СОР СОЧ ЖБ ТЖБ Summative Assessment English 2 Grade Specification for term

Methodological recommendations for Summative Assessment
English
Grade 2
Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English” for the Grade 2 learners. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 2 is conducted in Terms 1,2,3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.
Summative Assessment Specification with mark scheme is suggested for conducting at the end of the term. It is standardized and is obligatory to adhere to for conducting Summative Assessment for the term.
Methodological recommendations are designed for primary school teachers, school administrations, educational departments’ seniors, regional and school coordinators in criteria-based assessment and others.
Free access to the Internet resources such as pictures, cartoons, photos, texts, video and audio materials, etc. have been used in designing these Methodological recommendations.
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Contents
TERM 1…………………………………………………………………………….4
SUMMATIVE ASSESSMENT TASKS…………………………………………………………..4
Summative Assessment for the Cross curricular unit “All about me”………………………4
Summative Assessment for the Cross curricular unit “My family and friends”………………7
Specification of Summative Assessment for term 1…………………………………….10
TERM 2……………………………………………………………………………15
SUMMATIVE ASSESSMENT TASKS………………………………………………………….15
Summative Assessment for the Cross curricular unit “My school”………………………..15
Summative Assessment for the Cross curricular unit “The world around us”……………….18
Specification of Summative Assessment for term 2…………………………………….21
TERM 3……………………………………………………………………………26
SUMMATIVE ASSESSMENT TASKS………………………………………………………….26
Summative Assessment for the Cross curricular unit “Health and body”…………………..26
Summative Assessment for the Cross curricular unit “Traditions and customs”…………….29
Specification of Summative Assessment for Term……………………………………….3……………………………………..32
TERM 4……………………………………………………………………………38
SUMMATIVE ASSESSMENT TASKS………………………………………………………….38
Summative Assessment for the Cross curricular unit “The natural environment”……………38
Summative Assessment for the Cross curricular unit “Travel”…………………………..42
Specification of Summative Assessment for term 4…………………………………….45
3
TERM 1
SUMMATIVE ASSESSMENT TASKS
Summative Assessment for the Cross curricular unit “All about me»
Learning objective
2.L2 Recognize with considerable support an increasing range of common personal questions 2.S8 Give simple instructions for others to follow
Assessment criteria
Identify personal questions with considerable support Give simple commands to follow
Level of thinking skills
Knowledge and comprehension Application
Duration
20 minutes
Listening
Task 1. Listen to the questions. Answer the questions. What is your name?
How old are you?
What colour is your hair?
What colour are your eyes?
Where are you from?
Task 2. Look at the pictures. Listen to the questions twice. Circle Yes or No answers.
1. Does he brush his teeth? Yes No
2. Does she play tennis? Yes No
3. Does he wash his face? Yes No
4. Do they watch TV? Yes No
5. Do they play football? Yes No
4
Speaking
Task 3. Look at the pictures. Give simple instructions to your classmate. The class follows them.
Assessment criteria Task Descriptor Mark
A learner
Identify personal questions with considerable support. 1 says his/her name; 1
says his/her age; 1
says colour of his/her hair; 1
says colour of his/her eyes; 1
says the name of the country; 1
2 1. circles Yes; 1
2. circles No; 1
3. circles No; 1
4. circles No; 1
5. circles Yes; 1
Give simple commands to follow. 3 gives instruction “Jump”; 1
gives instruction “Listen”; 1
gives instruction “Write”; 1
gives instruction “Read”. 1
Total marks 14
5
Rubrics for providing information to parents on the results of Summative Assessment for the unit “All about me”
Learner’s name
Assessment criteria Level of learning achievements
Low Middle High
Identify personal questions with considerable support Experiences challenges in giving correct answers to the questions. Most of the answers are incorrect □ Makes mistakes in saying his/her name/ age/ colour of hair/ colour of eyes/ name of the country and in answering the questions according to the pictures |—| Develops the task fully. Confident in identifying questions, answers questions correctly □
Give simple commands to follow Experiences challenges in giving commands and instructions □ Addresses the task. Makes mistakes in giving commands and instructions Jump /Listen/ Write/ Read □ Adresses the task fully, gives commands and instructions correctly. Follows commands and instructions appropriately □
Summative Assessment for the Cross curricular unit “My family and friends
Learning objective
2.R1 Read and spell out words for others
2.UE13 Use can to talk about ability and to make requests and
offers; use can / can’t to talk about permission
Assessment criteria
Level of thinking skills
• Read and spell out words
• Talk about ability, make requests and offers, and ask for permission using can and can’t
Knowledge and comprehension Application
Duration
20 minutes
Reading
Task 1 .Read the words. Match the words to the pictures.
1.
2.
3.
4.
Friends
Car
Family
Ball
House
5.
Use of English
Task 2. Ask question using can.
Take a book Task 3. Read the sentences. Write can or can’t.
1. The
2.
3. The
climb, but can’t fly.
can jump, but
fly.
can run, but
climb.
Assessment criteria Task № Descriptor Mark Additional information
A learner
Read and spell out words 1 matches 1st picture to the “Family” 1
matches 2nd picture to the “House” 1
matches 3 picture to the “Car” 1
matches 4th picture to the “Friends” 1
matches 5th picture to the “Ball” 1
Talk about ability, make requests and offers, and ask for permission using can and can’t. 2 Asks question with take a book 1 Any other answers are acceptable until can and cannot have used in sentences appropriately.
3 1. writes ‘can’ 1
2. writes ‘can’t’ 1
3. writes ‘can’t’ 1
Total marks 9
8
Rubrics for providing information to parents on the results of Summative Assessment for the unit “My family and friends” Learner’s name
Assessment criteria Level of learning achievements
Low Middle High
Read and spell out words Experiences challenges in matching the words to their pictures Makes mistakes in matching the words to their pictures family/ house/ car/ friends/ ball Correctly matches words to their pictures □
Talk about ability, make requests and offers, and ask for permission using can and can’t Experiences challenges in using can and can’t in sentences □ Makes mistakes in using can / can’t in declarative/ interrogative/ negative sentences □ Confidently uses can and can’t in questions and affirmative sentences □
Specification of Summative Assessment for term 1
1. Aim of the Summative Assessment for the term
Summative Assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content.
Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 2.
2. The document defining the content of the Summative Assessment for the term
Subject Programme in “English” (within the framework of updating the secondary education content) for primary education (Grades 1 — 4).
3. Review of Summative Assessment for term 1.
3.1 Duration — 40 minutes.
Total marks — 20.
Speaking task is conducted separately.
3.2. The structure of the Summative Assessment
Different types of multiple choice and open-ended tasks are used in the Summative Assessment for term.
This Assessment consists of 5 tasks. Multiple choice tasks require learners choose one correct answer. Open-ended tasks require learners follow instructions, answer questions in words, expressions and sentences.
Cross curricular unit Strand Learning objective Task № Type of question/ Task description Total marks
All about me My family and friends Listening 2.L1 Understand a range of short basic supported classroom instructions 1 Open-ended task. Learners listen and follow the instructions. 4
Reading 2.R1 Read and spell out words for others 2 Matching task. Learners read, spell the words and match them to the pictures. 4
Writing 2.W5 Write letters and familiar high frequency words when read aloud or spelt out for learners 3 Gap filling task. Learners choose the appropriate letters to complete the words. 4
2.UE1 Use singular nouns, plural nouns — including some common irregular plural forms in giving simple descriptions. 4 Open-ended task. Learners describe the pictures using singular and plural nouns. 4
Speaking 2.S2 Ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines 5 Open-ended task. Learners answer questions using supporting picture. 4
Sample questions and mark scheme
Tasks for the Summative Assessment for the term 1
Listening
Task 1. Listen and colour.
Teacher reads the following instructions:
1. Colour the boy’s T-shirt red.
2. Colour the girl’s dress yellow.
3. Colour the boy’s shorts blue.
4. Colour the girl’s shoes green.
Reading
Task 2. Read, spell and match pictures to the words.
[4]
1.
2.
3.
4.
[4]
11
Writing
Task 3. Complete the words.
Teacher can read the words “hat, coat, trousers, socks’ or initial letters from the box.
Tr C S H
1.
2.
3.
4.
Use of English
Task 4. Look at the pictures and make up sentences.
[4]
12
Speaking
Task 5. Look at the pictures and ask your classmate question. Use words from the box.
Yes, please. No problem. Sure. Here you are. Sorry, I need it. _________________Sorry, it’s not mine. Sorry, I cannot.___________________
Example:
P1. : Can you wash the dishes?
P2. : Sure.
P1. : Can you cross the street?
P2. : Yes, I can.
P1: Can you help me with cleaning?
P2: No problem.
P1: Can you give me the book, please?
P2: Here you are.
[4]
Mark scheme
Task № Answer Mark Additional information
1. Colours the boy’s T-shirt red. 1
Colours the girl’s dress yellow. 1
Colours the boy’s shorts blue. 1
Colours the girl’s shoes green. 1
2 Matches 1st picture to the word ‘Football’; 1
Matches 2nd picture to the word ‘Jump’ ; 1
rd Matches 3 picture to the word ‘Help’; 1
Matches 4th picture to the word ‘Friends’; 1
3. 1.Hat 1
2.Coat 1
3.Trousers 1
4.Socks 1
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4 The boy has got a puppy/a dog. / 1 Any other answers are acceptable if learners use singular and/or plural nouns in the sentences to describe the pictures.
There are many books./ Children have got many books. 1
The boy has got 3 gifts/ presents. 1
The girl has got 4 balloons/ beautiful balloons. 1
5 Can you wash the dishes? / Yes, I can / I can wash dishes / Sure / No, I cannot 1 Any other questions and answers are acceptable if learners use words, phrases and sentences appropriately.
Can you cross the street? / Yes, I can / Sure / I can cross the street / No problem / No, I cannot 1
Can you help me with cleaning? / Yes, I can / Sure / No problem / I can clean the house / I can help you with cleaning / Sorry, I cannot 1
Can you give me the book, please? / Sorry, It’s not mine / Yes, I can / Yes, please / Here you are / Sorry, I need it 1
Total marks 20
5. Administration rules
During the Assessment cover all visual materials like, diagram, schemes, posters and maps that can serve as prompts for the learners.
At the beginning of the Assessment read out the instructions and inform the learners about the assessment duration. Remind learners that they are not allowed to talk with each other during the Summative Assessment. After the instructions, make sure they have understood given instructions and ask if they have any questions before the start of the assessment.
Ensure that the learners are working individually and not helping each other. During the Summative Assessment learners should not have any access to additional recourses that can help them, for example, dictionaries (excluding the cases when it is allowed in specification)
Recommend learners to cross the wrong answers instead of using an eraser.
During the assessment you can answer learners’ questions, regarding the instructions and the assessment duration. You should not spell, paraphrase or provide any information that could give the learner an advantage.
Always tell the learners that they have 5 minutes left before the end of the Summative Assessment.
Tell the learners to stop writing and put down their pens/pencils on the desks at the end of the Summative Assessment.
6. Moderation and marking
All teachers use the same version of the mark scheme. During the moderation process it is necessary to check learner sample papers with the marks awarded to ensure there are no deviations from the standardized mark scheme.
14
TERM 2
SUMMATIVE ASSESSMENT TASKS Summative Assessment for the Cross curricular unit “My school»
Learning objective
Assessment criteria
Level of thinking skills
Duration
2.L3 Understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number
2.W7 Spell some familiar high-frequency words accurately during guided writing activities
• Recognise the main idea in a short talk on routine and familiar topics such as colour and number
• Write familiar high-frequency words accurately
Knowledge and comprehension Application
15 minutes
Listening
Task 1. Listen and number the pictures.
1. It is a yellow room. You can jump and run in this room.
2. There are 5 computers in this room. You can work there.
3. There are many books there. You can come and read them.
4. There are food and drinks in the room. You can eat there.
A
C
B
D
15
Writing
Task 2. Write the name of the objects. Teacher reads the words
1. Chair
2. Table
3. Pencil
4. Bag
5. Book
1.
2.
3.
4.
5.
Assessment criteria Task № Descriptor Mark Additional information
A learner
Recognise the main idea in a short talk on familiar topics such as colour and number 1 writes № 3 for A 1
writes №1for B 1
writes №4 for C 1
writes № 2 for D 1
Write familiar high-frequency words accurately 2 writes ‘chair’ 1 Learner can write in any order. 1 point for each correct answer.
writes ‘table’ 1
writes ‘pencil 1
writes ‘bag 1
writes ‘book 1
Total marks 9
16
Rubrics for providing information to parents on the results of Summative Assessment for the unit “My school” Learner’s name
Assessment Level of learning achievements
criteria Low Middle High
Recognise the main idea in a short talk on routine and familiar topics such as colour and number Experiences challenges in recognizing the main information in the sentences Good at identifying main information in the sentences. Some minor problems at recognizing school’s rooms: library/ gym/ canteen/ /computer Confident at identifying main information in the sentences. Completes the task correctly
□ □ □
Write familiar high-frequency words accurately Experiences challenges in writing school objects Makes mistakes in writing school objects: chair/ table/ bag/ book/ pencil Correctly writes school objects
□ □ □
Summative Assessment for the Cross curricular unit “The world around us
Learning objective
Assessment criteria
Level of thinking skills Duration
2.S3 Use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines
2.UE13 Use can to talk about ability and to make requests and offers; use can / can’t to talk about permission
• Apply basic words, phrases and short sentences in a talk about objects, activities and classroom routines
• Talk about ability, make requests and offers, and ask for permission using can and can’t
Application 20 minutes
Speaking
Task 1. Describe the picture. Use the words from the box.
Flag Kazakhstan Russia Great Britain Japan
Use of English
Task 2. Look at the road signs. Choose can or can’t to complete the sentences.
1. Stop! You……………….go. (can / can’t)
2. Danger! You………………enter. (can / can’t)
3. Go! You………………..go. (can / can’t)
4. Bicycle! You ride a bike. (can / can’t)
Task 3. Read the statements about monkeys. Write “True” (T) or “False” (F) next to the sentence.
T F
1. Monkeys can walk. ___________ ____
2. They can play tennis. _______ ____
3. They can fly. __ ____
4. They can eat bananas. _______ ____
Assessment criteria Task № Descriptor Mark Additional information
A learner
Apply basic words, phrases and short sentences in a talk about objects, activities and classroom routines 1 Possible answers: This/It is the flag of Kazakhstan. 1 Any answers are acceptable if they describe the flag. 1 point for each correct phrase and sentence.
The flag/It is blue. 1
There is the sun/It has the sun. 1
I can see the sun. 1
Talk about ability, make requests and offers, and ask for permission using can and can’t. 2 1. completes the sentence using can’t 1
2. completes the sentence using can’t 1
3. completes the sentence using can 1
4. completes the sentence using can 1
3 1. writes “T/ True” 1
2. writes “F/ False” 1
3. writes “F/ False” 1
4. writes “T/ True” 1
Total marks 12
19
Rubrics for providing information to parents on the results of Summative Assessment for the unit “The world around us” Learner’s name
Assessment Level of learning achievements
criteria Low Middle High
Apply basic words, phrases and short sentences in a talk about objects Experiences challenges in using topic words to describe the pictures of flags □ Makes mistakes in using topic words Flag/ Kazakhstan/ Russia/ Great Britain/ Japan to describe the picture Confidently uses topic words to describe the picture □
Talk about ability, make requests and offers, and ask for permission using can and can’t Experiences challenges in using can and can’t to make up sentences; and in identifying the main information of the statements using supporting picture |—| Makes mistakes in using can and can’t to make up sentences on road sings. Makes mistakes in identifying statements for True /False using the picture □ Confidently uses can and can’t to make up sentences. Correctly identifies sentences for True and False statements □
Specification of Summative Assessment for term 2
1. Aim of summative assessment
Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content.
Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 2.
2. The document defining the content of the Summative Assessment for the term
Subject Programme in “English” (within the framework of updating the secondary education content) for primary education (Grades 1 — 4).
3. Review of Summative Assessment for term 2.
3.1 Duration — 40 minutes.
Total marks -20.
Speaking task is conducted separately.
3.2. The structure of the Summative Assessment
Different types of multiple choice and open-ended tasks are used in the Summative Assessment for term.
This Assessment consists of 5 tasks. Open-ended tasks require learners follow instructions, answer questions in words, expressions and sentences.
Cross curricular unit Strand Learning objective Task № Type of question/ Task description Total marks
My school. The world around us. Listening 2.L1 Understand a range of short basic supported classroom instructions 1 Matching task. Learners listen to the teacher and tick the heard instructions. 4
Reading 2.R3 Read and follow with considerable support simple words, phrases and sentences on familiar topics. 2 Matching task. Learners read the name of road signs and match them to their pictures. 4
Writing 2.W7 Spell some familiar high-frequency words accurately during guided writing activities 3 Open-ended task. Learners construct words from the given letters. 4
2. UE2 Use cardinal numbers 1-50 to count 4 Gap filling task Leaners have to count and write the number of objects according to the pictures. 4
Speaking 2.S3 Use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines 5 Open-ended task. Learners answer questions using supporting pictures. 4
Sample questions for the 2nd term and mark scheme Listening
Task 1. Listen to the teacher twice. Tick (■/) what you hear. Teacher reads the instructions
1. Look at the board
2. Open your books
3. Listen
4. Write
[4]
Reading
Task 2. Read the road signs and match them to the pictures.
Cross the road Don’t ride a bike Bus stop Don’t go
[4]
Writing
Task 3. Write words from the following letters.
1. Abrliry__________________________________________________
2. Mgy _____________
3. Coolsh _____________
4. Acolssrom
[4]
22
Use of English
Task 4. Count and complete the sentences.
Speaking
Task 5. Look at the picture. Answer the following questions:
1. How many children are there in the photo?
2. Who are they?
3. What do they do?
4. Do you like this photo?
[4]
23
Mark scheme
Task №
Answer
Mark
Additional
information
Look at the board
Open your books
Listen
Write
2.
Don’t go
Cross the road
Don’t ride a bike
Bus stop
1. library
2. gym
3. school
4. classroom
1. 3 /three
2. 1/ one
3. 2/ two
4. 4/ four
Three/ There are three children
Pupils/students/friends/brother and sisters/ They are pupils/students/friends/brother and sisters
They are drawing/painting./They draw/paint.______________________
Yes, I do./ No, I don’t.
Total marks
20
1
1
1
1
1
1
3
1
1
1
1
4
1
1
1
1
5
1
1
24
5. Administration rules
During the Assessment cover all visual materials like, diagram, schemes, posters and maps that can serve as prompts for the learners.
At the beginning of the Assessment read out the instructions and inform the learners about the assessment duration. Remind learners that they are not allowed to talk with each other during the Summative Assessment. After the instructions, make sure they have understood given instructions and ask if they have any questions before the start of the assessment.
Ensure that the learners are working individually and not helping each other. During the Summative Assessment learners should not have any access to additional recourses that can help them, for example, dictionaries (excluding the cases when it is allowed in specification)
Recommend learners to cross the wrong answers instead of using an eraser.
During the assessment you can answer learners’ questions, regarding the instructions and the assessment duration. You should not spell, paraphrase or provide any information that could give the learner an advantage.
Always tell the learners that they have 5 minutes left before the end of the Summative Assessment.
Tell the learners to stop writing and put down their pens/pencils on the desks at the end of the Summative Assessment.
6. Moderation and marking
All teachers use the same version of the mark scheme. During the moderation process it is necessary to check learner sample papers with the marks awarded to ensure there are no deviations from the standardized mark scheme.
25
TERM 3
SUMMATIVE ASSESSMENT TASKS
Summative Assessment for the Cross curricular unit “Health and body”
Learning objective 2.S3 Use a limited range of basic words, phrases and short
sentences to describe objects, activities and classroom routines
2.R3 Read and follow with considerable support simple words, phrases and sentences on familiar topics
Assessment criteria • Talk about objects, activities and classroom routines
using topic words, phrases and short sentences • Use and follow with considerable support simple words, phrases, sentences in reading familiar topics
Level of thinking skills Application
Duration 20 minutes
Speaking
Task 1. Look at the pictures. Describe them. Tell what you can see on the pictures.
Reading
Teacher asks learners to prepare three coloured pencils: red, blue and yellow.
Task 2. Read and circle.
Circle the “head” in red.
Circle the” hand” in blue.
Circle the “leg” in yellow.
Task 3. Read the sentences and match them to the pictures.
A girl is brushing her teeth.
A girl is writing with a pencil.
A boy is reading a book.
m
*
Assessment criteria Task № Descriptor Mark Additional information
A learner
Talk about objects, activities and classroom routines using topic words, phrases and short sentences. 1 Possible answers
I can see books/desks./ The learners are reading books. 1 Any other answers are acceptable until they describe the picture (objects, activities, classroom routines).
I can see numbers. /They do sums./ The learners are solving problems. 1
I can see the teacher. / I can see children./ The teacher is helping learners. 1
The learners are in the class./ It is a classroom. 1
Use and follow with considerable support simple words, phrases, sentences in reading familiar topics. 2 circles “head” in red; 1
circles “hand” in blue; 1
circles “leg” in yellow; 1
3 matches “A girl is brushing her teeth” to the 3rd picture; 1
matches “A girl is writing with a pencil” to the 1st picture; 1
matches “A boy is reading a book.” to the 2nd picture. 1
Total marks 10
27
Rubrics for providing information to parents on the results of Summative Assessment for the Cross curricular unit “Health and body”
Learner’s name
Assessment criteria Level of learning achievements
Low Middle High
Talk about objects, activities and classroom routines using topic words, phrases and short sentences Experiences difficulties in using topical vocabulary. Describes the pictures inappropriately □ Makes mistakes in naming objects and activities. Experiences minor challenges in making up sentences, grammar and pronunciation Fully completes the task. Confidently uses topic vocabulary, speaks in full sentences with grammar accuracy. Pronunciation is clear j—j
Use and follow with considerable support simple words, phrases, sentences as a support in reading familiar topics Experiences challenges in reading the sentences and in following commands. Matches most of the sentences to their pictures incorrectly □ Makes mistakes in reading and following the commands: circle the “head” in red/ circle the” hand” in blue/ circle the “leg” in yellow and in matching “A girl is brushing her teeth” to the 3r picture/ “A girl is writing with a pencil” to the 1st picture/ “A boy is reading a book.” to the 2nd picture |—| Adresses the task fully. Reads the sentences and circles pictures correctly. Matches sentences to their pictures accordingly □
Summative Assessment for the Cross curricular unit “Traditions and customs
Learning objective
2.L9 Recognize the spoken form of familiar words and expressions
2.UE8 Use simple imperative forms [positive and negative] for basic commands and instructions
Assessment criteria
Identify familiar words and expressions in a talk Apply the positive and negative forms for basic commands and instructions
Level of thinking skills
Knowledge and comprehension Application
Duration
20 minutes
Listening
Task 1. Listen to the teacher. Write letters A, B, C and D under the right picture.
A. It is Independence Day.
B. I like my birthday very much.
C. We get presents on New Year’s Day.
D. We visit our friends on Nauryz.
Task 2. Listen to the sentence. Choose the correct option and put S in the right box.
№ A B C
1.We can see the flag on Independence day. In гМдп
2. I have many balloons on Birthday. I—1—QD l l У □ S£n — □
3.There are many presents on New Year’s day. ii □ Шь « □
4.There are many flowers on Nauryz. Hrfc. □ s □
Task 3. Fill in the gap with the word to make instructions.
Make Cook Visit Wear late
Nauryz
Assessment criteria Task Descriptor Mark
A learner
Identify familiar word and expression in a talk 1 writes D under the 1st picture; 1
writes C under the 2nd picture; 1
writes A under the 3 picture; 1
writes B under the 4th picture; 1
2 1. chooses “A” 1
2. chooses “C” 1
3. chooses “B” 1
4. chooses “C” 1
Apply the positive and negative forms for the basic commands and instructions 3 1. writes “Visit” 1
2. writes “Cook 1
3. writes “Wear 1
4. writes “Make 1
5. writes “late 1
Total marks 13
30
Rubrics for providing information to parents on the results of Summative Assessment for the Cross curricular unit “Traditions and customs” Learner’s name
Assessment criteria Level of learning achievements
Low Middle High
Identify familiar words and expressions in a talk Experiences challenges in recognizing topical words and in choosing correct options according to the talk Makes mistakes in identifying topical vocabulary for Independence Day/ Birthday / New Year’s Day /Nauryz and in marking appropriate pictures according to the talk Fully completes the task. Confident in identifying topical vocabulary and in marking appropriate pictures according to the talk
□ □ □
Apply the positive and negative forms for the basic commands and instructions Experiences challenges in making commands and instructions Makes mistakes in making commands and instructions on the topic: Visit friends. / Cook baursaks, beshbarmak and tea./ Wear beautiful national clothes./ Make presents/ Don’t be late! Adresses the task fully. Makes instructions properly
□ □ □
Specification of Summative Assessment for Term 3
1. Aim of the Summative Assessment for the term
Summative Assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content.
Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 2.
2. The document defining the content of the Summative Assessment for the term
Subject Programme in “English” (within the framework of updating the secondary education content) for primary education (Grades 1 — 4).
3. Review of Summative Assessment for term 3.
3.1 Duration — 40 minutes.
Total marks -20.
Speaking task is conducted separately.
3.2. The structure of the Summative Assessment
Different types of multiple choice and open-ended tasks are used in the Summative Assessment for term.
This Assessment consists of 5 tasks. Multiple choice tasks require learners choose one correct answer. Open-ended tasks require learners follow instructions, answer questions in words, expressions and sentences. Gap filling tasks require learners to put word(s) in the spaces provided.
Cross curricular unit Strand Learning objective Task№ Type of question/ Task description Total marks
Health and body. Traditions and Customs Listening 2.L5 Identify missing phonemes in incomplete words 1 Gap filling task. Learners choose the appropriate letters to complete the words 4
Reading 2.R1 Read and spell out words for others 2 Multiple choice task. Learners look at the pictures, read and find the correct word and spell it 4
Use of English 2.UE13 Use can to talk about ability and to make requests and offers; use can / can’t to talk about permission 3 Gap filling task. Learners look at the pictures and insert the correct verb or expression into the gap 4
Writing 2.W7 Spell some familiar high-frequency words accurately during guided writing activities 4 Open-ended task. Learners write the words and spell them 4
Speaking 2.S8 Give simple instructions for others to follow 5 Open ended task. Learners look at the pictures and give simple instructions to each other 4
Sample questions and mark scheme
Tasks for the Summative Assessment for the Term 3
Listening
Task 1. Listen to the teacher and fill in the gaps with appropriate letters.
Teacher reads the words:
Fish
Thin
Brush
Cheese_____________________________________________________________________________
br sh ch th
fi
in
ush
Reading
Task 2. Read the words. Find the parts of the head, circle and spell them.
eese
[4]
ear
arm
mouth
foot
nose
hand
eye
[4]
Use of English
Task 3. Look at the pictures. Write simple sentences about what you can/ can’t do.
Example: I can speak English.
1. I
draw.
2. You
take my book.
3.
I help you?
4. You________________use phone at the lesson.
[4]
35
Writing
Task 4. Write the missing words in the sentences.
1. We get
2. You eat a
3. They can see many
4. We wear
clothes
on New Year’s Day.
at the birthday Party!
on Independence Day!
on Nauryz Day.
[4]
Speaking
Task 5. Look at the pictures and give instructions to your classmates.
2.
[4]
36
Mark scheme
Task № Answer Mark Additional information
1 Fish 1
Thin 1
Brush 1
Cheese 1
2 Ear 1 These words may come in any order.
Mouth 1
Nose 1
Eye 1
3 1. I can draw. 1
2. You can take my book. 1
3. Can I help you? 1
4. You cannot use phone at the lesson. 1
4 1. presents/gifts 1
2. cake 1
3. flags 1
4. national 1
5 Dance! 1
Jump! 1
Write! 1
Clap your hands! 1
Total marks 20
5. Administration rules
During the Assessment cover all visual materials like, diagram, schemes, posters and maps that can serve as prompts for the learners.
At the beginning of the Assessment read out the instructions and inform the learners about the assessment duration. Remind learners that they are not allowed to talk with each other during the Summative Assessment. After the instructions, make sure they have understood given instructions and ask if they have any questions before the start of the assessment.
Ensure that the learners are working individually and not helping each other. During the Summative Assessment learners should not have any access to additional recourses that can help them, for example, dictionaries (excluding the cases when it is allowed in specification)
Recommend learners to cross the wrong answers instead of using an eraser.
During the assessment you can answer learners’ questions, regarding the instructions and the assessment duration. You should not spell, paraphrase or provide any information that could give the learner an advantage.
Always tell the learners that they have 5 minutes left before the end of the Summative Assessment.
Tell the learners to stop writing and put down their pens/pencils on the desks at the end of the Summative Assessment.
6. Moderation and marking
All teachers use the same version of the mark scheme. During the moderation process it is necessary to check learner sample papers with the marks awarded to ensure there are no deviations from the standardized mark scheme.
37
TERM 4
SUMMATIVE ASSESSMENT TASKS
Summative Assessment for the Cross curricular unit “The natural environment”
Learning objective
Assessment criteria
2.L4 Recognise with support short basic questions relating to features such as colour and number
2.UE13 Use can to talk about ability and to make requests and offers; use can / can’t to talk about permission
• Identify short questions on curricular topics with support such as colour and number
• Talk about ability, make requests and offers, and ask for permission using can and can’t
Level of thinking skills
Duration
Knowledge and comprehension Application
20 minutes
Listening
Task 1. Listen to the teacher and answer the questions.
1. Are the trees green in autumn?
2. Are the trees white in winter?
3. Are there flowers in summer?
4. Are there 3 seasons in a year?
5. Are there 5 months in autumn?
6. Do we celebrate the New Year in winter?
7. Is your big holiday in spring?
38
Use of English Task 2.
A. Look at the pictures and tell what you can and cannot do at the Zoo.
B. Look at the pictures and tell what you can do as animals can.
C. Look at the pictures and make a request or offer.
39
Assessment criteria Task Descriptor Mark Additional information
A learner
Identify short questions on curricular topics with support such as colour and number. 1 1. No./No, there are not. 1
2. Yes./ Yes, they are. 1
3. Yes./ Yes, there are. 1
4. No./No, there are not. 1
5. No./No, there are not. 1
6. Yes./ Yes, I do. 1
7. No./No, it is not. 1
Talk about ability, make requests and offers, and ask for permission using can and can’t. 2 Possible answers A. You cannot feed animals. 1 Any other answers are acceptable if they describe pictures using can and can’t appropriately.
You cannot stand very close to animals. 1
You can come to the Zoo with your parents. 1
B. I can ride a bike like an elephant. 1
I can jump on the sofa like monkeys. 1
C. Can I take a dog for a walk? 1
Can I feed the chickens? 1
Total marks 14
40
Rubrics for providing information to parents on the results of Summative Assessment for the Cross curricular unit “The natural
environment”
Learner’s name
Assessment criteria Level of learning achievements
Low Middle High
Identify short questions on curricular topics with support such as colour and number Experiences challenges in answering the questions □ Makes mistakes in answering basic questions YES. (Yes, they are. Yes, there are. Yes, I do.)/ NO. (No, there are not. No it is not.) □ Answers to the questions correctly □
Talk about ability, make requests and offers, and ask for permission using can and can’t Experiences challenges in using can and can’t in a talk □ Makes mistakes in using can and can’t in a talk □ Adresses the task fully. Confidently uses can and can’t in a talk □
Summative Assessment for the Cross curricular unit “Travel
Learning objective
Assessment criteria
Level of thinking skills
Duration
2.R3 Read and follow with considerable support simple, words, phrases and sentences on familiar topics
2.S4 Respond to basic supported questions giving personal and factual information
• Use and follow with considerable support words, phrases, sentences in reading familiar topics
• Answer basic questions with support
• Provide personal information and facts
Knowledge and comprehension Application
20 minutes
Reading
Task 1. Read sentences and match them to the appropriate pictures.
1. I like to play with a car.
2. We go to Astana by train.
Task 2. Read and follow the instructions.
1. Colour the bus into yellow.
2. Cross the plane.
3. Circle the red car.
Task 3. Listen to the teacher and answer the questions.
1. What is your name?
2. Can you ride a bike?
3. Do you go to school by bus?
4. What types of vehicles do you know?
5. Do you fly by plane?
Assessment criteria Task Descriptor Mark Additional information
A learner
Use and follow with considerable support words, phrases, sentences in reading familiar topics. 1 matches the 1st sentence to a car; 1
matches the 2nd sentence to a train; 1
matches the 3 sentence to a bike; 1
matches the 4th sentence to a plane; 1
2 colours the bus into yellow; 1
crosses the plane; 1
circles the red car; 1
Answer basic questions with support. Provide personal information. 3 Possible answers My name is Amir. 1 Any other answers are acceptable if they respond to the questions appropriately.
I can/can’t ride a bike. 1
Yes./Yes, I do. No./No, I don’t. 1
I know a bus, a car, a train, a plane, etc. 1
Yes./Yes, I do. 1
Total marks 12
43
Rubrics for providing information to parents on the results of Summative Assessment for the Cross curricular unit “Travel” Learner’s name
Assessment criteria Level of learning achievements
Low Middle High
Use and follow with considerable support words, phrases, sentences in reading familiar topics Experiences challenges in recognizing sentences. Most of the answers are incorrect Makes mistakes in identifying sentences and matching them to the appropriate pictures. There are some mistakes in performing instructions Fully completes the task. Confident in identifying sentences and matches sentences properly, follows instructions accordingly
□ □ □
Answer basic questions with support. Provide personal information Experiences challenges in answering the questions Makes mistakes in answering personal questions Adresses the task fully. Answers the questions appropriately
□ □ □
Specification of Summative Assessment for term 4
1. Aim of the Summative Assessment for the Term
Summative Assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content.
Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 2.
2. The document defining the content of the Summative Assessment for the term
Subject Programme in “English” (within the framework of updating the secondary education content) for primary education (Grades 1 — 4).
3. Review of Summative Assessment for term 4.
3.1 Duration — 40 minutes.
Total marks — 20.
Speaking task is conducted separately.
3.2. The structure of the Summative Assessment
Different types of multiple choice and open-ended tasks are used in the Summative Assessment for term.
This Assessment consists of 5 tasks. Multiple choice tasks require learners choose one correct answer. Open-ended tasks require learners follow instructions, answer questions in words, expressions and sentences.
Cross curricular unit Strand Learning objective Task№ Type of question/ Task description Total marks
The natural environment. Travel Listening 2.L3 Understand the main points of short, slow and carefully articulated talk on routine and familiar topics such as colour and number 1 Multiple choice task. Learners colour and draw pictures according to the instructions 4
Reading 2.R3 Read and follow with considerable support simple words, phrases and sentences on familiar topics 2 Multiple choice task. Learners read and underline the sentences describing winter 4
Use of English 2.UE10 Use common present continuous forms [positive, negative, question] 3 Open-ended task. Learners answer the questions using present continuous forms 4
Writing 2.W5 Write letters and familiar high frequency words when read aloud or spelt out for learners 4 Open-ended task. Learners write the missing words 4
Speaking 2. S3 Use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines 5 Open-ended task. Learners describe objects, activities and classroom routines using topic words, phrases and short sentences 4
Tasks for the Summative Assessment for the Term 4
Listening
Task 1. Listen to the teacher and follow the instructions.
1. Colour a starfish into red.
2. Colour a whale into blue.
3. How many jelly fish are there? Count and circle: 2 3 1
4. Complete the picture.
Complete the fish.
[4]
Reading
Task 2. Look at the picture. Read the sentences. Underline the sentences that describe the picture.
1. Children are going to the lake to swim.
2. It is very cold.
3. Children are playing snowballs, skating and skiing.
4. The weather is very hot.
5. The trees are white with snow.
6. This is the season when the New Year comes.
[4]
Use of English
Task 3. Look at the pictures and answer the questions. Teacher chooses one card for each learner.
it
1. Is he riding a bike? 2. What is he doing? 3. What colour T-shirt is he wearing? 4. Is he driving a red car? 1. What season is it? 2. Is the boy playing with a boat? 3. What colour is the boat? 4. What is he wearing? 1. Where is he standing? 2. Is he fixing a rocket? 3. What colour jeans is he wearing? 4. Is he playing chess?
[4]
48
Writing
Task 4. Write the missing word in the sentence.
Teacher reads the sentences.
1. We go to school by a school bus.
2. He flies to London by plane.
3. They can go to Astana by train.
4. We enjoy riding a bike.
1. We go to school by a ________________
2. He flies to London by
3. They can go to Astana by
4. We enjoy riding a
[4]
Speaking
Task 5. Look at the pictures. Name the vehicle and describe it.
I I I I I 11
m
1.
[4]
49
Mark scheme
Task № Answer Mark Additional information
1 Colours a starfish into red. 1
Colours a whale into blue. 1
Circles number 2. 1
Completes the fish. 1 can be various. The answer is acceptable until it is a picture of fish.
2 It is very cold. 1 A learner chooses four sentences about winter and underlines them.
Children are playing snowballs, skating and skiing. 1
The trees are white with snow. 1
This is the season when the New Year comes. 1
3 He is not riding a bike. 1
He is driving a car. 1
He is wearing a green T-shirt. 1
Yes, he is driving a red car. 1
4 1. school bus 1
2. plane 1
3. train 1
4. bike 1
5 Possible answers. This is a fire machine/ a helicopter/ a rocket. It is big/ red/ blue. It can fly. It moves. 1 A learner chooses any kind of transportation. Names it. Tells about its size and colour. Names the action vehicle can do.
1
1
1
Total marks 20
5. Administration rules
During the Assessment cover all visual materials like, diagram, schemes, posters and maps that can serve as prompts for the learners.
At the beginning of the Assessment read out the instructions and inform the learners about the assessment duration. Remind learners that they are not allowed to talk with each other during the Summative Assessment. After the instructions, make sure they have understood given instructions and ask if they have any questions before the start of the assessment.
Ensure that the learners are working individually and not helping each other. During the Summative Assessment learners should not have any access to additional recourses that can help them, for example, dictionaries (excluding the cases when it is allowed in specification)
Recommend learners to cross the wrong answers instead of using an eraser.
During the assessment you can answer learners’ questions, regarding the instructions and the assessment duration. You should not spell, paraphrase or provide any information that could give the learner an advantage.
50
Always tell the learners that they have 5 minutes left before the end of the Summative Assessment.
Tell the learners to stop writing and put down their pens/pencils on the desks at the end of the Summative Assessment.
6. Moderation and marking
All teachers use the same version of the mark scheme. During the moderation process it is necessary to check learner sample papers with the marks awarded to ensure there are no deviations from the standardized mark scheme.

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