SAMPLE TEST FREE Progress Tests - risingstars-uk.com · The Reading Progress Tests include one test for each ... the national tests that pupils will take at the end of Key Stages

Reading

Progress Tests

Year

6Annabel Charles

Series Editor: Maddy Barnes

Second Edition

Reading

Progress Tests

Year

6Annabel Charles

Series Editor: Maddy Barnes

Second Edition

FREE

SAMPLE TEST

Visit www.risingstars-uk.com/progresstests for sample tests from other year groups.

28819 RS Reading progress tests sample V4.indd 1 13/09/2017 12:31

Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Autumn test 2: Part A: Alice’s Adventures in Wonderland by Lewis Carroll (fiction) . . . . . . . . . . . . 5

Part B: Explore Japan from web-japan .org/kidsweb (non-fiction) . . . . . . 7

Answers and mark schemes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Visit www.risingstars-uk.com/progresstests for sample tests from other year groups.

4

Introduction

Why use Reading Progress Tests (Second Edition)?

Reading Progress Tests were first developed in 2014 to support teachers to assess their pupils' performance against the reading and comprehension requirements of the 2014 National Curriculum Programme of Study for English.

The Reading Progress Tests (Second Edition) offer a brand new set of engaging reading extracts and questions to identify gaps in learning and assess pupils' performance against age-related expectations.

The tests are written to the same framework as the 2014 Reading Progress Tests, with carefully chosen question types to bring them further in line with the Key Stage 1 and Key Stage 2 national tests.

Our expert authors have chosen new high-quality text extracts and have embedded familiar generic question stems to ensure that children regularly experience the types of questions that will equip them with the skills needed for the Key Stage 1 and Key Stage 2 national tests in reading.

The half-termly Reading Progress Tests (Second Edition) assess pupils across a range of reading comprehension skills and offer teachers a clear indication of how well pupils are doing in every year group, identifying gaps in pupils' knowledge and understanding to help inform teaching.

The Reading Progress Tests (Second Edition) include:

• a wide range of fiction, non-fiction and poetry in line with the demand of the national curriculum

• a variety of text styles to encourage children to adapt their reading skills • heritage texts to drive improvement in vocabulary and familiarise children with this genre • an increased emphasis on inference and vocabulary questions to reflect the Key Stage 1

and Key Stage 2 national tests • an increased number of non-fiction texts in Years 3 and 4 to introduce children to a range

of text formats • longer fiction extracts in Years 5 and 6 to build children's reading stamina.

Separate Progress Tests are available to cover the requirements for grammar, punctuation, spelling and vocabulary for Years 2 to 6. For Year 1, there is a single set of Progress Tests for English. These include reading, spelling, and grammar, punctuation and vocabulary tests. All Progress Tests are designed to support effective classroom assessment and are easy to use and mark.

The Reading Progress Tests include one test for each half term. All the tests have been:

• written by primary English assessment specialists • reviewed by primary English curriculum and assessment experts.

How do the tests track performance?

The results data from the tests can be used to identify gaps in learning and track pupils' performance. They show whether pupils are working towards, meeting, or exceeding the expected standard for their year group. This data can then be used alongside other evidence


24

Introduction

Why use Reading Progress Tests (Second Edition)?

Reading Progress Tests were first developed in 2014 to support teachers to assess their pupils' performance against the reading and comprehension requirements of the 2014 National Curriculum Programme of Study for English.

The Reading Progress Tests (Second Edition) offer a brand new set of engaging reading extracts and questions to identify gaps in learning and assess pupils' performance against age-related expectations.

The tests are written to the same framework as the 2014 Reading Progress Tests, with carefully chosen question types to bring them further in line with the Key Stage 1 and Key Stage 2 national tests.

Our expert authors have chosen new high-quality text extracts and have embedded familiar generic question stems to ensure that children regularly experience the types of questions that will equip them with the skills needed for the Key Stage 1 and Key Stage 2 national tests in reading.

The half-termly Reading Progress Tests (Second Edition) assess pupils across a range of reading comprehension skills and offer teachers a clear indication of how well pupils are doing in every year group, identifying gaps in pupils' knowledge and understanding to help inform teaching.

The Reading Progress Tests (Second Edition) include:

• a wide range of fiction, non-fiction and poetry in line with the demand of the national curriculum

• a variety of text styles to encourage children to adapt their reading skills • heritage texts to drive improvement in vocabulary and familiarise children with this genre • an increased emphasis on inference and vocabulary questions to reflect the Key Stage 1

and Key Stage 2 national tests • an increased number of non-fiction texts in Years 3 and 4 to introduce children to a range

of text formats • longer fiction extracts in Years 5 and 6 to build children's reading stamina.

Separate Progress Tests are available to cover the requirements for grammar, punctuation, spelling and vocabulary for Years 2 to 6. For Year 1, there is a single set of Progress Tests for English. These include reading, spelling, and grammar, punctuation and vocabulary tests. All Progress Tests are designed to support effective classroom assessment and are easy to use and mark.

The Reading Progress Tests include one test for each half term. All the tests have been:

• written by primary English assessment specialists • reviewed by primary English curriculum and assessment experts.

How do the tests track performance?

The results data from the tests can be used to identify gaps in learning and track pupils' performance. They show whether pupils are working towards, meeting, or exceeding the expected standard for their year group. This data can then be used alongside other evidence


5

Introduction

to enable effective planning of future teaching and learning, for reporting to parents and as evidence for Ofsted inspections.

PDF versions of the tests are available via your My Rising Stars account (www.risingstars-uk. com/user).

Online analysis and reports

You also have access to online analysis and reports via MARK (My Assessment and Reporting Kit). MARK enables you to:

• gain valuable insight into individual and group performance • view gap analysis at a glance • generate reports in a few clicks.

To unlock access to MARK, visit www.risingstars-uk.com/mark. You can then log into MARK at any time by visiting: mark.rsassessment.com.

For support with using MARK, visit www.rsassessment.com/support or email [email protected].

About the Reading Progress Tests (Second Edition)

The tests are written to cover the requirements of the Programme of Study for the 2014 National Curriculum. There is a separate test for each half term. The number of marks for each test is as follows:

Year 2 Year 3 Year 4 Year 5 Year 6

15 20 20 20 20

The style of the tests mirrors that of the national tests that pupils will take at the end of Key Stages 1 and 2. Each test has two extracts with questions. The extracts used in the tests are authentic, age-appropriate ones and include fiction, poetry and non-fiction, including those by well-known children’s authors.

The tests assess across a range of skills as exemplified by the reading content domains for Key Stage 2:

Key Stage 2 Reading content domain reference

2a give/explain the meaning of words in context 2b retrieve and record information/identify key details from fiction and non-fiction 2c summarise main ideas from more than one paragraph 2d make inferences from the text/explain and justify inferences with evidence from

the text 2e predict what might happen from details stated and implied 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 2h make comparisons within the textFull details of which content domain each question assesses can be found in the Coverage grid on page 70.

5

Introduction











15 20 20 20 20







3


5

Introduction











15 20 20 20 20







66

Introduction

Test demand

Test demand increases both within tests and across the year, which means that tests at the beginning of the year are easier than those at the end of the year. Within each test, the Part A extract and questions are easier than the Part B extract and questions. As the year progresses, the extracts and questions become increasingly difficult.

Tracking performance

The marks that pupils score in the tests can be used to track how they are progressing against the expected standard for their year group. The marks for each test have been split into three performance thresholds:

• working towards • expected • exceeding.

The thresholds for each year group are as follows:

Performance thresholds

Working towards Expected Exceeding

Year 2 0–7 8–12 13–15

Year 3 0–10 11–16 17–20

Year 4 0–10 11–16 17–20

Year 5 0–10 11–16 17–20

Year 6 0–10 11–16 17–20

The table gives the performance thresholds for each test, which you can use to see how well each pupil is doing in each test. If pupils are meeting the expected standard for their year group, they will consistently score in the middle zone of marks in the tests. The higher the mark in the zone, the more secure you can be that they are meeting the expected standard for their year group. Because the tests become progressively harder throughout the year, you will not necessarily see an increase in an individual pupil’s marks each time they take a test.

How to use the Reading Progress Tests (Second Edition)

Preparation and timings

1 Make enough copies of the test(s) for each pupil to have their own copy. 2 Hand out the papers and ensure pupils are seated appropriately so that they can’t see each

other’s papers. 3 Pupils will need pens or pencils and erasers. Encourage pupils to cross out answers rather

than rub them out. 4 There are no time limits for the tests but normal practice is to allow a minute per mark for

written tests. Help with reading may be given using the same rules as when providing a reader with the DfE Key Stage 2 national tests.

Supporting pupils during the tests

Before the test, explain to the pupils that the test is an opportunity to show what they know, understand and can do. They should try to answer all the questions but should not worry if there are some they can’t do.

4


16 © Rising Stars UK Ltd 2017 You may photocopy this page

Year 6 Autumn test 2: Part A (fi ction)

This text is from Alice's Adventures in Wonderland by Lewis Carroll.

16

Alice's Adventures in Wonderland

Alice was beginning to get very tired of sitting by her sister on the bank, and of having

nothing to do. Once or twice she had peeped into the book her sister was reading, but

it had no pictures or conversations in it, ‘and what is the use of a book,’ thought Alice,

‘without pictures or conversations?’

So she was considering in her own mind (as well as she could, for the day made

her feel very sleepy and stupid), whether the pleasure of making a daisy-chain would be

worth the trouble of getting up and picking the daisies, when suddenly a White Rabbit

with pink eyes ran close by her.

There was nothing so very remarkable in that, nor did Alice think it so very much

out of the way to hear the Rabbit say to itself, ‘Oh dear! Oh dear! I shall be too late!’ But

when the Rabbit actually took a watch out of its waistcoat-pocket and looked at it and

then hurried on, Alice started to her feet, for it fl ashed across her mind that she had

never before seen a rabbit with either a waistcoat-pocket, or a watch to take out of it,

and, burning with curiosity, she ran across the fi eld after it and was just in time to see

it pop down a large rabbit-hole, under the hedge. In another moment, down went Alice

after it!

The rabbit-hole went straight on like a tunnel for some way and then dipped

suddenly down, so suddenly that Alice had not a moment to think about stopping

herself before she found herself falling down what seemed to be a very deep well.

Either the well was very deep, or she fell very slowly, for she had plenty of time, as

she went down, to look about her. First, she tried to make out what she was coming to,

but it was too dark to see anything; then she looked at the sides of the well and noticed

that they were fi lled with cupboards and book-shelves; here and there she saw maps and

pictures hung upon pegs. She took down a jar from one of the shelves as she passed. It

was labelled ‘ORANGE MARMALADE’, but, to her great disappointment, it was empty;

she did not like to drop the jar, so managed to put it into one of the cupboards as she fell

past it.

Down, down, down! Would the fall never come to an end? There was nothing else to

do, so Alice soon began talking to herself. ‘Dinah’ll miss me very much to night, I should

think!’ (Dinah was the cat.) ‘I hope they’ll remember her saucer of milk at tea-time.

Dinah, my dear, I wish you were down here with me!’ Alice felt that she was dozing off,

when suddenly, thump! thump! down she came upon a heap of sticks and dry leaves,

and the fall was over.

Alice was not a bit hurt, and she jumped up in a moment. She looked up, but it was

all dark overhead; before her was another long passage and the White Rabbit was still




16

















after it!











past it.










17© Rising Stars UK Ltd 2017 You may photocopy this page


in sight, hurrying down it. There was not a moment to be lost. Away went Alice like the

wind and was just in time to hear it say, as it turned a corner, ‘Oh, my ears and whiskers,

how late it’s getting!’ She was close behind it when she turned the corner, but the Rabbit

was no longer to be seen.

She found herself in a long, low hall, which was lit up by a row of lamps hanging

from the roof. There were doors all ’round the hall, but they were all locked; and when

Alice had been all the way down one side and up the other, trying every door, she walked

sadly down the middle, wondering how she was ever to get out again.

Suddenly she came upon a little table, all made of solid glass. There was nothing

on it but a tiny golden key, and Alice’s fi rst idea was that this might belong to one of

the doors of the hall; but, alas! either the locks were too large, or the key was too small,

but, at any rate, it would not open any of them. However, on the second time ’round,

she came upon a low curtain she had not noticed before, and behind it was a little door

about fi fteen inches high. She tried the little golden key in the lock, and to her great

delight, it fi tted!


















6



Year 6 Autumn test 2: Part B (non-fi ction)

This text is adapted from Kids Web Japan (web-japan.org/kidsweb).

Explore JapanJapanJapan is surrounded by sea. Warm and cold currents fl ow through the seas around it, creating

an environment that supports a variety of fi sh species. The land area of Japan is about 378,000

square kilometres, which is one twenty-fi fth that of the United States (a little smaller than

California), one-twentieth that of Australia and 1.5 times that of Britain. Three-quarters of the

country is mountainous, with plains and basins covering the remaining area. Japan consists

of a long series of islands stretching for 3,000 kilometres from north to south. The four main

islands are Hokkaido, Honshu, Shikoku and Kyushu.

ClimateThe country has four well-defi ned seasons: spring, summer, autumn and winter. Two of the most

beautiful sights in Japan are the cherry blossoms in spring and the vibrant reds, oranges and

yellows of the autumn leaves. The Japanese people enjoy these signs of the changing seasons

and track their progress with weather reports, which feature maps showing where the spring

blossoms and autumn leaves are at their best. The far north and south Japan have very different

climates. In March, for example, you can go sunbathing in the south and skiing in the north!

The country often suffers serious natural disasters such as typhoons, volcanic

eruptions and earthquakes. Although these disasters can claim many lives, as in the Great

Hanshin-Awaji Earthquake of January 1995 and the Great East Japan Earthquake of March

2011, the Japanese have been

working hard for years to minimise

their damage. Japan uses

state-of-the-art technologies to

design quake-resistant structures

and to track storms with greater

precision.

HousingTraditional Japanese homes are

made of wood and supported by

wooden pillars, but today’s homes

usually have Western-style rooms

with wooden fl ooring and are often

constructed with steel pillars.




16

















after it!











past it.










This text is from


Year 6 Autumn test 2: Part B (non-fi ction)

More and more families in urban areas, moreover, live in large, ferro-concrete apartment

buildings.

Two big differences from Western homes are that shoes are not worn inside the house

and that at least one room tends to be designed in the Japenese style with a tatami fl oor.

Shoes are taken off when entering a house to keep the fl oor clean. The genkan, or entrance,

serves as a place for removing, storing and putting on shoes. Tatami are mats made of a thick

base of rushes and have been used in Japanese homes for about 600 years.

ClothesThe traditional dress of Japan is the kimono. Kimonos, which are generally made of silk, have

large sleeves and reach from the shoulders all the way down to the heels. They are tied with

a belt called an obi. Kimonos are now usually worn only on special occasions, such as the

Shichi-Go-San festival, weddings and graduation ceremonies.

SchoolJapanese children enter the fi rst grade of elementary school in the April after their sixth

birthday. There are around 30 to 40 students in a typical elementary school class. The subjects

they study include Japanese, mathematics, science, social studies, music, crafts, physical

education and home economics (to learn simple cooking and sewing skills). More and more

elementary schools have started teaching English too.

Students also learn traditional Japanese arts like shodo (calligraphy) and haiku. Shodo

involves dipping a brush in ink and using it to write kanji (characters that are used in

several East Asian countries and have their own meanings) and kana (phonetic characters

derived from kanji) in an artistic style.

Martial ArtsTraditional martial arts, such as judo, kendo, karate-do and aikido thrive in modern Japan

thanks to the devotion of those who practice them. In judo, which literally means ‘the gentle

way’, the key to overcoming an opponent lies in taking advantage of their strength. Now

popular all over the world, judo has fi rmly established itself as an offi cial Olympic event since

its fi rst inclusion in the Games in 1964. Following in the footsteps of judo, kendo (Japanese

fencing) has also succeeded in attracting a loyal overseas following in recent years. Kendo

competitors wear armour-like protective gear and use bamboo swords to attack and defend.

Did you know? • Japanese people shower with soap before getting into a Japanese style bath (furo).

This means the water in the bath is clean and others can use the same water!

• There are over 200 different types of cherry blossom trees in Japan. Blossoms

are pickled and used in hot drinks. Their leaves are also pickled and used as the

wrapping for sweets.

• The Shinkansen bullet trains in Japan can reach speeds of up to 300km (186 miles) per

hour.



















20

/ 5 Total for this page

© Rising Stars UK Ltd 2017 You may photocopy this page

Year 6 Autumn test 2: Part A (fiction)

20

/ 10 Total for this test

Name: Class: Date:

Alice in Wonderland

2 What surprised Alice about the White Rabbit?

Give one example.

2b

1 mark

1 Why is Alice not interested in her sister’s book?

Give one reason.

2b

1 mark

5 … burning with curiosity …

What does this suggest about Alice?

2g

1 mark


3 Look at the paragraph beginning: There was nothing so very remarkable …

Find and copy two words used to describe the White Rabbit that show he is in

a rush.

1

2 2a

1 mark

4 … flashed across her mind …

This phrase is closest in meaning to …

Tick one.

she began to wonder about

she had a sudden thought

she began to think carefully

she had an unimportant idea 2a

1 mark

9




Year 6 Autumn test 2: Part A (fiction)

6 It is so dark that it is difficult for Alice to see anything down the rabbit hole at first.

Give two things that she eventually does see as she falls.

1

2 2b

1 mark

7 Look at the paragraph beginning: Down …

Give two ways this paragraph shows that Alice fell a very long way.

1

2 2d

2 marks

8 Give two things Alice sees in the hall.

1

2 2b

1 mark

9 Below are Alice’s feelings at different points in the story.

Number them 1–5 to show the order in which Alice experiences them in the

story.

sad and anxious

bored and sleepy

lonely and worried

surprised and fascinated

pleased and relieved 2e

1 mark

10


22

Year 6 Autumn test 2: Part B (non-fiction)


Name: Class: Date:

© Rising Stars UK Ltd 2017 You may photocopy this page

1 In March, for example, you can go sunbathing in the south and skiing in the north!

Why is this example included in the section headed Climate?

2e

1 mark

4 What does uses state-of-the-art technologies mean?

2a

1 mark

Explore Japan

2 Using information from the text, complete this table about Japan.

The number of main islands

The number of seasons in Japan

The age children start primary school

The year judo first appeared in the Olympic games

The number of different types of cherry blossom trees 2b

2 marks

3 Look at the section headed Climate.

Find and copy one word that means clearly.

2a

1 mark

11




5 Look at the section headed Housing.

According to the text, what are the two main differences between Japanese and

Western houses?

•

• 2b

1 mark

Year 6 Autumn test 2: Part B (non-fiction)

6 According to the text, why have martial arts survived in Japan?

2d

1 mark

7 Although Japanese blossoms are beautiful to look at, what else are their

flowers or leaves used for in Japan?

Give one use.

2b

1 mark

8 There are many examples of the Japanese language in this text.

Complete the table with the correct Japanese word or definition.

Japanese word Definition

tatami

shodo

The traditional dress of Japan

kendo

Japanese bath 2b

2 marks

12



Year 6 Answers and mark schemes: Autumn test 2: Part A

Autumn test 2: Part A – Alice's Adventures in Wonderland

Part A: Alice's Adventures in WonderlandContent domain

Mark Extra information

1 Award 1 mark for one of the following points:• it has no pictures• it has no conversations

2b 1

2 Award 1 mark for one of the following points:• it has a waistcoat (pocket)• it takes the watch out of its pocket• it has a watch

2b 1

3 • hurried• pop

2a 1 Do not accept references to being late.

4 she had a sudden thought 2a 1

5 Award 1 mark for the following explanation:• Alice really wants to find out / know more / is really

interested in

2g 1

6 Award 1 mark for two of the following:• cupboards• shelves• maps• pictures• jars / jar of marmalade

2b 1

7 Award 1 mark each for the following, up to a maximum of 2 marks:• Down, down, down! / it repeats the word down• Would the fall never come to an end? / it seems endless• It takes so long Alice starts thinking about her cat / nearly

dozes off / gets bored / goes to sleep

2d 2

8 Award 1 mark for two of the following:• (a row of) lamps• doors (all round)• (small glass) table• (tiny golden) key• (low) curtain• (small) door

2b 1

9 Award 1 mark for the following in the correct order:

4 sad and anxious

1 bored and sleepy

3 lonely and worried

2 surprised and fascinated

5 pleased and relieved

2e 1


Year 6 Answers and mark schemes: Autumn test 2: Part A

Autumn test 2: Part A – Alice's Adventures in Wonderland

Part A: Alice's Adventures in WonderlandContent domain


1 Award 1 mark for one of the following points:• it has no pictures• it has no conversations

2b 1

2 Award 1 mark for one of the following points:• it has a waistcoat (pocket)• it takes the watch out of its pocket• it has a watch

2b 1

3 • hurried• pop

2a 1 Do not accept references to being late.

4 she had a sudden thought 2a 1

5 Award 1 mark for the following explanation:• Alice really wants to find out / know more / is really

interested in

2g 1

6 Award 1 mark for two of the following:• cupboards• shelves• maps• pictures• jars / jar of marmalade

2b 1

7 Award 1 mark each for the following, up to a maximum of 2 marks:• Down, down, down! / it repeats the word down• Would the fall never come to an end? / it seems endless• It takes so long Alice starts thinking about her cat / nearly

dozes off / gets bored / goes to sleep

2d 2

8 Award 1 mark for two of the following:• (a row of) lamps• doors (all round)• (small glass) table• (tiny golden) key• (low) curtain• (small) door

2b 1

9 Award 1 mark for the following in the correct order:

4 sad and anxious

1 bored and sleepy

3 lonely and worried

2 surprised and fascinated

5 pleased and relieved

2e 1

13



Year 6 Answers and mark schemes: Autumn test 2: Part B

Autumn test 2: Part B – Explore Japan

Part B: Explore JapanContent domain


1 Award 1 mark for answers that show an understanding that the weather is very different in the North and South of Japan• to show that / to emphasise that / to tell the reader / to

explain to the reader

2e 1

2 The number of main islands 4

The number of seasons in Japan 4

The age children start primary school 6


1964

The number of different types of cherry blossom trees

(Over) 200

2b 2 Award 2 marks for five correct answers. Award 1 mark for three or four correct answers.

3 well-defined 2a 1

4 Award 1 mark for one of the following points:• the most advanced / best at technology / making /

developing computers• makes the most inventive computers / newest ideas in

technology

2a 1 Award the mark for an appropriate explana-tion of state of the art. Do not accept expla-nations of ‘technology’ but accept other synonymous words / phrases if offered. Do not accept copying of cutting-edge.

5 Award 1 mark for both correct answers:• shoes are not worn• one room is designed in a Japanese style (with tatami

floor)

2b 1

6 Award 1 mark for answers that explain that those who are devoted continue to practise them:• fans keep the sport going• people go to clubs to practise

2d 1

7 Award 1 mark for either of the following:• blossoms pickled and used in hot drinks• leaves pickled and used to wrap sweets

2b 1

8 Japanese word Definition

tatami • The floor• Mats made of rushes

shodo • Calligraphy• Dipping a brush in ink (and

using it to draw kanji)• Traditional Japanese art

kimono The traditional dress of Japan

kendo Japanese fencing / martial arts

furo Japanese bath

2b 2 Award 2 marks for five correct answers. Award 1 mark for three or four correct answers


Year 6 Answers and mark schemes: Autumn test 2: Part B

Autumn test 2: Part B – Explore Japan

Part B: Explore JapanContent domain


1 Award 1 mark for answers that show an understanding that the weather is very different in the North and South of Japan• to show that / to emphasise that / to tell the reader / to

explain to the reader

2e 1

2 The number of main islands 4

The number of seasons in Japan 4

The age children start primary school 6


1964

The number of different types of cherry blossom trees

(Over) 200

2b 2 Award 2 marks for five correct answers. Award 1 mark for three or four correct answers.

3 well-defined 2a 1

4 Award 1 mark for one of the following points:• the most advanced / best at technology / making /

developing computers• makes the most inventive computers / newest ideas in

technology

2a 1 Award the mark for an appropriate explana-tion of state of the art. Do not accept expla-nations of ‘technology’ but accept other synonymous words / phrases if offered. Do not accept copying of cutting-edge.

5 Award 1 mark for both correct answers:• shoes are not worn• one room is designed in a Japanese style (with tatami

floor)

2b 1

6 Award 1 mark for answers that explain that those who are devoted continue to practise them:• fans keep the sport going• people go to clubs to practise

2d 1

7 Award 1 mark for either of the following:• blossoms pickled and used in hot drinks• leaves pickled and used to wrap sweets

2b 1

8 Japanese word Definition

tatami • The floor• Mats made of rushes

shodo • Calligraphy• Dipping a brush in ink (and

using it to draw kanji)• Traditional Japanese art

kimono The traditional dress of Japan

kendo Japanese fencing / martial arts

furo Japanese bath

2b 2 Award 2 marks for five correct answers. Award 1 mark for three or four correct answers

14


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SAMPLE TEST FREE Progress Tests - risingstars-uk.com · The Reading Progress Tests include one test for each ... the national tests that pupils will take at the end of Key Stages