growth and effectiveness measures for schools (gem) - introduced by the ministry of education in...
TRANSCRIPT
Growth and Effectiveness Measures for Schools (GEM) - introduced by the Ministry of Education in 20023
1048800 A set of school level indicators with a goal to enable principals to base their decisions on valid evidence
1048800 Administered every second year to 5th and 8th (+ 2nd
grade for Mother Language)
1048800 Pedagogical Environment in the School
1048800 School Climate and Work Environment
1048800 Student Achievements based on results from standardized national assessments
1048800 Math English Mother Language (HebrewArabic) and Science amp Technology
Reallocation of your teaching time ldquoTeaching to the testrdquo Excessive test preparation Score inflation Gaming the system (incl cheating) Excluding the weak students
The length of the exam Getting the pupils (and teachers) to take
it seriously Meeting with the principalrsquos expectations The level of the reading material The weaker pupils ndash getting them ready
motivated and helping them to feel good about themselves after the exam
Working without dictionaries
Listening Comprehension
20
Reading Comprehension 60
Writing 20
1 understand the main ideas and supporting details in a text and use this knowledge as needed
2 identify different text types and use this knowledge as needed
3 identify explicit opinions and feelings4 extract relevant information for a
specific purpose5 draw inferences
advertisement announcement broadcast conversation excerpt from a lesson interview message news weather report oral presentation speech radio program report story
Sentence Structure simple compound and some complex sentences
Vocabulary high frequency words (related to general issues themes)
Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative
Level OneApproximately 80 ndash 100 seconds Level TwoApproximately 100 ndash 120 seconds
filling in a chart table graphic organizer matching multiple choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference
Sentence Structure simple compound and some complex sentences
Vocabulary high frequency words (related to general issues themes)
Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative
Discourse features (text description) Text type Classroom discussion Topic Planning a reception for visitors
from overseas Linguistic aspects of text High
frequency vocabulary basic sentence structure use of modals sequence express
Mrs Hill Good morning everyone I have some exciting news for you Next Monday a group of 8th-grade students from England is coming to Israel and they will visit our school The principal wants us to welcome them and invite them to our class So we need to think about what we can do together
Do you have any ideas Yes Amir
Amir Lets make a poster and hang it on the school gate Well write Welcome in big letters
Maya A poster is great Then in class we can talk about our countries Israel and England
Amir And of course we can talk about football I can tell them all about Israeli football and they can tell us all about football in England I love football
Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects
Rani Yes Lets tell them about the Clean the Beach Project
Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project
Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom
Rani We could all bring different food Ill bring pita bread
Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes
Amir Ill bring a watermelon and orange juice
Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school
Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High
frequency vocabulary simple compound and complex sentence structure
Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight
Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name
Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time
at the music festival this summer
Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special
Jack What is special about itMark Tonight all the musicians are
teenagers and they all live here in town
Jack Thats really nice so many young musicians and all from the same town Do you know any of them
Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar
Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for
tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day
Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too
Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family
Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7
A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty
B Work on these skills identifying topics first at the paragraph
level and then at the text level differentiating main ideas from
supporting details
classifying and categorizing (eg activity place time
practicing information transfer (eg matching text to graphic representations filling in a table
recognizing connectors that signal organization (eg first second finally bull
therefore as a result of like in contrast to etc) and connectors that indicate a time frame
using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents
recognizing markers of negation practicing information transfer (eg
filling in an invitation filling in a (table
C Items to practice with your pupils items that tap into the global aspects
of a text (eg topic main idea items that tap into the supporting
ideas and details of a text (eg examples data)
understand the main ideas and supporting details in a text and use this knowledge as needed
understand the structure and conventions of different text types and use this knowledge as needed
identify different text types and use this knowledge as needed
identify explicit opinions and feelings draw inferences in order to identify points of view
in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
1048800 Pedagogical Environment in the School
1048800 School Climate and Work Environment
1048800 Student Achievements based on results from standardized national assessments
1048800 Math English Mother Language (HebrewArabic) and Science amp Technology
Reallocation of your teaching time ldquoTeaching to the testrdquo Excessive test preparation Score inflation Gaming the system (incl cheating) Excluding the weak students
The length of the exam Getting the pupils (and teachers) to take
it seriously Meeting with the principalrsquos expectations The level of the reading material The weaker pupils ndash getting them ready
motivated and helping them to feel good about themselves after the exam
Working without dictionaries
Listening Comprehension
20
Reading Comprehension 60
Writing 20
1 understand the main ideas and supporting details in a text and use this knowledge as needed
2 identify different text types and use this knowledge as needed
3 identify explicit opinions and feelings4 extract relevant information for a
specific purpose5 draw inferences
advertisement announcement broadcast conversation excerpt from a lesson interview message news weather report oral presentation speech radio program report story
Sentence Structure simple compound and some complex sentences
Vocabulary high frequency words (related to general issues themes)
Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative
Level OneApproximately 80 ndash 100 seconds Level TwoApproximately 100 ndash 120 seconds
filling in a chart table graphic organizer matching multiple choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference
Sentence Structure simple compound and some complex sentences
Vocabulary high frequency words (related to general issues themes)
Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative
Discourse features (text description) Text type Classroom discussion Topic Planning a reception for visitors
from overseas Linguistic aspects of text High
frequency vocabulary basic sentence structure use of modals sequence express
Mrs Hill Good morning everyone I have some exciting news for you Next Monday a group of 8th-grade students from England is coming to Israel and they will visit our school The principal wants us to welcome them and invite them to our class So we need to think about what we can do together
Do you have any ideas Yes Amir
Amir Lets make a poster and hang it on the school gate Well write Welcome in big letters
Maya A poster is great Then in class we can talk about our countries Israel and England
Amir And of course we can talk about football I can tell them all about Israeli football and they can tell us all about football in England I love football
Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects
Rani Yes Lets tell them about the Clean the Beach Project
Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project
Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom
Rani We could all bring different food Ill bring pita bread
Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes
Amir Ill bring a watermelon and orange juice
Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school
Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High
frequency vocabulary simple compound and complex sentence structure
Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight
Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name
Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time
at the music festival this summer
Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special
Jack What is special about itMark Tonight all the musicians are
teenagers and they all live here in town
Jack Thats really nice so many young musicians and all from the same town Do you know any of them
Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar
Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for
tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day
Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too
Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family
Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7
A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty
B Work on these skills identifying topics first at the paragraph
level and then at the text level differentiating main ideas from
supporting details
classifying and categorizing (eg activity place time
practicing information transfer (eg matching text to graphic representations filling in a table
recognizing connectors that signal organization (eg first second finally bull
therefore as a result of like in contrast to etc) and connectors that indicate a time frame
using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents
recognizing markers of negation practicing information transfer (eg
filling in an invitation filling in a (table
C Items to practice with your pupils items that tap into the global aspects
of a text (eg topic main idea items that tap into the supporting
ideas and details of a text (eg examples data)
understand the main ideas and supporting details in a text and use this knowledge as needed
understand the structure and conventions of different text types and use this knowledge as needed
identify different text types and use this knowledge as needed
identify explicit opinions and feelings draw inferences in order to identify points of view
in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Reallocation of your teaching time ldquoTeaching to the testrdquo Excessive test preparation Score inflation Gaming the system (incl cheating) Excluding the weak students
The length of the exam Getting the pupils (and teachers) to take
it seriously Meeting with the principalrsquos expectations The level of the reading material The weaker pupils ndash getting them ready
motivated and helping them to feel good about themselves after the exam
Working without dictionaries
Listening Comprehension
20
Reading Comprehension 60
Writing 20
1 understand the main ideas and supporting details in a text and use this knowledge as needed
2 identify different text types and use this knowledge as needed
3 identify explicit opinions and feelings4 extract relevant information for a
specific purpose5 draw inferences
advertisement announcement broadcast conversation excerpt from a lesson interview message news weather report oral presentation speech radio program report story
Sentence Structure simple compound and some complex sentences
Vocabulary high frequency words (related to general issues themes)
Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative
Level OneApproximately 80 ndash 100 seconds Level TwoApproximately 100 ndash 120 seconds
filling in a chart table graphic organizer matching multiple choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference
Sentence Structure simple compound and some complex sentences
Vocabulary high frequency words (related to general issues themes)
Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative
Discourse features (text description) Text type Classroom discussion Topic Planning a reception for visitors
from overseas Linguistic aspects of text High
frequency vocabulary basic sentence structure use of modals sequence express
Mrs Hill Good morning everyone I have some exciting news for you Next Monday a group of 8th-grade students from England is coming to Israel and they will visit our school The principal wants us to welcome them and invite them to our class So we need to think about what we can do together
Do you have any ideas Yes Amir
Amir Lets make a poster and hang it on the school gate Well write Welcome in big letters
Maya A poster is great Then in class we can talk about our countries Israel and England
Amir And of course we can talk about football I can tell them all about Israeli football and they can tell us all about football in England I love football
Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects
Rani Yes Lets tell them about the Clean the Beach Project
Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project
Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom
Rani We could all bring different food Ill bring pita bread
Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes
Amir Ill bring a watermelon and orange juice
Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school
Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High
frequency vocabulary simple compound and complex sentence structure
Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight
Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name
Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time
at the music festival this summer
Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special
Jack What is special about itMark Tonight all the musicians are
teenagers and they all live here in town
Jack Thats really nice so many young musicians and all from the same town Do you know any of them
Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar
Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for
tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day
Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too
Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family
Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7
A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty
B Work on these skills identifying topics first at the paragraph
level and then at the text level differentiating main ideas from
supporting details
classifying and categorizing (eg activity place time
practicing information transfer (eg matching text to graphic representations filling in a table
recognizing connectors that signal organization (eg first second finally bull
therefore as a result of like in contrast to etc) and connectors that indicate a time frame
using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents
recognizing markers of negation practicing information transfer (eg
filling in an invitation filling in a (table
C Items to practice with your pupils items that tap into the global aspects
of a text (eg topic main idea items that tap into the supporting
ideas and details of a text (eg examples data)
understand the main ideas and supporting details in a text and use this knowledge as needed
understand the structure and conventions of different text types and use this knowledge as needed
identify different text types and use this knowledge as needed
identify explicit opinions and feelings draw inferences in order to identify points of view
in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
The length of the exam Getting the pupils (and teachers) to take
it seriously Meeting with the principalrsquos expectations The level of the reading material The weaker pupils ndash getting them ready
motivated and helping them to feel good about themselves after the exam
Working without dictionaries
Listening Comprehension
20
Reading Comprehension 60
Writing 20
1 understand the main ideas and supporting details in a text and use this knowledge as needed
2 identify different text types and use this knowledge as needed
3 identify explicit opinions and feelings4 extract relevant information for a
specific purpose5 draw inferences
advertisement announcement broadcast conversation excerpt from a lesson interview message news weather report oral presentation speech radio program report story
Sentence Structure simple compound and some complex sentences
Vocabulary high frequency words (related to general issues themes)
Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative
Level OneApproximately 80 ndash 100 seconds Level TwoApproximately 100 ndash 120 seconds
filling in a chart table graphic organizer matching multiple choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference
Sentence Structure simple compound and some complex sentences
Vocabulary high frequency words (related to general issues themes)
Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative
Discourse features (text description) Text type Classroom discussion Topic Planning a reception for visitors
from overseas Linguistic aspects of text High
frequency vocabulary basic sentence structure use of modals sequence express
Mrs Hill Good morning everyone I have some exciting news for you Next Monday a group of 8th-grade students from England is coming to Israel and they will visit our school The principal wants us to welcome them and invite them to our class So we need to think about what we can do together
Do you have any ideas Yes Amir
Amir Lets make a poster and hang it on the school gate Well write Welcome in big letters
Maya A poster is great Then in class we can talk about our countries Israel and England
Amir And of course we can talk about football I can tell them all about Israeli football and they can tell us all about football in England I love football
Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects
Rani Yes Lets tell them about the Clean the Beach Project
Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project
Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom
Rani We could all bring different food Ill bring pita bread
Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes
Amir Ill bring a watermelon and orange juice
Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school
Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High
frequency vocabulary simple compound and complex sentence structure
Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight
Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name
Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time
at the music festival this summer
Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special
Jack What is special about itMark Tonight all the musicians are
teenagers and they all live here in town
Jack Thats really nice so many young musicians and all from the same town Do you know any of them
Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar
Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for
tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day
Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too
Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family
Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7
A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty
B Work on these skills identifying topics first at the paragraph
level and then at the text level differentiating main ideas from
supporting details
classifying and categorizing (eg activity place time
practicing information transfer (eg matching text to graphic representations filling in a table
recognizing connectors that signal organization (eg first second finally bull
therefore as a result of like in contrast to etc) and connectors that indicate a time frame
using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents
recognizing markers of negation practicing information transfer (eg
filling in an invitation filling in a (table
C Items to practice with your pupils items that tap into the global aspects
of a text (eg topic main idea items that tap into the supporting
ideas and details of a text (eg examples data)
understand the main ideas and supporting details in a text and use this knowledge as needed
understand the structure and conventions of different text types and use this knowledge as needed
identify different text types and use this knowledge as needed
identify explicit opinions and feelings draw inferences in order to identify points of view
in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Listening Comprehension
20
Reading Comprehension 60
Writing 20
1 understand the main ideas and supporting details in a text and use this knowledge as needed
2 identify different text types and use this knowledge as needed
3 identify explicit opinions and feelings4 extract relevant information for a
specific purpose5 draw inferences
advertisement announcement broadcast conversation excerpt from a lesson interview message news weather report oral presentation speech radio program report story
Sentence Structure simple compound and some complex sentences
Vocabulary high frequency words (related to general issues themes)
Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative
Level OneApproximately 80 ndash 100 seconds Level TwoApproximately 100 ndash 120 seconds
filling in a chart table graphic organizer matching multiple choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference
Sentence Structure simple compound and some complex sentences
Vocabulary high frequency words (related to general issues themes)
Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative
Discourse features (text description) Text type Classroom discussion Topic Planning a reception for visitors
from overseas Linguistic aspects of text High
frequency vocabulary basic sentence structure use of modals sequence express
Mrs Hill Good morning everyone I have some exciting news for you Next Monday a group of 8th-grade students from England is coming to Israel and they will visit our school The principal wants us to welcome them and invite them to our class So we need to think about what we can do together
Do you have any ideas Yes Amir
Amir Lets make a poster and hang it on the school gate Well write Welcome in big letters
Maya A poster is great Then in class we can talk about our countries Israel and England
Amir And of course we can talk about football I can tell them all about Israeli football and they can tell us all about football in England I love football
Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects
Rani Yes Lets tell them about the Clean the Beach Project
Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project
Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom
Rani We could all bring different food Ill bring pita bread
Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes
Amir Ill bring a watermelon and orange juice
Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school
Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High
frequency vocabulary simple compound and complex sentence structure
Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight
Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name
Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time
at the music festival this summer
Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special
Jack What is special about itMark Tonight all the musicians are
teenagers and they all live here in town
Jack Thats really nice so many young musicians and all from the same town Do you know any of them
Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar
Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for
tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day
Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too
Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family
Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7
A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty
B Work on these skills identifying topics first at the paragraph
level and then at the text level differentiating main ideas from
supporting details
classifying and categorizing (eg activity place time
practicing information transfer (eg matching text to graphic representations filling in a table
recognizing connectors that signal organization (eg first second finally bull
therefore as a result of like in contrast to etc) and connectors that indicate a time frame
using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents
recognizing markers of negation practicing information transfer (eg
filling in an invitation filling in a (table
C Items to practice with your pupils items that tap into the global aspects
of a text (eg topic main idea items that tap into the supporting
ideas and details of a text (eg examples data)
understand the main ideas and supporting details in a text and use this knowledge as needed
understand the structure and conventions of different text types and use this knowledge as needed
identify different text types and use this knowledge as needed
identify explicit opinions and feelings draw inferences in order to identify points of view
in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
1 understand the main ideas and supporting details in a text and use this knowledge as needed
2 identify different text types and use this knowledge as needed
3 identify explicit opinions and feelings4 extract relevant information for a
specific purpose5 draw inferences
advertisement announcement broadcast conversation excerpt from a lesson interview message news weather report oral presentation speech radio program report story
Sentence Structure simple compound and some complex sentences
Vocabulary high frequency words (related to general issues themes)
Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative
Level OneApproximately 80 ndash 100 seconds Level TwoApproximately 100 ndash 120 seconds
filling in a chart table graphic organizer matching multiple choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference
Sentence Structure simple compound and some complex sentences
Vocabulary high frequency words (related to general issues themes)
Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative
Discourse features (text description) Text type Classroom discussion Topic Planning a reception for visitors
from overseas Linguistic aspects of text High
frequency vocabulary basic sentence structure use of modals sequence express
Mrs Hill Good morning everyone I have some exciting news for you Next Monday a group of 8th-grade students from England is coming to Israel and they will visit our school The principal wants us to welcome them and invite them to our class So we need to think about what we can do together
Do you have any ideas Yes Amir
Amir Lets make a poster and hang it on the school gate Well write Welcome in big letters
Maya A poster is great Then in class we can talk about our countries Israel and England
Amir And of course we can talk about football I can tell them all about Israeli football and they can tell us all about football in England I love football
Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects
Rani Yes Lets tell them about the Clean the Beach Project
Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project
Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom
Rani We could all bring different food Ill bring pita bread
Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes
Amir Ill bring a watermelon and orange juice
Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school
Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High
frequency vocabulary simple compound and complex sentence structure
Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight
Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name
Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time
at the music festival this summer
Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special
Jack What is special about itMark Tonight all the musicians are
teenagers and they all live here in town
Jack Thats really nice so many young musicians and all from the same town Do you know any of them
Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar
Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for
tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day
Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too
Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family
Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7
A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty
B Work on these skills identifying topics first at the paragraph
level and then at the text level differentiating main ideas from
supporting details
classifying and categorizing (eg activity place time
practicing information transfer (eg matching text to graphic representations filling in a table
recognizing connectors that signal organization (eg first second finally bull
therefore as a result of like in contrast to etc) and connectors that indicate a time frame
using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents
recognizing markers of negation practicing information transfer (eg
filling in an invitation filling in a (table
C Items to practice with your pupils items that tap into the global aspects
of a text (eg topic main idea items that tap into the supporting
ideas and details of a text (eg examples data)
understand the main ideas and supporting details in a text and use this knowledge as needed
understand the structure and conventions of different text types and use this knowledge as needed
identify different text types and use this knowledge as needed
identify explicit opinions and feelings draw inferences in order to identify points of view
in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
advertisement announcement broadcast conversation excerpt from a lesson interview message news weather report oral presentation speech radio program report story
Sentence Structure simple compound and some complex sentences
Vocabulary high frequency words (related to general issues themes)
Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative
Level OneApproximately 80 ndash 100 seconds Level TwoApproximately 100 ndash 120 seconds
filling in a chart table graphic organizer matching multiple choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference
Sentence Structure simple compound and some complex sentences
Vocabulary high frequency words (related to general issues themes)
Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative
Discourse features (text description) Text type Classroom discussion Topic Planning a reception for visitors
from overseas Linguistic aspects of text High
frequency vocabulary basic sentence structure use of modals sequence express
Mrs Hill Good morning everyone I have some exciting news for you Next Monday a group of 8th-grade students from England is coming to Israel and they will visit our school The principal wants us to welcome them and invite them to our class So we need to think about what we can do together
Do you have any ideas Yes Amir
Amir Lets make a poster and hang it on the school gate Well write Welcome in big letters
Maya A poster is great Then in class we can talk about our countries Israel and England
Amir And of course we can talk about football I can tell them all about Israeli football and they can tell us all about football in England I love football
Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects
Rani Yes Lets tell them about the Clean the Beach Project
Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project
Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom
Rani We could all bring different food Ill bring pita bread
Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes
Amir Ill bring a watermelon and orange juice
Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school
Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High
frequency vocabulary simple compound and complex sentence structure
Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight
Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name
Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time
at the music festival this summer
Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special
Jack What is special about itMark Tonight all the musicians are
teenagers and they all live here in town
Jack Thats really nice so many young musicians and all from the same town Do you know any of them
Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar
Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for
tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day
Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too
Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family
Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7
A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty
B Work on these skills identifying topics first at the paragraph
level and then at the text level differentiating main ideas from
supporting details
classifying and categorizing (eg activity place time
practicing information transfer (eg matching text to graphic representations filling in a table
recognizing connectors that signal organization (eg first second finally bull
therefore as a result of like in contrast to etc) and connectors that indicate a time frame
using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents
recognizing markers of negation practicing information transfer (eg
filling in an invitation filling in a (table
C Items to practice with your pupils items that tap into the global aspects
of a text (eg topic main idea items that tap into the supporting
ideas and details of a text (eg examples data)
understand the main ideas and supporting details in a text and use this knowledge as needed
understand the structure and conventions of different text types and use this knowledge as needed
identify different text types and use this knowledge as needed
identify explicit opinions and feelings draw inferences in order to identify points of view
in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Sentence Structure simple compound and some complex sentences
Vocabulary high frequency words (related to general issues themes)
Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative
Level OneApproximately 80 ndash 100 seconds Level TwoApproximately 100 ndash 120 seconds
filling in a chart table graphic organizer matching multiple choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference
Sentence Structure simple compound and some complex sentences
Vocabulary high frequency words (related to general issues themes)
Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative
Discourse features (text description) Text type Classroom discussion Topic Planning a reception for visitors
from overseas Linguistic aspects of text High
frequency vocabulary basic sentence structure use of modals sequence express
Mrs Hill Good morning everyone I have some exciting news for you Next Monday a group of 8th-grade students from England is coming to Israel and they will visit our school The principal wants us to welcome them and invite them to our class So we need to think about what we can do together
Do you have any ideas Yes Amir
Amir Lets make a poster and hang it on the school gate Well write Welcome in big letters
Maya A poster is great Then in class we can talk about our countries Israel and England
Amir And of course we can talk about football I can tell them all about Israeli football and they can tell us all about football in England I love football
Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects
Rani Yes Lets tell them about the Clean the Beach Project
Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project
Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom
Rani We could all bring different food Ill bring pita bread
Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes
Amir Ill bring a watermelon and orange juice
Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school
Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High
frequency vocabulary simple compound and complex sentence structure
Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight
Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name
Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time
at the music festival this summer
Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special
Jack What is special about itMark Tonight all the musicians are
teenagers and they all live here in town
Jack Thats really nice so many young musicians and all from the same town Do you know any of them
Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar
Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for
tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day
Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too
Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family
Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7
A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty
B Work on these skills identifying topics first at the paragraph
level and then at the text level differentiating main ideas from
supporting details
classifying and categorizing (eg activity place time
practicing information transfer (eg matching text to graphic representations filling in a table
recognizing connectors that signal organization (eg first second finally bull
therefore as a result of like in contrast to etc) and connectors that indicate a time frame
using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents
recognizing markers of negation practicing information transfer (eg
filling in an invitation filling in a (table
C Items to practice with your pupils items that tap into the global aspects
of a text (eg topic main idea items that tap into the supporting
ideas and details of a text (eg examples data)
understand the main ideas and supporting details in a text and use this knowledge as needed
understand the structure and conventions of different text types and use this knowledge as needed
identify different text types and use this knowledge as needed
identify explicit opinions and feelings draw inferences in order to identify points of view
in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Level OneApproximately 80 ndash 100 seconds Level TwoApproximately 100 ndash 120 seconds
filling in a chart table graphic organizer matching multiple choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference
Sentence Structure simple compound and some complex sentences
Vocabulary high frequency words (related to general issues themes)
Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative
Discourse features (text description) Text type Classroom discussion Topic Planning a reception for visitors
from overseas Linguistic aspects of text High
frequency vocabulary basic sentence structure use of modals sequence express
Mrs Hill Good morning everyone I have some exciting news for you Next Monday a group of 8th-grade students from England is coming to Israel and they will visit our school The principal wants us to welcome them and invite them to our class So we need to think about what we can do together
Do you have any ideas Yes Amir
Amir Lets make a poster and hang it on the school gate Well write Welcome in big letters
Maya A poster is great Then in class we can talk about our countries Israel and England
Amir And of course we can talk about football I can tell them all about Israeli football and they can tell us all about football in England I love football
Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects
Rani Yes Lets tell them about the Clean the Beach Project
Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project
Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom
Rani We could all bring different food Ill bring pita bread
Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes
Amir Ill bring a watermelon and orange juice
Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school
Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High
frequency vocabulary simple compound and complex sentence structure
Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight
Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name
Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time
at the music festival this summer
Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special
Jack What is special about itMark Tonight all the musicians are
teenagers and they all live here in town
Jack Thats really nice so many young musicians and all from the same town Do you know any of them
Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar
Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for
tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day
Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too
Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family
Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7
A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty
B Work on these skills identifying topics first at the paragraph
level and then at the text level differentiating main ideas from
supporting details
classifying and categorizing (eg activity place time
practicing information transfer (eg matching text to graphic representations filling in a table
recognizing connectors that signal organization (eg first second finally bull
therefore as a result of like in contrast to etc) and connectors that indicate a time frame
using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents
recognizing markers of negation practicing information transfer (eg
filling in an invitation filling in a (table
C Items to practice with your pupils items that tap into the global aspects
of a text (eg topic main idea items that tap into the supporting
ideas and details of a text (eg examples data)
understand the main ideas and supporting details in a text and use this knowledge as needed
understand the structure and conventions of different text types and use this knowledge as needed
identify different text types and use this knowledge as needed
identify explicit opinions and feelings draw inferences in order to identify points of view
in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
filling in a chart table graphic organizer matching multiple choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference
Sentence Structure simple compound and some complex sentences
Vocabulary high frequency words (related to general issues themes)
Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative
Discourse features (text description) Text type Classroom discussion Topic Planning a reception for visitors
from overseas Linguistic aspects of text High
frequency vocabulary basic sentence structure use of modals sequence express
Mrs Hill Good morning everyone I have some exciting news for you Next Monday a group of 8th-grade students from England is coming to Israel and they will visit our school The principal wants us to welcome them and invite them to our class So we need to think about what we can do together
Do you have any ideas Yes Amir
Amir Lets make a poster and hang it on the school gate Well write Welcome in big letters
Maya A poster is great Then in class we can talk about our countries Israel and England
Amir And of course we can talk about football I can tell them all about Israeli football and they can tell us all about football in England I love football
Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects
Rani Yes Lets tell them about the Clean the Beach Project
Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project
Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom
Rani We could all bring different food Ill bring pita bread
Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes
Amir Ill bring a watermelon and orange juice
Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school
Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High
frequency vocabulary simple compound and complex sentence structure
Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight
Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name
Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time
at the music festival this summer
Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special
Jack What is special about itMark Tonight all the musicians are
teenagers and they all live here in town
Jack Thats really nice so many young musicians and all from the same town Do you know any of them
Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar
Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for
tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day
Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too
Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family
Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7
A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty
B Work on these skills identifying topics first at the paragraph
level and then at the text level differentiating main ideas from
supporting details
classifying and categorizing (eg activity place time
practicing information transfer (eg matching text to graphic representations filling in a table
recognizing connectors that signal organization (eg first second finally bull
therefore as a result of like in contrast to etc) and connectors that indicate a time frame
using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents
recognizing markers of negation practicing information transfer (eg
filling in an invitation filling in a (table
C Items to practice with your pupils items that tap into the global aspects
of a text (eg topic main idea items that tap into the supporting
ideas and details of a text (eg examples data)
understand the main ideas and supporting details in a text and use this knowledge as needed
understand the structure and conventions of different text types and use this knowledge as needed
identify different text types and use this knowledge as needed
identify explicit opinions and feelings draw inferences in order to identify points of view
in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Literal Integration Inference
Sentence Structure simple compound and some complex sentences
Vocabulary high frequency words (related to general issues themes)
Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative
Discourse features (text description) Text type Classroom discussion Topic Planning a reception for visitors
from overseas Linguistic aspects of text High
frequency vocabulary basic sentence structure use of modals sequence express
Mrs Hill Good morning everyone I have some exciting news for you Next Monday a group of 8th-grade students from England is coming to Israel and they will visit our school The principal wants us to welcome them and invite them to our class So we need to think about what we can do together
Do you have any ideas Yes Amir
Amir Lets make a poster and hang it on the school gate Well write Welcome in big letters
Maya A poster is great Then in class we can talk about our countries Israel and England
Amir And of course we can talk about football I can tell them all about Israeli football and they can tell us all about football in England I love football
Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects
Rani Yes Lets tell them about the Clean the Beach Project
Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project
Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom
Rani We could all bring different food Ill bring pita bread
Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes
Amir Ill bring a watermelon and orange juice
Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school
Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High
frequency vocabulary simple compound and complex sentence structure
Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight
Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name
Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time
at the music festival this summer
Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special
Jack What is special about itMark Tonight all the musicians are
teenagers and they all live here in town
Jack Thats really nice so many young musicians and all from the same town Do you know any of them
Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar
Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for
tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day
Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too
Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family
Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7
A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty
B Work on these skills identifying topics first at the paragraph
level and then at the text level differentiating main ideas from
supporting details
classifying and categorizing (eg activity place time
practicing information transfer (eg matching text to graphic representations filling in a table
recognizing connectors that signal organization (eg first second finally bull
therefore as a result of like in contrast to etc) and connectors that indicate a time frame
using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents
recognizing markers of negation practicing information transfer (eg
filling in an invitation filling in a (table
C Items to practice with your pupils items that tap into the global aspects
of a text (eg topic main idea items that tap into the supporting
ideas and details of a text (eg examples data)
understand the main ideas and supporting details in a text and use this knowledge as needed
understand the structure and conventions of different text types and use this knowledge as needed
identify different text types and use this knowledge as needed
identify explicit opinions and feelings draw inferences in order to identify points of view
in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Sentence Structure simple compound and some complex sentences
Vocabulary high frequency words (related to general issues themes)
Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative
Discourse features (text description) Text type Classroom discussion Topic Planning a reception for visitors
from overseas Linguistic aspects of text High
frequency vocabulary basic sentence structure use of modals sequence express
Mrs Hill Good morning everyone I have some exciting news for you Next Monday a group of 8th-grade students from England is coming to Israel and they will visit our school The principal wants us to welcome them and invite them to our class So we need to think about what we can do together
Do you have any ideas Yes Amir
Amir Lets make a poster and hang it on the school gate Well write Welcome in big letters
Maya A poster is great Then in class we can talk about our countries Israel and England
Amir And of course we can talk about football I can tell them all about Israeli football and they can tell us all about football in England I love football
Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects
Rani Yes Lets tell them about the Clean the Beach Project
Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project
Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom
Rani We could all bring different food Ill bring pita bread
Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes
Amir Ill bring a watermelon and orange juice
Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school
Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High
frequency vocabulary simple compound and complex sentence structure
Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight
Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name
Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time
at the music festival this summer
Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special
Jack What is special about itMark Tonight all the musicians are
teenagers and they all live here in town
Jack Thats really nice so many young musicians and all from the same town Do you know any of them
Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar
Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for
tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day
Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too
Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family
Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7
A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty
B Work on these skills identifying topics first at the paragraph
level and then at the text level differentiating main ideas from
supporting details
classifying and categorizing (eg activity place time
practicing information transfer (eg matching text to graphic representations filling in a table
recognizing connectors that signal organization (eg first second finally bull
therefore as a result of like in contrast to etc) and connectors that indicate a time frame
using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents
recognizing markers of negation practicing information transfer (eg
filling in an invitation filling in a (table
C Items to practice with your pupils items that tap into the global aspects
of a text (eg topic main idea items that tap into the supporting
ideas and details of a text (eg examples data)
understand the main ideas and supporting details in a text and use this knowledge as needed
understand the structure and conventions of different text types and use this knowledge as needed
identify different text types and use this knowledge as needed
identify explicit opinions and feelings draw inferences in order to identify points of view
in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Discourse features (text description) Text type Classroom discussion Topic Planning a reception for visitors
from overseas Linguistic aspects of text High
frequency vocabulary basic sentence structure use of modals sequence express
Mrs Hill Good morning everyone I have some exciting news for you Next Monday a group of 8th-grade students from England is coming to Israel and they will visit our school The principal wants us to welcome them and invite them to our class So we need to think about what we can do together
Do you have any ideas Yes Amir
Amir Lets make a poster and hang it on the school gate Well write Welcome in big letters
Maya A poster is great Then in class we can talk about our countries Israel and England
Amir And of course we can talk about football I can tell them all about Israeli football and they can tell us all about football in England I love football
Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects
Rani Yes Lets tell them about the Clean the Beach Project
Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project
Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom
Rani We could all bring different food Ill bring pita bread
Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes
Amir Ill bring a watermelon and orange juice
Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school
Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High
frequency vocabulary simple compound and complex sentence structure
Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight
Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name
Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time
at the music festival this summer
Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special
Jack What is special about itMark Tonight all the musicians are
teenagers and they all live here in town
Jack Thats really nice so many young musicians and all from the same town Do you know any of them
Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar
Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for
tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day
Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too
Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family
Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7
A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty
B Work on these skills identifying topics first at the paragraph
level and then at the text level differentiating main ideas from
supporting details
classifying and categorizing (eg activity place time
practicing information transfer (eg matching text to graphic representations filling in a table
recognizing connectors that signal organization (eg first second finally bull
therefore as a result of like in contrast to etc) and connectors that indicate a time frame
using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents
recognizing markers of negation practicing information transfer (eg
filling in an invitation filling in a (table
C Items to practice with your pupils items that tap into the global aspects
of a text (eg topic main idea items that tap into the supporting
ideas and details of a text (eg examples data)
understand the main ideas and supporting details in a text and use this knowledge as needed
understand the structure and conventions of different text types and use this knowledge as needed
identify different text types and use this knowledge as needed
identify explicit opinions and feelings draw inferences in order to identify points of view
in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Mrs Hill Good morning everyone I have some exciting news for you Next Monday a group of 8th-grade students from England is coming to Israel and they will visit our school The principal wants us to welcome them and invite them to our class So we need to think about what we can do together
Do you have any ideas Yes Amir
Amir Lets make a poster and hang it on the school gate Well write Welcome in big letters
Maya A poster is great Then in class we can talk about our countries Israel and England
Amir And of course we can talk about football I can tell them all about Israeli football and they can tell us all about football in England I love football
Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects
Rani Yes Lets tell them about the Clean the Beach Project
Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project
Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom
Rani We could all bring different food Ill bring pita bread
Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes
Amir Ill bring a watermelon and orange juice
Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school
Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High
frequency vocabulary simple compound and complex sentence structure
Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight
Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name
Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time
at the music festival this summer
Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special
Jack What is special about itMark Tonight all the musicians are
teenagers and they all live here in town
Jack Thats really nice so many young musicians and all from the same town Do you know any of them
Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar
Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for
tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day
Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too
Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family
Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7
A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty
B Work on these skills identifying topics first at the paragraph
level and then at the text level differentiating main ideas from
supporting details
classifying and categorizing (eg activity place time
practicing information transfer (eg matching text to graphic representations filling in a table
recognizing connectors that signal organization (eg first second finally bull
therefore as a result of like in contrast to etc) and connectors that indicate a time frame
using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents
recognizing markers of negation practicing information transfer (eg
filling in an invitation filling in a (table
C Items to practice with your pupils items that tap into the global aspects
of a text (eg topic main idea items that tap into the supporting
ideas and details of a text (eg examples data)
understand the main ideas and supporting details in a text and use this knowledge as needed
understand the structure and conventions of different text types and use this knowledge as needed
identify different text types and use this knowledge as needed
identify explicit opinions and feelings draw inferences in order to identify points of view
in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Do you have any ideas Yes Amir
Amir Lets make a poster and hang it on the school gate Well write Welcome in big letters
Maya A poster is great Then in class we can talk about our countries Israel and England
Amir And of course we can talk about football I can tell them all about Israeli football and they can tell us all about football in England I love football
Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects
Rani Yes Lets tell them about the Clean the Beach Project
Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project
Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom
Rani We could all bring different food Ill bring pita bread
Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes
Amir Ill bring a watermelon and orange juice
Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school
Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High
frequency vocabulary simple compound and complex sentence structure
Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight
Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name
Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time
at the music festival this summer
Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special
Jack What is special about itMark Tonight all the musicians are
teenagers and they all live here in town
Jack Thats really nice so many young musicians and all from the same town Do you know any of them
Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar
Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for
tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day
Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too
Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family
Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7
A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty
B Work on these skills identifying topics first at the paragraph
level and then at the text level differentiating main ideas from
supporting details
classifying and categorizing (eg activity place time
practicing information transfer (eg matching text to graphic representations filling in a table
recognizing connectors that signal organization (eg first second finally bull
therefore as a result of like in contrast to etc) and connectors that indicate a time frame
using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents
recognizing markers of negation practicing information transfer (eg
filling in an invitation filling in a (table
C Items to practice with your pupils items that tap into the global aspects
of a text (eg topic main idea items that tap into the supporting
ideas and details of a text (eg examples data)
understand the main ideas and supporting details in a text and use this knowledge as needed
understand the structure and conventions of different text types and use this knowledge as needed
identify different text types and use this knowledge as needed
identify explicit opinions and feelings draw inferences in order to identify points of view
in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Maya A poster is great Then in class we can talk about our countries Israel and England
Amir And of course we can talk about football I can tell them all about Israeli football and they can tell us all about football in England I love football
Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects
Rani Yes Lets tell them about the Clean the Beach Project
Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project
Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom
Rani We could all bring different food Ill bring pita bread
Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes
Amir Ill bring a watermelon and orange juice
Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school
Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High
frequency vocabulary simple compound and complex sentence structure
Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight
Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name
Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time
at the music festival this summer
Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special
Jack What is special about itMark Tonight all the musicians are
teenagers and they all live here in town
Jack Thats really nice so many young musicians and all from the same town Do you know any of them
Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar
Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for
tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day
Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too
Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family
Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7
A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty
B Work on these skills identifying topics first at the paragraph
level and then at the text level differentiating main ideas from
supporting details
classifying and categorizing (eg activity place time
practicing information transfer (eg matching text to graphic representations filling in a table
recognizing connectors that signal organization (eg first second finally bull
therefore as a result of like in contrast to etc) and connectors that indicate a time frame
using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents
recognizing markers of negation practicing information transfer (eg
filling in an invitation filling in a (table
C Items to practice with your pupils items that tap into the global aspects
of a text (eg topic main idea items that tap into the supporting
ideas and details of a text (eg examples data)
understand the main ideas and supporting details in a text and use this knowledge as needed
understand the structure and conventions of different text types and use this knowledge as needed
identify different text types and use this knowledge as needed
identify explicit opinions and feelings draw inferences in order to identify points of view
in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects
Rani Yes Lets tell them about the Clean the Beach Project
Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project
Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom
Rani We could all bring different food Ill bring pita bread
Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes
Amir Ill bring a watermelon and orange juice
Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school
Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High
frequency vocabulary simple compound and complex sentence structure
Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight
Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name
Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time
at the music festival this summer
Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special
Jack What is special about itMark Tonight all the musicians are
teenagers and they all live here in town
Jack Thats really nice so many young musicians and all from the same town Do you know any of them
Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar
Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for
tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day
Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too
Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family
Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7
A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty
B Work on these skills identifying topics first at the paragraph
level and then at the text level differentiating main ideas from
supporting details
classifying and categorizing (eg activity place time
practicing information transfer (eg matching text to graphic representations filling in a table
recognizing connectors that signal organization (eg first second finally bull
therefore as a result of like in contrast to etc) and connectors that indicate a time frame
using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents
recognizing markers of negation practicing information transfer (eg
filling in an invitation filling in a (table
C Items to practice with your pupils items that tap into the global aspects
of a text (eg topic main idea items that tap into the supporting
ideas and details of a text (eg examples data)
understand the main ideas and supporting details in a text and use this knowledge as needed
understand the structure and conventions of different text types and use this knowledge as needed
identify different text types and use this knowledge as needed
identify explicit opinions and feelings draw inferences in order to identify points of view
in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project
Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom
Rani We could all bring different food Ill bring pita bread
Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes
Amir Ill bring a watermelon and orange juice
Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school
Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High
frequency vocabulary simple compound and complex sentence structure
Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight
Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name
Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time
at the music festival this summer
Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special
Jack What is special about itMark Tonight all the musicians are
teenagers and they all live here in town
Jack Thats really nice so many young musicians and all from the same town Do you know any of them
Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar
Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for
tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day
Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too
Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family
Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7
A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty
B Work on these skills identifying topics first at the paragraph
level and then at the text level differentiating main ideas from
supporting details
classifying and categorizing (eg activity place time
practicing information transfer (eg matching text to graphic representations filling in a table
recognizing connectors that signal organization (eg first second finally bull
therefore as a result of like in contrast to etc) and connectors that indicate a time frame
using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents
recognizing markers of negation practicing information transfer (eg
filling in an invitation filling in a (table
C Items to practice with your pupils items that tap into the global aspects
of a text (eg topic main idea items that tap into the supporting
ideas and details of a text (eg examples data)
understand the main ideas and supporting details in a text and use this knowledge as needed
understand the structure and conventions of different text types and use this knowledge as needed
identify different text types and use this knowledge as needed
identify explicit opinions and feelings draw inferences in order to identify points of view
in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Rani We could all bring different food Ill bring pita bread
Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes
Amir Ill bring a watermelon and orange juice
Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school
Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High
frequency vocabulary simple compound and complex sentence structure
Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight
Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name
Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time
at the music festival this summer
Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special
Jack What is special about itMark Tonight all the musicians are
teenagers and they all live here in town
Jack Thats really nice so many young musicians and all from the same town Do you know any of them
Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar
Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for
tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day
Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too
Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family
Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7
A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty
B Work on these skills identifying topics first at the paragraph
level and then at the text level differentiating main ideas from
supporting details
classifying and categorizing (eg activity place time
practicing information transfer (eg matching text to graphic representations filling in a table
recognizing connectors that signal organization (eg first second finally bull
therefore as a result of like in contrast to etc) and connectors that indicate a time frame
using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents
recognizing markers of negation practicing information transfer (eg
filling in an invitation filling in a (table
C Items to practice with your pupils items that tap into the global aspects
of a text (eg topic main idea items that tap into the supporting
ideas and details of a text (eg examples data)
understand the main ideas and supporting details in a text and use this knowledge as needed
understand the structure and conventions of different text types and use this knowledge as needed
identify different text types and use this knowledge as needed
identify explicit opinions and feelings draw inferences in order to identify points of view
in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school
Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High
frequency vocabulary simple compound and complex sentence structure
Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight
Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name
Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time
at the music festival this summer
Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special
Jack What is special about itMark Tonight all the musicians are
teenagers and they all live here in town
Jack Thats really nice so many young musicians and all from the same town Do you know any of them
Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar
Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for
tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day
Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too
Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family
Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7
A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty
B Work on these skills identifying topics first at the paragraph
level and then at the text level differentiating main ideas from
supporting details
classifying and categorizing (eg activity place time
practicing information transfer (eg matching text to graphic representations filling in a table
recognizing connectors that signal organization (eg first second finally bull
therefore as a result of like in contrast to etc) and connectors that indicate a time frame
using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents
recognizing markers of negation practicing information transfer (eg
filling in an invitation filling in a (table
C Items to practice with your pupils items that tap into the global aspects
of a text (eg topic main idea items that tap into the supporting
ideas and details of a text (eg examples data)
understand the main ideas and supporting details in a text and use this knowledge as needed
understand the structure and conventions of different text types and use this knowledge as needed
identify different text types and use this knowledge as needed
identify explicit opinions and feelings draw inferences in order to identify points of view
in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High
frequency vocabulary simple compound and complex sentence structure
Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight
Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name
Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time
at the music festival this summer
Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special
Jack What is special about itMark Tonight all the musicians are
teenagers and they all live here in town
Jack Thats really nice so many young musicians and all from the same town Do you know any of them
Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar
Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for
tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day
Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too
Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family
Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7
A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty
B Work on these skills identifying topics first at the paragraph
level and then at the text level differentiating main ideas from
supporting details
classifying and categorizing (eg activity place time
practicing information transfer (eg matching text to graphic representations filling in a table
recognizing connectors that signal organization (eg first second finally bull
therefore as a result of like in contrast to etc) and connectors that indicate a time frame
using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents
recognizing markers of negation practicing information transfer (eg
filling in an invitation filling in a (table
C Items to practice with your pupils items that tap into the global aspects
of a text (eg topic main idea items that tap into the supporting
ideas and details of a text (eg examples data)
understand the main ideas and supporting details in a text and use this knowledge as needed
understand the structure and conventions of different text types and use this knowledge as needed
identify different text types and use this knowledge as needed
identify explicit opinions and feelings draw inferences in order to identify points of view
in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight
Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name
Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time
at the music festival this summer
Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special
Jack What is special about itMark Tonight all the musicians are
teenagers and they all live here in town
Jack Thats really nice so many young musicians and all from the same town Do you know any of them
Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar
Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for
tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day
Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too
Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family
Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7
A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty
B Work on these skills identifying topics first at the paragraph
level and then at the text level differentiating main ideas from
supporting details
classifying and categorizing (eg activity place time
practicing information transfer (eg matching text to graphic representations filling in a table
recognizing connectors that signal organization (eg first second finally bull
therefore as a result of like in contrast to etc) and connectors that indicate a time frame
using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents
recognizing markers of negation practicing information transfer (eg
filling in an invitation filling in a (table
C Items to practice with your pupils items that tap into the global aspects
of a text (eg topic main idea items that tap into the supporting
ideas and details of a text (eg examples data)
understand the main ideas and supporting details in a text and use this knowledge as needed
understand the structure and conventions of different text types and use this knowledge as needed
identify different text types and use this knowledge as needed
identify explicit opinions and feelings draw inferences in order to identify points of view
in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name
Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time
at the music festival this summer
Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special
Jack What is special about itMark Tonight all the musicians are
teenagers and they all live here in town
Jack Thats really nice so many young musicians and all from the same town Do you know any of them
Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar
Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for
tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day
Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too
Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family
Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7
A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty
B Work on these skills identifying topics first at the paragraph
level and then at the text level differentiating main ideas from
supporting details
classifying and categorizing (eg activity place time
practicing information transfer (eg matching text to graphic representations filling in a table
recognizing connectors that signal organization (eg first second finally bull
therefore as a result of like in contrast to etc) and connectors that indicate a time frame
using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents
recognizing markers of negation practicing information transfer (eg
filling in an invitation filling in a (table
C Items to practice with your pupils items that tap into the global aspects
of a text (eg topic main idea items that tap into the supporting
ideas and details of a text (eg examples data)
understand the main ideas and supporting details in a text and use this knowledge as needed
understand the structure and conventions of different text types and use this knowledge as needed
identify different text types and use this knowledge as needed
identify explicit opinions and feelings draw inferences in order to identify points of view
in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special
Jack What is special about itMark Tonight all the musicians are
teenagers and they all live here in town
Jack Thats really nice so many young musicians and all from the same town Do you know any of them
Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar
Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for
tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day
Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too
Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family
Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7
A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty
B Work on these skills identifying topics first at the paragraph
level and then at the text level differentiating main ideas from
supporting details
classifying and categorizing (eg activity place time
practicing information transfer (eg matching text to graphic representations filling in a table
recognizing connectors that signal organization (eg first second finally bull
therefore as a result of like in contrast to etc) and connectors that indicate a time frame
using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents
recognizing markers of negation practicing information transfer (eg
filling in an invitation filling in a (table
C Items to practice with your pupils items that tap into the global aspects
of a text (eg topic main idea items that tap into the supporting
ideas and details of a text (eg examples data)
understand the main ideas and supporting details in a text and use this knowledge as needed
understand the structure and conventions of different text types and use this knowledge as needed
identify different text types and use this knowledge as needed
identify explicit opinions and feelings draw inferences in order to identify points of view
in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Jack Thats really nice so many young musicians and all from the same town Do you know any of them
Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar
Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for
tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day
Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too
Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family
Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7
A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty
B Work on these skills identifying topics first at the paragraph
level and then at the text level differentiating main ideas from
supporting details
classifying and categorizing (eg activity place time
practicing information transfer (eg matching text to graphic representations filling in a table
recognizing connectors that signal organization (eg first second finally bull
therefore as a result of like in contrast to etc) and connectors that indicate a time frame
using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents
recognizing markers of negation practicing information transfer (eg
filling in an invitation filling in a (table
C Items to practice with your pupils items that tap into the global aspects
of a text (eg topic main idea items that tap into the supporting
ideas and details of a text (eg examples data)
understand the main ideas and supporting details in a text and use this knowledge as needed
understand the structure and conventions of different text types and use this knowledge as needed
identify different text types and use this knowledge as needed
identify explicit opinions and feelings draw inferences in order to identify points of view
in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too
Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family
Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7
A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty
B Work on these skills identifying topics first at the paragraph
level and then at the text level differentiating main ideas from
supporting details
classifying and categorizing (eg activity place time
practicing information transfer (eg matching text to graphic representations filling in a table
recognizing connectors that signal organization (eg first second finally bull
therefore as a result of like in contrast to etc) and connectors that indicate a time frame
using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents
recognizing markers of negation practicing information transfer (eg
filling in an invitation filling in a (table
C Items to practice with your pupils items that tap into the global aspects
of a text (eg topic main idea items that tap into the supporting
ideas and details of a text (eg examples data)
understand the main ideas and supporting details in a text and use this knowledge as needed
understand the structure and conventions of different text types and use this knowledge as needed
identify different text types and use this knowledge as needed
identify explicit opinions and feelings draw inferences in order to identify points of view
in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty
B Work on these skills identifying topics first at the paragraph
level and then at the text level differentiating main ideas from
supporting details
classifying and categorizing (eg activity place time
practicing information transfer (eg matching text to graphic representations filling in a table
recognizing connectors that signal organization (eg first second finally bull
therefore as a result of like in contrast to etc) and connectors that indicate a time frame
using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents
recognizing markers of negation practicing information transfer (eg
filling in an invitation filling in a (table
C Items to practice with your pupils items that tap into the global aspects
of a text (eg topic main idea items that tap into the supporting
ideas and details of a text (eg examples data)
understand the main ideas and supporting details in a text and use this knowledge as needed
understand the structure and conventions of different text types and use this knowledge as needed
identify different text types and use this knowledge as needed
identify explicit opinions and feelings draw inferences in order to identify points of view
in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
classifying and categorizing (eg activity place time
practicing information transfer (eg matching text to graphic representations filling in a table
recognizing connectors that signal organization (eg first second finally bull
therefore as a result of like in contrast to etc) and connectors that indicate a time frame
using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents
recognizing markers of negation practicing information transfer (eg
filling in an invitation filling in a (table
C Items to practice with your pupils items that tap into the global aspects
of a text (eg topic main idea items that tap into the supporting
ideas and details of a text (eg examples data)
understand the main ideas and supporting details in a text and use this knowledge as needed
understand the structure and conventions of different text types and use this knowledge as needed
identify different text types and use this knowledge as needed
identify explicit opinions and feelings draw inferences in order to identify points of view
in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
recognizing connectors that signal organization (eg first second finally bull
therefore as a result of like in contrast to etc) and connectors that indicate a time frame
using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents
recognizing markers of negation practicing information transfer (eg
filling in an invitation filling in a (table
C Items to practice with your pupils items that tap into the global aspects
of a text (eg topic main idea items that tap into the supporting
ideas and details of a text (eg examples data)
understand the main ideas and supporting details in a text and use this knowledge as needed
understand the structure and conventions of different text types and use this knowledge as needed
identify different text types and use this knowledge as needed
identify explicit opinions and feelings draw inferences in order to identify points of view
in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents
recognizing markers of negation practicing information transfer (eg
filling in an invitation filling in a (table
C Items to practice with your pupils items that tap into the global aspects
of a text (eg topic main idea items that tap into the supporting
ideas and details of a text (eg examples data)
understand the main ideas and supporting details in a text and use this knowledge as needed
understand the structure and conventions of different text types and use this knowledge as needed
identify different text types and use this knowledge as needed
identify explicit opinions and feelings draw inferences in order to identify points of view
in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
C Items to practice with your pupils items that tap into the global aspects
of a text (eg topic main idea items that tap into the supporting
ideas and details of a text (eg examples data)
understand the main ideas and supporting details in a text and use this knowledge as needed
understand the structure and conventions of different text types and use this knowledge as needed
identify different text types and use this knowledge as needed
identify explicit opinions and feelings draw inferences in order to identify points of view
in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
understand the main ideas and supporting details in a text and use this knowledge as needed
understand the structure and conventions of different text types and use this knowledge as needed
identify different text types and use this knowledge as needed
identify explicit opinions and feelings draw inferences in order to identify points of view
in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage
NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Level One(two texts) approximately 100 ndash 140
words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320
words
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and
sentence completion) sequencing
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Literal Integration Inference Personal response
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
describe people places things and events
react to the content of something read or seen
produce a short piece of coherent writing that conveys personal experiences
express ideas and opinions about general topics and experiences
using main ideas and supporting details
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
70-80 words
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary
Accuracyrsaquo use of basic syntactical and grammatical
structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization
Lengthrsaquo writes at least 70 words
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task
Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally
appropriate6 4ndash5
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Information is limited andor mostly irrelevant to the topic
Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Correct simple sentence structure (subject verb and correct word order
Occasional errors in more complex sentences if attempted
Mostly correct subjectndashverb agreement tense pronouns articles and prepositions
Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb
and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns
articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense
pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and
capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a
variety of texts of differing lengths and levels of difficulty
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
B Skills to work on with your pupils recognizing different text types
through previewing the text recognizing the general features of
narratives eg setting characters sequence of events dilemma and resolution
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
recognizing markers that indicate sequence
differentiating main ideas from supporting details
integrating detailed information into a (sub)topic or claim
identifying cause-effect relationships
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
C Items and questions to practice with your pupils
items that tap into the global aspects of a text (eg topic main idea
items that tap into the supporting ideas and details of a texteg examples data
items that tap into understanding how features of a text promote reading comprehension
wh- questions and yesno
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Marking the texts Finding key words in the questions Looking for definitions of unknown
words italicized words Headings and sub-headings
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Communicative Ability 5 The story relates to the pictures
however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Accuracy 3The entire paragraph is one run-on sentence
so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written
Length 2 According to the task requirements
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Communicative Ability 4 The story is very limited though there is
an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Accuracy 3 There are errors in capitalization (eg
Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar
Length 1
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
sentence structure including simple and compound sentences
basic writing conventions - capital letters punctuation
spelling conventions text coherence and cohesion the structure and conventions of text
types
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Vocabulary ndash extensive reading Reading a variety of texts without
dictionaries Word order in sentences Parts of speech Guessing words in context
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Sentence structure Capital letters and punctuation Vocabulary and spelling
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Click herehttpcmseducationgovil
EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Calm them down and tell them to ldquodo what you canrdquo
Practice with the 5th grade Meitzav Divide the 8th grade exam into
sections Review wh questions
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Review common homonyms (red-read) Practice listening comprehension with
different teachers from the school reading the parts
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Special Education pupils donrsquot have to be tested
The school decides how ldquoshiluvrdquo pupils should be tested
LD pupils should be tested the way they are usually tested in class
Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified
copy of the exam No dictionary for these pupils either
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Tell pupils that the exam starts with 2 listening tasks
Tell the pupils to read the instructions and then start with Task 1
Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English
Tell them to take the exam seriously (Think of ideas how to motivate them to do so)
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo
Practice with these pupils at least once
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Use the same teachers to read in the mock exam as in the real Meitzav exam
All of the pupils are entitled to an extra 15 minutes
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Make sure the pupils know which classrooms to go to
Lists on the doors help to avoid confusion
Arrange tape players for each of the classrooms
Organize English teachers for the reading class preferably the same teachers who did the mock exam
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
Encourage your pupils to do their best for their own pride and the pride of the school
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
All of the approved textbooks teach according to the benchmarks
Keep your pupils calm If you donrsquot get stressed out by the exam neither will they
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm
httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm