Summative assistment 5 grade

DRAFT VERSION

Methodological recommendations
for Summative Assessment
English
Grade 5

1

DRAFT VERSION

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 in Grade 5 is
conducted in Terms 1, 2, 3 and4.
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

DRAFT VERSION
Contents

TERM 1. ...................................................................................................................... 4
Summative Assessment for the unit “Home and away” .......................................... 55
Summative assessment for the unit “Living things” ................................................ 77
TERM 2 ..................................................................................................................... 11
Summative Assessment for the unit “Values” .................................................... 1212
Summative Assessment for the unit “The world of works” ................................. 1515
TERM 3. .................................................................................................................... 19
Summative Assessment for the unit “Creativity” .................................................... 20
Summative assessment for the unit “Fantasy world”.............................................. 24
TERM 4. .................................................................................................................... 27
Summative Assessment for the unit “Sports” ..................................................... 2828
Summative assessment for the unit “Holidays” ...................................................... 31

3

DRAFT VERSION

TERM 1.
SUMMATIVE ASSESSMENT TASKS

4

DRAFT VERSION

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.S1 Provide basic information about themselves and
others at sentence level on an increasing range of
general topics.
5.S2 Ask simple questions to get information about a
limited range of general topics.

Level of thinking skills

Higher order thinking skills


Assessment criteria




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.

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
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.
Total marks

Task
1

Descriptor
A learner
asks an appropriate question;
answers a question;
uses appropriate topical vocabulary;
pronounces words, phrases and
sentences intelligibly;
makes natural pauses;
talks coherently;

Mark
1
1
1
1
1
1

talks with grammar accuracy.
1
7

5

DRAFT VERSION

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

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.

Middle

High

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.

Maintains sufficient exchanges.
Confidently speaks with pairs
using appropriate topical
vocabulary. Speech is
understandable and logically
organized with grammar
accuracy. Makes natural
pauses.

6

DRAFT VERSION

Summative assessment for the unit “Living things”
Learning objective

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.

Level of thinking skills

Higher order thinking skills

Assessment criteria




Duration:

Skim the given fiction or non-fiction text and
identify the general information;
Write short sentences on familiar topics;
Connect sentences into a paragraph.

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.
A.
B.
C.

Read the text again and choose the best title
A Logum has a very big tail.
Strange Animals – Logums.
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.

7

DRAFT VERSION

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.
a green tail
long leaves

a long brown tail
the same brown hair

a blue tie
a blue roof and green door

Happy family
Once upon a time there lived animals and people together in one house.
They were very friendly and happy. They helped each other in different situations.

1.
2.
3.
4.

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

DRAFT VERSION

Assessment
criteria
Skim the given
fiction or non-fiction
text and identify the
general information.

Write short
sentences on
familiar topics.
Connect sentences
into a paragraph.

Task
1

2

Descriptor
A learner
chooses B
“Strange Animals –
Logums” title”;
1. B
matches “Logums are
animals from the planet
Dentol”.
2. A
matches “Each foot has
three big toes”.
3.C
matches “There are four
sharp teeth in the mouth”.
Possible answers:
1) This is a doctor. He has
a blue tie.
2) These are two girls.
They have the same brown
hair.
3) This is a lion. It has a
long brown tail.
4) This is a palm. It has
long leaves.
5) This is a house. It has a
blue roof and green door.

Total marks

Mark
1

1

1

1

1

1
1
1

1
9

9

Additional
information

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.

DRAFT VERSION

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

Recognise the main
information of short
simple text with
support.

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.
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.

10

DRAFT VERSION

TERM 2.
SUMMATIVE ASSESSMENT TASKS

11

DRAFT VERSION

Summative Assessment for the unit “Values”
Learning objective

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.

Level of thinking skills

Higher order thinking skills


Assessment criteria



Duration

Recognise the meaning of a story with some
support;
Provide a point of view in connected
sentences.

15 minutes

Listening
Task 1. Listen to Jenny’s letter and fill in the blanks with suitable words from the box
as in the example:
CD2. Tapescript1.
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

12

DRAFT VERSION

Speaking
Task 2. Choose one picture you liked most and answer the question “Why is this
picture special for you?”

Assessment
Task
criteria
Recognise
the
meaning of a story
with some support.
1

Provide a point of
view in connected
sentences.
2

Descriptor
A learner
1) writes shining;
2) writes looking;
3) writes asking;
4) writes learning;
5) writes doing;
answers to the question;
makes 2-4 sentences according to the
picture;
speaks with grammar accuracy, no more
than 3-4 errors;
uses appropriate vocabulary on the given
topic;
speaks with clear pronunciation of the
words.

Total marks

Mark
1
1
1
1
1
1
1
1
1
1
10

13

DRAFT VERSION

Rubrics for providing information to parents on the results of Summative
Assessment for the unit “Values”
Learner’s name __________________________________
Level of learning achievements

Assessment
criteria

Low

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.

Middle

14

High

DRAFT VERSION

Summative Assessment for the unit “The world of works”
Learning objective

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.

Level of thinking skills

Higher order thinking skills

Assessment criteria




Duration

Figure out the content of a short text with some
support;
Use the information to write sentences which describe
people, places and objects.

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!
№
1)
2)
3)
4)
5)

Question
Does Tim wake up before his alarm clock rings?
Is Tim married?
Does Tim drive a car to his job?
Does Tim have 30 minutes for a lunch break?
Does Tim finish work late in the evening?

15

Yes/No

DRAFT VERSION

Writing
Task 2.Describe the pictures. Write short sentences.
Example: He is a tailor. He sews the costume.

1) ________

__________________________________________________

2)

___________________________________________________

3) ___________________________________________________

4)

__________________________________________________

5)

__________________________________________________

16

DRAFT VERSION

Assessment criteria

Task

Figure out the content of a
short text with some
support.

1

Use the information to
write sentences which
describe people, places
and objects.

2

Descriptor
A learner
1) writes No;
2) writes Yes;
3) writes No;
4) writes Yes;
5) writes No;
Possible answers
He is a cook. He cooks
meals.
She is a singer. She sings
songs.
He is a waiter. He serves
in a restaurant.
He is a vet. He treats
animals.
He is a painter. He paints a
picture.

Total marks

Mark
1
1
1
1
1
1
1
1
1
1
10

17

Additional
information

Any other
answers are
acceptable if
sentences
describe
pictures and
are written
grammaticall
y correct.

DRAFT VERSION

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.

18

DRAFT VERSION

TERM 3.
SUMMATIVE ASSESSMENT TASKS

19

DRAFT VERSION

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.

Level of thinking skills

Knowledge and comprehension
Application
Higher order thinking skills

Assessment criteria




Duration

Recognise detailed information in a short
conversation with some support;
Retell short stories and episodes on a given topic.

15 minutes

Listening
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
winter

a lovely garden
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.
20

DRAFT VERSION

Then one day, the children find 4) ________________________ in the wall. They go
in and 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?

21

DRAFT VERSION

Assessment
criteria
Recognise detailed
information in a
short conversation
with some support.
Retell short stories
and episodes on a
given topic

Task
1

2

Descriptor
A learner
fills in the gap 1) with “a lovely garden”;
fills in the gap 2) with “a wall”;
fills in the gap 3) with “winter”;
fills in the gap 4) with “a hole”;
fills in the gap 5) with “spring”.
answers questions;
speaks with grammar accuracy;
expresses opinion using
appropriate linking words or/and
phrases (at least 2);
presents accurate
pronunciation, rare minor
errors occur (no more than 2);
presents topic related vocabulary (at
least 3).

Total marks

Mark
1
1
1
1
1
1
1
1

1
1
10

22

DRAFT VERSION

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.

23

DRAFT VERSION

Summative assessment for the unit “Fantasy world”
Learning objective

5.W2
Write with support a sequence of short
sentences in a paragraph on a limited range of familiar
general topics.
5.R6 Recognize the attitude or opinion of the writer in
short texts on a limited range of general and curricular
topics.

Level of thinking skills

Higher order thinking skills

Assessment criteria

Duration





Write short sentences on familiar topics;
Connect sentences into a paragraph;
Identify the attitude and opinion of the author.

20 minutes

Writing
Task 1. Look at the map and chose one of the buildings bellow and describe your route
from the shop to that building:
a) Museum;
b) Cinema;
c) Library.
Write 30-40 words to describe your route.

_____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
24

DRAFT VERSION

______________________________________________________________________
Reading
Task 2. Read the text and identify the writer’s opinion and write Yes or No next to the
given statements as in the example.

Dream Castle is a wonderful new film at the
Sunshine Cinema!
In the film, Katie and her brother Harry visit their
uncle. Their uncle lives in a big, old castle. One
day, Katie and Harry find a very big, old door.
They open the door and enter the room. In the
room, a princess thinks she lived one hundred
years ago! Katie and Harry try to hide the
princess from their uncle. It is very difficult and
they all have lots of funny adventures! Dream
Castle is a film but the actors also sing! Here is
what some people think
The film has got a good story and it’s very
exciting!

Jack, 9
The actors in the film are very good. They are
great singers too!
Emma, 8

Write Yes or No next to the statements as in the example:
Example: Katie and Harry visit their grandpa.
1.
2.
3.
4.
5.

Katie and Harry find a princess.
The actors sing in the film.
Katie and Harry try to hide the princess.
The princess is sleeping for a few days.
The film is sad.

Assessment
criteria

Task

Descriptor
A learner

25

No___
________
________
________
________
________

Mark

DRAFT VERSION

Write short
sentences on
familiar
topics.
Connect
sentences
into a
paragraph.

1

Identify the
attitude and
opinion of the
author.

2

gives a full answer using linking words and basic
connectors;
writes with grammar accuracy (allowed to make 2
errors);
spells the words correctly (allowed to make 2
errors);
writes in a logical way answering all the
questions;
writes at least 30 words.
writes Yes;
writes Yes;
writes Yes;
writes No;
writes No.

Total marks

1
1
1
1
1
1
1
1
1
1
10

Rubrics for providing information to parents on the results of Summative
Assessment for the unit “Fantasy world”
Learner’s name ______________________________________

Assessment
criteria

Level of learning achievements
Low

Middle

High

Write short
sentences on
familiar topics.
Connect
sentences into a
paragraph.

Has
difficultie
s in
describin
g the way
from a
certain
point till
the
destinatio
n.

Makes mistakes in possible
answers:
I am at the shop. I will go
straight Green Street till the
crossroad/. Then, I will turn right
and go along High Street. /I’ll
pass the Post Office./ There is
the Museum next to the Post
Office, on the right side of the
road.
Makes mistakes in writing full
sentences, using linking words,
in spelling, in organizing
information in a logical way.

Confidently
describes the
way from a
certain point till
the
destination.
Writes full
sentences with
proper linking
words and ina
logical
sequence.
Spell words
accurately.

Identify the
attitude and
opinion of the
author.

Has a
difficulty
in
identifyin
g the
author’s
opinion.

Makes mistakes in identifying
the author’s opinion and in
answering the sentences Yes or
No.

Correctly
identifies the
author’s
opinion.
Properly writes
answers.

26

DRAFT VERSION

TERM 4.
SUMMATIVE ASSESSMENT TASKS

27

DRAFT VERSION

Summative Assessment for the unit “Sports”
Learning objective

5.L4 Understand the main points of supported extended
talk on a range of general and curricular topics.
5.S1 Provide basic information about themselves and
others at sentence level on an increasing range of
general topics.

Level of thinking skills

Higher order thinking skills

Assessment criteria




Duration

Identify the main information of a talkusing
supporting information;
Give basic information about themselves and
others at sentence level.

15 minutes

Listening
Task 1. Listen to the speaker and write “B” if the speaker did the action before and “N” if
the speaker does this action now. You will listen to the recording twice.
CD2. Tapescript3.
My Secret Team.
Before or Now
Pretend
Relax
Enjoy the matches
Go to the bathroom
Hide his posters
Support his team
Cheer with his family
Keep a secret

Speaking
Task 2. Answer the following questions. Talk for about 1 minute.
1. What kinds of sport do your family members like? What is your
favorite one?
2. Do you play sport? What sport do you play? Why?
3. Do you prefer playing sport or watching it? Why?
4. What is the most popular sport in your country? Do you like it?
5. What are the advantages of playing sport?

28

DRAFT VERSION

Assessment
criteria
Identify the main
information of a
talk.
Use supporting
information.

Give basic
information about
themselves and
others at sentence
level.

Task
1

2

Descriptor
A learner
Writes B for “Before” to
Pretend;
Go to the bathroom;
Hide his posters;
Keep a secret.
Write N for “Now” to
Relax;
Enjoy the matches;
Support his team;
Cheer with his family.
gives full and extended answers;
demonstrates grammar accuracy (allowed to
make 1-2 mistakes)
expresses opinion using appropriate linking
words or phrases (at least 2);
presents accurate pronunciation, rare minor
errors occur (no more than 2);
presents topic related vocabulary (at least 3).

Total marks

Mark
1
1
1
1
1
1
1
1
1
1
1
1
1
13

29

DRAFT VERSION

Rubrics for providing information to parents on the results of Summative
Assessment for the unit “Sport”
Learner’s name ____________________________________
Assessment
criteria

Level of learning achievements
Low

Middle

High

Identify the main
information of a talk.
Use supporting
information.

Has a difficulty in
identifying past
and present
events in a talk.
Answers
questions
incorrectly.

Makes mistakes in
identifying information
in a talk.
Differentiates
between “Before” and
“Now” for Pretend/
Relax/
Enjoy the matches/
Go to the bathroom/
Hide his posters/
Support his team/
Cheer with his family/
Keep a secret with
difficulties and some
mistakes.

Correctly
differentiates past
and present
events. Answers
questions
appropriately.

Give basic
information about
themselves and
others at sentence
level.

Has difficulties in
making speech by
answering the
questions. Makes
long pauses and
has many
grammar errors.
Pronunciation is
unclear.

Makes mistakes in
answering the
questions. Makes
inappropriate pauses
and mistakes in
grammar and
pronunciation.

Confidently
answers the
questions. Makes
natural pauses.
Presents the
speech with
grammar and
pronunciation
accuracy.

30

DRAFT VERSION

Summative assessment for the unit “Holidays”
Learning objective

5.R1 Understand the main points in a limited range of
short simple texts on general and curricular topics.
5.W3 Write with support factual descriptions at text
level which describe people, places and objects.

Level of thinking skills

Higher order thinking skills

Assessment criteria

Duration




Read and identify the main idea in the text;
Use the information to write sentences which
describe people, places and objects.
20 minutes

Reading
Task 1. Use the information in the story to answer the questions below.
Holidays
Henry liked Spring Holidays, because he liked the weather. Sometimes it was hard
to get excited about May Day, or President’s Day, but St. Patrick’s Day was fun. It was
amusing to wear green and eat green foods, even if he wasn’t Irish. Easter was a good
holiday, too. You could see the Easter Rabbit, hunt for eggs, find candy, or go to church
if you wanted. April Fool’s was also pretty fun. Henry liked playing jokes on his family
and friends.
Sandra liked Summer Holidays, like Independence Day. She always went to the
air show to see airplanes or hot air balloons. In the evening they’d shoot off fireworks.
Mother’s Day and Father’s Day were usually in the summer, or close to it, too. On Cinco
de Mayo, her family ate Mexican food, just for fun.
Judith loved Fall holidays most. Sweetest Day wasn’t that popular, but it was a
nice day to be kind to the poor, and sometimes she got candy. Halloween was such a
great time. You could dress up in costumes and go trick-or-treating. Things were all
decorated in very scary ways, and it was fun to watch scary movies with your family.
Thanksgiving was just a few weeks later. She always ate so much turkey, stuffing,
mashed potatoes, and sweet potato casserole. Between Halloween’s candy and
Thanksgiving’s turkey was the best food season of the year.
Winter holidays were Thomas’ favorites. Christmas was a great time to be with
family, to eat wonderful food, and to give or receive gifts. His family often went caroling,
and the decorations were probably the best of the year. New Year was exciting,
because everyone stayed up late and cheered when the year changed, and there were
often fireworks. Valentine’s Day even was also celebrated in winter month – February,
and was one of the romantic days of the year. Interestingly but Chinese New Year also
fell on February. On that day, Thomas’ whole family ordered takeout from the Chinese
Buffet.
None of them could decide for certain who had the right opinion, but they all
agreed that holidays were fun. Some were for seeing people you loved, and others were
holidays that reminded you to be kind and generous. They were certainly all very fun.

31

DRAFT VERSION

1. What season’s holidays does Henry like most?
A. Spring
B. Summer
C. Fall
D. Winter
2. Fall is the favorite season for ______ .
A. Henry
B. Sandra
C. Thomas
D. Judith
3. Which of these is NOT a winter holiday?
A. Chinese New Year
B. Independence Day
C. New Year
D. Valentine’s Day
4. Which of these is a spring holiday?
A. Easter
B. Christmas
C. Thanksgiving
D. Independence Day
5. Which of these is a fall holiday?
A. Christmas
B. Easter
C. Independence Day
D. Halloween
Writing
Task 2. Write a paragraph about your last holiday celebration answering the following
questions.
1) What was your last holiday?
2) Where did you celebrate it?
3) How many people were at the party? Who were they (friends, relatives, classmates
etc)?
4) Did anyone get presents? What kind of presents?
5) What did you like the most?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
32

DRAFT VERSION

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Assessment
criteria
Read and
identify the main
idea in the text.

Task

Use the
information to
write sentences
which describe
people, places
and objects.

2

1

Descriptor
A learner
1. chooses A for the first question;
2. chooses D for the second question;
3. chooses B for the third question;
4. chooses A for the fourth question;
5. chooses D for the fifth question.
gives full answer using linking words and
basic connectors;
writes with grammar accuracy (allowed to
make 2 errors);
spells the words correctly (allowed to
make 2 errors);
writes in a logical way answering all the
questions;
writes at least 4-5 sentences.

Mark
1
1
1
1
1
1
1
1
1
1
10

Total marks

Rubrics for providing information to parents on the results of Summative
Assessment for the unit “Holidays”
Learner’s name _____________________________________

Assessment
criteria
Read and identify
the main idea in the
text.

Use the information
to write sentences
which describe
people, places and
objects.

Level of learning achievements
Low

Middle

High

Has a difficulty in
identifying the
sentences on the
fact.

Makes mistakes in
recognizing the
main information of
the text.

Correctly
identifies the
sentences on
the main points.

Some attempts to
address the task
but response is
very unclear.
Makes a lot of
grammar and
spelling mistakes.

Some errors in
spelling and
grammar. The
errors in expression
may require
patience and
interpretation by
the reader and
impede
communication.

Only minor
spelling and
occasional
grammatical
errors. Fully
addresses the
task.

33

DRAFT VERSION

34