Marking Scheme For Reading PDF
Marking Scheme For Reading PDF
Marking Scheme For Reading PDF
KEY STAGE
English tests
LEVELs
English reading
mark scheme
Wolf pack
2013
35
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Introduction
The Standards and Testing Agency (STA) is responsible for the development and
delivery of statutory tests and assessments in 2013. The STA is an executive agency of
the Department for Education (DfE).
As in previous years, external markers will mark the reading test papers. The markers
will follow the mark scheme in this booklet, which is provided here to inform teachers.
This booklet contains the mark scheme for the assessment of reading. For ease of
reference, the test questions have been reproduced. Level threshold tables will be published
on the Departments website at www.education.gov.uk/ks2, on Tuesday 9 July 2013.
The English reading test contains 50 marks.
The mark scheme was written alongside the questions, with pupil responses added as
examples following the trials. The mark schemes indicate the criteria on which judgements
should be made. In areas of uncertainty however, markers should use professional
judgement based on the training they have received.
The assessment focuses for reading provide information about the particular processes
or skills the pupil needs to demonstrate in order to answer the questions. This information
is provided in order to explain the structure of the mark scheme as well as the way in
which it will be used by external markers. The assessment focuses are drawn from the
National Curriculum.
short answers
These may be only a word or phrase and 1 mark may be awarded for a correct
response.
longer answers
These require a more detailed explanation of the pupils opinion and up to 3 marks
may be awarded.
other answers
Some responses do not involve writing and the requirements are explained in the
question.
The mark scheme was devised after trialling the tests with pupils and contains examples
(these are shown in italics) of some frequently occurring correct answers given in the
trials. Many pupils will, however, have different ways of wording an acceptable answer. In
assessing each answer, markers must focus on the content of what has been written and
not on the quality of the writing, expression or grammatical construction, etc.
Aspect of reading
assessed by
this question
Acceptable points
Examples of responses
produced in the trials and
awarded 3 marks
Examples of responses
produced in the trials and
awarded 2 marks
Examples of responses
produced in the trials and
awarded 1 mark
Responses which
may occur quite
frequently but do not
merit any marks
curious
Award 3 marks for responses that refer to three of the acceptable points or two of them with at
least one text-based development, eg:
the impression is that wolves are kind, considerate and usually ready for anything, but
they are also very fierce [kind, alert, fierce]
I get the impression that they are very clever and gentle creatures that mean no harm.
They are gentle because they were kind to Mowgli and made him part of the family
[intelligent, gentle with development]
Award 2 marks for reference to two of the acceptable points or one of them with text-based
development, eg:
The wolves are kind. That they are not bad wolves, they are caring for humans
[kind, with development]
Award 1 mark for a simple impression of wolves derived from the extract, eg:
The writer gives an impression that the wolves are very nice and kind of harmless
[gentle]
Also accept for 1 mark general comments such as they are nice / it gives a good impression /
they arent as bad as you think if they are supported by one of the acceptable points or
text-based evidence.
Do not accept answers which describe actions from the text without linking them to an
impression, eg:
The Father Wolf dropped with his haunches under him ready to leap
The following table identifies the questions (with marks available) that address each assessment focus (AF):
AF2
AF3
AF4
AF5
AF6
AF7
Understand,
describe, select or
retrieve information,
events or ideas
from texts and
use quotation and
reference to text
Deduce, infer
or interpret
information, events
or ideas from texts
Identify and
comment on the
structure and
organisation of
texts, including
grammatical and
presentational
features at text level
Explain and
comment on
writers uses of
language, including
grammatical and
literary features
at word and
sentence level
Identify and
comment on
writers purposes
and viewpoints,
and the overall
effect of the text
on the reader
Relate texts
to their social,
cultural and
historical contexts
and literary
traditions
1
1
1
1
2
1
1
1
1
1
1
1
1
1
1
3
2
2
1
1
1
1
1
1
1
1
1
3
1
1
1
1
1
2
2
1
1
1
1
1
1
13
18
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. Not all focuses will be appropriate to, or appear in, any one test at any given level.
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2.
1967.
The tigers name, Shere Khan, comes from two different languages.
What are they?
1 mark
Assessment focus 2: Understand, describe, select or retrieve information, events or ideas
from texts and use quotation and reference to text.
South Asian.
wolves
guns
humans
fire
tigers
10
Complete the table below to show the characters in The Jungle Book,
their names, and the meaning of their names.
up to 2 marks
Assessment focus 2: Understand, describe, select or retrieve information, events or ideas
from texts and use quotation and reference to text.
Character
6.
Name
Meaning of name
Father Wolf
Rama
pleasant
Tiger
Shere Khan
Human cub
Mowgli
Look at page 5.
Why is the word cub written in inverted commas?
1 mark
Assessment focus 5: Explain and comment on writers uses of language, including
grammatical and literary features at word and sentence level.
Award 1 mark for reference to the fact that Mowgli was not a true animal cub, not a wolf
(this may be implied), eg:
because Mowgli is not a cub he is just a young boy but brought up by wolves
Tick one.
in alphabetical order
in order of importance
in no particular order
in order of size
11
12
Choose the best word or group of words to fit the passage and put
a ring around your choice.
Questions a) and c)
Assessment focus 2: Understand, describe, select or retrieve information, events or ideas
from texts and use quotation and reference to text.
Questions b), d), e), f) and g)
Assessment focus 3: Deduce, infer or interpret information, events or ideas from
texts (simple inference).
The story begins with Shere Khan setting out to hunt. Father Wolf knows
that the tiger has not caught anything so far because of his
a)
purr.
whine.
howl.
grunt.
1 mark
brave.
unwise.
clever.
funny.
1 mark
any animal
he can find.
wolves.
Man.
frogs and
beetles.
1 mark
Another noise rips through the jungle. This time, Shere Khan lets out a
loud howl of
d)
joy
fear
pain
victory
1 mark
as he crashes into
e)
a tree.
Father Wolf.
a fire.
a woodcutters hut.
1 mark
The wolves become worried when they hear the nearby bushes rustle.
In his alarm, Father Wolf
f)
pounces.
barks.
runs off.
1 mark
Instead of being under attack, they find a human baby. They are filled with
g)
worry.
fear.
hunger.
curiosity.
1 mark
14
loud
aggressive
complaining / self-pitying.
Firstly it says Shere Khan mumbles savagely. Secondly he is hunting man. Finally it
gives evidence that he doesnt care about rules. [aggressive; on the hunt for Man;
flouts the law]
He tried to kill a human which is forbidden. He was making lots of noise. [on the hunt
for Man; flouts the law of the jungle, loud].
He sometimes kills people, he is a good hunter and he is very fierce [on the hunt for
man; aggressive].
Also accept text quotes if they relate to one of the acceptable points.
Do not accept comments taken from a page other than page 6.
Do not accept answers based on general knowledge of the tigers behaviour not specifically
grounded in the text.
Tick true or false to show whether the following are the laws of the jungle
in The Jungle Book.
Animals are allowed to
up to 2 marks
Assessment focus 3: Deduce, infer or interpret information, events or ideas from
texts (complex inference).
true
hunt other animals.
false
15
16
Award 1 mark for any appropriate point made in each cell of the table, up to a total of 2 marks.
13.
mangy,
eg:
R10080019_MS
13 November 2012 10:51 AM Version 2
Tick one.
The wolf looks to see where
he is going.
The wolf stops half way
through his jump.
The wolf gets ready to jump.
The wolf wants to see how
high he can jump.
17
In the paragraph beginning: The bushes rustled ... (page 7), the writer uses
other words meaning jump.
Find and copy two other words.
1.
2.
1 mark
Assessment focus 2: Understand, describe, select or retrieve information, events or ideas
from texts and use quotation and reference to text.
leap
(mid) spring
bound.
Also accept:
shot up.
15.
The writer uses the expression mouth an egg when describing how
wolves behave.
What does this tell us about how a wolf carries its young?
1 mark
Assessment focus 5: Explain and comment on the writers uses of language, including
grammatical and literary features at word and sentence level.
Award 1 mark for answers that recognise the gentleness / care with which the wolf carries
its young, eg:
18
Tick one.
The baby was really a
wolf cub.
The baby was about one
year old.
Mother Wolf was fierce.
Mother Wolf wanted to
keep the baby.
Underline the word that shows that Mother Wolf would be proud to
have a human baby in her family.
b)
1 mark
Assessment focus 2: Understand, describe, select or retrieve information, events or ideas
from texts and use quotation and reference to text.
boast.
Also accept:
bold.
c)
1 mark
Assessment focus 2: Understand, describe, select or retrieve information, events or ideas
from texts and use quotation and reference to text.
d)
softly.
How can you tell from this paragraph that the baby is not frightened?
1 mark
Award 1 mark for reference to the fact that the baby is pushing himself among the
wolf cubs / pushing them out of his way / behaving confidently, eg:
19
20
a)
b)
Assessment focus 4: Identify and comment on the structure and organisation of texts,
including grammatical and presentational features at text level.
Award 2 marks for a response that shows the tension in part (a) and an appropriate release of
tension in part (b).
Award 1 mark for only part (a) correct or only part (b) correct.
curious
Award 3 marks for responses that refer to three of the acceptable points or two of them with at
least one text-based development, eg:
the impression is that wolves are kind, considerate and usually ready for anything, but
they are also very fierce [kind, alert, fierce]
I get the impression that they are very clever and gentle creatures that mean no harm.
They are gentle because they were kind to Mowgli and made him part of the family
[intelligent, gentle with development]
Award 2 marks for reference to two of the acceptable points or one of them with text-based
development, eg:
The wolves are kind. That they are not bad wolves, they are caring for humans
[kind, with development]
Award 1 mark for a simple impression of wolves derived from the extract, eg:
The writer gives an impression that the wolves are very nice and kind of harmless
[gentle]
Also accept for 1 mark general comments such as they are nice / it gives a good impression /
they arent as bad as you think if they are supported by one of the acceptable points or
text-based evidence.
Do not accept answers which describe actions from the text without linking them to an
impression, eg:
The Father Wolf dropped with his haunches under him ready to leap
21
22
good
impression
The Jungle Book
fairy tales
Roman myths
popular expressions
bad
impression
to eat greedily
B
a)
Assessment focus 4: Identify and comment on the structure and organisation of texts,
including grammatical and presentational features at text level.
Award 1 mark for answers that indicate that these are the words or phrases being explained or
indicate it is to distinguish them from the explanation, eg:
Do not accept general statements such as they are the important bits, or responses which
merely rephrase the question, eg:
b)
Award 1 mark for answers that refer to the function of part B as a way of distinguishing
the meaning / explanation, eg:
23
24
Number the following statements (1-6) to show the order in which they
happened in the legend.
The first one has been done for you.
1 mark
Assessment focus 4: Identify and comment on the structure and organisation of texts,
including grammatical and presentational features at text level.
A shepherd looked
after the twins.
or so the story tells us... (on the second line of the legend)
What does this expression suggest to the reader?
1 mark
Assessment focus 6: Identify and comment on writers purposes and viewpoints, and the
overall effect of the text on the reader.
Tick one.
The writer
does not know all the details.
thinks it is an amusing story.
is saying it is true.
is not sure if it is true.
25
26
nursed
nuzzled
warm
saved.
Also accept:
24.
whether the circling birds were a divine signal / what the circling birds meant
27
26.
sound
(facial) expression.
true
A wolf shows its teeth when threatening.
false
28
How can you tell that the author of page 10 has studied wolves closely?
1 mark
Assessment focus 6: Identify and comment on writers purposes and viewpoints, and the
overall effect of the text on the reader.
Tick two.
The author can communicate
with wolves.
The illustrations are
detailed.
29
a)
1 mark
Assessment focus 3: Deduce, infer or interpret information, events or ideas from texts.
aggressive
threatening.
Which one of these expressions might have been on Mother Wolfs face
when she was looking at the human baby?
b)
1 mark
calm.
30
someone interested in
animal behaviour
someone interested in
cartoon films
Wolf communication,
page 10
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31
2013 Key Stage 2 levels 35 English reading: English reading mark scheme
Print version product code: STA/13/6017/p ISBN: 978-1-4459-5657-2
Electronic PDF version product code: STA/13/6017/e ISBN: 978-1-4459-5672-5
Queens 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
STAs orderline at http://orderline.education.gov.uk.