English KS2 2016
Year 3 Reading Assessment
Marking Scheme
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Year 3 Fiction Mark Scheme 2
question answer marks notes
1. Who was Oliver?
Content domain: 2b–retrieve and record
information/identify key details from fiction and
an owner 1 non-fiction
Award 1 mark for the correct option indicated.
2. Which one of these did George like to eat?
Content domain: 2b–retrieve and record
information/identify key details from fiction and
grass and hay 1 non-fiction
Award 1 mark for the correct option indicated.
3. Who was Jack?
Content domain: 2b–retrieve and record
information/identify key details from fiction and
Grandpa 1 non-fiction
Award 1 mark for the correct option indicated.
He was quite a rare type of tortoise...
4.
Draw the line to show the phrase that is closest in meaning to quite a rare type of tortoise.
Content domain: 2a–give/explain the meaning of
quite an unusual type of tortoise 1 words in context
Award 1 mark for the correct option indicated.
5. Where did George live?
Content domain: 2b–retrieve and record
information/identify key details from fiction and
Answers referring to the shed. 1 non-fiction
Award 1 mark for answers referring to the shed.
6. How did George feel towards his owner?
Content domain: 2b–retrieve and record
information/identify key details from fiction and
grateful 1 non-fiction
Award 1 mark for the correct option indicated.
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Year 3 Fiction Mark Scheme 3
Look at the text again.
7.
Find and copy the information from the text to complete the fact file below about George.
Content domain: 2b–retrieve and record
Type of tortoise information/identify key details from fiction and
Giant and/or rare non-fiction
Owner Award 2 marks for three correct answers.
up to 2
Oliver and/or Grandpa Jack
marks Award 1 mark for two correct answers.
Favourite Foods
Award 0 marks for one correct answer.
Grass, hay, dandelions
and lettuce Answers for ‘Favourite Foods’ must include 2 or
more of the items listed to qualify for 1 mark.
8. Who could not enter the ‘Perfect Pet Competition’?
Content domain: 2b–retrieve and record
information/identify key details from fiction and
tortoise(s) 1 non-fiction
Award 1 mark for the answer ‘tortoise(s)’.
Look at the paragraph beginning As summer approached…
9.
Find and copy a word from this paragraph that means yearly.
Content domain: 2a–give/explain the meaning of
‘annual’ 1 words in context
Award 1 mark for the answer ‘annual’.
Describe how George managed to enter the competition.
10.
Give two ways.
• He decided the break the
(competition) rules Content domain: 2c–summarise main ideas from
more than one paragraph.
• He dug a hole/tunnel up to 2
Award 1 mark for identifying any of the correct
• He kept digging every night marks
answers, up to a maximum of 2 marks.
• He arrived at the competition Also accept answers using quotations from the text.
using his tunnel
Look at the paragraph beginning ‘Just furry creatures?’…
11. Find and copy one phrase which shows that George was not supposed to be out in the
garden alone.
Content domain: 2d–make inferences from the
text/explain and justify inferences with evidence
‘before anyone noticed he was from the text.
1
gone’
Award 1 mark for the answer ‘before anyone
noticed he was gone’.
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Year 3 Fiction Mark Scheme 4
Look at the paragraph beginning When the day of the fair arrived…
12.
Find and copy one phrase in this paragraph that suggests something special or unusual.
Content domain: 2a–give/explain the meaning of
‘record-breaking’ 1 words in context
Award 1 mark for the answer ‘record-breaking’.
Order these events as they happen in the story. Number them 1, 2, 3, 4.
13.
The first one has been done for you.
1. The ‘Perfect Pet Competition’
is advertised.
Content domain: 2h–make comparisons within
2. George begins to dig a hole.
1 the text.
3. George emerges in front of the
Award 1 mark for all four correct answers.
stage.
4. George wins a big blue rosette.
Everyone burst into a round of applause. (Paragraph 9).
14. Explain why everyone started clapping.
Give two reasons.
• The audience was excited/
surprised/pleased to see
George
Content domain: 2d–make inferences from the
• The audience was frightened text/explain and justify inferences with evidence
from the text.
• The audience wanted/was
curious to know what was up to 2 Award 1 mark for identifying any of the answers, up
happening marks to a maximum of 2 marks.
• The audience enjoyed seeing Do not accept answers giving direct quotation from
Oliver and George reunited the text e.g. ‘Everyone stopped in amazement to
look, wondering what was beneath it.’
• George had accomplished
much more than the other
competitors – Daisy and Colin
15. Find and copy a phrase that tells us that Oliver was keen to see his pet at the end of this story.
Content domain: 2d–make inferences from the
text/explain and justify inferences with evidence
‘(Oliver leapt over to his pet) with from the text.
1
a smile’
Award 1 mark for the answer ‘(Oliver leapt over to
his pet) with a smile’.
Total 18
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Year 3 Non-Fiction Mark Scheme 5
question answer marks notes
16. What allows sharks to be flexible?
Content domain: 2b–retrieve and record
information/identify key details from fiction and
Identify the importance of non-fiction
1
cartilage.
Award 1 mark for answers identifying the
importance of cartilage.
17. How many varieties of shark are there?
Content domain: 2b–retrieve and record
information/identify key details from fiction and
more than/greater than/larger non-fiction
1
than/at least 350.
Award 1 mark for the answers such as more than/
greater than/larger than/at least 350.
Draw a line to match the heading with the information provided in each text box of
18.
Shark Infested Facts
A Shark’s Body
a description of the different
body parts, including statements
about them
Fun Facts
simple statements about sharks
Content domain: 2c– summarise main ideas from
What Are Sharks more than one paragraph
an explanation of up to 2
what sharks are marks Award 2 marks for three correct answers.
Award 1 mark for two correct answers.
Going Back In Time... Award 0 marks for one correct answer.
a short description of the range
of shark species and their history
Terrifying Teeth
an explanation about how sharks
are designed to find and eat
their prey
Look at the section headed: Fun Facts…
19.
Find and copy a phrase that proves that sharks are older than dinosaurs.
Content domain: 2a–give/explain the meaning of
‘sharks existed for 2 million years words in context
1
before the dinosaurs’ Award 1 mark for the answer’sharks existed for 2
million years before the dinosaurs.’
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Year 3 Non-Fiction Mark Scheme 6
20. Why do you think the sawshark has its name?
Content domain: 2d–make inferences from the
text/explain and justify inferences with evidence
Identify that the sawshark has a from the text
very long snout, which makes it 1
look like a saw. Award 1 mark for answers identifying that the
sawshark has a very long snout, which makes it
look like a saw.
21. How does having many rows of teeth help a shark to survive?
Content domain: 2d–make inferences from the
text/explain and justify inferences with evidence
• The teeth act as a weapon from the text
• Without the teeth a shark Award 1 mark for identifying any of the correct
would starve/not catch prey up to 2 answers, up to a maximum of 2 marks.
marks
• The teeth can be replaced Do not accept answers referring to the violence of
easily (using a ‘conveyor belt’ a shark’s attack.
system)
Do not accept answers referring to how a shark’s
teeth are adapted to suit its environment.
22. Fill in the table below.
Whale Shark
This can grow as large as a bus.
Sawshark Content domain: 2b–retrieve and record
Sawsharks have very long snouts, information/identify key details from fiction and
1 non-fiction
that they use to kill and shred
their prey before eating it.. Award 1 mark for completing all of the answers.
Hornshark
(This) cracks and grinds shells.
Explain why you think sharks are seen as terrifying.
23.
Explain fully, referring to the text in your answer.
• Sharks are predators to
man/carnivores/powerful
predators/eat large mammals
• Sharks are known for their Content domain: 2b–retrieve and record
huge, jagged teeth information/identify key details from fiction and
up to 2 non-fiction
• Sharks are successful predators
marks
–they have been around for Award 1 mark for identifying any of the correct
more than 420 million years answers, up to a maximum of 2 marks.
• Sharks can act violently
• Sharks have much bigger teeth
than humans
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Year 3 Non-Fiction Mark Scheme 7
Look at the section headed: A Shark’s Body.
24.
Find and copy one phrase that shows that a nurse shark has gills that perform two jobs.
Content domain: 2d–make inferences from the
text/explain and justify inferences with evidence
‘can not only’ or ‘but also’ 1 from the text
Award 1 mark for the answer
‘can not only’ or ‘but also’.
25. What does the word ‘jagged’ mean?
Content domain: 2a–give/explain the meaning of
words in context
imply ‘rough’, ‘sharp’ or ‘pointed’ 1
Award 1 mark for any answer implying ‘rough’,
‘sharp’ or ‘pointed’.
Look at the text again.
26.
Tick to show which statements about sharks are true and which are false.
Sharks’ skeletons are made of
cartilage. - True
Content domain: 2b–retrieve and record
The Great White Shark can eat
information/identify key details from fiction and
large mammals. - True
up to 2 non-fiction
Sharks’ teeth cannot be replaced marks Award 2 marks for four correct answers.
once broken. - False
Award 1 mark for two or three correct answers.
A set of bongo drums was once Award 0 marks for one correct answer.
found in a hammerhead shark’s
stomach. - False
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Year 3 Non-Fiction Mark Scheme 8
27. What ideas are we given about how a shark’s body is adapted to help it survive?
Features that help sharks to
escape prey
• Cartilage allows a shark’s
skeleton to be light and
flexible.
• Fins help the shark to turn,
swim up or down and stop
it rolling from side to side
so it can escape quickly/
not be trapped.
• Tail fins help the shark to
swim quickly.
• A dogfish has sharp
spines in its fins.
Features that help sharks to
catch prey
• Cartilage allows a shark’s
skeleton to be light and Content domain: 2h–make comparisons within
flexible. the text.
• Powerful teeth for Award 1 mark for all four correct answers.
killing large mammals. OR
Teeth adapted to suit up to 2 Award 2 marks for 1 key point, with an appropriate
their environment e.g. marks example given to explain the answer.
hornshark can crack and
grind shells. Do not accept examples without a key point having
been made.
• ‘Conveyor belt’ system
of teeth so that they are Also accept examples from the children’s own
always equipped to kill knowledge, if accompanied by a key point.
their prey.
• Fins help the shark to
turn,swim up or down and
stop it rolling from side to
side.
• Tail fins help the shark to
swim quickly.
• A shark’s nose has tiny
holes in it that help
the shark to find fish
swimming nearby.
Features that help sharks
perform basic functions e.g.
breathing
• To breathe, the gills on
a nurse shark allow it to
suck in water.
Total 17
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Year 3 Poetry Mark Scheme 9
question answer marks notes
28. What is this poem about?
Content domain: 2d–make inferences from the
text/explain and justify inferences with evidence
Referring to a child being in bed from the text.
1
in summer/when it is still light.
Award 1 mark for answers referring to a child being
in bed in summer/when it is still light.
Choose the best word or group of words to fit the sentences below and put a ring around your
29.
choice.
a winter and summer. 1
Content domain: 2b–retrieve and record
b while it is still light. 1
information/identify key details from fiction and
non-fiction
Award 1 mark for each of the correct options
indicated.
c birds and people’s feet. 1
This question can award up to a total of 4 marks.
d to go to bed while it is light. 1
Look at the verse beginning: In winter I get up at night.
30.
Find and copy a phrase that indicates that it is dark.
Content domain: 2g–identify/explain how meaning
is enhanced through choice of words and phrases.
‘dress by yellow candle-light’ 1
Award 1 mark for the answer ‘dress by yellow
candle-light’.
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Year 3 Poetry Mark Scheme 10
I have to go to bed and see
31. The birds still hopping on the tree. (Verse 2)
How does this show us the poet’s feelings about going to bed?
• The words ‘have to’ indicate
that the author is reluctant/
doesn’t want to go/is being
forced to go to bed.
• The injustice/unfairness of
the birds being allowed to hop
Content domain: 2g–identify/explain how meaning
around whilst the poet must go
up to 2 is enhanced through choice of words and phrases.
to bed.
marks Award 1 mark for identifying any of the correct
• The contrast with the liveliness
answers, up to a maximum of 2 marks.
of the birds against the end of
the day for the poet.
• The indication of torture/
struggle for the lively child who
wants to continue to be active
but must go to bed.
Use the text below to answer questions 5 (a) and (b).
32. (a). Underline the verb that shows what the poet would prefer to be doing.
(b). Find and copy the phrase that suggests that the poet does not want to go to bed.
Content domain: 2a–give/explain the meaning of
a ‘play’ 1 words in context
Award 1 mark for selecting the word ‘play’ only.
Content domain: 2a–give/explain the meaning of
b ‘have to’ 1 words in context
Award 1 mark for selecting the phrase ‘have to’ only.
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Year 3 Poetry Mark Scheme 11
How does this poem make you feel sorry for the poet?
33.
Give three ways.
• The language of being forced
against one’s will e.g. ‘have to’
• The contrast between the
bedtime being an end to fun
and play with the continuing life
and energy of the adults and
wildlife outside his bedroom.
• The unfairness/powerlessness Content domain: 2f– identify/explain how
that the adults are making the information/narrative content is related and
up to 3 contributes to meaning as a whole.
decision about bedtime on
marks
behalf of the child. Award 1 mark for identifying each of the correct
• The confusion/ answers, up to a maximum of 3 marks.
misunderstanding between
levels of light and time of day in
winter and in summer through
the child’s eyes.
• The polite tone of the child is
endearing – ‘I should like so
much to play’.
34. What do phrases such as dress by yellow candle-light tell you about this poem?
Content domain: 2c–summarise main ideas from
Refer to the fact that this poem more than one paragraph.
is written in the past/a long
1 Award 1 mark for answers referring to the fact that
time ago/when there was no
electricity. this poem is written in the past/a long time ago/
when there was no electricity.
Look at the poem again.
35.
Find and copy one sentence that shows that the poet is young.
Content domain: 2d–make inferences from the
text/explain and justify inferences with evidence
‘(hear the) grown-up people’s from the text.
1
(feet)’
Award 1 mark for selecting the phrase ‘(hear the)
grown-up people’s (feet)’.
Total 15
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