New primary school tests will help eradicateilliteracy and innumeracy

S.P.A.G in KS1? Here to stay?

Are YOU as smart as a seven-year-old?

New curriculum for KS1 and 2

Statutory TESTS at YEAR 2

Testing for Year 2:MAY 2016

Paper 1: SPELLING Pupils will have approximately 15 minutes to complete the test but it is not strictly timed, writing the 20 missing words in the answer booklet.

Qu. Spelling Mark Content domain reference 1 faster 1 Adding –er and –est to adjectives where no change is needed to the root word 2 sunny 1 – Adding –ing, –ed, –er, –est and –y to words of one syllable ending in a single consonant letter after a single vowel letter 3 face 1 – The /s/ sound spelt c before e, i and y 4 group 1 – Vowel digraphs and trigraphs 5 fingers 1 – Adding s and es to words 6 paints 1 – Vowel digraphs and trigraphs 7 kitten 1 – Using k for the /k/ sound 8 thanked 1 – Adding the endings –ing, –ed and –er to verbs where no change is needed to the root word 9 Saturday* 1 – The days of the week 10 sweets 1 – Vowel digraphs and trigraphs 11 baking 1 – Adding the endings –ing, –ed, –er, –est and –y to words ending in –e with a consonant before it 12 knew 1 – The /n/ sound spelt kn and (less often) gn at the beginning of words 13 model 1 – The /l/ or /əl/ sound spelt -el at the end of words 14 whale 1 – New consonant spellings ph and wh 15 world 1 – The /ʒ:/ sound spelt or after w 16 hurried 1 – Adding –ed, –ing, –er, and –est to a root word ending in –y with a consonant before it 17 petal 1 – The /l/ or /əl/ sound spelt -al at the end of words 18 rainbow 1 – Compound words 19 peaceful 1 – The suffixes –ment, –ness, –ful, –less and –Iy 20 teddies 1 – Adding –es to nouns and verbs ending in –y

Testing MAY 2016 for YEAR 2

Paper 2: Grammar, punctuation and vocabulary. Pupils will have approximately 20 minutes to complete the questions in the test paper but it is not strictly timed.

SAMPLE QUESTIONS

1. Write the missing punctuation mark to complete the sentence below.

Can you play my favourite tune

2. Tick the correct word to complete the sentence below.

I hope ------- we will play musical chairs at the party.

when if that because

3. Tick one box to show where a comma should go in the sentence below. Tick one.

Aisha found some red blue and purple beads in the box.

6. What type of word is underlined in the sentence below?

Tick one.

Poppy held the baby rabbit gently in her arms.

an adjective an adverb a noun a verb

8. Read the sentences below.

Growing Beans Place some damp cotton wool in a jar. Push a bean seed down against the side of the jar. Wait for the bean seed to sprout.

Tick the word that best describes these sentences. Tick one.

statements questions commands exclamations

9. Tick the sentence that is a statement. Tick one.

What an interesting painting!

Can you collect the crayons, please?

James washed the paintbrushes.

Check that your tables are clean.

10. Write s or es to make each word a plural.

Fox__

Card__

Match__

11. Circle the three nouns in the sentence below.

A whale has an enormous heart that can weigh as much as a small car.

12. Circle the verbs in the sentence below.

Yesterday was the school sports day and Jo wore her new running shoes.

12. Tick the sentence that is correct. Tick one.

Adam saw his friend in the park and wave.

Adam saw his friend in the park and waved.

Adam sees his friend in the park and wave.

Adam sees his friend in the park and waved.

15. Why do the underlined words start with a capital letter?

King Fred had a party at Greystone Palace on Sunday afternoon.

_______________________________________________________

_______________________________________________________

17. Write the words I am as one word, using an apostrophe.

___________going to the shops soon.

18. Joe wanted to buy a present. He asked his mum if Gran would like flowers. Write Joe’s question to his mum in the speech bubble. Remember to use correct punctuation.

____________________________________________________________

So the New Curriculum………

What is your child learning at school?

and when?

Reception Year 1 Year 2 In addition to the expectations for Reception pupils in the Letters & Sounds programme, including ‘tricky words’:

Oral introduction to: Determiners the a my your an this that his her their some all Prepositions: Up, down, in, into, out, to, onto Adjectives e.g. old, little, big, small, quiet

In addition to the expectations for Year 1 pupils in the Letters & Sounds programme, including ‘tricky words’:

Regular plural noun suffixes –s or –es [for example, dog, dogs; wish, wishes], including the effects of these suffixes on the meaning of the noun

Suffixes that can be added to verbs where no change is needed in the spelling of root words (e.g. helping, helped, helper)

How the prefix un– changes the meaning of verbs and adjectives [negation, for example, unkind, or undoing: untie the boat]

Formation of nouns using suffixes such as –ness, –er and by compounding [for example, whiteboard, superman]

Formation of adjectives using suffixes such as –ful, –less

(A fuller list of suffixes can be found on page 46 in the year 2 spelling section in English Appendix 1)

Use of the suffixes –er, –est in adjectives and the use of –ly in Standard English to turn adjectives into adverbs

Spelling

Reception – Year 2

End of year expectations: SPELLINGYear 1 words containing each of the 40+ phonemes already taught common exception words Pupils’ attention should be drawn to the grapheme-phoneme correspondences that do and do not fit in with what has been taught so far.

the days of the week – naming the letters of the alphabet in order

using letter names to distinguish between alternative spellings of the same sound- igh or ie

Add prefixes and suffixes:

using the spelling rule for adding –s or –es using the prefix un– using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest

End of year expectations: SPELLINGYear 2 segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones

learning to spell common exception words door, floor, poor, because, find, kind, mind, behind, child and many more

learning to spell more words with contracted forms – won’t, shouldn’tlearning the possessive apostrophe (singular) [for example, the girl’s book] distinguishing between homophones and near-homophones –

there/their/they’re, here/hear, quite/quiet,

add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly

ReceptionOral introduction to: Simple sentences and simple connectives, e.g.andwhountilbut  

Year 1

How words can combine to make sentences

Joining words and joining clauses using and

Year 2

Subordination (using when, if, because)

Co-ordination (using or, and, but)

Expanded noun phrases for description and specification [for example, the blue butterfly, plain flour, the man in the moon]

How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command

Sentence- Grammar

Using=understanding and using consistently

Reception

Retell simple 5-part story using a story map:Once upon a timeFirst / Then / NextButSoFinally,…..happily ever after

Year 1

Sequencing sentences to form short narratives

Year 2

Correct choice and consistent use of present tense and past tense throughout writing

Use of the progressive form of verbs in the present and past tense to mark actions in progress [for example, she is drumming, he was shouting]

Text- Grammar

Use of= understanding and using correctly

ReceptionIntroduce through reading and writing: Finger spaces Full stops Capital letters

Year 1

Separation of words with spaces

Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences

Capital letters for names and for the personal pronoun I

Year 2

Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences

Commas to separate items in a list

Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns [for example, the girl’s name]

WHEN at

school?

HOWat school?

Guided reading

Phonics

Guided writing

Shared writing

Modelled writing

RE

History/GeogScience

Specific sessions but linked to current

learning

Speaking and listening

Through our marking

Explicit praise

By using the vocabulary all the time

Through questioning

The environment-but in context with their

learning

Warm-ups in lit and num

What about you at home?

Helping withhomework

Listening and

TalkingBy using

the language

By asking

questions

When you listen to them read or read to them

Questions??

And help them to spell correctly!!!

PARENTS DO A LOT TOO!!!!