1. Year 6 National Reading Tests
Overview
A reading booklet and a separate reading answer booklet
3 texts
Texts increase in difficulty
1 hour
50 marks
Monday 8th May 2017

2. Content domain
Number of marks in 2016 test
% of total mark in 2016 test
2a Give/explain the meaning of words in context 10
20%
2b Retrieve and record information/identify key details from fiction and non-fiction 15
30%
2c Summarise main ideas from more than one paragraph 1 2%
2d Make inferences from the text/explain and justify inferences with evidence from the text 18
36%
2e Predict what might happen from details stated and implied 3 6%
2f Identify/explain how information/narrative content is related and contributes to meaning as a whole
2g Identify/explain how meaning is enhanced through choice of words and phrases 2 4%
2h Make comparisons within the text 0%

3. Learning to PEE – tackling the 3 mark questions
Point – make a point, based on the question
Evidence – quotes or paraphrases from text
Explain – explain the original point and why it is important

4. Learning to PEE – tackling the 3 mark questions
e.g ‘In what ways might Martine’s character appeal to many readers? Explain fully, referring to the text in your answer.’
Point
Evidence or explanation
She is adventurous
as she rides giraffes and this is unusual.
She is cheeky and defying
because she doesn’t always listen to her grandmother’s warnings
A 3 mark answer: 2 points with evidence or explanation

5. Making sense of the scores
Each child will receive:
- A raw score – their score out of 50
- A scaled score – allows comparison of scores between years
- Either ’NS’ (Expected standard not achieved) or ‘AS’ (Expected standard achieved)
- A scaled score of 100 represents expected standard. This was 21 marks last year. (66% of children achieved this nationally)

6. Lessons learnt from 2016 test
Reading question carefully – e.g ‘copy one word’ or ‘tick two’
Skimming and scanning for related phrases – e.g ‘Ride only in daylight’ and ‘don’t ride at night’
Using evidence to support inferences and predictions – use PEE
Vocabulary is super important!

7. Preparing at home
Read, read, read!
Widen vocabulary and infer meaning of unfamiliar words
Skim and scan – Where’s Wally?
When reading, practise being an active reader and thinking aloud

8. Active reading: questions, past knowledge, inferences and predictions
Every day, after work, Paul took his muddy boots off on the steps of the front porch. Alice would have a fit if the boots made it so far as the welcome mat. He then took off his dusty overalls and threw them into a plastic garbage bag; Alice left a new garbage bag tied to the porch railing for him every morning. On his way in the house, he dropped the garbage bag off at the washing machine and went straight up the stairs to the shower as he was instructed. He would eat dinner with her after he was “presentable,” as Alice had often said.