Grade 5

Tasks for the Summative Assessment for the term 1

READING

Task.Read the text about four learners’ daily routine.

What do they do after school?

My name is Max. After school, I help my mum and dad. Then I

go to the park. There I meet my friends and we play different
games. When I come home I usually play chess.

I am Julia. After school, I like drawing and painting pictures.

Then I write stories. I put the stories and pictures on my bedroom
wall.

I am Luke. After school, I do my homework. Then I listen to my

CDs and when I have some spare time I sing songs. In the
evenings I prefer reading.

My name is Sara. I go swimming every Monday. I play tennis

with my friends every Tuesday. Every Thursday I skate in the
park with my sister.

Read the text again and identify who does each activity. Write the Learners’ names
or first letters next to the phrases. The first task is done for you as an example.
M = Max, J = Julia, L = Luke, S = Sara.

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Example: go to the park M___
enjoy Art ___ [1] keen on reading _____ [1]
do sport activities ___ [1] spend time with friends ____ [1]
like music ___ [1] skate in the park____ [1]

Total [6]

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WRITING

Task.Your pen- friend has sent you a postcard of his/her hometown.

Write a postcard to your friend about your hometown. The sample postcard will
help you to write a reply.

Hello dear friend,

This is a postcard of my town. My town is not very big, but I think it is a

fantastic place. My favourite place is the Castle Bath – I usually go there
with my friends. Can you send me a postcard of your town? How big is
your town? What is your favorite place in the town? Where do you usually
go at the weekends?

Love,
Alex

Write your answer to Alex. Make a plan of your writing and answer the
questions. Total [7]

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Total marks: 13

Mark scheme
Reading

№ Answer Mark Additional

information
1. J 1
2. S 1
3. L 1
4. L 1
5. M 1
6. S 1
Total 6

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CRITERIA FOR MARKING WRITING
Give points out of 5 for each criterion (content, organization, vocabulary and grammar and punctuation), and then calculate a mean to give a
total mark out of 5. All fractional marks should be rounded up to the closest whole mark.
Mark /
Content (relevance and
Criterio
development of ideas)
n
 All content is relevant to the
task; insignificant content
omissions may be present.
 The register on the whole
corresponds to the
requirements of the task;
occasional and inconsistent
misuse of register may be
present.
5
 Most content points are
addressed, but their
development may be slightly
imbalanced.
4  Most content is relevant to the
task; insignificant content
omissions may be present.
 The register on the whole
Mark scheme
Writing
Organization (cohesion,
paragraphing and format)
 Uses basic connectors
correctly.
 Uses paragraphs to separate
ideas; most paragraphs
revolve around one idea or a
set of like ideas; the size of
each paragraph may reflect
imbalanced development of
ideas.
 The format is appropriate.
 Uses some basic connectors,
but these may be inaccurate or
repetitive.
 Uses paragraphs to separate
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Vocabulary (style and Grammar (style and accuracy)
accuracy) and Punctuation (accuracy)
 Uses a range of everyday  Writes short and extended
vocabulary appropriately; simple and compound
attempts to use less common sentence forms correctly.
lexical items, but may make  Occasional errors in grammar
frequent errors. and/or punctuation do not
 Has good control of word distort meaning.
formation; may make errors in
producing less common word
forms.
 Spells common vocabulary
items correctly; few (no more
than five) occasional spelling
mistakes may be present.
 May often misspell less
common lexical items.
 Errors in word choice and/or
spelling do not distort
meaning.
 Uses everyday vocabulary  Writes short and extended
generally appropriately, while simple and some compound
occasionally overusing certain sentence forms correctly.
lexical items.  While errors in grammar
 corresponds to the
requirements of the task.
 Most content points are
addressed, but some content
points may be more fully
covered than others.
 Some content is relevant to
the task; significant content
omissions may be present.
 The register barely
corresponds to the
requirements of the task.
3  Only some content points,
which are minimally
addressed.
2  Severe irrelevances and
misinterpretations of the task
may be present.
 Only few content points,
which are minimally
addressed.
ideas, but tends to misuse
paragraphing (a script is a set
of very short paragraphs or
some paragraphs may be
much longer than other ones
for no apparent reason).
 The format is generally
appropriate.
 Uses a very limited range of
basic connectors correctly.
 Writes in paragraphs, but may
not use them to separate ideas
(a script may have random
breaks between paragraphs).
 The format may be
inappropriate in places.
 May use a very limited range
of basic connectors, and those
used may not indicate a
logical relationship between
ideas.
 Attempts to write in
paragraphs, but their use may
be confusing (may start every
sentence with a new line).
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 Has good control of word and/or punctuation are
formation; can produce noticeable, meaning is rarely
common word forms distorted.
correctly.
 May make infrequent errors in
spelling more difficult words.
 Errors in word choice and/or
spelling rarely distort
meaning.
 Uses basic vocabulary  Writes short simple sentence
reasonably appropriately. forms and most extended
 Has some control of word simple sentence forms
formation; can produce some correctly.
common word forms  Errors in grammar and/or
correctly. punctuation may distort
 Makes frequent errors in meaning at times.
spelling more difficult words,
but simple words are spelled
correctly.
 Errors in word choice and/or
spelling distort meaning at
times.
 Uses an extremely limited  Writes only very short simple
range of vocabulary. sentence forms correctly.
 Has very limited control of  Frequent errors in grammar
word formation; can produce a and/or punctuation distort
few common word forms meaning.
correctly.
 Makes many errors in
spelling, including a range of
simple words.
  The format may be  Errors in word choice and/or
inappropriate. spelling distort meaning.
 Attempts the task, but it is  Links are missing or incorrect.  Can only use a few isolated  No evidence of sentence
largely misinterpreted and the  Does not write in paragraphs words and/or memorized forms.
response is barely relevant to at all (a script is a block of phrases.
the task. text).  Has essentially no control of
1
 The format is not appropriate. word formation; can barely
produce any word forms.
 Displays few examples of
conventional spelling.
 Does not attempt the task in any way.
OR
 The response is completely irrelevant to the task.
OR
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 There is too little language to assess.
OR
 Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of
context to verify meaning.

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 Characteristic of tasks for summative assessment for the 1 term

*Total
Unit Strand Learning objective number *Question *Type of *Task description Time
Total
of № question marks
questions
5.R1Understand the main 5 1 Matching Each learner works individually. 10 5
points in a limited range of 2 Learners read the text related to the topic minutes
Reading short simple texts on general 3 “Home and away” and write the names or
and curricular topics. 4 first letters of the children next to the
5 activities given in the task.
5.W1Plan, write, edit and 1 1 Open Each learner works individually. 20 5
proofread work at text level ended They write the postcard. Learners make a minutes
with support on a limited range plan of writing. Learners are expected to
of general and curricular answer Alex’s questions. Learners should
topics. write their personal feelings and opinions
5.W2 Write with support a on a given topic using topical vocabulary
sequence of short sentences in with appropriate spelling and connecting
Writing
a paragraph on a limited range sentences in a coherent paragraph.
of familiar general topics.
5.W7 Use with some support
appropriate layout at text level
for a limited range of written
genres on familiar general
topics and some curricular
topics

TOTAL: 30 13
minutes
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Note: * - sections that can be changed

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