Professional Skills Tests
Literacy
Presenter
John Keenan
Senior Lecturer Secondary English
http://sta.education.gov.uk/professional-skills-tests/literacy-skills-tests
1
The literacy professional skills test is divided into 4 sections:
• Spelling
(10 marks)
• Punctuation (15 marks)
• Grammar
(10-12 marks)
• Comprehension (10- 12 marks)
The test must be completed within 45 minutes, unless you have been
granted specific arrangements
2
Spelling
10/45 marks
One chance – the rest you can edit
Audio
Ise or ize is fine
You will have to spell ten words.
3
Practice
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
complimentary
disapproving
preferred
achievable
meticulous
detrimental
subsequently
particularly
administrative
existence
4
Very few people are ‘good’ at spelling.
• There are well over a million words.
•poppadom
I take it you already know.
Pre and suffix
5
i before e except after c when the sound is ee (as in bee):
receive
conceive
believe
deceive
When the sound is not ee the rule does not apply:
reign
feisty
eight
efficient
sufficient
The only common exceptions are weird (because it’s weird !), weir, and seize.
6
Word webs
consign
resign
resignation
resigning
signature
signatory
consignment
consigned
resigned
sign
design
designer
assign
assignment
assignation
reassign
designing
signal
designed
designation
signalling
designate
redesign
7
Word building

re
un
under

en
de

velop

e
er
ing
ed
able
ment
8
cept
9
un
im
con
contra
ac
in
re
ex
sus
inter
de
per
pre
cept
ing
ed
s
ion
able
ible
ance
acle
ive
or
ness
it
ist
y
10
Prefix quiz
11
Common suffixes
12
Words ending in y, preceded by a consonant, change to i when
adding suffixes.
Examples: ness, er, est, ed, ly
happy
pretty
hungry
empty
supply
marry
reply
+ er
happier
+ ly
happily
+ est
happiest
+ ness
happiness
13
-ful suffixes
Tip:
Words hardly ever end in full. The second l is usually dropped e.g.
successful/disrespectful
There are always exceptions, e.g. chockfull (but they’re rare)
care
+ full
careful
waste
+ full
wasteful
help
+ full
helpful
colour
+ full
colourful
boast
+ full
boastful
14
Rules?
-able endings are more common than -ible ones.
Most words ending in -able have a recognisable root word, e.g.
agreeable. However, there are some exceptions, e.g. probable.
Words ending in -ible often don’t leave a word if the suffix is
removed, e.g. horrible, edible.
15
-ly suffixes
Here are a few suggestions:
actually
especially
eventually
kindly
weekly
really
Why do some of the words
end -lly?
Because the root word ends
in an l.
especial + ly = especially
week + ly = weekly
16
Spelling strategies
sound
sight
Breaking into
parts (remem-ber, )
Look, cover,
write, check
Use rhyme
and rhythm
(b-e-autiful)
Pronounce
silent parts
(Wed – nes –
day, gnome)
Identify the
problem part
Find words
within words
(conscience,
believe)
tricks
Mnemonics
(rhythm
helps your
two hips
move)
Using the
mind’s eye
Word
know-how
Rules (i before e
except after c,
when rhyming
with bee)
Word roots,
etymology and
families (word
webs)
Using analogy
and patterns
(advise,
practise)
17
Punctuation
•
•
•
•
•
•
•
•
Commas
Semi-colons
Colons
Hyphens
Apostrophes
Inverted commas
Capitalisation
Brackets
18
Punctuation
Remove or rewrite sections
Essential only
.
19
20
A woman without her man is nothing
A woman, without her man, is nothing.
A woman: without her, man is nothing.
21
Capital letters and full stops
•
•
•
•
Proper nouns (names – be careful)
To begin sentences
Abbreviations and some acronyms
First letter of direct speech
• A full stop can take three forms:
!
./?/
22
Using commas correctly
23
Commas
 Below, the city lights were shining.
 Having won, the sprinter felt elated.
 Mr Pendleton, editor of the Clarion, took part in the




fun run.
All night the search continued, and in the morning an
upturned boat was found.
Keep moving, Emily.
The air strike affected flights to France, Spain,
Portugal and Italy.
‘Enough,’ she conceded.
24
Using commas
Decide where a comma is needed in these sentences:
If you are tired,you should have a rest.
Before you can watch TV,you must do your chores.
Unless you practise,you won’t pass your music exam.
Because she was ill,Sally couldn’t play outside.
25
Adding pairs of commas
If a subordinate clause is placed in the middle of the
sentence, you will need two commas.
For example:
Her mother insisted that, before she could
go out, Megan had to do her homework.
Max said that, if he had time, he would mow
the grass.
Lei knew that, unless she stopped talking, the
teacher would give her a detention.
26
Example from a practice test:
The visit which has been arranged to coincide with the
Impressionist Exhibition will provide an opportunity to
see some of the world’s most famous works of art.
27
Commas should be used in simple lists.
E.g. Please buy some bread,
apples, milk and cheese.
Example from a practice test:
Very minor injuries cuts grazes, slight burns or scalds should
be dealt with by the School Secretary.
28
Commas should be used with speech
marks.
E.g.
“Enough,” she conceded. Then she added, “You win.”
The janitor pointed at the photograph and said, "That's me in the
'60s."
Bessie stretched across my plate and grunted, “Salt...salt and pepper."
The sign states, "Animals drive very slowly.”
Example from the practice tests:
One twelve year-old recently said “I thought I’d never
be able to read, but thanks to Mrs Davis, who’s been
helping me for eight months I’ve just read ‘The
Magician’s Nephew’ and ‘The Silver Chair’ all on my own.”
29
Examples on your hand-out
30
The apostrophe
31
Missing letters
they have
who would
they’ve
who’d
they are
they’re
she will
she’ll
it will
it’ll
Example from the practice tests:
One twelve year-old recently said “I thought I’d never be
able to read, but thanks to Mrs Davis, whos been helping me
for eight months I’ve just read ‘The Magicians Nephew’ and
‘The Silver Chair’ all on my own.”
32
Apostrophes
The bands on stage are
awesome!
- two or more bands on stage
The band’s on stage and
they’re awesome!
- the band is on stage
33
wont
didnt
havent
hed
couldnt
heres
Im
34
Possession
(More complicated)
Sometimes an apostrophe shows that something
belongs to the noun.
the dog’s tail
Mike’s computer
a book’s cover
Susie’s ambition
the TV’s screen
the class’s teacher
35
First ask:
Is something of or belonging to the noun?
The two girls talked about it.
The balloons shape was long and thin.
He chewed the pens top.
She laughed at the boys painting.
36
Next ask:
Is the noun singular or plural?
Singular – add ‘s
Tom’s jumper
Plural not ending in s – add ‘s
the men’s room
Plural ending in s – add ‘
the ladies’ room
37
Examples
children’s comics,
men’s habits
women’s rights,
a deer’s habitat
a geese's eggs,
the players’ entrance
The nurses’ duties, the media’s messages
Dickens’s novels
Marks and Spencer’s shops
the Smiths’ house the family’s house
Example from the practice tests:
Where the illness appears to be of a serious nature
(breathing problems, unconsciousness, fits etc.) one of the
schools First Aiders should be summoned immediately.
38
Have a go at the following:
’
1. The spiders web was hanging between the branches.
’
2. My Mums headache had got worse.
’
3. Bens dog was barking loudly.
’
4. The girls toilets were closed.
’
5. Man Uniteds victory was amazing.
’
6. The mens overalls were covered in paint.
39
Note
GCSEs 1960s the 80s
These DO NOT require apostrophe.
There are no missing letters and nothing possess
anything else.
40
The colon
• I have something to introduce to you: the colon!
• Kittens are amazing: cute, fluffy and ever-so-sweet.
41
Colons - introduce
He added: ‘There are
good reasons for
keeping traffic on the
motorways.’
The minister was
emphatic: ‘Action must
be taken now if the
situation is to improve.’
She had to face the truth: she
would never be a painter.
She read five newspapers every day:
The Times, The Guardian, The Mirror,
The Sun and The Daily Mail.
Tom saw the mess: windows smashed,
paint splashed everywhere and
curtains torn into shreds.
42
• To punctuate more complicated lists
• To link two sentences
The semi-colon
43
Semi-colons or semicolons
Give an example for each of these two main uses of the semicolon.
 To separate two main clauses that are closely related,
especially in place of because or but or and.
E.g. At that time, I had no idea of the reason why; it would
come to haunt me later.
 To separate detailed items in a list.
E.g. Her dislikes were many: people who moan; people who
wear white jeans; the first of every month and peas.
44
He ran with his shirt over his head he had forgotten his
umbrella once again.
She couldn't dance in her favourite ballroom it was being
renovated.
Four objects lay on the desk: a large book a spiral-bound
notepad a glass vase containing flowers and a silver propelling
pencil.
She fell down the stairs they were very steep.
45
The hyphen
• A linking device
46
The hyphen
What’s the difference?
A man eating tiger
tiger
The vice captain
captain
A man-eating
The vice-
47
 It’s the only punctuation mark to serve as a linking
device between words
 It links words, or prefixes and words
 The meaning of the word created is different to that of
the component parts
 The first part often defines or describes the following
part
48
Some examples
free-range
fox-hunting
down-and-out
pre-war
old
short-lived
fifty-five
mother-in-law
go-cart
ex-directory
half-term
blue-black
x-ray
four-year-
off-peak
de-ice
49
50
Inverted commas
Used for:
Spoken words: “Be quiet!” he shouted.
Quotations: “To be or not to be”
Titles – “A Winter’s Tale”
Irony, sarcasm, humour - Marking is my favourite
“leisure” activity
51
Brackets
Key Tip:
They come in pairs!
Example from the practice tests:
A pupil who is ill should usually be sent or taken to the
Medical Room. (If this is not possible, the office must be
informed and help requested. When…
52
Brackets (for parenthesis)
Parenthetical statements – asides, interjections, opinions,
sudden recollections, additional details – can be enclosed
by dashes, as here, or by commas or by brackets.
Note where the full stop goes in each:
Yesterday was the anniversary of Copernicus’s birth (his
540th).
'De Revolutionibus Orbium Coelestium' was published in
early 1543. (He died on 24 May in the same year.)
53
Grammar
The spelling
section tests
word level
understanding.
Grammar is
about ensuring
sentences are
clear in meaning.
54
Grammar
This section tests your ability to identify text that doesn’t
conform to good grammatical practice. You will be expected to
distinguish between text that makes sense and clearly conveys
its intended meaning and text that does not.
You will not be tested on your knowledge of grammatical terms,
but on your knowledge of how to use grammar correctly.
The grammar section requires you to construct a short,
continuous prose passage. At 4 or more points in the text you
will be asked to select the most appropriate choice for insertion
to complete the passage.
55
General advice
These questions will test your ability to recognise where writing fails
to conform to the conventions of written Standard English.
In these grammar tasks you are required to complete a passage of
text. You are asked to do this by selecting the best of the given
alternatives at the points where there are blank lines. You will need
to be sure that you have made the best overall set of choices. In each
case your answer should:
• Be grammatically acceptable according to the rules of written
Standard English;
• Make good sense within the context, i.e. it should connect
coherently and logically with the surrounding text;
• Be consistent with the style and the tone used in the text as a
whole;
• Express meaning clearly and concisely in line with the writer’s
purpose and intended audience.
56
Look out for :
 Agreement
 Ambiguity
 Common errors
57
Sentences contain a subject, a verb and an object.
Simple sentences make sense on their own, e.g.
I
Subject
like
tea.
Verb
Object
The form of the verb agrees with the subject. If the
subject were different, the verb might need to change
too.
She
likes
tea.
58
There are three factors which affect the formation of
the verb:
1. Person
2. Tense
3. Whether the subject is singular or plural
First person
present continuing
action: I am
walking
Third person past
tense continuing
action: She was
walking
Third person past
tense completed
action: She has
walked
Plural: My aunt
and I are walking
First person
present: I walk
To walk
Third person past:
She walked
First person
past: I walked
Third person
present: She walks
59
Dear Editor,
My friend and I was having an argument about the Empire in
Old Street. Perhaps you or a reader can settle it for us. I were
arguing that both the Empire and the Palace in North Street was
cinemas before they became bingo halls. My friend insist that the
Empire were a theatre not a cinema in the old days.
Every one of my friends like reading your newspaper. We
especially likes the articles about old Redbridge. The sports page, the
local news, the fashion articles and the crossword puzzle also pleases
us. You and your reporters has to keep up the good work!
60
Dear Editor,
My friend and I was having an argument about the Empire in
Old Street. Perhaps you or a reader can settle it for us. I were
arguing that both the Empire and the Palace in North Street was
cinemas before they became bingo halls. My friend insist that the
Empire were a theatre not a cinema in the old days.
Every one of my friends like reading your newspaper. We
especially likes the articles about old Redbridge. The sports page, the
local news, the fashion articles and the crossword puzzle also pleases
us. You and your reporters has to keep up the good work!
61
Example from a practice test:
Your son/daughter will shortly be receiving a progress
report on his/her performance. The report is addressed
to the pupils; we believe that in this way the pupils
___________more responsible for their own learning.
A.
B.
C.
D.
became
has become
become
was becoming
As you can see from this example, the
questions are more complicated in your
test. The important thing is to make sure
your chosen answer is grammatically
consistent with the stem of the sentence
or paragraph.
62
Example from a practice test:
63
• Effect vs Affect
• Practise vs Practice
• Should have vs Should of
64
Due to the delayed Year 9 trip to France, Mrs
Sutterby, who_______ been at the consultation
evening, will be unable to attend.
65
Tip:
How do you know whether to use affect or effect?
Usually, affect is the verb and effect is the noun.
Remember
Affect =
Verb
Effect =
Noun
As always in English, there are exceptions to this rule.
66
Practise vs Practice
verb
Remember:
She had to
practise
her singing!
noun
The
medical
practice
was full.
67
A number of projects will be carried out during the
day and the children__________ a range of artistic
skills.
As you can see here, a question like this is often
designed to test more than one skill.
68
What is ambiguity?
69
Ambiguity causes
confusion:
‘The crowd waved to the people in the carnival
parade. They were smiling, pleased and happy.’
This description could be understood as either:
• The crowd watching the parade looked happy and
delighted.
• The people in the parade looked happy and
delighted.
70
Spotting ambiguity
71
72
The school is very pleased with the outcome of its
OFSTED inspection in November
2012______________________
________________________
_____________________
A Reflecting the hard work that has gone into improving the
school from a ‘Satisfactory’ school to a ‘Good’ school.
B It reflected the hard work that went into improving the
school from a ‘Satisfactory’ school to a ‘Good’ school.
C It reflects the hard work that has gone into improving the
school from a ‘Satisfactory’ school to a ‘Good’ school.
D It is reflecting the hard work that goes into improving the
school from a ‘Satisfactory’ school to a ‘Good’ school.
73
The school is very pleased with the outcome
of its OFSTED inspection in November
2012______________________
A Reflecting the hard work that has gone into improving the
school from a ‘Satisfactory’ school to a ‘Good’ school.
B
C
D
B It reflected the hard work that went into improving the
school from a ‘Satisfactory’ school to a ‘Good’ school.
C It reflects the hard work that has gone into improving the
school from a ‘Satisfactory’ school to a ‘Good’ school.
D It is reflecting the hard work that goes into improving the
school from a ‘Satisfactory’ school to a ‘Good’ school.
74
75
76
The report shows
_______________________ in two
out of four inspection areas
A
B
C
D
A that the school were judged ‘Outstanding’
B the school being judged ‘Outstanding’
C that the school was judged ‘Outstanding’
D that the school is being judged ‘Outstanding’
77
The report shows
_______________________ in two
out of four inspection areas
A
B
C
D
A that the school were judged ‘Outstanding’
B the school being judged ‘Outstanding’
C that the school was judged ‘Outstanding’
D that the school is being judged ‘Outstanding’
78
79
80
During the inspection, the inspectors were
impressed by
_____________________
A
B
C
D
A their hard work, mature behaviour and enthusiasm
B the pupil’s hard work, mature behaviour, and enthusiasm
C the pupils’ hard work, mature behaviour and enthusiasm
D the pupils hard work, their mature behaviour and their
enthusiasm
81
During the inspection, the inspectors were
impressed by
A
B
C
D
A their hard work, mature behaviour and enthusiasm
B the pupil’s hard work, mature behaviour, and enthusiasm
C the pupils’ hard work, mature behaviour and enthusiasm
D the pupils hard work, their mature behaviour and their
enthusiasm
82
83
84
The report praises the school
_____________________________________
_____________.
A
B
C
D
A for achieving high levels of pupil engagement in sports
clubs and practices
B after achieving high levels of pupil engagement in sports
clubs and practices
C for their high levels of engagement in sports clubs and
practises
D for achieving high levels of pupil engagement in sports
clubs and practises
85
The report praises the school
_____________________________________
_____________.
A
B
C
D
A for achieving high levels of pupil engagement in sports
clubs and practices
B after achieving high levels of pupil engagement in sports
clubs and practices
C for their high levels of engagement in sports clubs and
practises
D for achieving high levels of pupil engagement in sports
clubs and practises
86
87
88
There are also areas for improvement noted,
including _____
____________________________________.
A
B
C
D
A the needs to increase opportunities for writing across the
curriculum for pupils
B the need to increase pupils’ opportunities for writing across
the curriculum
C a pupil need for increased writing across the curriculum
D opportunities for writing for pupils’ across the curriculum
89
There are also areas for improvement noted,
including _____
____________________________________.
A
B
C
D
A the needs to increase opportunities for writing across the
curriculum for pupils
B the need to increase pupils’ opportunities for writing across
the curriculum
C a pupil need for increased writing across the curriculum
D opportunities for writing for pupils’ across the curriculum
90
91
92
_____________________________________
____to map out when and where writing is
being taught.
A
B
C
D
A To review writing is an immediate affect of the report and
B An immediate affect of the report is a review of writing
opportunities
C With immediate effect, is a review
D An immediate effect of the report is a review of writing
opportunities
93
_____________________________________
____to map out when and where writing is
being taught.
A
B
C
D
A To review writing is an immediate affect of the report and
B An immediate affect of the report is a review of writing
opportunities
C With immediate effect, is a review
D An immediate effect of the report is a review of writing
opportunities
94
95
96
The headteacher responded positively to the
report: _______
_____________________________________
____________
A
B
C
D
A “Myself and the Governors will be doing all we can to
achieve ‘Outstanding’ in future.”
B “The Governors and me will be doing all we can to achieve
‘Outstanding’ in future.”
C “The Governors and I will be doing all we can to achieve
‘Outstanding’ in future.”
D “The Governors and myself are doing all we can to achieve
‘Outstanding’ in future.”
97
The headteacher responded positively to the
report: _______
_____________________________________
____________
A
B
C
D
A “Myself and the Governors will be doing all we can to
achieve ‘Outstanding’ in future.”
B “The Governors and me will be doing all we can to achieve
‘Outstanding’ in future.”
C “The Governors and I will be doing all we can to achieve
‘Outstanding’ in future.”
D “The Governors and myself are doing all we can to achieve
‘Outstanding’ in future.”
98
99
100
He continued: _______
_____________________________________
____________
A
B
C
D
A “”Another school could of seen an Ofsted inspection as a
threat but this school knows its an opportunity.”
B “”Another school could of seen an Ofsted as a threat but
this school knows it’s an opportunity.”
C “Another school may have seen an Ofsted inspection as a
threat but this school knows it’s an opportunity.”
D “Another school may of seen an Ofsted inspection as a
threat but this school knows it’s an opportunity.”
101
Question?
A
B
C
D
A “”Another school could of seen an Ofsted inspection as a
threat but this school knows its an opportunity.”
B “”Another school could of seen an Ofsted as a threat but
this school knows it’s an opportunity.”
C “Another school may have seen an Ofsted inspection as a
threat but this school knows it’s an opportunity.”
D “Another school may of seen an Ofsted inspection as a
threat but this school knows it’s an opportunity.”
102
103
Comprehension
104
Comprehension
This comprehension section tests the ability to identify main
points in a text, distinguish between facts and opinions,
retrieve facts and key points, make inferences and deductions,
evaluate meaning and status. On occasions the ability to
actively re-work, organise and structure that information, will
be required.
The tests use texts such as documents published by various
local and national government bodies, schools and the
educational press. Extracts from websites and national
newspapers are also used.
105
Comprehension
What's this section about?
•Vocabulary in context.
This part of the test is about your
understanding of vocabulary.
•Shades of meaning.
You will need to assess and understand
the shades of meaning that can exist
between words.
•Ideas and concepts in context.
Understanding complex written material
and your ability to assimilate the
information.
•How opinions are expressed.
You will also need to appreciate that in the
passage there will probably be more than
one opinion expressed and you need to be
able to differentiate between them.
•Interpreting statistics and other factual
information.
Inferential and Literal Comprehension
•Accurate location of information.
•You need to locate, evaluate and show your
detailed understanding of the information in
the text.
•Educational jargon.
•The passages are about educational issues
and they demonstrate the kind of material
that teachers are expected to be able to
handle on a daily basis.
•Literal comprehension.
•What is on the page? How do the ideas and
concepts relate to each other? What are the
explicit issues in this writing?
•Inferential comprehension.
How good are you at 'reading between the
lines'? What is being implied by the passage,
or a section of the passage?
http://www.steveslearning.com/qtscomprehension.htm
Terminology is
important!
107
Select the most appropriate alternative for the phrase as
it appears in the passage.
“impeding children’s learning”
(1st paragraph, 1st sentence) is closest in meaning to:
 helping children to learn
 enhancing children’s learning
 obstructing children’s learning
 overcrowding children’s learning
 destroying children’s learning
108
obstructing children’s learning
enhancing the environment for learning

Two thirds of secondary teachers surveyed are experiencing
low level disruption S

Headteachers don’t always ensure that discipline is enforced
I

Primary schools experience more low level disruption than
secondary ones C

Parents are supportive of headteachers NE
109
 is sometimes due to attention-seeking behaviour
 is seen by teachers as a major problem
 may lead to many days of lost teaching each year
 is blamed on management by most teachers
 has a greater effect on learning at secondary school level
110
Good luck!
Evaluations
Queries
john.keenan@newman.ac.uk
111