259791 EKQ 2004 Mark Scheme - SATs Tests Online

1 20042 KEY STAGELEVELSEn2004 English testsMark schemesReading test, writing test and spelling test3 5 ContentsIntroduction3 The reading test4 The writing test27 The spelling test523 IntroductionAs in previous years, external marking agencies, under contract to QCA, will mark the testpapers. The markers will follow the mark schemes in this booklet, which are provided here toinform booklet includes the mark schemes for the assessment of reading, writing and spelling . Forease of reference, the test questions have been reproduced in the mark schemes . Level thresholdtables will be posted on the QCA website, , on Monday 21 mark schemes were devised after trialling the Tests with children and contain examples ofsome frequently recurring correct answers given in the trials.

2 The mark schemes indicate thecriteria on which judgements should be made. In areas of uncertainty, however, markers shouldexercise professional judgement based on the training they have received. The same sets of assessment focuses for reading and writing have been used for the English tasksand Tests at all key stages. These provide information about the particular processes or skills thechild needs in order to answer the questions. The reading assessment focuses are drawn from thenational curriculum and are directly related to the Primary National Strategy. The focuses willenable teachers to gain diagnostic information from children s performance. Software to help withthis process can be downloaded from information is provided in order to explain the structure of each mark Scheme , as well as theway in which it will be used by external 2004 key stage 2 English Tests and mark schemes were produced by the key stage 2 Englishteam at the National Foundation for Educational Research (NFER) on behalf of reading testThe range of marks available for each question is given under the mark box in themargin of theReading Answer or unacceptable answers are given a mark of 0.

3 No half marks are are several different answer formats: short answersThese may be a word or phrase only, and 1 markmay be awarded for each correctresponse. several line answersThese may be phrases or a sentence or two, and up to 2 marksmay be awarded. longer answersThese require a more detailed explanation of the child s opinion, and up to 3 marksmaybe awarded. other answersSome responses do not involve writing and the requirements are explained in the mark Scheme was devised after trialling the Tests with children and contains examples ofsome frequently occurring correct answers given in the trials. These are shown in italics. Manychildren will, however, have different ways of wording an acceptable answer. In assessing eachanswer, markers must focus on the content of what has been written and not on the quality of thewriting, expression, grammatical construction, aspects of reading to be assessed are children s ability to:1.

4 Use a range of strategies, including accurate decoding of text, to read for meaning;2. understand, describe, select or retrieve information, events or ideas from texts and usequotation and reference to text;3. deduce, infer or interpret information, events or ideas from texts;4. identify and comment on the structure and organisation of texts, including grammaticaland presentational features at text level;5. explain and comment on the writers use of language, including grammatical and literaryfeatures at word and sentence level;6. identify and comment on writers purposes and viewpoints, and the overall effect of thetext on the reader;7. relate texts to their social, cultural and historical contexts and literary following table identifies the questions (with marks available) that address each assessment focus:Assessment focus 1 underlies the reading of and response to the text and questions in the test,and is not explicitly separately assessed at key stage 2.

5 Not all focuses will be appropriate to,or appear in, any one test at any given level. FocusAF2AF3AF4AF5AF6AF7 Section 1Q11Q22Q32Q4a1Q4b1Q5a1Q5b2Q62Q71Q8a1Q8b1 Q91Q10a1Q10b1Q112 Section 2Q121Q131Q141Q151Q161Q171Q181Q192Q202Q21 2Q223Q232Q243Q253Q26a1Q26b2Q273 Total marks82248806 Section 1: Sport for AllPage which year did the first international games for disabled athletes take place?1 markAssessment focus 2:understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. Award1 markfor the correct date. in the table using the information aboutthe Paralympic Games on page to 2 marks Assessment focus 2: understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text.

6 Award2 marksfor four cells correctly markfor two or three cells correctly of Number of the sports mentioned in Range of Sports(page 6)were specially created for disabled players? to 2 marksAssessment focus 2:understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to markfor each correctly ticked box. BasketballWheelchair RugbyArcheryVolleyballPowerliftingPage 4 (continued) section of the information on page 6 has a different ) Label each arrow with the correct letter:A phrase defining the sportB web-linkC heading1 markAssessment focus 4:identify and comment on the structure and organisation of texts, including grammaticaland presentational features at text level.

7 Award1 markfor three correctly completed of SportsBasketballa wheelchair version of basketballArcherya version of archery with arrows shot at an extra-large targetEighteen different sports are played at the Paralympics. Mostare adaptations of sports also played at the Olympics,including:The other four sports have been specially devised for disabledpeople. These four unique sports are:Bocciaa sport based on an ancient Greek ball-tossing gameGoalballa goal-scoring team game with blindfolded playersPowerliftingan individual event of strength; athletes lie on a bench and lift a weighted barWheelchair Rugbya team game combining the rules and skills of basketball and rugby played with a volleyballCBDA9 Page 5 (continued) ) What is the function of D(the two lines of text in the middle of the list of sports)?

8 1 markAssessment focus 4:identify and comment on the structure and organisation of texts, including grammaticaland presentational features at text level. Award1 markfor answers that explain the function as being to separate the adapted sports from the unique sports, eg: it separates the two different groups; a sentence that splits the different sport award 1 markfor answers that explain the function as being to introduce the unique sports, eg: to introduce the next section; to tell you what the next part of information is the information in Goalball Scores!(page 7) to complete these focus 3:deduce, infer or interpret information, events or ideas from texts (simple inference).a. Equipment1 markAward1 markfor identifying a piece of equipment from the following list: blindfold; protective gear / clothing; goals / goalposts; rattling ball / ball that makes a noise / special Rules of the gameup to 2 marksAward1 markfor each of the following rules to a maximum of 2 marks : players have to be blindfolded; no player can keep the ball for more than 8 seconds / you re only allowed to keep the ball for 8 seconds; the ball has to make a sound / rattle; you have to wear protective gear; you have to play indoors; there must be three players / equal numbers on each team; you have to get the ball over the line to score.

9 Audience has to be not acceptanswers expressed as a rule but which show a example: you re not allowed to keep the ball for 8 which imply that players have to be example: everyone has to be , furious, skilful and fun!(page 7)Why do you think the writer described goalball in this way?Explain as fully as you to 2 marksAssessment focus 5:explain and comment on the writers use of language, including grammatical and literary features at word and sentence level. Award2 marksfor answers which explain the positive impact of the quoted sentence andrefer to theintended effect upon the reader, eg: the writer chose these words because it sums up the game in a few words, making the readerthink it is an interesting sport; to make other people want to have a go and make it sound exciting; to encourage other people to play and to show it s fun to play because you re moving abouta lot and it is very markfor answers which give a simple explanation of the positive attitude expressed in the quoted sentences or the intended effect upon the reader, eg: she enjoys it and thinks that it is fun; because she wanted to make it exciting for the person to read.

10 So that more people will want to come and play relate, in simple terms, the content of the first sentence to the sport of goalball as described in the article, eg: you re not allowed to keep the ball for more than 8 seconds so the game is quite fast; because in no other game do you have to be blindfolded, and it s fast because you re onlyallowed the ball for a certain time; the writer described it as fast because the game moves quickly. Furious because it is a teamgame and you want to get the ball off the other team. Skilful because it takes some practice. Page 6 (continued) last paragraph on page 7 has been put in a shaded is this paragraph? markAssessment focus 6:identify and comment on writers purposes and viewpoints, and the overall effect of the text on the reader.