СОР Summative Assessment English 5 Grade SOR

Methodological recommendations for Summative Assessment
English
Grade 5
1
Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English” for the Grade 5 learners. Methodological recommendations are aligned with the Subject Programme and Course plan.
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.
Methodological recommendations are designed for secondary 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.
2
Contents
TERM 1………………………………………………………………………4
Summative Assessment for the unit “Home and away”……………………………..55
Summative assessment for the unit “Living things”………………………………7
TERM 2……………………………………………………………………..11
Summative Assessment for the unit “Values”……………………………………12
Summative Assessment for the unit “The world of works”…………………………15
TERM 3……………………………………………………………………..18
Summative Assessment for the unit “Creativity”………………………………..19
Summative assessment for the unit “Fantasy world”……………………………..23
TERM 4……………………………………………………………………..26
Summative Assessment for the unit “Sports”……………………………………27
Summative assessment for the unit “Holidays”………………………………….30
3
TERM 1.
SUMMATIVE ASSESSMENT TASKS
4
Summative Assessment for the unit “Home and away»
Learning objective
5.L3 Understand an increasing range of unsupported basic questions on general and curricular topics
5.51 Provide basic information about themselves and others at sentence level on an increasing range of general topics
5.52 Ask simple questions to get information about a limited range of general topics
Assessment criteria
Level of thinking skills Duration
• Recognise basic general questions without support
• Give basic information about themselves and others at sentence level
• Make up basic interrogative sentences and get information about the topic
Higher order thinking skills
15 minutes
Listening and speaking
Task 1.Work in pairs. Ask and answer THREE QUESTIONS about the place you live in. The following words will help you to make a dialogue:
apartment, house, bedroom, bathroom, kitchen, dining room, living room, roof wall, window, door, small, big, beautiful, yard, floor, there is…, there are…, the room has…,
on the right.
Assessment criteria Task Descriptor Mark
A learner
Recognise basic general questions without support. Give basic information about themselves and others at sentence level. Make up basic interrogative sentences and get information about the topic. 1 asks an appropriate question; 1
answers a question; 1
uses appropriate topical vocabulary; 1
pronounces words, phrases and sentences intelligibly; 1
makes natural pauses; 1
talks coherently; 1
talks with grammar accuracy. 1
Total marks 7
5
Rubrics for providing information to parents on the results of Summative Assessment for the unit “Home and away’
Learner’s name
Assessment criteria Level of learning achievements
Low Middle High
Recognise basic general questions without support. Give basic information about themselves and others at sentence level. Make up basic interrogative sentences and get information about the topic. Has difficulties in making exchanges with others using supporting topical vocabulary and questions.Uses grammar inaccurately.Pronounces words and phrases incorrectly. Speaks with frequent pauses. □ Makes mistakes in maintaining basic exchanges/ in using topical vocabulary (apartment, house, bedroom, bathroom, kitchen, dining room, living room, roof wall, window, door, small, big, beautiful, yard, floor, there is/are, the room has)/ in answering general and wh-questions. Pronunciation of some words is unclear. Experiences challenges in making coherent sentences, in using appropriate grammar. Speaks with occasional pauses. j j Maintains sufficient exchanges. Confidently speaks with pairs using appropriate topical vocabulary. Speech is understandable and logically organized with grammar accuracy. Makes natural pauses. □
6
Methodological recommendations for Summative Assessment
English
Grade 5
1
Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English” for the Grade 5 learners. Methodological recommendations are aligned with the Subject Programme and Course plan.
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.
Methodological recommendations are designed for secondary 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.
2
Contents
TERM 1………………………………………………………………………4
Summative Assessment for the unit “Home and away”……………………………..55
Summative assessment for the unit “Living things”………………………………7
TERM 2……………………………………………………………………..11
Summative Assessment for the unit “Values”……………………………………12
Summative Assessment for the unit “The world of works”…………………………15
TERM 3……………………………………………………………………..18
Summative Assessment for the unit “Creativity”………………………………..19
Summative assessment for the unit “Fantasy world”……………………………..23
TERM 4……………………………………………………………………..26
Summative Assessment for the unit “Sports”……………………………………27
Summative assessment for the unit “Holidays”………………………………….30
3
TERM 1.
SUMMATIVE ASSESSMENT TASKS
4
Summative Assessment for the unit “Home and away»
Learning objective
5.L3 Understand an increasing range of unsupported basic questions on general and curricular topics
5.51 Provide basic information about themselves and others at sentence level on an increasing range of general topics
5.52 Ask simple questions to get information about a limited range of general topics
Assessment criteria
Level of thinking skills Duration
• Recognise basic general questions without support
• Give basic information about themselves and others at sentence level
• Make up basic interrogative sentences and get information about the topic
Higher order thinking skills
15 minutes
Listening and speaking
Task 1.Work in pairs. Ask and answer THREE QUESTIONS about the place you live in. The following words will help you to make a dialogue:
apartment, house, bedroom, bathroom, kitchen, dining room, living room, roof wall, window, door, small, big, beautiful, yard, floor, there is., there are., the room has.,
on the right.
Assessment criteria Task Descriptor Mark
A learner
Recognise basic general questions without support. Give basic information about themselves and others at sentence level. Make up basic interrogative sentences and get information about the topic. 1 asks an appropriate question; 1
answers a question; 1
uses appropriate topical vocabulary; 1
pronounces words, phrases and sentences intelligibly; 1
makes natural pauses; 1
talks coherently; 1
talks with grammar accuracy. 1
Total marks 7
5
Rubrics for providing information to parents on the results of Summative Assessment for the unit “Home and away’
Learner’s name
Assessment criteria Level of learning achievements
Low Middle High
Recognise basic general questions without support. Give basic information about themselves and others at sentence level. Make up basic interrogative sentences and get information about the topic. Has difficulties in making exchanges with others using supporting topical vocabulary and questions.Uses grammar inaccurately.Pronounces words and phrases incorrectly. Speaks with frequent pauses. □ Makes mistakes in maintaining basic exchanges/ in using topical vocabulary (apartment, house, bedroom, bathroom, kitchen, dining room, living room, roof wall, window, door, small, big, beautiful, yard, floor, there is/are, the room has)/ in answering general and wh-questions. Pronunciation of some words is unclear. Experiences challenges in making coherent sentences, in using appropriate grammar. Speaks with occasional pauses. j j Maintains sufficient exchanges. Confidently speaks with pairs using appropriate topical vocabulary. Speech is understandable and logically organized with grammar accuracy. Makes natural pauses. □
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Learning objective
Assessment criteria
Summative assessment for the unit “Living things”
5.R4 Read with some support a limited range of short fiction and non-fiction texts
5.W2 Write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics
• Read the given fiction or non-fiction text and identify the general information
• Write short sentences on familiar topics with support
• Connect sentences into a paragraph
Level of thinking skills
Higher order thinking skills
Duration:
20 minutes
Reading
Task 1. Read the text carefully and complete the task below.
Logums are animals from the planet Dentol. They are very large. A Logum has a very big body. His neck is short and his head is small. He has four short thick legs. His feet are flat. Each foot has three big toes. A Logum has a long trunk like an elephant. Under the trunk there is a very big mouth. There are four sharp teeth in the mouth. The Logum’s eyes are small and round. His ears are small and narrow. They are in the middle of his head. A Logum has long thick green hair. He lives in cold climate.
1. Read the text again and choose the best title
A. A Logum has a very big tail.
B. Strange Animals — Logums.
C. Plants of planet Dentol.
2. Match the halves of the sentences.
1. Logums are animals A. three big toes
2. Each foot has B. from the planet Dentol
3. There are four C. sharp teeth in the mouth.
Writing
Task 2. Write a short paragraph of 4 sentences to complete a story using the pictures below and words from the box. Check your sentences.
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—a green tail a long brown tail a blue tie
long leaves the same brown hair a blue roof and green door
very
Happy family
Once upon a time there lived animals and people together in one house. They were friendly and happy. They helped each other in different situations.
For example: This is a crocodile. It has a green tail.
People call this family “Happy family” because they lived cheerfully. Nobody could dare to disturb them.
8
Assessment criteria Task Descriptor Mark Additional information
A learner
Read the given fiction or non-fiction text and identify the general information. 1 chooses B “Strange Animals — Logums” title”; 1
1. B matches “Logums are animals from the planet Dentol”. 1
2. A matches “Each foot has three big toes”. 1
3.C matches “There are four sharp teeth in the mouth”. 1
Write short sentences on familiar topics with support. Connect sentences into a paragraph. 2 Possible answers: 1) This is a doctor. He has a blue tie. 1 1 point for each correct sentence with following words: a long brown tail/ long leaves/ a blue tie/ the same brown hair/ a blue roof and green door Sentences can be written in any order.
2) These are two girls. They have the same brown hair. 1
3) This is a lion. It has a long brown tail. 1
4) This is a palm. It has long leaves. 1
5) This is a house. It has a blue roof and green door. 1
Total marks 9
9
Rubrics for providing information to parents on the results of Summative Assessment for the unit “Living things Learner’s name
Assessment criteria Level of learning achievements
Low Middle High
Read the given fiction or nonfiction text and identify the general information. Has a difficulty in identifying the general information of the text. Chooses incorrect title for the text. Has a difficulty in matching the halves of the sentences. □ Makes mistakes in identifying the general information of the text; in recognizing thetitle of the text “Logum has a very big tail”/ Plants of planet Dentol”. Makes mistakes in matching halves of the sentences “Logums are animals from the planet Dentol”/“Each foot has three big toes”/“There are four sharp teeth in the mouth”. □ Correctly identifies the general information and the title of the text “Strange Animals -Logums.’’’Matches the halves of the sentences appropriately. □
Write short sentences on familiar topics with support. Connect sentences into a paragraph Has difficulties in writing sentences with the topical vocabulary and connecting them into a paragraph. □ Makes mistakes in writing sentences. Possible answers: This is a doctor. He has a blue tie./ These are two girls. They have the same brown hair./ This is a lion. It has a long brown tail./ This is a palm. It has long leaves./ This is a house. It has a blue roof and green door. |—| Correctly names the pictures and describes them using topical vocabulary. Writes sentences properly into a coherent paragraph. □
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TERM 2.
SUMMATIVE ASSESSMENT TASKS
11
Summative Assessment for the unit “Values”
Learning objective
Assessment criteria
Level of thinking skills Duration Listening
Task 1. Listen to Jenny’s letter and fill in the blanks with suitable words from the box as in the example:
CD2. Tapescriptl.
A letter to a friend
sitting doing asking______________________learning__________shining____________looking
Dear Harry,
Hi! It’s now 4 o’clock in the afternoon and I’m 0) sitting in the living room writing
this letter. It’s a lovely day outside. The weather is great. The sun’s 1)______________________________
and the birds are singing. My dog, Paddles, is sitting beside me and 2)_________________________________
at me with her big brown eyes. The eyes are 3)_____________________________________________me for some
food. But I’m not giving her anything because she’s getting fat.I’m
4)_______________________________ Spanish now at evening college. My Spanish is improving
slowly. I like my teacher. She’s 5)_____________________________an excellent job. I’m really enjoying
my class.
I hope you are well and happy and that your family is also well. Please write to me soon. Bye for now,
Jenny
5.L8 Understand supported narratives, including some extended talk, on an increasing range of general and curricular topics
5.S3 Give an opinion at sentence level on a limited range of general and curricular topics
• Recognise the meaning of a story with some support
• Provide a point of view in connected sentences Higher order thinking skills
15 minutes
12
Speaking
Task 2. Choose one picture you liked most and answer the question “Why is this picture special for you?”
Assessment criteria Task Descriptor Mark
A learner
Recognise the meaning of a story with some support. 1 1) writes shining; 1
2) writes looking; 1
3) writes asking; 1
4) writes learning; 1
5) writes doing; 1
Provide a point of view in connected sentences. 2 answers to the question; 1
makes 2-4 sentences according to the picture; 1
speaks with grammar accuracy, no more than 34 errors; 1
uses appropriate vocabulary on the given topic; 1
speaks with clear pronunciation of the words. 1
Total marks 10
13
Rubrics for providing information to parents on the results of Summative Assessment for the unit “Values
Learner’s name
Assessment criteria Level of learning achievements
Low Middle High
Recognise the meaning of a story with some support; Has a difficulty in identifying the correct answer from the recorder. Makes mistakes in recognising the words shining / looking / asking / learning / doing. Correctly identifies words and completes the sentences from the heard recording.
Provide a point of view in connected sentences. Has difficulties in making a speech. Uses inappropriate vocabulary. Attempts to answer the question. Makes mistakes in grammar, pronunciation, pauses, topical vocabulary. Gives a full answer to the question. The speech is comprehensive. Grammar is accurate. Natural pauses are present. Proper topical vocabulary is evident.
14
Summative Assessment for the unit “The world of works”
Learning objective
Assessment criteria
Level of thinking skills Duration
5.R5 Deduce meaning from context in short texts on a limited range of familiar general and curricular topics 5.W3 Write with support factual descriptions at text level which describe people, places and objects
• Figure out the content of a short text with some support
• Use the information to write sentences which describe people, places and objects
Higher order thinking skills
20 minutes
Reading
Task 1.Read about Tim’s normal day and then answer Yes or No for each question.
Every day Tim wakes up at five thirty when his alarm clock rings. He gets up and then goes to the bathroom and has a long, hot shower. After that he makes breakfast for him and his wife, Betty. Tim is a train driver and he wears a uniform.
Tim starts work at seven o’clock and drives trains on the London Underground. He usually works in the mornings from Monday to Friday, but he sometimes works at the weekends too. At noon he stops work for half an hour to have his lunch. He eats cheese and tomato sandwiches which Betty makes for him, and drinks a bottle of milk. After lunch he works until four o’clock and then he goes home. In the evening he plays with his baby son, Ben, and watches TV with Betty. At ten thirty they all go to bed because they are very tired — and because they get up so early in the morning!
№ Question Yes/No
1) Does Tim wake up before his alarm clock rings?
2) Is Tim married?
3) Does Tim drive a car to his job?
4) Does Tim have 30 minutes for a lunch break?
5) Does Tim finish work late in the evening?
15
Writing
Task 2.Describe the pictures. Write short sentences.
1) | cook
Example: He is a tailor. He sews the costume.
2)
3)
• waiter
4)
5)
16
Assessment criteria Task Descriptor Mark Additional information
A learner
Figure out the content of a short text with some support. 1 1) writes No; 1
2) writes Yes; 1
3) writes No; 1
4) writes Yes; 1
5) writes No; 1
Use the information to write sentences which describe people, places and objects. 2 Possible answers Any other answers are acceptable if sentences describe pictures and are written grammatically correct.
He is a cook. He cooks meals. 1
She is a singer. She sings songs. 1
He is a waiter. He serves in a restaurant. 1
He is a vet. He treats animals. 1
He is a painter. He paints a picture. 1
Total marks 10
Rubrics for providing information to parents on the results of Summative Assessment for
the unit “The world of works”
Learner’s name
Assessment criteria Level of learning achievements
Low Middle High
Figure out the content of a short text with some support. Has a difficulty in identifying the aspects of a text as needed to respond to questions posed in assigned tasks. □ Makes mistakes in responding to the questions about Tim’s normal day according to the text. □ Correctly identifies the aspects of a text as needed to respond to questions posed in assigned tasks. □
Use the information to write sentences which describe people, places and objects. Has difficulty in describing the pictures, in spelling words and using topical vocabulary. Makes mistakes in writing descriptions to the pictures: He is a cook. He cooks meals./ He is a cook. He cooks meals./ He is a waiter. He serves in a restaurant./ He is a vet. He treats the animals./ He is a painter. He paints a picture. Makes mistakes in spelling topical vocabulary. Properly writes descriptions to the pictures. Uses appropriate topical vocabulary. Spells words accurately.
17
TERM 3.
SUMMATIVE ASSESSMENT TASKS
18
Summative Assessment for the unit “Creativity”
Learning objective
5.L5 Understand most specific information and detail of short, supported talk on a wide range of familiar topics 5.S8 Recount basic stories and events on a range of general and curricular topics
Assessment criteria
Level of thinking skills
• Recognise detailed information in a short conversation with some support
• Retell short stories and episodes on a given topic
Knowledge and comprehension Application
Duration Listening
15 minutes
Task 1. Listen to the story and fill in the gaps with the words from the box. One word is odd.CD2. Tapescript2.
spring a wall autumn a lovely garden winter a hole
The selfish giant
The giant has got a 1)_________________________________________. The children want to play in the garden,
but the giant is selfish. “It is my garden”, he says. „I don’t want the children here’. He builds 2)____________________________________around the garden.
In spring there are no flowers or birds in the giant’s garden. It is 3) all year. The giant isn’t happy.
Then one day, the children find 4)
in the wall. They go in and
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play. The giant hears children in his garden. There are no birds and flowers too.
The giant is happy because it is 5)_______________________________________again. “This is your garden
now, children,” he says. The children are happy and the giant is not selfish.____________________________
Speaking
Task 2. Look at the pictures bellow, choose one and answer the following questions. What do you know about cartoons below? Speak about one of the cartoons.
The following questions will help you to organize the speech:
1. Why do you like this cartoon?
2. Who are the main heroes?
3. What is this cartoon about?
4. Which part do you like most and why?
Assessment criteria Task Descriptor Mark
20
A learner
Recognise detailed information in a short conversation with some support. 1 fills in the gap 1) with “a lovely garden”; 1
fills in the gap 2) with “a wall”; 1
fills in the gap 3) with “winter”; 1
fills in the gap 4) with “a hole”; 1
fills in the gap 5) with “spring”. 1
Retell short stories and episodes on a given topic 2 answers questions; 1
speaks with grammar accuracy; 1
expresses opinion using appropriate linking words or/and phrases (at least 2); 1
presents accurate pronunciation, rare minor errors occur (no more than 2); 1
presents topic related vocabulary (at least 3). 1
Total marks 10
21
Rubrics for providing information to parents on the results of Summative Assessment for the unit “Creativity’
Learner’s name
Assessment criteria Level of learning achievements
Low Middle High
Recognise detailed information in a short conversation with some support Has a difficulty in identifying specific details in a talk and in completing sentences with appropriate words. Makes mistakes in identifying and completing the sentences with following words a lovely garden/a wall/winter/a hole/spring. Properly identifies and completes sentences with appropriate topical vocabulary.
Retell short stories and episodes on a given topic Has difficulties in making speech and making a story using given questions. Makes mistakes in using appropriate topical vocabulary and linking words, phrases, in grammar and pronunciation. Answers some questions incorrectly. Confidently answers the questions and makes a proper story. Uses right topical vocabulary, linking devices and grammar. Pronunciation is clear. Answers most questions.
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