SATs 2025: Answering 3-Mark Reading SATs Questions - An Update

Since I last wrote about helping children to answer 3-mark questions, the way those questions are asked has changed. Whilst much of the advice given in the previous blog post still stands (indeed I will be referring to it a lot in this one), it needs a little update.

As part of this update, I have expanded the matching resource which can be downloaded here:

Answering 3-Mark Questions & Mark Schemes (Various Fiction)

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Let's have a look at the 6 (2 per test) 3-mark questions from the 2022, 2023 and 2024 papers:

2024: 3-Mark Reading Questions

For this question the technique is to identify and then reference three quotes from the text. The easiest way to do this is to directly quote from the text. Very little else is necessary here. The mark scheme gives examples of paraphrased examples but direct quotes should suffice.

The main potential difficulty with a question like this is that pupils may struggle to define the adjective used (in this example 'nervous') - if pupils misunderstand the adjective, they will struggle to locate relevant quotes. However, practising inference-making about characters' feelings should give plenty of opportunities for children to encounter a wide variety of such adjectives and their meanings.

Each text in this resource now features two questions like this:

Answering 3-Mark Questions & Mark Schemes (Various Fiction)

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For this question, a little more is required than in the previous question: children need to reference the text and make the required explanation, and they need to do this twice. An answer structure is useful here:

In the text it says _______ which shows that he is ____________________.

In the first gap children would need to include a quote from the text and in the second they would need to correctly identify a character attribute that is demonstrated by the quote they have chosen.

This kind of question, despite not asking for an ‘impression’ can be approached in exactly the same way as laid out in the aforementioned blog post: https://www.aidansevers.com/post/what-impressions-do-you-get-answering-3-mark-reading-sats-questions

The front loading of the evidence is key for some pupils:

“One reason why I chose this is because it front-loads the inclusion of the evidence from the text. In the past I have seen children who have given an answer for the impression they get, but have not given information from the text to say why they get that impression.

The front-loading of the evidence meant that children naturally attended to the need for evidence first. They got the evidence marks in the bag and then went on to include information about the impressions that they got.”

The main difference to note between giving an impression and a 'thing' about a personality, is that impressions can include the naming of feelings and emotions whereas a personality trait (that is afterall what is meant by 'thing') is something more static that might lead to certain emotions arising. For example, an anxious person might get scared or worried. In this example 'anxious' is a personality trait, whereas we would be far less likely to use 'scared' as a personality trait - 'scared' is an adjective used for an emotion. It is well worth teasing out this difference with children, focusing on the idea that personality traits are likely to lead a person to feel certain emotions, distinguishing between the two, and learning relevant words to describe both.

This resource now features more questions framed like the above question:

Answering 3-Mark Questions & Mark Schemes (Various Fiction)

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2023: 3-Mark Reading Questions

Teaching children to think about the evidence first is crucial, and not just a test technique. Before we form opinions and infer meaning, we should always be doing this based on evidence – that’s a great principle for life in general.

Too often I have seen pupils formulate answers based on something they’ve read without being able to point to exactly what has led them to think that – often, in reading tests, this leads to completely wrong answers being given. So, best to start with the evidence.

A quick re-read of the text is the best way forward here – teach this to the children. It might seem onerous but it will more than likely lead to a correct answer. And on this particular question, the focus is narrowed to the Q&A with Harriet, so it’s worth teaching children to look for clues as to exactly where in the text they might find the information they need.

In this particular question and answer, potential answers abound. Pupils should locate a quote, fill this in, then describe the positive message they are inferring.

Here we have another question just like question 39 in the 2024 test – last text, last question – a pattern emerges. The only difference is that it is set out differently – as a table, similar to the one in question 26 in the same test.

Again, the evidence-first approach can be taken, and just like those older questions where an impression was asked for, children are expected to locate some evidence and say what it tells you about a character’s personality.

There is no need for an answer structure here, but the same process applies as when the question is laid out in a more open format.

2022: 3-Mark Reading Questions

In this older test, we have that word ‘impressions’ again. It does seem like they’ve moved away from that language, but that’s not to say that it won’t return or that it’s not a useful piece of vocabulary to have an understanding of.

The approach explained in the previous blog post will work perfectly for answering a question such as this: https://www.aidansevers.com/post/what-impressions-do-you-get-answering-3-mark-reading-sats-questions

Here we have the departure from the use of the word ‘impressions’ but the same approach to answering the question can be used:

First, identify and quote evidence from the text, then explain how the quote creates a mysterious atmosphere. With questions such as this, children can be shown how to come up with their own answer structure by re-ordering the words in the question.

In the text it says _______________. This creates a mysterious atmosphere by ________________________.

The latter 3 sets of questions in this resource now feature a question such as the one above:

Answering 3-Mark Questions & Mark Schemes (Various Fiction)

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Answering 3-Mark Reading Questions

Although the 6 questions above are presented and worded differently, there is a common approach that pupils can be taught to take:

1. Re-read/skim read the text again with the focus of the question in mind

2. Find and copy a relevant quote from the text

3. Write an explanation of the way in which that quote is evidence of whatever the question is asking for

4. Repeat steps 1 to 3 to get 3 marks!

Whilst we can never predict the content of future tests, previous tests have now for some time consistently featured 3-mark questions which follow a roughly similar formula. Even if there are changes, the thought and action processes outlined above will probably help children to make more general inferences from texts.

With all the above in mind I have adapted this resource to reflect the changes over the last few years:

Answering 3-Mark Questions & Mark Schemes (Various Fiction)

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And if you want a taster of that resource for free, look no further:

Sample of 3-Mark 'What Impression Do You Get?' Questions & Mark Schemes

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If you'd like some bespoke help with developing a holistic approach to teaching and promoting reading in your school, here's your 3-step plan:

1. Drop me an email

2. Have a phone call with me to talk about your school

3. We'll work together to empower you and your staff to enhance teaching and to enrich your pupils' lives