Year 3 Teacher s guide · 2.2 Administering the grammar and punctuation test 2.3 Administering the...

English

Year 3

Teacher’s guide

3

1. Introduction

2. Administration guidance 2.1 Administering the reading test 2.2 Administering the grammar and punctuation test 2.3 Administering the spelling test

3. Explanation of the mark scheme

4. General marking guidance 4.1 Reading and grammar and punctuation tests 4.2 Spelling test

5. Reading 5.1 Content domain coverage 5.2 Mark scheme - Brilliant Birds 5.3 Mark scheme - The Night Visitor 5.4 Mark scheme - Hurricane

6. Grammar and punctuation 6.1 Content domain coverage 6.2 Mark scheme

7. Spelling 7.1 Spelling administration notes 7.2 Mark scheme and transcript

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446

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9

1010

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1212141720

222223

303031

CONTENTS

4

The Testbase optional and progress tests have been designed for use across the primary years. To support interpretation of the test outcomes, there is an easy-to-use web-based administration system that will provide detailed reports on individual and class performance as well as comparisons with all pupils whose marks have been submitted.

These tests may not change every year and so need to be stored or reordered as appropriate. The reporting system is available to all schools that order the test papers and is renewable with subsequent orders, enabling schools to track the progress of pupils and classes from year to year.

This guide provides teachers with the information needed to administer and mark the English optional tests for year 3. Instructions for the web-based administration system will be sent via email.

The year 3 optional tests for English consist of:

• a reading assessment made up of a reading booklet and associated reading answer booklet totalling 40 marks

• a grammar, punctuation and spelling assessment made up of: o a grammar and punctuation test totalling 30 marks o a spelling test totalling 20 marks.

2.1 Administering the reading testThe following information explains how to administer the reading test. Please make sure you follow these instructions as this will ensure its validity.

Format • This test consists of a reading answer booklet and a separate reading booklet.• Pupils will have a total of 1 hour to read the 3 texts in the reading booklet and

complete the questions at their own pace. They can approach the test as they choose, e.g. working through one text and answering the questions before moving on to the next.

• The least-demanding text will come first, with the following texts increasing in level of difficulty.

Equipment Pupils will need the equipment specified below:• a pen or pencil• rubber (optional).

Pupils may use monolingual English electronic spell checkers or highlighter pens if this is normal classroom practice.

You may give pupils additional lined paper if they request it. However, pupils should be encouraged to use the extra space in the answer booklet before using additional paper. The answer space provided in the answer booklet should be sufficient for most pupils; it can be a guide to the length of answer that is expected for each question.

1. INTRODUCTION

2. ADMINISTRATION GUIDANCEThe optimal time for administering these tests is between May and June if you want to make full use of the available results. The population comparison data will not be valid unless the pupils have taken it at the same time as the comparison population. For years 3,4,5 and year 6 science, the thresholds would be different if pupils sat the tests outside the optimal administration window.

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Assistance You must ensure that nothing you say or do during the test could be interpreted as giving pupils an advantage, e.g. indicating an answer is correct or incorrect, or suggesting the pupil looks at an answer again.

The English reading test must not be read to individuals or to a group, except for the general instructions. However, you may rephrase the explanations provided in the test instructions on page 3 of the reading answer booklet to ensure that all pupils understand them. No other part of the reading answer booklet or reading booklet may be read to pupils or rephrased.

There is no specific hearing impairment guidance for this test, but be careful when signing to ensure you do not convey information that would give pupils an advantage. Guidance for administering the test to pupils with a visual impairment is contained in the modified test packs.

If a pupil asks a question about test content, you must not explain subject-specific terms or expressions. The example below illustrates how to deal with a common situation.

Q. I don’t understand the question. A. Read the question again and underline key words that tell you what to do.

Before the test begins

• Leave space on the board to write the start and finish times of the test.

What to do at the start ofthe test

• Check that pupils do not 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 has a copy of the correct test paper.• Write the start and finish times on the board so that all the pupils can see them.

What to say at the start of the test

• This is the year 3 reading test. You should have a reading booklet and a reading answer booklet in front of you.

• You will need a pen or pencil, and you may use a rubber for this test (if rubbers are not provided, you should tell the pupils that they may cross out any answers they wish to change).

• Write your name and the date on the front of your reading answer booklet.• Open your reading answer booklet to page 3. I will read the instructions to you.

Read the instructions on page 3 of the test paper to the pupils.

• You should try to answer all of the questions. If you cannot answer a question, move on and return to it later. Remember that you should keep referring back to your reading booklet.

• Pay particular attention to any instructions within test questions.• If you want to change your answer, put a line through the response you do

not want to be read. If you use a rubber, make sure you rub out your answer completely before writing a new one.

• Remember to check your work carefully.• If you have any questions during the test, you should put your hand up and wait

for someone to come over to you. Remember, I cannot help you answer any of the test questions or read any of the words to you.

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2.2 Administering the grammar and punctuation testThe following information explains how to administer the grammar and punctuation test. Please make sure you follow these instructions as this will ensure its validity.

Format • This component consists of a single test paper.• Pupils will have 30 minutes to complete the test, answering the questions in the

test paper.

Equipment Each pupil will need the equipment specified below:• a pen or pencil • rubber (optional).

Pupils are not allowed: • dictionaries• electronic spell checkers • bilingual word lists.

Assistance You must ensure nothing you say or do during the test could be interpreted as giving pupils an advantage, e.g. indicating an answer is correct or incorrect, or suggesting the pupil looks at an answer again.

You may explain or rephrase a question provided you do not give away subject-specific information. For example, if a question asks to “insert a pair of commas”, ‘insert’ may be explained but not ‘commas’.

You must not give alternative explanations, e.g. explain ‘inverted commas’ as ‘speech marks’, or name punctuation.


The examples below illustrate how to deal with some common situations.

Q. I don’t understand the question. A. Read the question again and underline key words that tell you what to do.

Q. What does ‘adverb’ mean? A. I cannot tell you, but think hard and try to remember. We can talk about it after the test.

If any context or words related to a question are unfamiliar to a pupil, you may show them related objects or pictures, or describe the context.

What to say at the start of the test cont...

• You must not talk to each other.• Are there any questions you want to ask me now?• I will tell you when you have 5 minutes left. I will tell you when the test is over and

to stop writing.• You may now start the test.

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Before the test begins

• Leave space on the board to write the start and finish times of the test.

What to do at the start ofthe test



• Ensure that each pupil has a copy of the correct test paper.• Write the start and finish times on the board so that all the pupils can see them.

What to say at the start ofthe test

• This is the year 3 grammar and punctuation test.• You will need a pen or pencil, and you may use a rubber for this test (if rubbers are

not provided, you should tell the pupils that they may cross out any answers they wish to change).

• Write your name and the date on the front of your paper. • Open your test paper to page 3. I will read the instructions to you.

Read the instructions on page 3 of the test paper to the pupils.

• You should try to answer all of the questions. If you cannot answer a question, move on and return to it later.

• Pay particular attention to any instructions within test questions.• If you want to change your answer, put a line through the response you do


• Remember to check your work carefully.• If you have any questions during the test, you should put your hand up and wait

for someone to come to you. Remember, I cannot help you answer any of the test questions.

• You must not talk to each other.• Are there any questions you want to ask me now?• I will tell you when you have 5 minutes left. I will tell you when the test is over and

to stop writing.• You may now start the test.

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2.3 Administering the spelling testThe following information explains how to administer the spelling test. Please make sure you follow these instructions as this will ensure its validity.

Format • This component consists of an answer booklet for pupils to complete and a test transcript to be read by the test administrator. The transcript is on page 31 of this booklet.

• Pupils will have approximately 15 minutes to complete the test (not strictly timed), by writing the 20 missing words in the answer booklet.

Equipment Each pupil will need the equipment specified below:• a pen or pencil • rubber (optional).

Pupils are not allowed: • dictionaries• electronic spell checkers • bilingual word lists.

Assistance Pupils should not require any assistance during the administration of the spelling test. You must ensure that nothing you say or do during the test could be interpreted as giving pupils an advantage, e.g. indicating 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.


What to do at the start of the test



• Ensure that each pupil has a copy of the correct test paper.

What to say at the start of the test

• This is the year 3 spelling test.• Write your name and the date on the front of your paper.• If you want to change your answer, put a line through the response you do


• If you have any questions during the test, you should put your hand up and wait for someone to come to you. Remember, I cannot help you answer any of the test questions.

• You must not talk to each other.

Please turn to page 30 for guidance on administering the spelling test.

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The marking information for each question is set out in the form of tables which start in section 5 of this booklet.

The ‘Qu.’ column on the left-hand side of each table provides a quick reference to the question number and part. The curriculum reference is included also.

The ‘Requirement’ column may include different types of information:

• A statement of the requirements for the award of each mark, with an indication of whether credit can be given for alternative responses.

• Examples of some different types of correct response.

• Acceptable points which are indicated by either a numbered list or a square bullet point (reading mark schemes only). These must be treated as marking principles, not the exact response a pupil needs to give.

The ‘Mark’ column indicates the total number of marks available for each question part.

The range of marks available for each question is given at the side of the page in the reading answer booklet and in the grammar and punctuation test. Each spelling in the spelling test is one mark.

Incorrect or unacceptable answers are given a mark of 0. No half marks are awarded.

The mark schemes were devised after trialling the tests with pupils. They contain examples of some frequently occurring correct answers given in the trials (these are shown in italics). Many pupils will, however, have different ways of wording an acceptable answer.

In assessing each answer in the reading test, you should focus on the content of what has been written and not on the quality of the writing, expression or grammatical construction. Answers in the grammar and punctuation test will be marked according to the mark scheme. Where an explanation is required you should focus on the content of what has been written, not on the quality of the writing, expression or grammatical construction.

3. EXPLANATION OF THE MARK SCHEME

MERiT Mark Entry

After the papers have been marked, use our secure and easy to use system to enter each pupil’s marks. With millions of marks already in the system, you can access comprehensive reports. These reports enable you to compare your pupils with others who took the test at individual, national and school level. Use our reports to:

• make valid and reliable judgements about attainment which support decisions on progress;

• inform teaching and learning;• share performance data with staff, senior management, governors and Ofsted.The use of any pupil data will be compliant with the Data Protection Act and will be governed by the terms and conditions of our Privacy Policy.

To access MERiT, go to www.testbase.co.uk

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4.1 Reading and grammar and punctuation testsTo ensure consistency of marking, the most frequent procedural queries are listed below along with the action you should take. Unless otherwise specified in the mark scheme, you should apply the following guidelines in all cases.

Accept Do not accept

Tick boxes and tables Any unambiguous indication of the correct answer, e.g.

• the box is crossed rather than ticked

• the correct answer is circled rather than ticked.

Answers in which more than the required number of boxes have been ticked.

Circling or underlining of the answer

Any unambiguous indication of the correct answer, such as the answer being enclosed within a box.

Answers in which more than the required number of words have been circled / underlined.

Answers in which the correct answer is circled / underlined, together with any whole surrounding words.

Drawing lines to ‘match’ boxes

Lines that do not touch the boxes, provided the intention is clear.

Multiple lines drawn to / from the same box (unless this is a question requirement).

Labelling Clear labels, whether they use the full vocabulary required by the question or an unambiguous abbreviation, e.g. ‘V’ for ‘verb’.

Ambiguity in labelling, e.g. the use of ‘AD’ or ‘A’ where a distinction is required between ‘adjective’ and ‘adverb’.

Punctuation (Grammar and Punctuation test only)

Punctuation that is clear, unambiguous and recognisable as the required punctuation mark.

Punctuation that is ambiguous, for example if it is unclear whether the mark is a comma or full stop.

Sentences and capital letters (Grammar and Punctuation test only)

A sentence that has an initial capital letter and an appropriate punctuation mark indicating the end of the sentence.

Capital letters that are clear and unambiguous. Where letters do not have unique capital letter forms, the height of the capital letter will be similar to, or greater than, that of letters with ascenders.

Answers in which capital letters are omitted or placed inappropriately in a sentence, or where an entire word is capitalised.

Ambiguity in the comparative sizes of letters.

4. GENERAL MARKING GUIDANCE

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Accept Do not accept

Spelling Where no specific mark scheme guidance is given, incorrect spellings of the correct response should be accepted.

Incorrect spellings of answers for which the mark scheme requires correct spelling.

Correct spelling is generally required for questions assessing contracted forms, plurals, verb tenses, prefixes and suffixes.

Answers outside the expected space

A correct answer given somewhere other than the answer space, providing it is not contradicted by another answer written elsewhere.

Correct answers that are written in the ‘blank’ within a question, rather than in the expected space below it.

Correct answers in which the pupil has written out a word or sentence that is already provided.

Answers that are given outside the expected space and contradicted by another answer written elsewhere.

More than one answer given

Multiple answers that are all correct according to the mark scheme.

Where both correct and incorrect responses are given.

HandwritingAnswers that are clear, unambiguous and recognisable, including letters or punctuation marks that have been reversed, but which are still clearly identifiable to you.

Answers that are unclear or ambiguous.

Crossed-out answers Correct answers that have not been crossed out.

Correct answers that replace a crossed-out attempt.

Crossed-out answers, whether or not these have been replaced by a further attempt.

4.2 Spelling testThe following guidance applies to all questions in the spelling test. Please read this carefully before applying the individual mark schemes.

• If the pupil makes more than one attempt, it must be clear which answer the pupil wishes to be marked. If the pupil makes two or more attempts and it is not clear which is to be considered, the mark is not awarded.

• The pupil can answer in upper or lowercase, or a mixture of the two. The exception to this is for days of the week and months of the year, which must be written in lowercase letters with an initial capital letter for the award of the mark.

• If the pupil has answered with the correct sequence of letters but has incorrectly inserted an apostrophe or a hyphen, the mark is not awarded.

• If the pupil has answered 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.

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Brilliant Birds

Qu. 2a 2b 2c 2d 2e 2f 2g 2h Mark

1 ✓ 1

2 ✓ ✓ 2

3 ✓ 1

4 ✓ 1

5 ✓ 1

6 ✓ 1

7 ✓ 1

8 ✓ 1

9 ✓ 1

10 ✓ 1

11 ✓ 1

12 ✓ 1

13 ✓ 1

14 ✓ 1

4 9 - - - - 2 - 15

The Night Visitor


15 ✓ 1

16 ✓ 1

17 ✓ ✓ 2

5. READING5.1 Content domain coverage2a - Give / explain the meaning of words in context.2b - Record and retrieve information / identify key details from fiction and non-fiction.2c - Summarise main ideas from more than one paragraph.2d - Make inferences from the text / explain and justify inferences with evidence from the text.2e - Predict what might happen from details stated and implied.2f - Identify / explain how information / narrative content is related and contributes to meaning as a whole.2g - Identify / explain how meaning is enhanced through choice of words and phrases.2h - Make comparisons within the text.

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18 ✓ 1

19 ✓ 1

20 ✓ 1

21 ✓ ✓ 2

22 ✓ 1

23 ✓ 1

24 ✓ 1

25 ✓ 1

26 ✓ 1

27 ✓ 1

28 ✓ ✓ 2

1 9 1 4 - - 2 - 17

Hurricane


29 ✓ 1

30 ✓ 1

31 ✓ 1

32 ✓ 1

33 ✓ ✓ 2

34 ✓ 1

35 ✓ 1

1 4 1 1 - - - 1 8

TOTAL MARKS

2a 2b 2c 2d 2e 2f 2g 2h Mark

6 22 2 5 - - 4 1 40

14

Qu. Requirement Mark

12b

Award 1 mark for: 1m

22b

Award 2 marks for all four rows correctly completed.Award 1 mark for two or three rows correctly completed.

Up to2m

32b

How do penguins use their wings differently from most other birds?Give one way.

Award 1 mark for either: � they swim with them � they use their wings like paddles

Accept the quotation: � they use their stiff, flipper-like wings as paddles to swim underwater

Also accept reference to the different use, e.g. z they do not use them to fly

Do not accept � to hunt (for fish)

1m

42a


butterfly. ✓

True False

They can run faster than people. ✓

They can scare off lions. ✓

They have poor eyesight. ✓

They have a small brain. ✓

smooth. ✓

Brilliant Birds

5.2 Mark scheme

15


52b

Which two parts of the body do penguins use to change direction in the water?

Award 1 mark for both: � (webbed) feet � tails

Also accept: � flippers

1m

62a

They protect their brood... What does the word protect mean in this sentence?

Award 1 mark for an appropriate definition, e.g. z guard z look after them z keep them safe

Also accept reference to either sheltering them or keeping them warm.

1m

72b

How do Emperor penguins keep their chicks warm?

Award 1 mark for either: � putting / balancing them on their feet � with their belly fat

1m

82a


92b

Why do hummingbirds hover near flowers?

Award 1 mark for answers which recognise that it enables them to feed, e.g. z so they can feed z so they can reach the nectar

1m

102g


fly and stay in one place. ✓

The hummingbirds were brightly coloured. ✓

16


112a


122g

When they spot a fish, they... dart into the waterWhat does the word dart tell you about how kingfishers move?

Award 1 mark for answers that refer to the speed or directness of the kingfisher’s movement, e.g.

z it moves quickly z they dive straight into the water z they fly like an arrow

1m

132b

Award 1 mark for:Hummingbirds eat nectar.

Kingfishers eat fish.

Do not accept flowers for hummingbirds.

1m

142b

Award 1 mark for all four boxes correctly matched. 1m

makes a noise like someone laughing Ostrich

gets its food from inside flowers Emperor penguin

can go in circles to escape danger Hummingbird

goes without food when it looks after its baby Kookaburra

see. ✓

17


152b

What type of animal did the girl’s uncle keep on his farm?

Award 1 mark for: � sheep

1m

162b

Give one way the girl helped her uncle look after these animals.

Award 1 mark for any of the following: � gave them water / ensured they had water � made sure they had grass to eat � checked the fences

Accept quotations which meet an acceptable point.

1m

172b

Look at page 7.Why was the girl’s uncle fussy about his fences? Give two reasons.

Award 1 mark for each of the following, up to a maximum of 2 marks: � he didn’t want rabbits to eat the grass / to keep rabbits out � he didn’t want foxes / other animals coming in (to upset the sheep)


Up to 2m

182b

‘Just look at that!’ exclaimed my uncle.Why was her uncle annoyed?

Award 1 mark for reference to the hole.

1m

192b

How did the girl know that a rabbit had not dug the hole?

Award 1 mark for responses that recognise the hole was too big to have been dug by a rabbit. This may be implicit, e.g.

z the hole was too big z a rabbit couldn’t have dug it z the size of it

1m

202g


The Night Visitor

powerfully. ✓

18


212b

What two things did the girl’s uncle use to fill the hole?

Award 1 mark for each of the following: � a log � rocks


Up to 2m

222a


232b

Look at page 9.What did the girl’s uncle do to help the wombat use the gate?

Award 1 mark for responses which recognise that he propped it open, e.g. z he used a stick to keep it open z he left the gate open

Do not accept comments taken from a page other than page 9.

1m

242d

Look at the paragraphs beginning: My uncle closed the gate... and Next day...How could the girl tell that the wombat had used the gate?

Award 1 mark for answers which recognise there was a track.

Also accept reference to there being no new hole.

1m

252d

Why did the girl and her uncle hide behind a tree?

Award 1 mark for: � to avoid scaring the wombat � so they could see the wombat

Also accept: � so the wombat wouldn’t see them

1m

262g

Look at the last paragraph on page 9. Find and copy one word that tells you the wombat walked in a clumsy way.

Award 1 mark for any of the following words: z waddled z shuffle z bump

1m

The wombat would keep trying. ✓

19


272c

Award 1 mark for all four events correctly sequenced.

Do not accept more than one number written against a statement.Do not accept answers where the same number is used more than once.

1m

282d

Award 2 marks for all four rows correctly completed.Award 1 mark for two or three rows correctly completed.

Up to 2m

The girl and her uncle find a big hole. 2

The girl goes to visit her uncle. 1

The girl and her uncle wait to see the wombat. 5

The girl’s uncle blocks up the hole. 3

The girl and her uncle make a special gate. 4

True False

Wombats are strong diggers. ✓

Wombats move quickly and silently. ✓

Wombats are clever animals. ✓

Wombats move around at night. ✓

20


292b

In what year was Dionne Brand born?

Award 1 mark for: � 1953

1m

302b

What kind of music is Trinidad known for?

Award 1 mark for: � steel drum (music)

1m

312a

Find and copy another name for ‘hurricane’.

Award 1 mark for: � typhoon

Also accept: � (fierce) storm

1m

322d


332b

How do the people try to protect their homes?Give three ways.

Award 2 marks for three acceptable points.Award 1 mark for two acceptable points.

Acceptable points: � they shut the windows � they bolt the doors � they pull down the blinds � bring in the clotheslines

Up to 2m

342h


the rain. ✓

Hurricane

The storm was on its way and now it has arrived. ✓

21


352c


What it is like living through a hurricane. ✓

22

Que

stio

n

Grammar and punctuation

Mar

ks

G1 G2 G3 G4 G5 G6 G7

Grammatical terms / word classes

Functions of sentences

Combining words, phrases and clauses

Verb forms, tense and consistency

Punctuation Vocabulary Standard English and formality

1 ✓ 1

2 ✓ 1

3 ✓ 1

4 ✓ 1

5 ✓ 1

6 ✓ 1

7 ✓ 1

8 ✓ 1

9a ✓ 1

9b ✓ 1

10 ✓ 1

11 ✓ 1

12 ✓ 1

13 ✓ 1

14 ✓ 1

15 ✓ 1

16 ✓ 1

17 ✓ 1

18 ✓ ✓ 2

19 ✓ 1

20 ✓ 1

21 ✓ 1

22 ✓ 1

23 ✓ 1

24 ✓ 1

25 ✓ 1

26a ✓ 1

26b ✓ 1

27 ✓ 1

12 3 1 4 6 3 1 30

6. GRAMMAR AND PUNCTUATION6.1 Content domain coverage

23


1G1.4

Award 1 mark for:

because

1m

2G5.8

Award 1 mark for:

it’s

1m

3G2.1G2.2G2.3G2.4

Award 1 mark for three correctly matched:

Asha went to the swimming pool.

exclamation

Where has Asha gone? command

Go to the pool, Asha. question

What a good swimmer Asha is!

statement

1m

✓

6.2 Mark scheme

✓

24


4G6.3

Award 1 mark for all three correctly matched: 1m

5G1.8

Award 1 mark for:

Carlo had an extra slice of bread.

1m

6G7.1

Award 1 mark for:

The cats are always playful.

1m

7G5.1G5.2

Award 1 mark for the full stop and capital letter correctly inserted:

Cows can swim many miles across water to get to food. Horses are also very good swimmers.

1m

8G4.2

Award 1 mark for:

The children ate ice cream and played on the beach.

1m

✓

✓

✓

end

good

enjoy

ment

less

ness

25


9aG1.2

9bG1.1

Jon wrote about the activities at school.

The grand clock ticked loudly.

1m

1m

10G1.4

Award 1 mark for:

if

1m

11G5.5

Award 1 mark for both boxes correctly ticked:

Naga Minnie Mike and John had fun playing basketball that summer.

1m

12G1.2

Award 1 mark for:

had

1m

13G5.1

Award 1 mark for all three capital letters correctly inserted:

It’s a sunny day and I would like to go on a boat trip. We can hire a rowing boat.

1m

✓

✓

✓

✓

✓ ✓

26


14G5.3

Award 1 mark for both boxes correctly ticked:

When we get to the park, will there be time for a picnic

Which way is the toy shop

1m

15G6.2

Award 1 mark for all three correctly matched: 1m

16G5.7

Award 1 mark for both inverted commas correctly inserted:

“Would you like to go shopping?” asked Aron.

Accept single inverted commas if used consistently.

1m

17G4.1a

Award 1 mark for both correct words:

As they walked home, Helen looked for conkers.

Also accept present progressive: are walking / is looking.Also accept walks / look as these are present tense verbs.

1m

lookswalk

✓

✓

un

dis

im

polite

tidy

honest

27


18G1.6

Award 2 marks for both boxes correctly ticked:

hardly

happily

Award 1 mark for only ONE correct box ticked.

Up to 2m

19G6.3

Award 1 mark for all three correct words:

brush

children

plate

1m

20G1.2G1.4G1.7

Award 1 mark for all three boxes correctly labelled: 1m

21G1.3

Award 1 mark for both words correctly circled:

The light sponge is served with a sauce that is really sticky.

1m

22G2.2

Award 1 mark for a correctly punctuated question containing the given words, e.g. z Where did I put my book? z Where shall I put my book?

Also accept correctly punctuated answers that are written in more than one sentence, provided that they include a question, e.g.

z Where is my book? I put it in my bag.

1m

We aren’t able to hear all of the sounds in our world,

because some sounds are too low or too high.

C

V P

✓

✓

28


23G2.1

Award 1 mark for:

She plays the drums.

1m

24G4.1a

Award 1 mark for both correct words:

The snake moves its body from side to side, and swims quickly.

Also accept past progressive: was moving / was swimming

1m

25G4.2

Award 1 mark for:

are having

1m

26aG1.4

26bG1.4

Award 1 mark for the correct word underlined:

Jon was feeling ill so he went to the doctor.

Award 1 mark for the correct word underlined:

After Tim has built a snowman, he will go back home.

1m

1m

27G3.4

Award 1 mark for either of the following: z When I was three, I painted this picture. z When I was three I painted this picture.

Do not accept: z I was three when I painted this picture.

1m

✓

moved swam

✓

29

[BLANK PAGE][This page is intentionally blank.]

30

7. SPELLING

The spelling test should take approximately 15 minutes to complete, although you should allow pupils as much time as they need to complete it.

Please read out the instructions below:

• Listen carefully to the instructions I am going to give you.

• I am going to read 20 sentences to you. Each sentence has a word missing in your answer booklet. You should listen carefully to the missing word and fill this in, making sure you spell it correctly.

• I will read the word, then the word within a sentence, then repeat the word a third time.

• Do you have any questions?

Once pupils’ questions have been answered, you should read the 20 spellings as shown on page 31. Leave at least a 12-second gap between spellings.

Example:

Follow this format for all of the spellings.

You should now read all 20 sentences again.

Give 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.’

Spelling 1: The word is inserted.

I inserted a coin in the machine to select a snack.

The word is inserted.

7.1 Spelling administration notes

31


1 Jane went to the beach because it was sunny. 1m

2 Dan is going to learn to play the trumpet. 1m

3 We can go to the seaside again next summer. 1m

4 The kettle isn’t working so we have to replace it. 1m

5 They are going to build a new hall at our school. 1m

6 The local newspaper had a report about our school. 1m

7 Sam thought that the music was very loud. 1m

8 They enjoyed the peace when the noise stopped. 1m

9 Kittens are often very playful. 1m

10 The doctor said that Ben had a chest infection. 1m

11 The chef always cooked tasty food. 1m

12 We have fun on the climbing frame. 1m

13 We had to obey the safety rules. 1m

14 Australia is a big country. 1m

15 Mum decided they would walk to the park. 1m

16 They had to be gentle with the young chicks. 1m

17 My dog is going to have puppies. 1m

18 I need sunglasses to see properly in bright sunshine. 1m

19 Bianca returned her books to the library and chose some more. 1m

20 The children were curious about the large parcel. 1m

7.2 Mark scheme and transcript

Year 3 Teacher s guide · 2.2 Administering the grammar and punctuation test 2.3 Administering the...

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Transcript of Year 3 Teacher s guide · 2.2 Administering the grammar and punctuation test 2.3 Administering the...