grammar, punctuation and spelling mark schemes Short answer question mark schemes Question Requirements Mark Additional guidance 1 ga7.9 thieves 2 ga1.7 from 3 ga6.2 It went into the water and made a terrible splash. 4 ga6.3 How are you feeling today asked the nurse. 5 sg2.1 Sentence Statement Command Award 1 mark for all three correct. Example: The robber scaled the roof and broke in through the skylight. Get the dustpan and brush, but be careful not to cut yourself. Arrest that man! At 4:30am, the intruder was arrested by six policemen. 6 ga1.5 he him 7 ga1.2 shouted
11 2013 Key Stage 2 levels 3 5 English grammar, punctuation and spelling mark schemes 11 Question Requirements Mark Additional guidance 8 sg1.6 Unfortunately 9 ga2.2 i) Accept any appropriate question. These will usually begin with: When... Up to 2m Award 1 mark for each correct response. Do not accept questions in which the capital letter or question mark has been omitted. How often... ii) Accept any appropriate question, eg: How do you get to school every morning? What do you do to have fun? 10 ga6.5 Cheetahs tigers jaguars and leopards are all known as big cats. Award 1 mark for both correct. 11 ga6.1 i) ii) y esterday, we went to see our friend, r ita Accept any correct explanation of the capital letters, eg: Yesterday is at the start of a sentence. Rita is a (person s) name / proper noun. Up to 2m Award 1 mark for two correctly encircled letters and award 1 mark for two correct explanations. OR Award 1 mark for one correctly identified letter and one corresponding correct explanation. Do not accept responses labelling Rita as a noun only, rather than proper noun. 12 ga4.1 performed 13 ga7.2 bank Also accept side. 14 sg1.2 The puppies growl and bark. 15 ga1.4 She wasn t sure which coat belonged to her. I like basketball whereas they prefer tennis. Award 1 mark for all three correct. He asked me whether I was interested in comedy films.
12 Key Stage 2 levels 3 5 English grammar, punctuation and spelling mark schemes Question Requirements Mark Additional guidance 16 ga1.6 Accept any appropriate adverb, eg: brightly beautifully 17 sg3.3 The children played football until it was time for bed. 18 ga6.4 Get down now! Mum yelled angrily. The exclamation mark must be positioned before the closing inverted comma. 19 ga4.2 The cheetah creeps after its prey. Skunks produce a very smelly spray that repels most predators. Award 1 mark for all three correct. The mother bear protects her young. 20 p1.7 Mr Nelson asked, Who is responsible for the sports equipment? 21 ga7.1 argument, quarrel 22 p6.8 Sentence To replace a missing letter To show something belongs to someone / something Award 1 mark for all four correct. Example: It doesn t go there. We re cold. Anita s coat is very warm. Ruby s hair is brown. I mustn t forget my homework.
13 2013 Key Stage 2 levels 3 5 English grammar, punctuation and spelling mark schemes 13 Question Requirements Mark Additional guidance 23 ga4.2 wasn t OR was not OR cyclists Do not accept changes of tense, eg: isn t 24 sg1.6 Close the windows firmly and securely lock the door. Award 1 mark for both correct. 25 sg1.4 We had to hurry because the bus was about to leave. 26 p1.5 to separate items in a list 27 p1.1 My favourite month of the year is february. Corsica is a small island in the mediterranean Sea. Award 1 mark for both correct. 28 sg4.1 The baby was enjoying playing with his teddy bear. 29 ga7.4 sudden 30 ga6.7 Award 1 mark for transformation to the first person and isolation of the spoken words, eg: It is my ambition to discover as much as possible about our solar system. Up to 2m It is my hope to uncover as much about the solar system as I can, said the astronomer. Award 1 further mark for correct punctuation of speech, using internal punctuation and inverted commas, eg: The astronomer said, It is my ambition to discover as much as possible about our solar system. I want to learn all the secrets of the solar system. That is my goal. For the award of the further mark, do not accept inverted commas used without supporting punctuation, or wrongly placed in relation to supporting punctuation, eg: The astronomer said it is my ambition to discover as much as possible about our solar system 31 ga1.2 Tom bakes a cake. OR Tom is baking a cake. Do not accept responses that include any other present tense verb, eg: Tom eats / decorates / presents a cake. OR Tom s baking a cake.
14 Key Stage 2 levels 3 5 English grammar, punctuation and spelling mark schemes Question Requirements Mark Additional guidance 32 ga7.8 Accept any adjective derived from fear, eg: fearsome Do not accept adverbs, eg: fearfully fearful fearlessly fearless feared 33 sg2.3 Ring the emergency services. Tell them to contact the fire brigade urgently. Some residents have already had to leave their houses. Award 1 mark for both correct. 34 ga3.1 a) When she was standing next to her brother, Anita looked very tall. b) Even though he had little patience, Robert enjoyed chess. Up to 2m Award 2 marks for all four correct. Award 1 mark for two or three correct. c) Sue s skills were good although she had not been playing for long. d) They finished the walk, which seemed never-ending. c) Also accept a response that does not have for long underlined. 35 ga5.4 haven t Also accept have not. 36 sg4.2 Everyone is going to the library. Children under 16 are not allowed to see this film. Award 1 mark for both correct. 37 sg1.1 The boy reached carefully into his bag. Award 1 mark for both correct. 38 ga5.4 Accept any suitable contraction, eg: I don t think he s / they re / I m / she s / Jane s / it s going to come. The apostrophe must be placed correctly and the word spelt correctly. Also accept additional words, eg: the teacher s, the train s 39 p1.9 The two cars a red one and a blue one sped down the road. Jake a polite young man always holds open the door. Award 1 mark for both correct. 40 sg3.3 When
15 2013 Key Stage 2 levels 3 5 English grammar, punctuation and spelling mark schemes 15 Question Requirements Mark Additional guidance 41 ga1.3 The lazy lion snored noisily. Award 1 mark for all four correct. C A D B 42 ga7.5 plentiful, easy to find 43 ga6.6 Computer games, which can be fun to play, are also very time-consuming. Award 1 mark for both commas placed correctly. 44 sg4.1 On holiday, we were very happy on the beach. The journey was rather too long for me. Award 1 mark for all three correct. The weather in Spain is usually hot and sunny, though one day it rained a lot. 45 p1.1 On Tuesday, children from Millmount School went to a museum. 46 ga5.4 My mum promised she d help me with my homework. The apostrophe must be placed correctly and the word spelt correctly.
16 Key Stage 2 levels 3 5 English grammar, punctuation and spelling mark schemes Spelling task mark schemes Guidance for marking the spelling task The following conventions should be followed when marking spelling: If more than one attempt is made, it must be clear which version the child wishes to be marked. If two attempts are made and it is not clear which one is to be considered, the mark is not awarded. Spellings can be written in upper or lower case, or a mixture of the two. If a word has been written with the correct sequence of letters but these have been separated into clearly divided components, with or without a dash, the mark is not awarded. If a word has been written with the correct sequence of letters but an apostrophe or hyphen has been inserted, the mark is not awarded. Quick reference mark schemes for the spelling task 1. transporting 2. station 3. boiled 4. stapled 5. future 6. enough 7. feature 8. mattered 9. produces 10. disruptive 11. shipped 12. strength 13. umbrellas 14. released 15. variety 16. chief 17. familiar 18. physically 19. substantial 20. surprised
17 2013 Key Stage 2 levels 3 5 English grammar, punctuation and spelling mark schemes 17 Children s version of the spelling task The words omitted from the children s spelling task are those printed in bold in the version below. Spelling task 1. They were transporting the crates on a boat. 11. The cars were shipped from England to Europe. 2. The world s oldest railway station, built for 12. It took all her strength to move the box. steam locomotives, is Broad Green. 13. The umbrellas didn t stop them from getting wet. 3. For breakfast we had boiled eggs. 14. The film will be released on Friday at the cinema. 4. Mary stapled the papers together. 15. There is a variety of fruit available in the shop. 5. In future, lunch will be served an hour later. 16. As he was the chief of the tribe the final 6. If there is not enough rainfall this month there will decision was his. be a drought. 17. The classroom was very 7. A feature of this new camera is that it is able to 18. The race was physically operate underwater. familiar to Rosie. challenging. 8. What mattered 19. He has a substantial appetite. most was getting home on time. 9. The bakery produces chocolate cakes. 20. George was quickly. surprised to find he could run so 10. The disruptive pupil was asked to leave the room. End of TASK 02 03
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20 2013 Key Stage 2 levels 3 5 English grammar, punctuation and spelling test mark schemes: short answer questions and spelling task Print version product code: STA/13/6107/p ISBN: Electronic PDF version product code: STA/13/6107/e ISBN: Queen s Printer and Controller of HMSO 2013 Material contained in these booklets may be reproduced for educational and training purposes within a school setting, provided you acknowledge the copyright ownership of the material and you give the title of the source document. Reproduction or re-use of the material is not permitted for any commercial purpose. For more copies Additional printed copies of this mark scheme are not available. It can be downloaded from STA s orderline at
En KEY STAGE 2 English tests LEVELs 3 5 Grammar, punctuation and spelling mark schemes Short answer questions and spelling task 2013 National Curriculum assessments 2 2013 Key Stage 2 levels 3 5 English
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Paper 1: extended task Level 6 Your grammar, punctuation and vocabulary will be tested in a piece of extended writing. The focus for the task should be on the range of sentence structures and punctuation
Glossary of Literacy words. Below is a useful list of words to try to gain an appreciation of the Literacy Test. PLEASE NOTE, YOU ARE NOT TESTED ON THE DEFINITIONS OF THE TERMS. The glossary is taken directly
Nouns and noun phrases Nouns and noun phrases describe people, objects and places. They fill the subject and object slots in sentences (The policeman arrested the burglar. SVO) and can occur in complement
Pennsylvania Reading, Writing, Speaking and Listening Grades 610 Standards Mapping Boardworks 2010 1.5 Quality of Writing Grade 6 (2009) 1.5. Quality of Writing Students write clear and focused text to
KS2 SATS 2015 Goosewell Primary School Parents and teachers working together for the benefit of the children. How are we preparing? Practising previous SATs papers Continuous assessment Booster classes
Kinds of Sentences There are four kinds of sentences: declarative, interrogative, imperative, and exclamatory. 1. A declarative sentence makes a statement. It tells something, states a fact or opinion,
SPaG Workshop for Year 5 & 6 Parents & Carers Thursday 10 th March 2016 at 6pm Please sign in next to your child s name on the class registers at the front of the hall. Take a white board and pen to use
Sentences: Types, and Common Mistakes Sentences are classified as simple, compound, complex, and compound-complex. This designation is based on the clauses used to create the sentence. Clauses: Every clause
FUNCTIONAL SKILLS ENGLISH - WRITING LEVEL 2 MARK SCHEME Instructions to marker There are 30 marks available for each of the three tasks, which should be marked separately, resulting in a total of 90 marks.
Grammar Terminology Helping your child with grammar at home At the end of KS2, children are given a spelling, punctuation and grammar test (SPaG), designed to assess their understanding of how the English
Introduction... 2 Unit 1: Sentence Development Lesson 1.1: Making a Complete Sentence... 2 Lesson 1.2: Nouns and Verbs... 3 Lesson 1.3: Four Kinds of Sentences... 3 Lesson 1.4: Use of Capitals... 4 Lesson
Glossary of terms: Term Definition Example active voice An active verb has its usual pattern of subject and object (in contrast to the passive voice). Active The school arranged a visit. Passive: adverbs
Verbs The verb is a key element in an English clause or sentence, since it handles most of the grammatical workload in a sentence. Verbs can be varied to show tense and form. Although some simple tense
Nouns Section 1.4 Possessive Nouns Nouns may show possession or ownership. Use an apostrophe with a noun to show something belongs to someone or to something. Jane s dress is red. The table s legs were
subject object passive meaning more specific (i.e. to modify the noun), or after the be, as its complement. nouns s nouns ads adjective modify adials preposition phrases noun phrases subordinate clauses
CLAD Grammar & Writing Workshops Adjective Clauses This workshop includes: review of the rules for choice of adjective pronouns oral practice sentence combining practice practice correcting errors in adjective
A Beginner s Guide To English Grammar Noncredit ESL Glendale Community College Concept by: Deborah Robiglio Created by: Edwin Fallahi, Rocio Fernandez, Glenda Gartman, Robert Mott, and Deborah Robiglio
Grammar and Punctuation Test 1. Tick one box to complete the sentence below. The children played it was time to go inside. instead until whereas since 2. Draw a line to match each sentence with the most
Punctuation grammar. full stop apostrophe quotation marks (single) quotation marks (double) ( ) brackets - hyphen Full Stop. This shows the end of a sentence. When reading it means you take a long pause.
Scoring Sentence Composition Webinar Presented by Gloria Maccow, Ph.D. Assessment Training Consultant Agenda Describe scoring criteria for the WIAT-III Sentence Composition subtest. Use sample sentences
Grammar And Language Arts Helpful preparation for Basic Skills, Content Area Tests, and APT Constructed Response General Strategies for Multiple Choice Read the directions carefully that connect with the