ks2 English 2015 Marking Scheme Reading

En
English tests
KEY STAGE
2
LEVELS
3–5 English reading test

mark schemes
2015
National curriculum tests
Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk

2 2015 key stage 2 levels 3–5 English reading test mark schemes
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2015 key stage 2 levels 3–5 English reading test mark schemes 3
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.
This booklet contains the mark schemes for the assessment of levels 3–5 English reading.
Level threshold tables will be available at www.gov.uk/sta from Tuesday 7 July, 2015.
The levels 3–5 English reading test consists of a reading booklet and an answer booklet.
A total of 50 marks is available.
As in previous years, external markers will mark the key stage 2 national curriculum tests.
The mark schemes are made available to teachers after the tests have been taken.
The mark schemes were written and developed alongside the questions. Pupils’ responses
from trialling have been added as examples to the mark schemes to ensure they reflect
how pupils respond to the questions. 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 assessment focuses for English reading provide information about the particular
processes and skills a pupil needs to demonstrate in order to answer the questions. This
information is provided in order to explain the structure of the mark schemes as well as the
way they will be used by external markers. The assessment focuses are drawn from the
national curriculum and are common across levels 3–5 and level 6 tests. The assessment
focuses for English reading are listed on page 4.

The English reading test mark schemes

The range of marks available for each question is given under the mark box at the side of
the page in the reading answer booklet.
Incorrect or unacceptable answers are given a mark of 0. No half marks are awarded.
There are several different answer formats:
• short answers
These may be one word or a few words. 1 mark may be awarded for a correct
response.
• several line answers
These may be a few words or a sentence or two. Up to 2 marks may be awarded.
• longer answers
These require a more detailed explanation of the pupil’s opinion. Up to 3 marks may
be awarded.
• selected answers
Some responses do not involve writing. The requirements are explained in the
question.
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, markers must focus on the content of what has been written and not on the
quality of the writing, expression or grammatical construction.
Assessment focuses for English reading

The aspects of reading to be assessed are pupils’ ability to:
AF1 Use a range of strategies, including accurate decoding of text, to read for meaning.
AF2 Understand, describe, select or retrieve information, events or ideas from texts and
use quotation and reference to text.
AF3 Deduce, infer or interpret information, events or ideas from texts.
AF4 Identify and comment on the structure and organisation of texts, including
grammatical and presentational features at text level.
AF5 Explain and comment on writers’ uses of language, including grammatical and
literary features at word and sentence level.
AF6 Identify and comment on writers’ purposes and viewpoints, and the overall effect
of the text on the reader.
AF7 Relate texts to their social, cultural and historical contexts and literary traditions.

2015KS2_ER3_MS_Q36–16December201410:18AM–Version1
How the English reading mark schemes are set out
36. Look at the second paragraph on page 9, beginning:

When the unlikely warriors…
How does the writer emphasise the success of the ladybirds?
Explain fully, referring to the text in your answer.
up to 3 marks
Aspect of reading
Assessment focus 6: identify and comment on writers’ purposes and viewpoints and the
assessed by overall effect of the text on the reader.
this question
Acceptable points Acceptable evidence
1. the speed at which they destroyed the ● (just) a few days

scale insects ● astonishing
● staggering (rate)
2. the speed at which the ladybirds
multiplied / the size of the increase ● reference to the fact that the increase was
from 350 to 10,000
● cleared all the scale insects

3. the ruthlessness / thoroughness of the
● wiped out
ladybirds
● (unlikely) warriors
unlikely (warriors)
Acceptable points (AP) 4. the surprise at the result / unlikelihood ●
of the success ● able to harvest (two to three boxes)
● abandoned all hope

5. the change in fortune for the grower(s)
● able to harvest (two to three boxes)
continued on next page

Criteria for the
award of marks
Award 3 marks for reference to at least three acceptable points or two acceptable points with
text-based evidence for at least one, eg:
Examples of responses
produced in the trials and ● It says ‘staggering’ to show the increase in ladybirds was really fast. He also says the
insects were cleared out really quickly. [AP2 + evidence, AP1]
awarded 3 marks
● It says ‘unlikely warriors’ to show everyone was surprised at how well they did and they
did it really quickly. [AP4 + evidence, AP1]
Award 2 marks for reference to two acceptable points or one acceptable point with text-based
evidence, eg:
produced in the trials and ● The farmers didn’t think they would get any fruit but things got better and some were
able to harvest 3 boxes from each tree. [AP5 + evidence]
awarded 2 marks
● He says they multiplied rapidly. The scale insects were killed really quickly. [AP2, AP1]
Award 1 mark for reference to one acceptable point, eg:

produced in the trials and ● because you would not have thought they could save the fruit industries [AP4]
awarded 1 mark ● the ladybirds totally destroyed all the scale insects. [AP3]
Also accept, for a maximum of 1 mark, relevant quotations taken from the
paragraph without a link to an acceptable point, eg:
● …they cleared all the scale insects from the trees in just a few days
Responses which may occur ● he uses words like staggering, wiped out and astonishing.
quite frequently but do not Do not accept generic reference to powerful or effective language choices, eg:
merit any marks ● he uses powerful and effective words
● by using great vocabulary to exaggerate the ladybirds.

The following table identifies the questions (with marks available) that address each assessment focus (AF):
AF2 AF3 AF4 AF5 AF6 AF7

Understand, Deduce, infer Identify and Explain and Identify and Relate texts
describe, select or or interpret comment on the comment on comment on to their social,
retrieve information, information, events structure and writers’ uses of writers’ purposes cultural and
events or ideas or ideas from texts. organisation of language, including and viewpoints, historical contexts
from texts and texts, including grammatical and and the overall and literary
use quotation and grammatical and literary features effect of the text traditions.
reference to text. presentational at word and on the reader.
features at sentence level.
text level.
Section 1: Meet Charlie Small!

Q1 2
Q2 1
Q3 1
Q4 1
Q5 1
Q6 1
Q7 1
Q8 2
Q9 1
Q10 1
Q11 2
Q12 2
Section 2: Guide Dogs
Q13 1
Q14 1
Q15 1
Q16 1
Q17 1
Q18 1
Q19 1
Q20 2
Q21 2
Q22 1
Q23 1
Q24 1
Q25 1
Q26 1
Q27 2
Q28 1
Section 3: California’s Unlikely Warriors
Q29 1
Q30 1
Q31 2
Q32 1
Q33 1
Q34a 1
Q34b 1
Q35 1
Q36 3
Q37 1
Q38 1
Q39 1
Total 13 13 4 8 9 3
Assessment focus 1 underlies the reading of and response to the text and questions in the test, and is not explicitly assessed
separately 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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The 2015 English reading test mark schemes

2015KS2_ER3_MS_Q01 – 6 January 2015 12:05 PM – Version 1
Section 1: Charlie Small
Reading answer booklet: Page 4
1. Look at Meet Charlie Small!
Find and copy the information from the text to complete the fact file
below about Charlie Small.
up to 2 marks
Assessment focus 2: understand, describe, select or retrieve information, events or ideas from
texts and use quotations and reference to text.
Award 2 marks for four correct.

Award 1 mark for two or three correct.
Name Charlie Small
Age (he is still) eight / 8 (years old)
Friend (the inventor) Jakeman
(my arch enemy) Joseph (Craik)

Worst enemy
(my arch enemy Joseph) Craik
(The) Mummy’s Tomb (when I got

chased by a smoke demon)
Most exciting adventure
(when I got) chased by a smoke demon

Reading answer booklet: Pages 4 and 5
2. Look at Meet Charlie Small!
How are some of Charlie’s words emphasised in this section?

1 mark
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 both:
Tick two.
capital letters
bold
italics ✓
underlining ✓
2015KS2_ER3_MS_Q03 – 5 December 2014 4:52 PM – Version 1
exclamation marks
3. How does Charlie keep a record of his adventures?

1 mark
texts and use quotation and reference to text.
Award 1 mark for:
■ (he writes / keeps a) diary.
Also accept: journal

2015KS2_ER3_MS_Q04–10November201411:33AM–Version1
4. Look at the paragraph beginning: I was driving across…
Find and copy two words that show how much Charlie admires Jakeman.
1 mark
Assessment focus 3: deduce, infer or interpret information, events or ideas from text.
1. incredible (inventor)
2. marvellous (machines).
Also accept (my) pal.
5. Look at the paragraph beginning: I hovered a few centimetres…
What effect did the heat have on Charlie?

1 mark
Award 1 mark for answers that recognise any of the following:
1. his eyes ached, eg:

● it made his eyes hurt.
2. he was in danger of heatstroke / sunstroke, eg:
● he was getting heatstroke.
3. he needed to get out of the sun, eg:
● he wanted to get out of the sun.
Do not accept simple references to Charlie getting / feeling hot.

6. I zoomed towards…
What does the word zoomed tell you?

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 speed, eg:
● that he was going quickly

● things that zoom go fast. 2015KS2_ER3_MS_Q07 – 5 December 2014 4:59 PM – Version 1
Do not accept answers that refer to travelling directly / getting closer to the trees, eg:
● he went straight there.
7. Where does Charlie leave his scooter?

1 mark
Award 1 mark for reference to him parking it:
1. (in the) woodland / trees, eg:

● in the woods
● next to some trees.
2. under / beside a tree, eg:
● under the branches of a tree.
3. (in the cool) shade, eg:
● in a shady place.

8. Look at the paragraph beginning: Suddenly, as I stepped…
How does the writer make the flowers seem dangerous?
Give two ways.

up to 2 marks
Assessment focus 6: identify and comment on writers’ purposes and viewpoints, and the
overall effect of the text on the reader.
Award 1 mark for reference to each of the following, up to a maximum of 2 marks:
1. the sudden appearance / opening of the flowers, eg:

● they pop out at your face
● the way the flowers sprang out of the ground very suddenly.
2. the flowers spraying (Charlie), eg:
● they sprayed powdery mist into his face
● they kept squirting that mist.
3. the unpleasant effect the flowers had on Charlie, eg:
● they made him cough and splutter
● it made him pass out.
4. the unusual appearance of the flowers, eg:
● they looked strange
● the purple rubbery petals looked weird.
5. the flowers surrounding him, eg:
● they were crowded round him
● they surrounded him.
Accept relevant responses in the first person, or quotations that meet one acceptable point, eg:
● a large flower sprang up towards me.
Also accept general responses about the flowers attacking Charlie / Charlie trying to get away
from the flowers.

9. Look at A Rude Awakening.
Number the following (1-5) to show the order in which they happen
in the story.
The first one has been done for you.
1 mark
Award 1 mark for:
A gorilla carries Charlie into the trees. 4
A gorilla stands looking down at Charlie. 5
Flowers spring up, spraying a mist. 2
Charlie feels extremely tired. 3
Charlie drives across a wide plain. 1

10. Read from the paragraph beginning: “Wake up, Charlie...” to the end of
the page.
How does this ending create suspense?

1 mark
Award 1 mark for responses which recognise that we are left with questions about: the gorilla /
what the gorilla might do / how Charlie will react to the gorilla, eg:
● the gorilla suddenly arrives but we don’t know who he is

● we want to know how he knows Charlie’s name
● we are left wondering why the gorilla has rescued Charlie
● we don’t know if Charlie will be safe with him.
Also accept answers referring to not knowing who is waking Charlie up, eg:
● It says ‘a deep voice’ and you don’t know who that is.
Do not accept general answers about endings, eg:
● it’s a cliff-hanger
● we want to know what’s going to happen.

11. Look at Meet Charlie Small! and A Rude Awakening.
How do the texts suggest that Charlie has met gorillas in his
past adventures?
Give two ways.

up to 2 marks
Assessment focus 3: deduce, infer or interpret information, events or ideas from texts.
Award 1 mark for reference to each of the following, up to a maximum of 2 marks:
1. Charlie has been King of Gorillas, eg:

● he was the Gorilla king.
2. Charlie speaks / understands Gorilla, eg:
● it says he can speak Gorilla
● you can’t speak Gorilla without meeting one.
3. The gorilla seems to know him / knows his name, eg:
● the gorilla knows what he is called
● the Gorilla says “Wake up Charlie”.
4. Charlie’s apparent lack of surprise / fear (at being woken up by a gorilla), eg:
● the way Charlie describes the gorilla is really calm
● he’s not afraid of it.

12. Look at pages 4 and 5.
What makes Charlie’s adventures fantasy stories?
Give two examples from the text.

up to 2 marks
Assessment focus 7: relate texts to their social, cultural and historical contexts and
literary traditions.
Award 1 mark for each of the following, up to a maximum of 2 marks:
1. special / futuristic machines

2. strange landscape / invented places
3. strange flowers
4. talking gorilla / animals
5. Charlie never gets any older
6. monsters
7. Charlie can speak / understand animal languages
8. being King of Gorillas.
Also accept responses that are not strictly fantasy but which apply to this text, eg:
9. he can’t get home (for tea)
10. space travel
11. time travel
12. joining a gang of pirates.
Do not accept comments that relate to fantasy stories in general, eg:
● there are lots of things which aren’t real.

Section 2: Guide Dogs
13. Look at the section headed: What guide dogs do.
Find and copy the word or group of words that shows how much
difference a guide dog can make to someone.
1 mark
Award 1 mark for:
■ (and often) transform (their lives).
14. According to the text, which of the following do guide dogs have to learn
to do?
1 mark
Tick two.
obey a whistle
stop at all kerbs ✓
obey spoken commands ✓
recognise the colour green
walk very slowly

2015KS2_ER3_MS_Q15–10November201412:06PM–Version1
15. Look at the section headed: Guide dogs and their owners.
Why are italics used for the word disobey?

1 mark
Award 1 mark for:
Tick one.
because it’s a word that people don’t know
to show that dogs should do as they are told
it’s the opposite of what you would expect ✓
because it’s explained in a glossary

16. Look at the section headed: Guide dogs and their owners.
Why is it important that guide dogs demonstrate selective disobedience?

1 mark
Award 1 mark for answers that show understanding that guide dogs should demonstrate
selective disobedience when they need to keep their owners safe, eg:
● so their owners aren’t in danger

● because the owner might think it’s safe to cross but the dog must make sure
● because the guide dog is aware of dangers the owner can’t see.
Also accept reference to the owner being wrong, eg:
● because the owner might get something wrong.

17. The owner is like the navigator on an aircraft who must know how to
get from one place to another, and the dog is the pilot who gets them
there safely.
What does this comparison tell you about the relationship between the
owner and the guide dog?
1 mark
Award 1 mark for:
Tick one.
The dog decides where the owner
wants to go.
The dog relies on the owner to avoid

the obstacles.
The owner and the dog work

together as a team. ✓ –24November201411:48AM–Version1
2015KS2_ER3_MS_Q18
The owner keeps the dog safe on

the journey.
18. Look at the paragraph beginning: When it is eight weeks old…
Find and copy one word that suggests that training a guide dog is a long
process.
1 mark
Award 1 mark for:
■ journey.

19. What do puppy-walkers train the guide dogs to do?
Give two examples.

1 mark
Award 1 mark for any two of the following:
1. follow simple commands

2. walk on a lead
3. cope with / get used to different environments it will face (busy town centres / public
transport).
Do not accept references to them not being frightened by sudden noises / nervous of crowds.
20. Look at the section headed: How guide dogs are trained.
Find and copy two groups of words that suggest guide dogs do a very
special job.
up to 2 marks
1. (to become a) life-changing (guide dog)

2. (of a world in which it will) play such an important part
3. (a dog who will one day) be someone’s eyes.

21. Puppy-walkers have mixed feelings when they give the puppy back for
the next stage of its training.
Explain why.
up to 2 marks
Award 2 marks for responses that explain both the pride / satisfaction / enjoyment of having trained
a guide dog puppy and the sadness / loss / reluctance they would feel on giving it back, eg:
● They wouldn’t want to say goodbye as they would have enjoyed training it. But they
would be proud that they had helped to make it a good guide dog for the future.
● They are sad because the puppy that they have loved and cared for is leaving but they
have the satisfaction of knowing that they have helped a puppy on its way to become a
guide dog.
Award 1 mark for responses that explain either the pride / satisfaction / enjoyment of having
trained a guide dog puppy or the sadness / loss / reluctance they would feel on giving it back, eg:
● they would have built up a relationship with the dog and would be sorry to lose it
● they would have been proud to have trained a guide dog.
Also accept for 1 mark for the following quotation:
● (It can be) hard for puppy-walkers to say goodbye (to a puppy), but they have
the satisfaction of knowing they have helped to raise a dog who will one day be
someone’s eyes.
Do not accept general responses without explanation, eg:
● they would feel happy and sad.
22. Look at the section headed: Work and play.
How are guide dogs like normal dogs?

1 mark
Award 1 mark for responses that refer to them playing.

2015KS2_ER3_MS_Q23 – 14 January 2015 11:44 AM – Version 1
23. Having a guide dog made Lucy feel more:

1 mark
Award 1 mark for:
Tick one.
curious.
thoughtful.
independent. ✓
careful.
24. Look at the section headed: Play your part!
What is the purpose of this section?

1 mark
Award 1 mark for:
Tick one.
to inform you about how to get ‘pupdates’
to persuade you to sponsor a guide dog ✓
to explain how the money will be spent
to describe the pups’ adventures

2015KS2_ER3_MS_Q25 – 28November20141:05PM–Version1
25. Look at the section headed: Play your part!
Why is the word ‘pupdates’ in inverted commas?

1 mark
Award 1 mark for either of the following points:
1. a pun / play on words, eg:

● it’s a sort of pun on ‘updates’.
2. an invented word, eg:
● it’s not a real word.
Also accept responses referring to it being the title of a publication.
Do not accept answers that just explain the word without explaining why inverted–commas
2015KS2_ER3_MS_Q26 5 December 2014 5:11 PM – Version 1
are used, eg:
● it means updates, but because it’s about pups, they changed it to pupdates.
26. Draw lines to match the age of a guide dog to what it does at that age.
1 mark
Award 1 mark for:
retires from being a

one year old
guide dog
goes back to live in the

eight weeks old
guide dog centre
is trained by a
seven years old
puppy-walker

27. Look at pages 6 and 7.
Tick to show which statements about guide dogs are true and which
are false.
up to 2 marks
Award 2 marks for all five correct.

Award 1 mark for three or four correct.
Statement True False
Guide dogs need to be very

focused and have excellent ✓
concentration skills.
Guide dogs must listen to the flow

of traffic.
✓
Guide dogs are encouraged to have

fun during the working day.
✓
The first guide dogs in the UK were

trained in 1931.
✓
Puppy-walkers get to keep their

puppies.
✓

28. Draw lines to match each section to its main purpose.

1 mark
Award 1 mark for:
Guide dogs and their

to list interesting facts
owners
to give you a first-hand

Work and play
account
to explain what guide

Did you know?
dogs have to learn
to describe how guide

Quotation from Lucy
dogs behave off-duty

Section 3: California’s Unlikely Warriors

29. How long ago did the plague of scale insects attack in America?
1 mark
Award 1 mark for:

■ over 100 years / more than 100 years.

Do not accept 100 / 100 years ago.
30. What did the scale insects attack?

1 mark
Award 1 mark for any of the following:
1. (Californian) orchards
2. orange / fruit trees.
Do not accept trees / fruit.
31. The scale insects sound like an army.
Find and copy two words in the first two paragraphs that support this idea.
up to 2 marks
1. (the) invasion
2. (were) attacking
3. (almost) destroyed.
Also accept:
4. thousands (of)
5. ruining (all).

2015KS2_ER3_MS_Q32.indd – 13May20159:37AM–Version1
32. It was important to find a solution to the plague of insects quickly.
Explain why.
1 mark
Award 1 mark for reference to any of the following:
1. orange / fruit trees were being killed / orchards destroyed, eg:

● because they were killing the orange trees
● fruit trees were dying
● farmers were having to burn all their orange trees to get rid of them.
2. the fruit industry was on the point of being destroyed, eg:
● otherwise the fruit industries would be ruined.
3. the problem was spreading to other parts of America / the country, eg:
● the scale insects were starting to spread to other parts of America.
2015KS2_ER3_MS_Q33
4. reference to the speed at which the insects were spreading, eg: – 10November20144:23PM–Version1
● the insects were spreading quickly.

Accept quotations that meet the acceptable points.
33. Before ladybirds were introduced, how did the fruit growers try to solve the
problem of scale insects?
1 mark
Award 1 mark for reference to the fact that the fruit growers tried to destroy the trees by burning
them / using pesticides, eg:
● pulling up the fruit trees then burning them

● they burnt the fruit trees
● the fruit growers used pesticides / bug spray.
Do not accept reference only to them pulling up / chopping down the trees.

34a. Look at page 8.
What did Mr Riley suggest to solve the problem of scale insects?

1 mark
Award 1 mark for answers that refer to Mr Riley suggesting that other insects could be
introduced to kill / eat the scale insects, eg:
● other insects might be found to eat the scale insects

● introducing other insects to eat the pests.
Also accept the quotation:
● (that the scale insects might be controlled by) introducing other insects to feed
on them.
Do not accept responses which refer to sending ladybirds to California.
34b. How did other people react to Mr Riley’s suggestion?

1 mark
Award 1 mark for answers that refer to other people not listening to him or reacting with
scorn / disbelief, eg:
● no one thought it could work

● everyone thought it was a daft idea
● he got laughed at.
Also accept direct quotations, eg:
● But no-one listened to him
● They thought it was a crazy idea.

35. In the paragraph beginning: In Australia, Mr Koebele visited…,

the ladybirds are described as feasting on the scale insects.
What does the word feasting suggest about the ladybirds?

1 mark
Award 1 mark for any of the following:
1. ate a huge quantity (of scale insects), eg:

● that the ladybirds ate and ate and stuffed themselves.
2. ate (the scale insects) quickly, eg:
● they ate the scale insects as fast as they could.
3. enjoyed eating (the scale insects), eg:
● that the ladybirds loved eating them.
Do not accept simple statements that the ladybirds ate them / were hungry.

36. Look at the second paragraph on page 9, beginning:

When the unlikely warriors…
How does the writer emphasise the success of the ladybirds?
Explain fully, referring to the text in your answer.
up to 3 marks
Acceptable points Acceptable evidence
1. the speed at which they destroyed the ● (just) a few days

scale insects ● astonishing
● staggering (rate)
2. the speed at which the ladybirds
multiplied / the size of the increase ● reference to the fact that the increase was
from 350 to 10,000
● cleared all the scale insects

3. the ruthlessness / thoroughness of the
● wiped out
ladybirds
● (unlikely) warriors
4. the surprise at the result / unlikelihood ● unlikely (warriors)

of the success ● able to harvest (two to three boxes)
● abandoned all hope

5. the change in fortune for the grower(s)
● able to harvest (two to three boxes)
continued on next page

Award 3 marks for reference to at least three acceptable points or two acceptable points with
text-based evidence for at least one, eg:
● It says ‘staggering’ to show the increase in ladybirds was really fast. He also says the
insects were cleared out really quickly. [AP2 + evidence, AP1]
● It says ‘unlikely warriors’ to show everyone was surprised at how well they did and they
did it really quickly. [AP4 + evidence, AP1]
Award 2 marks for reference to two acceptable points or one acceptable point with text-based
evidence, eg:
● The farmers didn’t think they would get any fruit but things got better and some were
able to harvest 3 boxes from each tree. [AP5 + evidence]
● He says they multiplied rapidly. The scale insects were killed really quickly. [AP2, AP1]
Award 1 mark for reference to one acceptable point, eg:
● because you would not have thought they could save the fruit industries [AP4]
● the ladybirds totally destroyed all the scale insects. [AP3]
Also accept, for a maximum of 1 mark, relevant quotations taken from the
paragraph without a link to an acceptable point, eg:
● …they cleared all the scale insects from the trees in just a few days
● he uses words like staggering, wiped out and astonishing.
Do not accept generic reference to powerful or effective language choices, eg:
● he uses powerful and effective words
● by using great vocabulary to exaggerate the ladybirds.

37. How has this text about ladybirds been organised?

1 mark
Award 1 mark for:
Tick one.
The text gives facts about ladybirds, organised
into different sections for each topic.
The information about ladybirds is organised like

a story, with additional information at the end.
✓
It starts with facts about scale insects and then

explains the life cycle of the ladybird.
The text gives information about ladybirds and
ends with a story about scale insects.
38. Tick to show which statements about ladybirds are true and which
are false.
1 mark
Award 1 mark for:
Statement True False
They help protect the environment. ✓
They only eat scale insects. ✓
They can survive on just nectar and pollen. ✓
Some people say that they bring you good luck. ✓

39. Where would you expect to find the text California’s Unlikely Warriors?
1 mark
Assessment focus 7: relate texts to their social, cultural and historical contexts and
literary traditions.
Award 1 mark for:
Tick one.
on the front page of a newspaper
in a magazine about the natural world ✓
in a children’s fable about animals
in a travel brochure about California

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2015 key stage 2 levels 3–5 English reading: English reading mark schemes
Print version product code: STA/15/7209/p ISBN: 978-1-78315-411-1
Electronic version product code: STA/15/7209/e ISBN: 978-1-78315-439-5
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ks2 English 2015 Marking Scheme Reading

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3–5 English reading test

National curriculum tests

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The English reading test mark schemes

Assessment focuses for English reading

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How the English reading mark schemes are set out

36. Look at the second paragraph on page 9, beginning:

Acceptable points Acceptable evidence

1. the speed at which they destroyed the ● (just) a few days

● cleared all the scale insects

of the success ● able to harvest (two to three boxes)

● abandoned all hope

continued on next page

Award 1 mark for reference to one acceptable point, eg:

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AF2 AF3 AF4 AF5 AF6 AF7

Section 1: Meet Charlie Small!

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The 2015 English reading test mark schemes

Section 1: Charlie Small

Reading answer booklet: Page 4

1. Look at Meet Charlie Small!

Award 2 marks for four correct.

Name Charlie Small

Age (he is still) eight / 8 (years old)

Friend (the inventor) Jakeman

(my arch enemy) Joseph (Craik)

(The) Mummy’s Tomb (when I got

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Reading answer booklet: Pages 4 and 5

2. Look at Meet Charlie Small!

How are some of Charlie’s words emphasised in this section?

Award 1 mark for both:

3. How does Charlie keep a record of his adventures?

Award 1 mark for:

■ (he writes / keeps a) diary.

Also accept: journal

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Reading answer booklet: Page 5

4. Look at the paragraph beginning: I was driving across…

Award 1 mark for both:

5. Look at the paragraph beginning: I hovered a few centimetres…

What effect did the heat have on Charlie?

Award 1 mark for answers that recognise any of the following:

1. his eyes ached, eg:

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Reading answer booklet: Pages 5 and 6

What does the word zoomed tell you?

Award 1 mark for reference to speed, eg:

● that he was going quickly

7. Where does Charlie leave his scooter?

Award 1 mark for reference to him parking it: