T2 English Exams 2017-18

Support Materials

T2 Exams_0218_RCJ

Grades 1- 3

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T2 English Exams 2017-18 Support Materials

Grades: 1-3 English Reading (ER) and Writing (EW) Both reading and writing are weighted equally. Speaking and Listening are not examined. The English exams link to Trimester 2 learning outcomes. For more ER and EW exam specifications follow the ADEK portal pathway: https://portal.adek.abudhabi.ae/sites/CA/Shared%20Documents/Forms/AllItems.aspx?RootFolder=%2Fsites%2FCA%2FShared%20Documents%2FAssessment%20Development%20Section%2F2017%2D2018%2FT2%2FTest%20Specifications%20T2%20%D8%AC%D8%AF%D8%A7%D9%88%D9%84%20%D8%A7%D9%84%D9%85%D9%88%D8%A7%D8%B5%D9%81%D8%A7%D8%AA%20%D9%84%D8%A7%D9%85%D8%AA%D8%AD%D8%A7%D9%86%D8%A7%D8%AA%20%D8%A7%D9%84%D9%81%D8%B5%D9%84%20%D8%A7%D9%84%D8%AB%D8%A7%D9%86%D9%8A&FolderCTID=0x01200041F95D0BEE6EDA44BA4110FD7F68D542&View=%7B735DA53D%2D6D3E%2D4489%2D8F0B%2D2C705A06C928%7D&InitialTabId=Ribbon%2EDocument&VisibilityContext=WSSTabPersistence

Note:

Trimester 2 exam support materials are exemplars and not grade specific. The exemplar texts are for illustration purposes only. These materials are designed to support teaching and learning

For reading and writing, Grade 1-3 will be awarded a numerical value

For ER, each item is equally weighted. Students are awarded 2 marks for a correct response

Exam skills should be developed within the context of teaching and learning.

English Reading For ADEK exams, there are 4 text types: imaginative, information, procedural, persuasive. There are 4 item levels: retrieve, interpret, reflect and language*.

language* items test language in context (refer to ADEK’s exam specifications for English).

There are two item types:

MCQ: multiple choice

CR: constructed response

Exemplar ER instruction for questions:

Read Text A and answer questions A1-A5 For question A1-A4, choose one answer and circle it e.g. A . For A5, write your answer in the space provided. If you make a mistake, cross out the first answer and circle the correct one e.g. A C. Exemplar ER front page:

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Writing: EW G1-3

There are letter, word, and sentence level writing tasks.

The writing prompt includes visuals and key words

Exemplar EW G1-3 back page:

Refer to grade specific writing rubrics:

(writing rubrics can be found in the exam specifications documents)

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G1-3 Exam Administration:

ER:

Teachers should read the exam instructions to students once

Teachers can read the text and items to students once

MCQ responses can be read to the students once. Then, students select the MCQ

response, which they consider to be the correct choice, independently

EW:

Teachers should read the exam instructions to students once

Teachers can read the exam prompt and key words to the students once

Teacher Guide for Marking

For ER and EW, students will be awarded a numerical mark /100.

For ER, each question is equally weighted and awarded 2 marks. Incorrect responses will

be awarded a 0 mark. How mark values are awarded is indicated on the back page of the

reading exam. The total mark is /50.

For EW, marks are awarded according to the criteria outlined in the writing rubrics. How

marks are awarded is indicated on the back page of the writing exam. The total mark is

/50. Teachers assess across all writing tasks when awarding a mark. Students have

multiple opportunities to access the writing rubric through completion of letter, word,

and sentence level tasks.

ER and EW are added together to calculate the total mark /100 for the English

examination.

Standardised Marking The Trimester 3 Exam papers must only be marked by Grade 1 - 3 teachers, as they are familiar with assessing against the ADEK curriculum. Where there is more than one teacher teaching Grade 1 - 3 English at a school, it is appropriate for teachers to mark each other’s classes or sit together to mark and make joint decisions in line with the mark scheme. The control room staff at each school should check the addition on the back page of the exams and ensure the final mark has been calculated correctly. It is recommended that the HoF monitors the exam marking process to ensure consistency of standards.

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Preparing Students for Trimester 2 Exams Whole-class test practice Whole class test practice can be useful for all students, especially for those who try hard but find higher level reading questions more challenging. To organize practice with such questions, select a particular type of question and guide the class through the stages of formulating an answer - model how this is done. Teachers can organise students into groups to devise answers that can be shared and compared. Working with targeted groups of students gives an insight into the working processes which might otherwise be difficult to recognize. Feedback tutorial After completing practice reading questions, students may be offered a feedback tutorial. This might involve:

detailed feedback which identifies strengths and weaknesses in performance,

and identifying critical next steps

emphasizing where students gained marks and lost marks

clarifying strategies for improving performance, for example eliminating

multiple choice responses which you know are incorrect. Create a ‘Top Tips’

leaflet

suggesting checking strategies.

Mini-marking Students take part in a mini-marking or moderation activity. Ask students to mark their answers against clear assessment criteria. For constructed response answers, students could rank the order of the responses and identify what makes a successful answer. This activity allows students to see examples of well-formulated responses. Personal targets As the exam approaches, it is appropriate to agree on personal targets with the students. For example:

I will check for the three common errors I know I make

I will read questions carefully, highlight the stem verbs, identify specific sections

of the text where I will find the answer

I will answer all of the questions and all sections of the paper

I will finish on time and leave check time. I will identify questions which need

more think time

I will attempt to make a point and explain my point - for constructed response

answers

I will remember to use paragraphs

I will plan an ending to my writing, so I know where I am going

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ER Exam Materials

(Exemplars are not grade specific)

Text A: The Family

The Family

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Teacher: “Look at text A and answer questions A1-A6. Choose one answer and circle it: e.g. A . If you make a mistake, cross out the first answer and circle the correct one e.g. A C “ A1. (retrieve) Where is the family? [2]

A. at the mall B. at the park C. at school D. at home

A2. (retrieve) What are the family doing? [2]

A. sitting B. driving C. walking D. shopping

A3. (retrieve) What is this? [2]

A. milk B. juice C. water D. tea

A4. (retrieve) Which picture shows an orange? [2]

.

A. B. C. D

A5. (interpret) Look at the picture.

How does the father feel? [2]

A. B. C. D.

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A6. (reflect) Look at the picture. [2] The family enjoys A. spending time together. B. walking on the beach. C. playing sports. D. shopping at the market.

________________________________________________________________________ Text B: From Seeds to Plants

From Seeds to Plants

1. Plant the seed. 2. Water and

sunlight help the roots to grow.

3. The seedling pushes through the soil.

4. The stem transports water to the leaves and the flowers.

shoot

roots

seed

seedling

leaves

flower

stem

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Teacher: “Look at text B and answer questions B1-B5. Choose one answer and circle it: e.g. A . If you make a mistake, cross out the first answer and circle the correct one e.g. A C “ B1. What is this? [2]

A. the moon B. a shoot C. the sun D. a seed

B2. What is this? [2]

A. water B. sunlight C. a seedling D. flowers

B3. What helps roots to grow? [2]

A. leaves B. seeds C. flowers D. sunlight

B4. Which step is this? [2]

A. 1. B. 2. C. 3. D. 4.

B5. Which picture shows a flower? [2]

A. B. C. D.

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Text C: Dinner for Mum Dinner for Mum

My name is Maryam and I love to cook for my mum. On Saturday my mum did not feel very well. I did not want her to worry, so I thought I would help her by making the dinner. I decided I would make a baked chicken for my family. First I washed the chicken and put it in a pan. Next, I put the chicken in the oven to bake. Finally, I set the timer and waited for our delicious dinner. After two hours, the oven timer rang. I opened the oven door. I discovered the chicken had not cooked. I had forgotten to turn on the oven. I laughed and laughed. I called for a pizza delivery instead. My mum enjoyed the pizza. I said we could have baked chicken another night. ________________________________________________________________________

Look at text C and answer questions C1-C6. Choose one answer and circle it: e.g. A . If you make a mistake, cross out the first answer and circle the correct one e.g. A C

C1. What does Maryam enjoy doing? [2]

A. singing

B. cooking

C. playing

D. shopping

C2. What was Maryam’s problem? [2]

Her mother was

A. sick.

B. forgetful.

C. asleep.

D. at the mall.

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C3. In the end, what did the family eat for dinner? [2]

A. pasta

B. pizza

C. chicken

D. biryani

C4. Look at paragraph 2. [2]

“…waited for our delicious dinner.” What is the closest meaning to ‘delicious’?

A. tasty

B. baked

C. beautiful

D. terrible

C5. Why did Maryam laugh? [2]

A. because she forgot to wash the chicken

B. because she was happy with her family

C. because she was nervous

D. because she forgot to turn on the oven

C6. Look at paragraph 1. [2]

“I did not want her to worry…” What does this suggest about Maryam?

A. she is selfish

B. she is sad

C. she is caring

D. she is dishonest

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Text D: Shamma Loves Flowers and Plants

Shamma Loves Flowers and Plants

Flowers and plants come in all shapes, colours and sizes.

Shamma loves flowers and plants.

Her favourite flowers are red roses and yellow sunflowers.

She likes to watch the bees and butterflies visit the flowers.

The bees and butterflies get their food from the flowers.

Shamma knows that flowers and plants like sunlight, air and water.

She knows how plants use sunlight and water to make food.

Shamma loves flowers and plants.

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D1. Look at line 2. [2] What does Shamma love?

A. sunlight and water B. flowers and plants C. air and water D. butterflies and sunlight

D2. What is this? [2]

A. the sun B. a flower C. water D. a bee

D3. What colour roses does Shamma like? [2] A. B. C. D. D4. What does Shamma like to watch? [2]

1. ________________________

2. ________________________ D5. What is this? [2]

A. a bee B. the sun C. a flower D. water

D6. Look at the last line. [2] How does Shamma feel about flowers and plants?

A. B. C. D.

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Text E: Students

Students

Abdulla Age: 11 Abdulrahman Age: 10

Lives in: Abu Dhabi

Favourite foods: rice, chicken

Favourite sport: football

Favourite place to visit: Grandma’s house

Lives in: Sharjah

Favourite foods: bananas, noodles

Favourite sport: basketball

Favourite place to visit: Burj Khalifa

Aisha Age: 12 Fatima Age: 9

Lives in: Dubai

Favourite foods: harees, mangoes

Favourite sport: Jiu-Jitsu

Favourite place to visit: Ferrari World

Lives in: Abu Dhabi

Favourite food: pizza, hamburgers

Favourite sport: tennis

Favourite place to visit: the mall

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Teacher: “Look at text E and answer questions E1-E5. Choose one answer and circle it: e.g. A . If you make a mistake, cross out the first answer and circle the correct one e.g. A C “

E1. What is this person’s name? [2]

A. Abdulla

B. Aisha

C. Fatima

D. Abdulrahman

E2. How old is Abdulrahman? [2]

A. 9

B. 10

C. 11

D. 12

E3. What is Aisha’s favourite sport? [2]

A. tennis

B. football

C. basketball

D. Jiu-Jitsu

E4. Who lives in Abu Dhabi? [2]

1.____________________________________

2.____________________________________

E5. Who likes to visit their grandma? [2]

A. Abdulla

B. Abdulrahman

C. Aisha

D. Fatima

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Text F: The Ghaf Tree

The Ghaf Tree

1. The ghaf tree is the national tree of the UAE. 2. The ghaf tree is small and strong. It lives in hot and dry places. 3. Ghaf trees are found in the deserts of Oman, Saudi Arabia and the United Arab Emirates. 4. The seeds of the ghaf tree are eaten by both animals and people. 5. The flowers of the ghaf tree can be yellow or white. Also: F1. What is this? [2] A. a branch B. flowers C. a trunk D. roots

Many birds make their homes in the ghaf tree. Some birds live in holes in the trunk and some birds live in nests in the branches.

Animals and people rest under the shade of the ghaf tree to shelter from the sun.

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F2. The ghaf tree protects animals and people from [2] A. the rain. B. birds. C. branches. D. the sun.

F3. What colour are the flowers of the ghaf tree? [2]

A. green B. yellow C. red D. black

F4. Which part of the ghaf tree is eaten by birds and people? [2]

A. the trunk B. seeds C. the branches D. flowers

F5. Which point tells the reader where ghaf trees are found? [2]

A. 1 B. 2 C. 3 D. 4

F6. The ghaf tree is the national tree of which country? [2]

A. Oman B. Saudi Arabia C. UAE D. Egypt

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Text G: How to Make Slime

How to Make Slime

Ingredients:

1. 1 and a half cups of water (350ml)

2. 3 to 4 drops of food colouring

3. 2 cups of corn starch (220g)

Equipment:

a small pot

a bowl

a measuring cup

A wooden spoon

The Steps

1. Add one cup (250ml) of water to a

small pot

2. Heat until the water is warm (make

sure an adult helps with this)

3. Put the warm water in a bowl (make

sure an adult helps with this)

4. Add the food colouring to the warm

water

5. Add the corn starch and mix with the coloured water. When the mixture is completed, you have slime!

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G1. The text tells you how to make [2] A. paint. B. healthy food. C. slime. D. a hot drink.

G2. What is this? [2]

A. a pot B. a bowl C. a cup D. a spoon

G3. When do you add food colouring to the warm water? [2]

A. Step 1 B. Step 2 C. Step 3 D. Step 4

G4. Which picture shows the slime when it is finished? [2]

G5. What is the text type? [2]

A. procedure B. information C. recount D. argument

A. B. C. D.

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Text H: Desert Camping Desert Camping

H1. (retrieve) What is the title of the text? [2]

A. Outdoor Adventure B. Desert Camping C. UAE Eating D. Emirati Traditions

H2. (retrieve) What is this? [2] A. a tent B. a tree C. the sky D. a star

H3. (interpret) What time of day is it? [2] A. morning B. night C. afternoon D. noon

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H4. (interpret) What is this? [2] A. the earth B. the moon C. the sun D. the sea

H5. (interpret) Which picture shows a fire? [2]

A. B. C. D.

H6. (interpret) Look at the picture. [2] Where is a good place to go camping?

A. at school B. in the desert C. at the mall D. in the city

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Text J: Critical Response

adapted from cartoon network

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Text J: Critical Response Exemplar questions Retrieve: J1. When is Mansour coming to Cartoon World? [2]

A. July 2018 B. Last year C. Season Two D. May 2018

Retrieve: J2. Where can you meet Mansour? [2]

A. Al Wahda Mall B. Al Barsha Mall C. Abu Dhabi Mall D. Marina Mall

Interpret: J3. What is the main reason the writer uses this image of Mansour? [2]

A. so the cartoon looks lively and fun

B. because Mansour is solving a problem

C. because Mansour is not well known

D. so the cartoon is interesting to scientists

Reflect: J4. What is the main purpose of this text? [2]

A. to advise B. to describe C. to persuade D. to discuss

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The Snail and the Whale

This is the bell on the school in the bay,

Ringing the children in from their play.

This is the teacher, holding her chalk,

Telling the class, “Sit straight! Don’t talk!”

This is the board, as black as soot…

And this is the snail with the itchy foot!

“A snail! A snail”

The teacher turns pale.

“Look!” say the children.

“It’s leaving a trail.”

This is the trail

Of the tiny snail,

A silvery trail saying… ‘SAVE THE WHALE…’

These are the children, running from school,

Fetching the firemen, digging a pool,

Squirting and spraying to keep the whale cool.

This is the tide coming into the bay,

And these are the villagers shouting, “Hurray!”

As the whale and the snail travel safely away…

Text K: Imaginative

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Exemplar questions for text K: Narrative Retrieve: [2]

K1. What is the title of the text?

A. The teacher turns pale

B. These are the children

C. ‘A snail! A snail.’

D. The Snail and the Whale

Language:

K2. ‘The teacher turns pale.’ [2] Which of these words is an adjective?

A. The

B. teacher

C. turns

D. pale

Interpret: K3. ‘This is the bell on the school in the bay. Ringing the children in from their play.” [2] ‘bay’ and ‘play’ are an example of which poetic feature?

A. repetition

B. metaphor

C. simile

D. rhyme

Interpret:

K4. ‘This is the teacher, holding her chalk,’ [2] Why does the writer say this?

A. to start the story

B. to introduce a new paragraph

C. to introduce a new character

D. to conclude the story

Reflect:

K5. How do the pictures mainly help you understand the text? [2]

A. they help you understand what is happening in the story B. they show you what firemen in a red lorry look like

C. they use bright colours for characters

D. they make the story funny

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Exemplar Coding Text J: Mansour MCQ:

J1: D J2: B J3: A J4: C

Text F: The Snail and the Whale MCQ:

K1: D K2: D K3: D K4: C K5: A

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EW: Exemplar writing prompts (Writing Prompts Are Not Grade Specific)

EW: Part 1 Fill in the missing uppercase letter for each table. Here is an example:

Fill in the missing lowercase letter for each table. Here is an example:

C D E

J L

S T

v w x

h i

n o

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EW: Part 2 Look at the pictures, write the missing letters.

computer

___ ook

___eacher

___urse

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Complete the sentence by writing the missing word. Here is an example:

The student cuts the red paper.

Use these words.

ball boy run water

The children drink ____________ at lunch time.

The ___________ sits at his desk.

The children kick the __________ in

the playground.

draw cuts glue

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EW: Part 3 Look at the pictures. Write one or more sentences about your school.

You can use these words in writing:

Start writing here:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

like read play

eat book friend

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________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Text type writing: EW

Task Completion information

Vocabulary

Words

Grammar

Punctuation

Letter Formation

Organisation Total Mark

10

10

10

10

10

50

Name of the Marker: ________________________________Signature:____________________ Name of the Reviewer: ______________________________ Signature:____________________

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EW: Exemplar writing prompts (Writing Prompts Are Not Grade Specific)

EW: Part 1 Look at the pictures, write the missing letters. Here is an example:

catch

ki_______

fi_______ing

thr_______

sk_______

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EW: Part 2

Look at the pictures. Complete the sentence by writing the missing words.

Here is an example: foot hand ball

The boy kicks the ball with his foot.

Use these words.

stretch runs hit throws

walk shoot ball warm-up

You should______________ before you play sport.

The boy _________ the _________.

The girl _______________ very fast.

You can __________ the ball.

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EW: Part 3 Look at the pictures. Write about one sport.

You can use these words in writing:

fun practice like active

play friends run team

Start writing here:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Text type writing: EW

Task Completion information

Vocabulary

Grammar

Use verb tenses

Organisation Total Mark

10

10

10

10

10

50

Name of the Marker: ________________________________Signature:____________________ Name of the Reviewer: ______________________________ Signature:____________________