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State of Israel - Ministry of Education Pedagogical Secretariat - Language Department

English Language Education – Ladders Program The National Program to Promote English Teaching and Learning

State of Israel Ministry of Education

Pedagogical Secretariat Language Department

English Language Education

Ladders The National Program to Promote

English Teaching and Learning

Additional hours to reach 3 Points



: Acknowledgements

The Amal Network, English Access Micro-Scholarship Program, sponsored by the American Embassy, for the use of their booklet: HOT Practice, Developing Reading and Higher Order Thinking Skills for the English Bagrut Examination, Modules C, D, E, Compiled by: Rina Akotonas, Pedagogical Advisors: Dr. Rachel Tal and Ahuva Dotan

The Goralnik Institute for the enhancement of teaching and learning, a part of ORT Israel’s . administration for R&D and Training for The Ongoing Dialogue feedback examples

Miriam Greif, Rothem Baharon, Simone Duval and Liora Niv for the Literature materials

Rachel Borenstien for organizing the pre-reading chart

Dr. Tziona Levy for her feedback and input

Compiled and written by Michele Ben, Aharona Gvaryahu and Gail Singer

Lists of Fry words downloaded from: https://ncsec.k12.sd.us/fry%20words.doc

Fern Levitt for decoding resources: http://dye.macam.ac.il/dyellin_open.htm

http://dye.macam.ac.il/hickey%20web-site/hickey%20documents%20for%20download.htm

Pilot version – November 2016

Updates additional materials will be available on the English Inspectorate website:

www.education.gov.il/english/ under the Ladders Program

https://ncsec.k12.sd.us/fry%20words.doc

http://dye.macam.ac.il/hickey%20web-site/hickey%20documents%20for%20download.htm



Table of Contents

1. Introduction 01

a. Profile 01

b. In this resource 02

c. Motivation 03

2. Vocabulary 05

a. Sight Words 05

b. Dictionary Use 09

3. Reading Skills 11

a. Reading rules for effective decoding 11

b. Reading Fluency 16

c. Preparing a text for teaching 16

4. Success in Listening 24

5. Tackling the writing task 26

6. Module B – The Literature 32

7. Charting tests and quizzes 34

8. Appendices 35

a. 200 Fry words in alphabetical order 35

b. The spelling of the sounds in English 36

c. Example texts and exercises 39

d. Ongoing Dialogue 43

e. Mama and Her Bank Account 70

f. Example of Charting test 103



Additional hours – 3 Point Program Internal Use Only – not to be marketed 1

1. Introduction Every student is able to successfully complete the requirements for Bagrut in English at the three-point level. With time, proper instruction and patience, we can guide all of our students through the process to ensure that they achieve a Bagrut certificate with at least three points in English. The aim of the Ladders Project is to grant time to you, the designated teachers and your students to succeed. This booklet will provide you with ideas and tools to help use the time effectively.

The first step toward success is believing that our students will succeed. We then need to convince them that they can do it! We need to help them understand that hard work is needed, but hard work is not beyond their ability. In fact, hard work simply means actually attending the lessons and working during class time! Expecting our students to work on their own in English might seem unreasonable, but eventually, by experiencing success, they might get to that point.

a. Profile You are working with students who, without additional attention and focused work, most likely won't pass English at the three-point level. The students in your group were chosen because they are willing to work toward the goal of achieving a Bagrut certificate with three points in English. Despite the vast differences among the students, and each one's individual needs, there are a number of characteristics common to this group of students.

• First of all, they are all struggling with English. They are frustrated as a result of repeated failures in English. The root of the struggle may be undiagnosed learning disabilities or a difficult home life which prevents them from investing the time they need to succeed in language acquisition.

• Second of all, they lack some skills needed to successfully navigate the Bagrut exam in English. They most likely have a poor vocabulary. In many cases, they have a passive vocabulary that does not really come to the fore in class.

• Thirdly, they may know the meanings of many individual words, but are challenged when they hear or read a bunch of them together.

• Forth, they may have difficulty, often great difficulty, decoding words while reading. • Finally, they most likely know a great deal more English than they think they know.

Therefore, the root of their struggle and the lack of skills is not as important as what they CAN actually do.

It is ever so easy to say what our students cannot do. Our starting point is to identify what they CAN do. Our task is to help these students view themselves as successful learners of English and to break the cycle of failure. Success breeds success!




b. In this Resource Booklet

This booklet is a resource to help you plan your Ladders lessons well. Simply solving, practicing and reviewing Bagrut papers or Bagrut-like papers will not effectively advance your goal of ensuring that all the pupils in your group successfully complete 3 points in English. As you work on texts, it is necessary to focus on reading skills and vocabulary items that will lead your students to success. This resource booklet provides you with:

• guidelines for planning lessons • principles for preparing a text to teach • essential vocabulary instruction • ways to reinforce reading skills • ways to enhance reading comprehension skills • suggestions for approaching the writing and listening sections of the exam • ways to ensure success on the literature module and the oral exam.

You will also find some exercises and example texts. However, your work will be more effective if you work on the texts in your students' textbooks. You can work on them according to the principles presented here before or after they've worked on the texts in class. This will increase your student’s confidence and motivation, and will give you the opportunity to reuse, recycle and often reintroduce vocabulary items. You can also work on texts that they will never get to in class. In addition, this booklet includes a test for a preprogram assessment and a post-program assessment. Finally, there is a section that discusses the importance of motivation, how to promote it, and how to encourage reflection and self-evaluation.




c. Motivation

Motivation is the most important element of success. All students must believe that the time they are investing is worthwhile. To create motivation, the Ladders Program lessons must be enjoyable to the participants. Students need to feel safe and accepted. Everyone is working together toward the goal. It is also important for the texts that we use to be as interesting as possible. While it is true that on the Bagrut examination the texts are not always fascinating, it is important for our learners to see that it is worth their while to read. The texts that we teach, do NOT have to be completed. Once we have worked on a text, it is not necessary to continue to work on it for a number of days until it is completed. The purpose is to learn how to approach a text. We have to make sure that our students know the purpose of our lesson, and understand what we wanted them to get out of the lesson for the day. The text is our tool, not our goal. As they approach Bagrut, by working consistently and systematically, we will give them the skills they need for approaching and working with a text on their own, successfully. A most effective way to generate motivation and create an enjoyable atmosphere in the lessons is to just talk with your students.

• Begin each lesson with an informal discussion. The topics of these discussions can come from them. Remember, that if we know what they are interested in, and we create positive working relationships with them, they will understand how important it is for US that they come to class.




Encourage them to talk about what interests them and what's going on in their lives that they'd like to share. Listen and participate in the discussion non-judgmentally. Hold thesediscussions in the students' native tongue. The point is effectivecommunication, not English teaching .

You can also use discussions to expand the general knowledge of your students. Generalknowledge is essential to reading comprehension. So, when the opportunityarises to discuss current events or historical events, do so .

Another way to maintain motivation is to help the students reflect on the learning process. Reflecting on their progress and on the learning process is empowering and gives the students a sense of control over their learning. Time must be set aside to meet with each student to complete the planning of his studies and reflect with him. Please use the resource in the appendix of this booklet (Ongoing Dialogue) to guide you in constructivediscussions with your students and in supporting them in the reflectionprocess .

Remember, reflection is important if we make it important. If we ask them to fill in the reflection pages and we do not look at them, nor respond to them, the students will stopfilling them in. If we guide them and support them while they are doing it, we willget valuable information that can help us help them.




2. Vocabularya) Sight Words

Vocabulary knowledge is essential to language acquisition. A language is comprised of words! Our students must know the first 200 Fry words on sight. This is most important for automatic recognition, not necessarily for the precise translation of each word. If you look carefully at the words you will immediately realize that many of these words have multiple purposes, and they often more than one specific meaning.

First recognition, then comprehension.

These words are the glue words of the text; these words are vital for making sense of the text. A word like "not" can turn the whole sentence inside out. A word like "did", tells us that something happened in the past. The word "one" has multiple meanings: it gives us a sense of time as in one day, a sense of number as in one boy, a sense of amount as in - He ordered one bag of flour, or All he had left was one last cookie.

The more automatic the reading of these words become, reading will become more and more fluent. Automaticity and fluency lead to comprehension. It is extremely difficult to understand what I am reading if my reading is very slow and belabored. In the lower level texts, such as module A, the sight words may be more than half of the words in the text.

Look at the following paragraph from the Module A exam, summer 2015. All of the italicized words are on the Fry lists of the 200 most frequent words in written texts.

Last year, Annie Taylor opened an unusual kind of restaurant. In her restaurant customers decide how much to pay for their meals. They put as much money as they want in a box near the door when they leave.

Prepare the words on flash cards. Every lesson should include five to ten minutes of flashing and reading the sight words. The students can work in pairs and flash the words to each other. They can keep track of what they know with a check-list. Below you can find links to the lists of the first two hundred words, checklists and flashcards to print.




First 100 Fry words

the your my or said

a as very two did

is but all man boy

you be would little three

to have any has down

and he been them work

we I out how put

that they there like were

in one from our before

not good day what just

for me go know long

at about see make here

with had then which other

it if us much old

on some no his take

can up him who cat

will her by an again

are do was their give

of when come she after

this so get new many

You can download the list of the first and second 100 Fry words, a checklist and flashcards from the following site: http://www.uniqueteachingresources.com/support-files/fryfirst100set.pdf http://www.uniqueteachingresources.com/support-files/frysecond100set.pdf

The following links may be useful to help the students learn the sight words: • An app students can use to practice Fry words -

https://play.google.com/store/apps/details?id=com.november31.fry_words&hl=en• Computer games for practicing Fry words –

https://www.spellingcity.com/fry-words.html• Checklists to keep track of mastering Fry words -

http://www.thecurriculumcorner.com/thecurriculumcorner123/2012/07/05/fry-list-check-off-pages/




Second 100 Fry Words

saw night year hand way

home into white more too

soon say got why shall

stand think play better own

box back found under most

upon big left while sure

first where men should thing

came am bring never only

girl ball wish each near

house morning black best than

find live may another open

because four let seem kind

made last use tree must

could color these name high

book away right dear far

look red present ran both

mother friend tell five end

run pretty next read also

school eat please over until

people want leave such call

Many of these 200 most frequent words are easily decodable and follow basic reading rules. When you review these words, you can point out the reading rule that goes with those words. However, there are many words in the list that are exceptions and are not read according to basic reading rules. These words are especially important to learn as sight words.

The words which are not easily decodable are italicized in the chart. Pay special attention to these words. You might notice that some of these words have word patterns that are similar to many other words. Once our students are actively taught how to read could, the words should and would are more accessible. Words like girl and first have the exact same internal ir combination, and a word like kind can serve as a model for multiple words such as mind, or find.




Ideas for Games using Sight Words:

• Find pairs of rhyming words and play a memory game.

• Make cards with six columns of seven words. In turn each student rolls a die and

reads the column of words that matches the number on the die.

• Make a board game with one word on each space. Each student rolls the die and

moves along the path, reading each word as they go.

• Make Bingo boards and play Bingo. The students can make their own Bingo boards.

Use 50 words at a time. Each board has 25 spaces – 5x5.

• Lay about twenty words out on the table. Each student makes a sentence using a

word or two or three in the sentence. Any sentence is acceptable. If there is a

mistake in the sentence, just correct the mistake without making a big deal. Say, "OK,

" and repeat the sentence correctly. The students have to cooperate to use all the

words laid out in sentences. You can write their sentences and they can read them

back to you.

For further information on the importance of vocabulary acquisition we recommend the ministry publication: A Practical Guide for Teaching Vocabulary which is available for download on the English inspectorate website, Simply Google: A Practical Guide for Teaching Vocabulary (posted Aug. 11. 2014) to access. The booklet also has excellent examples of types of vocabulary tasks you can do with.your group




b) Dictionary Use

Our students often don't bother to invest the time and effort needed to expand their vocabulary because they know that they can bring a dictionary to the Bagrut exam. However, many of them don't know how to use a dictionary properly. Furthermore, although they may have a dictionary with them, they often don't open it because finding a word takes them a great deal of time. Finally, they often forget to bring the dictionary with them the day of the exam. So depending on the dictionary is a mistaken approach. That's one reason that vocabulary acquisition is of utmost importance.

That said, the dictionary is still a very useful tool and it is worthwhile spending a few minutes each lesson reinforcing dictionary skills. When our students learn to use the dictionary wisely, it will prove to be a loyal friend. The following are points you need to pay attention to for developing dictionary use skills in your students. Remember: These are things that need to be done again and again and pointed out again and again, briefly. Don't spend a chunk of time "teaching" and drilling these. If you do that, they will be forgotten.

Alphabetical Order

The words in the dictionary appear in alphabetical order. Rapid alphabetization is essential for quickly finding a word in the dictionary. To reinforce this skill always instruct your students to copy word lists in alphabetical order. Also, before beginning work with flashcards, spread them on the table and ask the students to quickly organize them in alphabetical order. Each lesson, hold a quick word finding competition and have them look up a word or two, not more, in the dictionary. You can keep track of the time it takes them and show them that the time is improving. When they find the word, look at the word before and the word after to understand how alphabetical order works. Point out the head words at the top of the pages. Show them how to use the head words to find words in the dictionary.

It is a good idea to put little letter flaps in the dictionary on the first page of each letter. It is also useful to have a laminated list on a card, of the letters, capital and lower-case, in alphabetical order. This is especially good for the kids who still get confused between capital and lower-case letters. For those students who use an electronic dictionary, it is vital that they have a card with the same set up of the letters on the keyboard of the electronic dictionary in small letters so that finding the letters they need to type in will not take them a long time.




Parts of Speech

Often words mean different things depending on the part of speech. For example: 1) We keep our jewelry in the safe. 2) It isn't safe to drink beer and then drive.

In the first sentence safe is a noun and in the second, an adjective. As a noun and as an adjective the word "safe" means different things. Understanding and identifying the subject (the noun and the verb) in the sentence is very helpful to understand the main point of the sentence. Point out sentence structure to your students. Adjectives precede nouns or follow the verb "be" or other linking verbs such as become, feel, taste, smell, appear, look, seem, get, remain, turn etc. Nouns often follow the words "the" or "a". Point out sentence structure – subject, verb, object, rest of sentence. The verb comes after the subject, which is a noun or pronoun. The students don't always need to be able to identify a word's part of speech. They MUST be aware that a word that can be used as different parts of speech can mean different things. Therefore, it's important to point this out again and again. They also must be aware of multiple meanings. For example:

1) Teachers order their pupils to be quiet.2) We like to order pizza with olives.3) Put the words in alphabetical order.4) The waitress came to take our order.

And sometimes two different words might be translated into the same word in Hebrew or Arabic. "Order" can mean "להזמין”, but " to invite " can also mean " להזמין ." This must be brought to the attention of the students when encountered in a text. Once students are aware of these things, they know that when they look a word up in the dictionary, they MUST look for the definition that makes sense in the context of the sentence, even if they can't necessarily identify the part of speech ahead of time. Impress up on your students that everything they read must make sense! The dictionary can help them make sense of what they read when they use it wisely. Briefly reviewing dictionary skills while working on texts guides our students towards efficient use of the dictionary while taking an exam.

Base Words

The final issue that's essential to point out to our students is that words often appear in the dictionary in their base form. Verbs are in the base form: walk, not walks or walked; go, not goes or went; cry, not cries or cried. Adjectives also appear in their base form: happy, not happier or happiest; hot, not hotter or hottest. So you need to point out the suffixes "er", "est", dropping the "y" and adding the "i" instead, doubling the final consonant for C-V-C words. Again, work on this while reading a text rather than spending time teaching and drilling.




3) Reading Skills

Reading is an astoundingly complex cognitive process. While we often think of reading as one singular act, our brains are actually engaging in a number of tasks simultaneously each time we read a text. There are five aspects to the process of reading: phonics, phonemic awareness, vocabulary, reading comprehension and fluency. These five aspects work together to create the reading experience. As children learn to read they must develop skills in all five of these areas in order to become successful readers. http://www.k12reader.com/the-five-essential-components-of-reading

Essential skills for reading a text are automatic word recognition and decoding and fluency. Decoding means being able to correctly sound out and pronounce a word. Fluency means reading something fluently without frequently stopping to struggle to decode words. Lack of fluency and decoding skills seriously impair reading comprehension, even when the vocabulary of the text is well known to the student. Therefore, it's important to point out reading and work on decoding skills while working on a reading comprehension passage. You want to work on one or two rules each session, not more.

a) Reading rules for effective decoding

The various sounds in English are represented by letters and combinations of letters. Many sounds are represented by a number of different letter combinations. For example, the sound "f" is represented by f / ff/ gh / ph. In the appendices at the end of this booklet, you will find a comprehensive list of the sounds in English and the letters and letter combinations that represent them. This list was prepared by Fern Levitt and R. Badichi. http://dye.macam.ac.il/hickey%20web-site/hickey%20documents%20for%20download.htm. When teaching a text, choose one or two sound patterns to point out to the students. The sounds you choose to point out will depend on the words in the text. You can choose a sound pattern, present it to the students and ask them to find a word or words that contain the sound, or point out words with the sound and ask them to find the letters or letter combinations that make the sound. In addition, it's important to remind the students of a few common reading rules that they have been exposed to.




Again, point out or review these reading rules or patterns as you encounter them. Don't spend time teaching and drilling them.

• "Magic E" – When a word ends with a vowel – consonant – "e" (v-c-e), the vowel says its name (its long sound) and the "e" is silent. Examples: lake, smile, bone, cute, nice. This can be practiced by quickly reading word pairs such as mad – made, plan – plane, win – wine, hid – hide, bit – bite, hop – hope, slim – slime, cop – cope, cut – cute, cub – cube, ton – tone, cap – cape.

→ There are common words which are exceptions to the "magic e" rule. The e is still silent. These words have n, m or v before the final "e": none / one / gone // have /give / love / glove / shove // some / come.

→ Remember words can never end with the letter v. → Other words to note: are, were, lose and move. → The word "maybe" looks like a "magic e word", but it is not, it is a compound

word.

• When a word has two vowels together, they usually say the long sound of the first vowel.

Examples: → /ai/ - fail, paid, main, sail, waist, main, brain (exception – said); /oa/ - throat, soap,

boat, moan, toast; /ie/ - die, pie, spied, tried. → /ea/ - real, dream, beach, meal, cheap, please (For "ea" there are multiple

exceptions - "-ead" bread, read (past tense of read), spread, instead, "-ealth" health, wealth, -ear bear, wear, pear earth, and heart, as well as create and idea

• Two syllable words that end in vowel – consonants -"y", the "y" makes an "ee" sound.

Examples: funny, crazy, city, party, noisy, candy, hurry, ugly, healthy, mommy, emergency, story, family, many, busy, ready, early, very.

• Single syllable words end in "y" and there are no other vowels in the word, the "y" sounds like a long "i". Examples: sky, shy, fly, try.

• The letter "c" sounds like /k/ when followed by o, a or u. Examples: coat, color, corn; cat, cake, can, case; cup, cute, cure. When the letter "c" is followed by e or l or y, it sounds like /s/. Examples: center, cell, certain; city, circus, circle, cycle.




• The letter "g" sounds like /g/ when followed by o, a or u. Examples: goal, good, gate, gum, guest. When the letter "g" is followed by e or i, it sounds like /j/. Examples: gem, gentle giant, giraffe. Exceptions: girl, gift, get. There are many other exceptions, but this rule generally applies to the most frequent words.

• Pay attention to the letter combination "ough." In the word "dough" it sounds like o in so; in the word "through" it sounds like oo in moo; in the word "cough" it sounds like off in offer; in the word "tough" it sounds like uff in the word stuff; in the word "plough" it sounds like ow as in tower; in the word "bought" it sounds like aw as in dawn. There is not a reading rule to learn here, so these words should be pointed out when they appear in the text. Brought, bought and through are not among the 200 most common sight words, but should also be learnt as sight words.

• Note: The letters "gh" sound like "f" in the words laugh, tough, rough, enough. The letters "gh" are often silent when followed by the letter "t"– night, eight, daughter, weight, brought, etc. The letters "gh" are also silent in the words neighbor and weigh.

• Silent letters: "p" – psychology; "b" – crumb, plumber, "g" – sign, gnaw; "k" – knife, knot, know; "h" – ghost, ghastly; "s" – aisle, island; "n" – solemn, column; "w" wrap, wrist, wrong, write; "l" – half, calf, calm, palm.

• The letter "w" can change the sound of the vowel. Note: and – wand; and – want; find, kind – wind (רוח); arm – warm; or, for – worm.




Syntax and Grammar

When preparing to teach a text it is important to pay attention to the syntax and grammar in the text, and how they convey meaning. These are issues which pose a challenge to our students.

• Contractions

Students should scan the text for contractions in the text prior to reading, and highlight them with a marker. This is especially important because adding the contraction changes the meaning of the entire sentence.

Contractions with "not" Contractions with "be" Contractions with "will"

can't = can not won't = will not I'm = I am I'll = I will

couldn't = could not isn't = is not he's = he is he'll = he will

wouldn't = would not aren't = are not she's = she's she'll = she will

shouldn't = should not wasn't = was not it's = it is it'll = it will

doesn't = does not weren't = were not you're = you are you'll = you will

didn't = did not hasn't = has not we're = we are we'll = we will

don't = do not hadn't = had not they're = they are they'll = they will

• Prepositions

Point out prepositions that appear in the text and remind students of what they mean. Most of these words are sight words. It is important to stress to the students to pay attention to these words. Often our students just ignore them and the result is a misunderstanding of the text.

above about across along around aloud at below before

by during for from in into of off on

out over through to toward under until with without




• The letter "S"

The letter “s” can be a problem for our students because of the number of functions it fulfills. Point out these functions when you encounter them in a text.

→ The most familiar function is to form the plural. (cats, words, tables) → "S" is added to the verb in third person singular in the present simple. (He

walks, It feels, She thinks) → Apostrophe "s" ('s) can mean one of two things.

It indicates possession (the girl's hat, the man's beard). It can also be a contraction (She's = she is). NOTE: It's means it is. However, its (without an apostrophe) indicates

possession. Examples: I have a car. Its color is green. (The color of the car is green.) That tractor is huge. Its wheels are bigger than me! (The tractor's wheels)

A good exercise is to have your students complete the following chart:

Functions of the letter "s"

Plural Present simple third person singular

Apostrophe "s" ('s) - Possession

Apostrophe "s" ('s) – contraction

"Its" – possession




b) Reading Fluency

Reading fluently is as important to comprehension as accurate and automatic decoding. Automaticity and fluency are the keys to comprehension. Here are ways to get your students reading more fluently.

• Read a sentence out loud. Your students echo your reading back to you. They can do it together a few times, and then individually.

• Make strips with phrases and chunks to practice reading fluently. For example, "the big dog", "eat breakfast", "every day", "a long trip", "hot water" etc.

• Use WhatsApp. Send the kids a written sentence, or two or three. Send them a voice message of you reading the sentences properly. Tell them to practice, and then record themselves when they are ready and send you the message.

• Choose a paragraph from the text and have them work in pairs, reading the paragraph out loud to each other, in turn, again and again. They can even time each other's reading. When they are ready, they can read their passage to the group.

c) Preparing texts for teaching

You can use any text for working with your students; preferably you'll use the texts in their textbooks. Preparation is vital. It is a good idea to pre-teach the words you decide to focus on, review the grammar, and show the reading rule before the students read the text.

There are seven things to keep in mind while preparing a text.

1. Schema - identify to schema of the text. Look at how it's organized. Make connections to background knowledge.

2. Reading rules – choose one or two reading rules which are exemplified by words in the text. You can show them to your students in a chart according to the sounds that the letter makes, or the letter combination makes. You can use rule cards from this site: http://dye.macam.ac.il/dyellin_open.htm

3. Victory vocabulary – these are seven to nine words that are important and unique to the text. They should be common vocabulary words. These should be pre-taught. Actually, these are two sets of words. One set is words that are vital for understanding the particular text, the others are very frequent vocabulary words.

4. Sight words in the text - find and point out sight words in the text. 5. A grammar point – choose one grammar point to reinforce while reading the text. 6. Syntax – point out how the way the words are arranged in a sentence, and how

the sentences relate to each other. 7. Purpose – The text should have a purpose, a meaningful message to make reading

it worthwhile.




Pre-reading

When beginning to read a text, there are a number of pre-reading steps. Since these are things students also must do when they receive a test paper, briefly review them each time you work on a text. For every text, go through the pre-reading steps. Scan for and highlight the things mentioned below, at least in the first two paragraphs.

Very often we teach our students to highlight certain things in the text in order to → give them a starting point for working → help them mark eye catchers that will help them as they work through the

text and the questions → help them identify the items that give them a great deal of information

without requiring a lot of reading → give them some idea of what the text is about.

By marking all of the things that appear in the chart on the next page – in the first two or three paragraphs in any text , and in the questions that they are working on, the students can identify:

Who the text is about What the text is about When - or the time ( even in the past, present or the future) Where the text takes place

They will need to actually read the text to identify WHY the text was written. It is very important to understand the purpose of the text, that often helps the reader to think about what is being read. The punctuation in the text can help the student better understand what is important, When there is a negative form of the verb to do or to be – just by looking at the word with the 'nt- the reader knows that there is something negative, or different from the previous words. The verbs to be, to have and to do, designate time even when there may not be a specific date, hour, day of the week or month of the year in the text itself. Remember that experienced and successful readers know how to use this information when they read, however novice readers or readers with less experience of success really do not and for that reason it is important to actively teach our students how much they can benefit from the process of highlighting the text and actually connecting the things that have been highlighted with text specific information. By highlighting the same things in the questions- each question prior to answering it, it is often easier to identify the information in the text that can help find the answer to the particular question.




1. What's the text type? Is it an article, an interview, or a review of a book or movie?

2. Understand the title! If there are unclear words in the title, these may be names which usually appear in the first two paragraphs of the text.

3. Look at the visual aids. These are pictures or graphs. Try to understand what they represent before reading.

4. Note the number of paragraphs in the text.

5. Note the line numbers on the side and complete what’s missing.

6. Highlight capital letters, especially mid-sentence capital letters.

7. Highlight numbers in the text.

8. Highlight punctuation marks.

→ Question mark ? → Exclamation point ! → Quotation marks " " → Parentheses ( ) → Dash -- → A list of a few things ,---,---, and --- → Commas before and after a few words , ------------,

9. Highlight different types of fonts: fonts, fonts, fonts.

10. Highlight glossed words * , and their meanings at the end of the text".

11. Highlight auxiliary (helping) verbs:

• "be" (was /were, am /is/are, will be) • "do" (did, do /does, will do) • "have" (had / has, have / will have).

(Thank-you to Rachel Borenstien for organizing the above information.)




An example of text preparation Here's an example of how to prepare a text for teaching. Explanations follow. The colors and different markings will help you refer back to the text as you read the explanations.

Read the film review below and then answer questions 1-8. ( ,2016קיץ תשע"ו, מועד ב Module B)

A SUNDAY HORSE

A Film Review by Ron Stone

5

10

15

20

25

I just saw a new film called "A Sunday Horse". It tells the true story of Debi Connor, a horse rider and trainer. Connor dreamed of winning the Olympic gold medal for horse jumping since she was a child. Connor's family couldn't pay for the horses or the training she needed. So she worked very hard on a horse farm to earn money. A businessman who saw her talent decided to help her. He bought Connor two horses and she

started training them. After only one year, she got on the US Olympic team with her horse, Touch of Class. She believed her Olympic dream could come true. Unfortunately, Connor had a bad accident on a horse and could not participate in the Olympics. Her doctors told her she would probably never walk again. So she sold Touch of Class. The new owner rode the horse in the Olympics and won two gold medals. Connor watched the competition from her wheelchair at home. Surprisingly, after many months of therapy, she became strong enough to ride again. She started to participate in

competitions. She even competed against Touch of Class and won. Connor had to deal with so many difficulties but never gave up. Today she is a successful businesswoman. She buys and sells horses. She is also a trainer and still competes and wins prizes. Many people say this is the most realistic film ever made about horse competitions. I think the actors are excellent, especially Nikki Reed who plays Debi Connor. You can feel her love of horses. I believe it is a movie that the whole family will enjoy. Even people who don't know much about horses will love this heart-warming film.




Answer questions 1-8 in English according to the film review. In questions 1, 5, 6, 7 and 8, circle the number of the correct answer. In the other questions, follow the instructions.

1. What do we learn about Debi Connor from lines 1-3? i) She is acting in a new film. ii) She rides and trains horses. iii) She won a medal at the Olympics. (7 points)

2. How did a businessman help Connor? (lines 5-9)

ANSWER: _________________________________________________________________

_________________________________________________________________. (8 points)

3. Why did Connor feel her Olympic dream could come true? (lines 5-9)

ANSWER: _______________________________________________________________

_________________________________________________________________. (8 points)

4. Why didn't Connor compete in the Olympics? (lines 9-15)

ANSWER: _________________________________________________________________

_________________________________________________________________. (7 points)

5. After Connor became strong enough to ride, (–). (lines 11-17) i) she participated in the Olympic games ii) she began to compete again iii) she bought Touch of Class (7 points)

6. What does Connor do today? (lines 19-21)

i) She makes movies. ii) She sells horses. iii) She trains the Olympic team. (7 points)

7. What did Ron Stone like about the movie? (lines 23-26) i) The wonderful acting ii) The horse competitions iii) The happy ending (8 points)

8. What do we learn about Debi Connor from the text? She always (–). i) wanted to be rich ii) knew what she wanted iii) helped other people (8 points)




Explanations: A) Pre-reading items to pay special attention to:

• This text has many capital letters mid-sentence, which are mainly the first letters of names. The name of the horse, Touch of Class, is likely to cause confusion. Point out that the capital letters indicate that this is a name and does not need to be understood.

• The text type is a movie review. You see this under the title. The font is italicized. Since it's a review, we can expect to find an opinion in the text.

• The text has five paragraphs.

B) Sight words – who, new, many, again, also, never. You can prepare these on flash cards, and have the students find them in the text before reading.

C) Victory vocabulary –

• true, accident, competition (competes, competed), participate, successful, realistic, excellent. These can also be prepared on flashcards. Point out the relationship between "competition" and "compete". You may want to then ask what they think the noun for "participate" is (participation). You can do some vocabulary exercises, written or orally with these words to provide extra exposure before reading.

• come true, earn money – These are expressions. Earn money is a strong collocation. Come true is less strong but still worth pointing out.

• gave up, deal with – These are phrasal verbs. The addition of the preposition turns it into an expression.

D) Reading rules–

• could, would, touch, bought, enough. Point out the sounds of "ou", point out the different sounds of "ough."

• one – won. Homophones – same sound, different spellings and meanings. "One" is also a sight word.




E) A grammar point – This text has a great deal of past tense verbs. Have the students look for them by finding words that end with –ed. A few of the past tense verbs in the text are irregular. Point these out.

F) Syntax – This text has two syntactical points worth discussing.

• Line 6 – "..a business man who …" The word who is not a question. It is a relative pronoun that indicates that information about the man follows in the rest of the sentence.

• Paragraph 3 - Unfortunately – what follows tells us what was unfortunate. Surprisingly – what follows tells us what was surprising.

• rider, trainer, owner - The addition of "er" to the word tells us that it's a person. Rider – a person who rides. Trainer – a person who trains. Owner – a person who owns something.

G) Schema –

• This is a great text to point out text organization. The first paragraph tells us that it's a film review and the topic of the film. The last paragraph gives us the reviewer's opinion. It's worthwhile pointing out that the reviewer's opinion is usually given in the final paragraph of a review. The three middle paragraphs tell the story of the film. Note that the verbs are in the past. However, the third sentence of the fourth paragraph begins with the word "Today." Now the verbs change to the present tense because the narrative is now telling us about what the character does now.

• Accessing prior knowledge – The students probably don't know much about horse riding competitions. However, the text is actually about overcoming obstacles in pursuit of a dream. The context is sports, and in this case the sport is horse riding. In fact, the students probably know a great deal about sports competitions so they can use this knowledge to understand the text.

H) There are two words here in the text that can be used to show what to be aware of when using the dictionary. "Plays" in this context means to act as in play a role, rather than the more familiar meaning of play a game. "Still" here means something that's continuing and not something that's not moving. When looking up each of these words in the ,(עדיין)dictionary, you can point out the multiple meanings.




Thorough text preparation before a lesson enables you to help students improve their reading and comprehension immensely. You don't have to work on all of the points mentioned here. That could be quite overwhelming. Choose a few to work on in each text. This is an example of points to work on in this text and you may find others. The points you choose depend on what you've worked on previously, what you want to review and the text itself. Keep track of what you've worked on.

It is especially important to work on the vocabulary to ensure that it is retained. Review the words learned in one text before reading a new text. You can have the kids look for those words in the new text before introducing new vocabulary. Use flash cards and keep the pile to show the students how many words they have learned.

Answering the questions You don't necessarily have to answer all the questions after reading a text. You can choose one paragraph and work on the questions that relate to that particular paragraph. However, it is very important to understand the question being asked. Have the students write the translation of the question, or stem, above it on the page. They must make sure that the question or stem they write makes sense. They can't just translate the question word by word. It is very difficult to answer a question you don't understand!




4) Success in Listening

The listening comprehension section of the Module A exam can be quite challenging. Below are a number of tips. Go over these tips with your students and have them write them in their mother tongue as a checklist for each time they do a listening. Remind them of these steps again and again.

1. Spend the first 10 to 15 minutes of the exam preparing for the listening comprehension. 2. Read the native tongue instructions and the title. This gives information about the

topic of the listening passage. 3. Read and translate the questions. 4. Write the translation of the questions above them, like on the reading section. 5. Based on the questions, think about what the listening passage will be about. 6. Jot down your ideas about what the passage is about in the margins of the exam. 7. Based on your notes, about the topic of the passage, read each question and think

about what the answer might be. 8. Also think about what information you need to listen for in order to know the answer. 9. Use a pencil to mark down your thoughts. 10. While you listen, check to see if you were correct. This helps you focus as you listen to

the broadcast, 11. Never leave anything blank. Even if you have no idea of the answer, always mark an

answer.

Preparing for the listening comprehension

• Use old Bagrut listening passages. Before tackling the actual questions, prepare simple yes and no exercises and exercises where the students must fill one word in a sentence from the broadcast. Allow the students to listen to the broadcast at least four times in order to complete the exercises.

• You can also stop the recording after each main idea or paragraph. Give the students time to think about their choice of an answer. Then give them the opportunity to listen to the section again.

• After translating the questions into L1- discuss with the students what kind of information they will be listening for. Have them think with you about what the answer may be. After listening, choose the answer together. Make sure that everyone IN YOUR GROUP , knows what the answer was to each and every question.

• Bring songs with lyrics to listen to and read. Choose songs that are simple and clear.




• You can practice having the students complete words from the song, after listening line by line initially, and then two or three lines at a time. The idea is to develop their skills to listen for specific information.

• An excellent way to improve listening comprehension is to listen to a text and read along. "The Times in Plain English" is an excellent resource. Here is an article about eating breakfast. http://www.thetimesinplainenglish.com/is-breakfast-the-best-way-to-start-the-day/ If you highlight a paragraph of the text and then click on the speaker in the left margin where "HEAR THIS PAGE" is written, you can hear the text while it is read.

• Then do similar exercises, while adding questions, first orally and then written ones. • Practice the actual tasks from past bagrut exams – you can access these on the English

Inspectorate site:

education.gov.il/english -> then click on Bagrut -> and then Bagrut Archives -> and then on the link at the bottom to the listening files

You can access the actual questions on the page above by going into the archives for each year.

1

2

http://www.thetimesinplainenglish.com/is-breakfast-the-best-way-to-start-the-day/

http://www.thetimesinplainenglish.com/is-breakfast-the-best-way-to-start-the-day/




5) Tackling the writing task

The C module now contains a 30-point writing task. The task will most likely require students to describe something or express an opinion about something. The table of specifications indicates what is expected of the students.

Table of specification - Written Social Interaction / Presentation

The first step to successfully tackling the writing task is to understand the prompt. Teach your students to translate the prompt and make sure that it makes sense to them. A student who misunderstands the prompt will receive very few points for the writing, if at all. Show the students how they can use the prompt as a template. Recent exams have focused on descriptions. Here are prompts from past Module C exams. Following the first prompt is a simple model composition using the prompt as a template. Describe a place you visited recently. You may write about why you went there, what you saw there, what happened there, and how you felt. Write 70-90 words. (Summer 2016, Moed Bet) A place I visited recently was the supermarket. I went there because I wanted to buy some food. I saw lots of food there. I saw bread, milk, chips, vegetables and fruit. I also met my friend there. I talked to my friend. Then, I walked around the supermarket and took food to buy. I took apples, bananas and cookies. I paid for the food. I felt good because I saw my friend and I bought some food. I like to go to the supermarket.

# pts

# task

s

Lengt

h

Benchmarks

Suggested Task Types

30 1 70 – 90 words

Foundation Intermediate • forms • description • informal

letter

express feelings, likes and dislikes describing people, places, things and events present information on limited content

express and elaborate on personal wishes and opinions




Tips: The pronoun "you" becomes "I". It's important to point this out to our students. The word "I" is always capitalized. Write short sentences. Don't write "then" and "and" over and over again because the composition will be one

long run-on sentence. The verbs are in the past tense. The vocabulary is simple and familiar. Don't try to be sophisticated. Stick to what you know. Begin every sentence with a capital letter and end with a period!

Additional sample tasks:

Describe an interesting event. For example, you can write about a trip, a performance or a sports activity. Explain what you liked or didn't like about it. Write 70-90 words. (Summer 2016)

Describe someone who influenced your life. Write 70-90 words. You may relate to the following points:

• who the person is • what this person does • how this person influenced you. (Winter 2016)

One composition can be memorized and used for all of the above prompts with slight changes. The underlined segments are the same in each composition. The rest is quite similar too. Slight adjustments were made in accordance with each prompt. Describe a PLACE…. A place I visited recently was my grandmother's house. I went there for my grandmother's 70th birthday. My whole family was there and we had a party. We had fun. We sang to my grandmother. We ate good food. We ate birthday cake. We gave her birthday presents. My grandmother told us stories about her life. I felt good because I love my grandmother. She is a special person. I like to talk to my grandmother because she is smart. I like to go to my grandmother's house. Her birthday party was amazing.




Describe an interesting EVENT… My grandmother had her 70th birthday. My whole family went to her

house and we had a party. We had fun. We sang to my grandmother.

We ate good food. We ate birthday cake. We gave her birthday presents.

My grandmother told us stories about her life. I felt good because I love

my grandmother. She is a special person. I like to talk to my

grandmother because she is smart. I like to go to my grandmother's

house. Her birthday party was an interesting and amazing event. Describe a PERSON… A person who influenced my life is my grandmother. She had her 70th birthday. My whole family went to her house and we had a party. My grandmother usually stays home and cooks and bakes. She is a great cook. My grandmother told us stories about her life. She had an interesting life. I felt good because I love my grandmother. She is a special person. I like to talk to my grandmother because she is smart. I like to go to my grandmother's house. Her birthday party was amazing. My grandmother is an amazing person who taught me a lot. During your lessons, you can do short exercises that prepare your students to write independently.

• Give a mixed-up sentence to write properly. Try to give the type of sentence they are likely to write in the composition.

o a wonderful / grandmother / My / person / is • Show the group a picture. Ask them to write a sentence. You can also give a picture

with a word bank and ask them to write a sentence. • Do brainstorming. For example, tell them to write all the words they can use to write

about a trip. See how many words the group came up with together. Choose a word or two and write a sentence with them.

• When you give feedback on the writing, focus on the positive. Point out what's correct. Only after giving positive feedback, give a suggestion for a correction.




• Writing a composition for the first time can be challenging. Give the students the prompt and make sure they understand it. Then give each student about 10 strips of paper. Tell them to write their first sentence on one strip. Give feedback and corrections individually. Then have them write the next sentence on another strip. Work on the composition in this manner, one sentence at a time. It is much less threatening to write a sentence on a strip of paper than on a full sheet. When done, they can stick the strips on the sheet and then copy it correctly. This exercise can be done a number of times until the students feel confident enough to write the composition without help.

• Keep a writing portfolio. It's encouraging to the students to see how much progress

they've made!

Additional ideas for practice:

1) Model a composition as described above while writing it on the board. Then have your students translate it (in pairs if they prefer) into their mother tongue. Then cover up what you wrote and have your students translate BACK into English. Then show them what you wrote on the board and have them compare and mark the differences. Then they try to understand their errors – perhaps by filling in a tracking sheet similar to the one below.

2) Write a model composition on the board – for example – I went to Eilat with my friends. Then together as a class, rewrite it by changing the main character and main idea and / or other details - for example I went to Turkey with my parents. Discuss what needs to be changed and change it on the board. Then in pairs have them choose yet another topic but sue the same model to write their own composition – for example – We went to the football game in Haifa last week.

For additional topics to practice adjust the topics from the exam in a similar way. For example: • Describe a movie you saw recently. You may write about why you went to see it, what

it was about, and how you felt. Write 70-90 words. • Describe a meal you ate recently. You may write about who you ate with, what you

ate, and what you did and didn’t like. Write 70-90 words.




Rubric for Assessing Written Presentation - Module C Criteria Descriptors

Content and Organization

• task is fully on topic

• text is well organized

• content is easily understood

• task is partially on topic

• text is fairly well organized

• content is sometimes difficult to follow

• task is almost or completely off topic, but it is due to misunderstanding of topic

• text is poorly organized

• content cannot be understood

10 8 6 3 0 Vocabulary • use of

appropriate vocabulary

• occasional use of inappropriate vocabulary

• consistent use of inappropriate vocabulary

6 5 4 2 1 Language Use

• correct use of basic language structures

• hardly any errors of word order, pronouns, prepositions

• occasional incorrect use of basic language structures

• several errors of word order, pronouns, prepositions

• consistent incorrect use of basic language structures

• frequent errors of word order, pronouns, prepositions

11 8 6 3 1 Mechanics • hardly any

errors of spelling, punctuation, capitalization

• several errors of spelling, punctuation, capitalization

• frequent errors of spelling, punctuation, capitalization

3 2 1 0 0 Teachers can give in-between grades e.g. 9 pts.

Deductions: for 25 - 30 words - deduct 6 - 9 points for 25 -20 words – deduct 9 – 12 points for 20 – 15 words – deduct 12 – 15 points for less than 10 words, 0 points for the whole task total / 30




During your lessons, you can do short exercises that prepare your students to write independently.

• Give a mixed-up sentence to write properly. Try to give the type of sentence they are likely to write in the composition.

o a wonderful / grandmother / My / person / is • Show the group a picture. Ask them to write a sentence. You can also give a picture

with a word bank and ask them to write a sentence. • Do brainstorming. For example, tell them to write all the words they can use to write

about a trip. See how many words the group came up with together. Choose a word or two and write a sentence with them.

• When you give feedback on the writing, focus on the positive. Point out what's correct. Only after giving positive feedback, give a suggestion for a correction.

• Writing a composition for the first time can be challenging. Give the students the prompt and make sure they understand it. Then give each student about 10 strips of paper. Tell them to write their first sentence on one strip. Give feedback and corrections individually. Then have them write the next sentence on another strip. Work on the composition in this manner, one sentence at a time. It is much less threatening to write a sentence on a strip of paper than on a full sheet. When done, they can stick the strips on the sheet and then copy it correctly. This exercise can be done a number of times until the students feel confident enough to write the composition without help.

• Keep a writing portfolio. It's encouraging to the students to see how much progress they've made!

• Model a composition as described above while writing it on the board. Then have your students translate it (in pairs if they prefer) into their mother tongue. Then cover up what you wrote and have your students translate BACK into English. Then show them what you wrote on the board and have them compare and mark the differences. Then they try to understand their errors – perhaps by filling in a tracking sheet similar to the one below.

• Write a model composition on the board – for example – I went to Eilat with my friends. Then together as a class, rewrite it by changing the main character and main idea and / or other details - for example I went to Turkey with my parents. Discuss what needs to be changed and change it on the board. Then in pairs have them choose yet another topic but sue the same model to write their own composition – for example – We went to the football game in Haifa last week.




6. Literature – Module B

We teach literature so that our students, with our help, can move from the letter, the word and the sentence, to the bigger world of culture and thought, and through literature learn to think about other people different from us, but sometimes very similar. It is literature that is remembered, and a positive experience learning a story or a poem can remain with someone for the rest of his or her life. If the teacher likes the piece of literature that is being taught and can share that, then we have all succeeded.

Literature for 3-4 points - Miriam Greif, 2015

Short stories and poems are interesting and should be taught at all levels. Pupils who can connect to the topic, can appreciate the story or poem. It requires brainstorming about the topic, connecting it to their real life, learning the vocabulary used in the story beforehand and then paying attention to the content of the story and not to the words they don’t understand. Many pupils who are not literate do just that when they watch movies on TV and figure out what they are about with the help of the pictures. Some cannot read the subtitles in Hebrew... The main important thing is to connect to the content... Thus making the pre-reading activities crucial and plentiful. If the pupils know what to expect, they will not have a hard time understanding the content. Grandmother - is there anyone who cannot connect to the topic of grandmother or old age? Count the Day Lost - about being nice to friends and family or giving or getting support at a time of need. The Road Not Taken - making decisions. We make decisions all day, every day, small ones, big ones such as: what we wear, what we eat, who we call, where we go, what we choose to study, who we choose as friends, what movie to see, which boyfriend/girlfriend we choose, what kind of work, what to study... There is no end to the amount of decisions we make. Thank you Ma’am - such an easy plot and so much to talk about. If the content is relevant and interesting, the level of English is less important. Reading for comprehension is reading for content not for words. The moment pupils connect to the content they don’t pay that much attention to the words.




I believe that pupils of all ages can appreciate a good story even if they don’t have a rich vocabulary. It all depends on how it is presented to them and how well they can connect to the topic. Thus I believe that 3 point pupils should be taught some of the bagrut literature in Kita Yod or Yod Alef so that the door remains open for 4 points. C is part of 3 points. D can be a log if the teacher collects everything the pupils do over the years. The pupils don’t even have to know what they are collecting. Then what remains is E. Some of the teachers in the miftanim have started teaching poems and short stories and the reaction of the pupils is fabulous. The teachers are also enjoying what they are teaching. It definitely beats working on “unseens”…. Pupils who cannot read can listen. There is no reason not to teach them a story because they can’t read. As teachers, we put much too much stress on reading and much too little stress on listening. Many of the pupils have languages that they don’t read such as spoken Arabic, Amaharic and Russian. Here too, breaking down the topic with proper lead-ins can make learning interesting and sophisticated. Most of our “problematic” pupils are very smart. Their problem lies in the sitting not in their heads. Sometimes the problems lie in reading, decoding, etc., not in understanding. Don’t they all deserve to learn things that are interesting instead of where to put “is” or “are”?! Teachers should read to the pupils. Allowing pupils to read usually spoils the story and the other pupils lose interest. Sending them to read on their own just doesn’t happen. Practicing reading should NOT be done on stories or poems. Reading and writing will be done in the exercises. The story or poem itself should be heard by the teacher who reads well and reads it all, not by pupils who read a paragraph or two and stumble over the unknown words. Hots like “compare and contrast” are easy to learn. They do it all the time. “Sequencing”, “predicting” – many of the hots are constantly used but were never called by their names. They are NOT difficult. Excerpts from a sample unit for teaching literature to 3 pointers, “Mama and her back account” are available in the appendix of this booklet. Additional files are available on the TLC site and linked from the Ladders site.




7. Charting tests and quizzes

Charting your students’ skills and progress is probably one of the most important factors in assisting them to progress, advance and succeed. Breaking down their results can be a huge help in identifying where they are doing well and where they need help. A tracking sheet similar to the one below could be useful for this purpose:

Name Listening Reading Writing

Task 1 10 pts

Task 2 10 pts

Task 3 15 pts

Task 4 15 pts

Task 5 20 pts

Task 6 15 pts

Task 7 15 pts

Total

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

An important stage in determining where your students need help is to identify their attitudes and beliefs in their English abilities. For this purpose, you should do an attitude questionnaire with them in their mother tongue.

In general, you should use your students’ mother tongue to explain things to them and allow them to use their mother tongue to ask questions and clarify issues.

Examples of charting and tracking tests with teacher’s guides will be provided on the English Inspectorate website for download. Look under the Ladders section to find them.




1) Appendices A) 200 Fry words in alphabetical order

a about after again all also am an and another any are as at away back ball be because been before best better big black book both box boy bring but by call came can cat color come could day dear did do down each eat end far find first five for found four friend from get girl give go good got had hand has have he her here high him his home house how I if in into is it just kind know last leave left let like little live long look made make man many may me men more mornin most mother much must my name near never new next night no not of old on one only open or other our out over own people play please present pretty put ran read red right run said saw say school see seem shall she should so some soon stand such sure take tell than that the their them then there these they thing think this three to too tree two under until up upon us use very want was way we were what when where which while white who why will wish with work would year you your




Appendix B The spelling of the sounds in English

The following comprehensive list of the sounds in English and the letters and letter combinations that represent them was prepared by Fern Levitt and R. Badichi. This is helpful for identifying words for teaching reading rules. English Sounds and their Multiple Spellings, With Examples of Words Using Each Spelling http://dye.macam.ac.il/hickey%20web-site/hickey%20documents%20for%20download.htm

Single consonant

sound

Short vowel

s

Long Vowels

Diphthongs

R-controlled vowels

(Bossy R)

Digraphs Final syllable

consonant –le

Consonant Blends/ Clusters

(t) t,-ed, -bt, pt (p) p (n) n, kn-, gn (s) s, -ss, ce, ci, cy sc, ps (z) s, z, -zz (d) d, -ed (h) h (k) c, k, -ck, ch (b) b (r) r, wr, rh (m) m, -mb, -mn (y) y (l) l, -ll (f) f,-ff, ph, -gh (g) g, gh (j) j,ge,gi,gy,-dge (w) w, wh (v) v (ks) x (kw) qu

(ĭ) i, y, ui (ă) a (ĕ) e, ea (ŏ) o, a (ŭ) u, a, ou Endings: (ng): -ing, -ang, -ong, -ung (nk): -ink, -ank, -onk, -unk

(ī) i, -i_e, -y, igh, ie (ā) a, -a_e, ay, ai, ea, ei, eigh, ey (ē) e, -y, ee, ea, ie, ei, ey (ō) o, -o_e, oa, ow, oe (ū) u, -u_e, ue, ew Long vowels in “Wild, Old Words” (ī) –ind, -ild (ō) –oll, -old, -olt, -ost

(oˉo)-“school” u, -u_e, oo, ue, ew, ou, ui (oˇo)- “book” oo, u (ow)- “house” ow, ou (aw)- “saw” au, aw, a ough, augh (oy)- “toy” oi, oy

(âr)-“car” ar (êr)- “her” er, ir, ur, ear, our, or, ar, -ure, wor (or)- “more” -ore, or, our, oar, war, quar (īr)-“fire” -ire (ār)-“care” -are, ear, air, (ēr)-“here” -ere, ear, eer

(th)(blow)“three” th (th)(buzz) -“this” th (sh) – “she” sh, ch - “chef” s – “sugar” ci – “delicious” ti – “action” xi – “anxious” (sh’n)-“tension” (-sion) (ch)-“chair” ch, -tch (zh’n)–“television” (-sion)

-ble -dle -fle -gle -ple -tle -zle -kle -cle

Beginning: r: br, cr, dr, fr, gr, pr, tr, thr, shr, str,

scr, spr

l: bl, cl, fl, gl, pl, sl, spl

w: sw, tw,

dw

s: sc, sk, sm, sn, sp, st, squ

Ending:

-t: -nt, -st, -ft, -lt, -pt, -ct, -

xt -l-: -lf, -lp, -lk,

-ld

-nd, -mp, -sk, -sp, -nch




Single consonant sound Short vowels (t) t, -ed, -bt, pt ten, kicked, doubt, receipt (p) p pin (n) n, kn-, gn nose, know, sign (s) s, -ss, ce, ci, cy, sc, ps snake, kiss, race, science, cycle, scan, psychology (z) s, z, -zz nose, zoo, buzz (d) d, -ed dad, played (h) h hot (k) c, k, -ck, ch cat, kite, check, school (b) b boy (r) r, wr, rh rose, write, rhyme (m) m, -mb, -mn Mom, dumb, column (y) y yes (l) l, -ll like, ball (f) f, -ff, ph, -gh fall, off, phone, laugh (g) g, gh great, ghost (j) j, ge, gi, gy, -dge jam, gentle, giraffe, gypsy, bridge (w) w, wh was, when (v) v vote (ks) x cks kicks (kw) qu quit

(ĭ) i, y, ui in, synergy, build, (ă) a hat (ĕ) e, ea pet, bread (ŏ) o, a pot, father (ŭ) u, a, ou nut, animal, double Endings: (ng): -ing, -ang, -ong, -ung telling, rang, song, hung (nk): -ink, -ank, -onk, -unk sink, sank, honk, bunk




Long Vowels Diphthongs (ī) i, -i_e, -y, igh, ie I, kite, supply, sigh, tie (ā) a, -a_e, ay, ai, ea, ei, eigh, ey able, late, say, rain, swear, beige, weigh, they (ē) e, -y, ee, ea, ie, ei, ey before, Pete, lovely, see, each, relief, neither, key (ō) o, -o_e, oa, ow, oe toll, role, coat, blow, toe (ū) u, -u_e, ue, ew unit, cute or tune, clue, new Long vowels in “Wild, Old Words” (ī) –ind, -ild find, wild (ō) –oll, -old, -olt, -ost toll, told, colt, post

(oˉo)-“school” u, -u_e, oo, ue, ew, ou, ui super, tune, school, glue, new, you, fruit (oˇo)- “book” oo, u book, sugar (ow)- “house” ow, ou cow, house (aw)- “saw” au, aw, a, ough, augh because, saw, call, thought, caught (oy)- “toy” oi, oy toilet, toy

R-controlled vowels (Bossy R) Digraphs (âr)-“car” ar car (êr)- “her” er, ir, ur, ear, our, or, ar, -ure, wor her, fir, fur, learn, colour, doctor, collar, future, worry (or)- “more” -ore, or, our, oar, war, quar more, for, your, soar, wart, quarter (īr)-“fire” -ire fire (ār)-“care” -are, ear, air care, wear, fair (ēr)-“here” -ere, ear, eer here, fear, seer

(th)(blow)“three” Th three (th)(buzz) -“this” Th this (sh) – “she” sh, she ch - “chef” s – “sugar” ci – “delicious” ti – “action” xi – “anxious” (sh’n)-“tension” (-sion) (ch)-“chair” ch, -tch chair, catch (zh’n)–“television” (-sion)




Final syllable consonant –le Consonant Blends/Clusters -ble able -dle cradle -fle shuffle -gle angle -ple apple -tle kettle -zle sizzle -kle ankle -cle uncle

Beginning: r: br, cr, dr, fr, gr, pr, tr, brunch, crunch, drab, from, green, prune, tram, thr, shr, str, scr, spr thread, shred, street, screen sprint l: bl, cl, fl, gl, pl, sl, spl blond, clear, floor, gleam, please, sleep, spleen w: sw, tw, dw swing, twinkle, dwarf s: sc, sk, sm, sn, sp, st, squ scan, skim, smear, snap, spot, star, square Ending: -t: -nt, -st, -ft, -lt, -pt, -ct, -xt bent, cast, lift, belt, apt, act, text -l-: -lf, -lp, -lk, -ld half, help, milk, bald -nd, -mp, -sk, -sp, -nch send, camp, ask, wasp, lunch




c) Example reading texts and exercises

The examples below were taken from the Amal Network, English Access Micro-Scholarship Program HOT Practice, Developing Reading and Higher Order Thinking Skills for the English Bagrut Examination, Modules C, D, E, Compiled by: Rina Akotonas, Pedagogical Advisors: Dr. Rachel Tal and Ahuva Dotan. The program is funded by the American Embassy.

1. UNDERSTANDING THE MAIN IDEA The main idea is the point that the writer is trying to convey. Understanding the main idea helps the reader to remember important information. MINDLESS EATING From English Bagrut, Winter 2008, Module C: Psychologist Brian Wansink has spent years studying people's eating habits. In his recent research he was surprised to find out that people overeat for reasons which are not connected to hunger. Instead, there are external factors in our environment which lead to what Wansink calls "mindless eating" — eating without being aware of what and how much we eat. Complete the sentence: Wansink was surprised to find out that there is no connection between overeating and ______________________________________________________________________.

2. DISTINGUISHING BETWEEN GENERAL STATEMENTS AND EXAMPLES

If a statement refers to a group of people or things, or covers more than one situation, we call it a generalization. A generalization applies to many things and many occasions. An example is a specific statement. It concerns one particular thing.

For example: Generalization – Most Americans like Sports. Example – Our school’s soccer team is the best in the state.

A STICKY PROBLEM From English Bagrut, Summer 2008, Moed B, Module C

Chewing gum is harmful to the environment and recently it has become a serious pollution problem. A large percentage of gum is carelessly thrown away and ends up on city streets and sidewalks. In many cases, gum that sticks on sidewalks can remain there for 20 years because removing it is difficult and costly. In New York City, for example, special steam machines are used to clean gum off sidewalks. It costs about three dollars to remove one piece of gum!

It is expensive to clean gum off New York's sidewalks. Give ONE fact that shows this. ANSWER: ____________________________________________________________________ ____________________________________________________________________________.




3. DISTINGUISHING BETWEEN CAUSE AND EFFECT

Cause and effect statements identify the reasons for and results of actions and circumstances, explaining the connection between the two.

With the help of connectors of Reason and Result, we can show cause and effect.

For example: Reason: The road was slippery. Result: He had an accident.

The road was slippery and, as a result, he had an accident.

MINDLESS EATING From English Bagrut, Winter 2008, Module C An additional factor that causes overeating is the way food is packaged. In one of his experiments, Wansink gave the audience in a movie theater two sizes of popcorn buckets: a big size and a giant size. Both buckets contained the same amount of popcorn, which was more than most people could eat. Wansink found that the group that got giant buckets ate an average of 53% more than those with the big buckets! "This show s that the size of the container determines how much people eat," says Wansink. "The reason for this is that bigger containers make portions look smaller, so people eat more." According to Wansink, why does the size of a container influence the amount we eat? ____________________________________________________________________________ ____________________________________________________________________________. 5. DISTINGUISHING BETWEEN FACT AND OPINION

A fact is something that is true and has been proven.

An opinion is something that we thing or believe about something.

For example: Fact – The sun rises in the east. Opinion – As I see it, the situation is getting worse.




A STICKY PROBLEM From English Bagrut, Summer 2008, Moed B, Module C

However, chewing gum is harmful to the environment and recently it has become a serious pollution problem. A large percentage of gum is carelessly thrown away and ends up on city streets and sidewalks. In many cases, gum that sticks on sidewalks can remain there for 20 years because removing it is difficult and costly. In New York City, for example, special steam machines are used to clean gum off sidewalks. It costs about three dollars to remove one piece of gum!

CIRCLE THE NUMBER OF THE CORRECT ANSWER. What information is given about removing gum from the streets of New York? (i) How successful the cleaning is. (ii) How the streets are cleaned. (iii) How often the streets are cleaned. (iv) How people feel about it.

It is expensive to clean gum off New York's sidewalks. Give ONE fact from lines 4-9 that shows this. ANSWER: ___________________________________________________________________

6. COMPARISON AND CONTRAST Comparison and contrast help the reader to identify the similarities and differences between two or more things, and draw conclusions based on those findings.

For example: Statement: John is an honest man, while his friend Bill is a criminal. Conclusion: Bill is not worthy of John’s friendship.

DISTANCE LEARNING: ANY TIME, ANY PLACE, ANY PACE From English Bagrut, Summer 2007, Module C

Susan Clark is an 11th grade student in Florida. She wanted to learn Japanese but her high school didn't offer this course. So in addition to going to a regular school, Susan studies Japanese at the Florida Distance Learning School (FDLS). FDLS is a virtual school, which means that all courses are on the Internet and students study on their computers at home. They receive reading materials and homework, and "talk" to their teachers and other students — all by email. Many high schools now allow their students to take a limited number of courses at FDLS. How is FDLS different from a regular school? Give ONE answer from the passage. ANSWER: _________________________________________________________________________




C) Motivation and Reflection The following is an in-depth explanation of motivation, and tools you can use to encourage reflection. Choose the forms and tools that best suit you and your students. You needn't use them all! Remember: You probably should use this resource in your students' native tongue. The Hebrew files and complete English files will be made available on the Ladders website. One of the main keys to creating a positive learning environment is that of enabling your students to reflect on their learning and provide both themselves and you with feedback in order to facilitate further learning. The Goralnik Institute for the enhancement of teaching and learning, a part of ORT Israel’s administration for R&D and Training has formulated a teaching approach called The ongoing dialogue. Their document suggests several forms of student feedback and we have included some of the examples for your choice of use. The following pages have been adapted from the Goralnik Institutes booklet. The questions below are part of the ongoing dialogue between teacher and students and they appear in the personal journal of each student and are thus available at each session. Obviously, one does not ask the student to answer all these questions every lesson. It is a good idea to direct the students to give just one answer of particular relevance to the lesson topic. We believe that by having the students write the answers the teacher can discover the student’s difficulties more effectively and more importantly, can find a suitable rapid and effective response in order to promote achievements.




1. Explain the topic in your own words or: What do you remember from the

lesson? _______________________________________________________________

2. What is this topic connected to? _____________________________________ 3. What does this topic remind you of? _________________________________ 4. Why do you think this topic is important? _____________________________ 5. Give examples of this topic taken from real life _________________________ 6. Use this new topic to explain another topic you have studied ______________ 7. Provide supporting evidence for the importance of the topic _______________ 8. How does this new topic differ from other topics you have studied? _________ 9. How does this new topic fit in with other topics you have studied? __________ 10. Does this new topic also include other topics studied? Explain ___________ Personal forecast – what will my final score be? Choose either option A or option B and complete the form: 1. Start of activity (date:________) I think my final score will be _______

This is because ___________________________________________________ 2. Midway (date:________) I think my final score will be _______

I changed the score I originally wrote because ___________________________ I learned about myself that ___________________________________________

3. Towards the end (date:________) I think my final score will be _______ This is because ___________________________________________________ I learned about myself that __________________________________________

I undertake to do the following in order to succeed

I think my final score will be

Date

Activity Start Midway Towards the

end I learned about myself that ________________________________________________




Feedback In order to conduct a dialogue with the students, here are some suggestions how to maintain written feedback as a basis for the spoken dialogue. Selected suggestions Suggestion 1 Student’s name: ______________ Dear Student, In the questions below: • if asked to choose between two options, circle the answer that suits you best. • complete all of the sentences. 1. Until now I have / have not succeed in the subject of ____________________

because __________________________________________________________________ 2. I want / don’t want to succeed in this subject because ________________________

_________________________________________________________________________ 3. In order to succeed in this subject I need _________________________________________ 4. In order to succeed in this subject I undertake _____________________________________ 5. I want / don’t want to fill out this form again in another ______________ because

_________________________________________________________________________ 6. Add another sentence that you think is important for this form. ________________________________________________________________________ Your personal opinion of this form: I think this form is / is not important because ________________________________________ This form helped me to learn the following about myself 1. _________________________________________________________________________ 2. _________________________________________________________________________ 3. _________________________________________________________________________




Suggestion 2 What did I learn in the extra class today? Date: ______________________

Topics

Concepts / skills

My knowledge – I understood / didn’t understand

I will ask the teacher to ….. so I will understand

I undertake to do the following for the next session

I want you to know that ……




Suggestion 3 Success leads to success Learning from successes as part of the ongoing dialogue often promotes achievements Dear Student, 1. Think back to an occasion that you consider to be a success story. 2. Answer the questions:

a. What happened? Tell me about this success. ___________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________ b. Why do you consider this to be a success? __________________________________________________________________________________________________________________________________________ c. What circumstances do you think contributed to this success? _____________________________________________________________________ __________________________________________________________________________________________________________________________________________ d. How do you think you could adapt the circumstances of your success to the subject you are studying now? _____________________________________________________________________ __________________________________________________________________________________________________________________________________________

The pages below are from the Hebrew version of “Ongoing Dialogue”. As mentioned, you should work with your students on these pages in their mother tongue.

1 מכון גורלניק � פ ולהכשרה"המנהל למו

רציונל

.להצלחה מרבית מת� תגבור לתלמידי� מתקשי� כדי להביא� –תכניות שונות מטרת�

: אחוזי� ללומדי� במסגרת� בזכות הנתוני� האלה100התכניות מאפשרות הצלחה של

:ה/ברמת התלמיד

. תלמידי�6–4הלמידה מתבצעת בקבוצות קטנות בנות �

.יו ולסגנו� הלמידה שלולקש, הלמידה פרטנית ומותאמת לצורכי התלמיד �

.ההוראה מותאמת לצורכי התלמיד ולקשיו �

.ההשתתפות בקבוצה היא זכות �

:ת/ברמת המורה המתגבר

.צרכי� וסגנונות למידה, ה לצור� הבנת קשיי�/קיו� דיאלוג מתמיד ע� כל תלמיד �

.ההוראה בקבוצה היא מרצו� חופשי ומבחירה �

.ת בכיתת הא� לצור� עדכו� ולמידת צורכי התלמידי�/ המלמדקיו� קשר ישיר ומתמיד ע� המורה �

.העמדת יעדי� ובקרה שה� מעודדי הצלחה �

עבודת צוות , ת המקצוע/שיתו� רכז(תמיכה וסיוע , עבודת עמיתי� לצור� קבלת החלטות �

).קשר ישיר למנהלי הוראה דיסציפלינאריי�, השתלמויות, מרחב מקצוע אינטרנטי, דיסציפלינארית

. מזו המתקיימת במסגרת מערכת השעות בבית הספרשונהכיוו� שכ� מתחייבת בניית מערכת הוראה

:מ תעמוד על שלושה דברי�"להוראה במסגרת תכנית לב דר שונה

צרכי� וסגנונות , בי� המורה לבי� תלמידיו לצור� זיהוי קשיי�) כתוב או דבור (קיו� דיאלוג מתמיד �

.למידה

.ה/פי סגנו� הלמידה שלו�ה ועל/פי צורכי התלמיד� עלמותאמתהוראה פרטנית �

סרגל ההתקדמות הוא . ה בהתא� ליכולות ולצרכי� האישיי�/ לכל תלמידהצבת סרגל התקדמות �

.בקרה והערכה מתמדת, כלי להצבת יעדי� ומטרות

באות כפי שה�, אסטרטגיות למידה לתלמידי� הלומדי� במסגרת התכנית תתבסס על הקניית הידע

בהתייחס לעובדה ) הבנה והבעה בתחומי הדעת השוני�, שילוב לשו� (ת"שלהבלידי ביטוי בתכנית

כתיבת , מת� תשובה( בקריאת טקסטי� ובכתיבת� תשתית משותפתהבסיסית שלכל מקצועות הלימוד

).'עבודה וכו


דיאלוג מתמיד ומשובי�

.100%בתכניות שונות אנו מתחייבי� להצלחה מרבית של

: שאלות עולות בעקבות הצהרה זו3

?מה נית� לעשות כדי להשיג יעד זה �

?במה שונה ההוראה בקבוצה הקטנה מההוראה בכיתת הא� �

?מה הער� המוס� המיוחד שעשוי להביא להצלחה המיוחלת �

אנו מציעי� לנצל את , מעבר לשיטת ההוראה המיועדת להוראה יחידנית המוצעות בחוברת זו

דיאלוגי יצירת "ה ע/ ע� התלמידקשר משמעותימאפשרת העבודה בקבוצה קטנה ליצירת ההזדמנות ש

.ה/מתמש� עמו

?ומדוע יש ליצור קשר משמעותי ע� התלמידי�, בשביל מה לנהל דיאלוג

.לאינטראקציה בי� המורה לתלמיד יש השפעה ניכרת על תהלי� הלמידה ועל תוצאותיו �

ועל ההשלכות החיוביות שיש להשקעה הרגשית ביחסי� של מחקרי� מצביעי� על החשיבות הרבה

המורי� ע� התלמידי� ולקרבה האמוציונאלית שביניה� על ההתפתחות ועל הצמיחה של

).Howes, 1999(התלמידי�

.תלמיד יצליח במקצוע שבו נוצר קשר אישי בינו לבי� המורה

המלוות של כישלו�התלמידי� המשתתפי� בקבוצת הלימוד צברו בעבר חוויות רבות �

המורי� שלימדו אות� במסגרת . חרדה וחוסר מסוגלות להתמודד ע� המטלות, בתחושות תסכול

המקו� והמוכנות להשקעה בהיבטי� הרגשיי� והפסיכולוגיי� של , בשל מגבלות הזמ�, הכיתתית

".מעגל הכישלו�"לא הצליחו לשבור את , התלמידי�

!בור מעגל זהיש סיכוי לש, במסגרת התכנית, הפע�

תלמידי� מעריכי� באופ� חיובי את מוריה� במידה שבה ה� מסוגלי� ללמד את המקצוע לצד �

).Culingford, 1987 (מידת הרגישות של המורי� לצרכיה� האישיי�

) לגלות מחדש(מורי� המצליחי� לשמש דמויות משמעותיות עשויי� בעצמ� למצוא �

מעניינת ומשמעותית יותר, � ללמד בצורה טובהלהישחק פחות וא, משמעותיות בעבודת�

).1998, טטר(

ולא לתת לה� תלמידי� מצפי� מהמורי� לתמו� בה� רגשית ה� בפ� הלימודי וה� בפ� החברתי �

).2003, י מחקר� של גיטקיס וטטר"עפ(� לעשות /רק פתרונות או לומר לה� מה עליה�

כמאמיני� י תלמידיה� ה� מורי� הנתפסי� בעינמורי� הנחשבי� משמעותיי�במחקר נמצא כי �

).1998, טטר (המאתגרי� אות� להתקד� לימודית ואישית וכאלה בתלמידי�

?מהו דיאלוג מסייע

המורה והתלמיד מנהלי� – בתהלי� הדדיות מדגיש עמדת מוצא שבה מתקיימת דיאלוגהשימוש במושג

בזכות שאלות ודיבוב מצד המורה , בזכות אמפתיה. שיחה משותפת תו� הקשבה פעילה של המורה

" כא�"נאס� מידע ונעשה חיפוש משות� של פתרונות שמטרת� לסייע לתלמיד לפתור בעיות של

הכוונה היא לטיפול בקשיי� ובבעיות שעולות במהל� הלמידה ולא טיפול בבעיה בסיסית של ". עכשיו"ו

.התלמיד


?אי� ננהל דיאלוג אפקטיבי

.להל� מספר עצות מועילות

קבעו את הזמ� ואת המקו� שבו יתנהל הדיאלוג .1

בי� המורה מספר פגישות יזומותחשוב שבמהל� השנה תיקבענה :תדירות הפגישות וקביעת� �

קביעת . בתיאו� ע� כל אחד מהתלמידי�מראשפגישות אלה תיקבענה . ה/לבי� התלמיד

ומוכ� להקדיש לו �ה את ההרגשה שהמורה מתעניי� ב/אמורה לתת לתלמידהמסגרת לשיחות

.זמ� כדי לסייע לו

.רצוי למצוא מקו� שקט ונעי� שבו לא תהיינה הפרעות: מקו� המפגש �

רצוי לסדר את מקו� הישיבה כ� שתיווצר קרבה וקשר עי� בי� המורה לבי� :אופי המפגש �

. מעלות זה מזה45מומל� לשבת בזווית של . התלמיד

מומל� להקדיש זמ� ליצירת קרבה .2

שאלות מקרבות שיתנו לתלמיד הרגשה /חשוב להתחיל אותו באמירות, די שדיאלוג יהיה אפקטיביכ

".איתו ובשבילו"שהמורה

:דוגמאות לשאלות מתאימות

?השבוע? אי� עבר עלי� היו�? מה שלומ� �

?מה ההורי� של� אומרי� על כ�. אני רואה שהוספת עוד עגיל–יש להתייחס לשינויי� �

...יש סיבה? אני רואה שאתה במצב רוח מרומ� היו�? לי עיי� הבוקראתה נראה �

...כל הכבוד שהגעת בזמ� לפגישה שלנו? אי� רזית–מחמאות �

.לספר משהו אישי �

הזמנה פתוחה לשיחה .3

. המעודדות את התלמידי� לדבר, שאלות פותחותבעיקר , שאילת שאלותהכוונה היא לתהלי� של

בדיקת , הבהרה, זיהוי הצרכי�, הבנת זווית הראיה, ור� השגת מידעשאלות אלה משמשות לצ

.בחינת אופציות וכיווני חשיבה, ביטוי והבהרה של רגשות, משמעות

ההבדל ביניה� נעו� , שאלה סגורה ושאלה פתוחה: נית� להבחי� בי� שני סוגי� של שאלות

".לא"או " כ�: "התשובה לשאלה סגורה היא . בתשובה הניתנת על השאלה

".לא/כ�" התשובה עליה תהיה –הא� אתה תלמיד טוב : למשל

.ספר לי על עצמ� כתלמיד: לעומת

, ממנה נית� ללמוד באיזה מקצועות הוא מצליח, שאלה זו שמאפשרת לתלמיד להציג תמונה רחבה

למידה (? ה להצליח במקצועות שבה� הוא מצליח/נית� לברר מה עוזר לתלמיד. ובאיזה לא

.ולי לאמ� אות� למקצוע הלימוד של�וא) מהצלחה

:דוגמאות לשאלות פתוחות להיכרות

חשוב לשאול שאלות מכל תחומי –...) חברי�, לימודי�, תחביבי�, משפחה(ספר לי על עצמ� �

כפי שעלה , ולא רק מתחו� הלימודי� ולהתעניי� בשאלות נוספות שירחיבו את הנושאהחיי�

בני אד� ולא חשוב שהמורי� יכירו אות� ויתעניינו בה� כלתלמידי� . מהמחקרי� שהוצגו לעיל

.רק כתלמידי�

?חברתית, לימודית? ס"אי� אתה מרגיש בביה �

?מה אתה אוהב במקצועות אלה? מה� מקצועות הלימוד האהובות עלי� �


:דוגמאות לשאלות להעלאת קשיי� והגדרת�

...ת� לי דוגמאות? ...ההא אתה יכול לספר לי קצת יותר על הקשיי של� במקצוע �

?אי� זה משפיע עלי�? אי� הרגשת ע הכישלו� �

?מה עשית כדי לשפר את המצב �

?שהביאו לכישלו�, לדעת�, מה היו הסיבות �

?מהי הבעיה האמיתית מבחינת� �

...הא אתה יכול לספר לי עוד קצת על �

?הא אתה יכול להרחיב על הנושא �

?מה עזר ל� להצליח במקרי אלה? חתהא היו מקרי שבה הצל �

?אי� אני יכול לעזור ל� להתגבר על הקושי �

?ממה אתה חושש �

...למה התכוונה כאשר אמרת ש �

")?מה הבעיה של�: "במקו לשאול" (?מה היית רוצה להשיג" �

נת על מ", ..."כדי להצליח בבחינה עלי� לעשות"במקו : ... (מה אני יכול לעשות כדי שאתה" �

...")חשוב שתקפיד על, שלא תאחר

סיכו� השיחה במשות� ותכנו� להמש� .4

: בשאלות כמולסכ� את השיחהה /מומל� להזמי� את התלמיד

?אי� אתה מרגיש �

?מה אתה מציע לעשות �

?מה אתה לוקח מהשיחה שלנו �

?איזה אפשרויות יש לפנינו �

� ...יעזור ל� א

� ?מה אנחנו מסכמי

ה הוא התערבות /עצ השיתו� והתמיכה בתלמיד. זמנות השיחה פתרונות מעשיילא תמיד מ

.ה/משמעותית בפני עצמה שיש סיכוי שהיא בלבד תגרו לשינוי אצל התלמיד

. להצלחה בהמש� הדר�מילות עידוד ותקווהכדאי תמיד לסיי בכמה

.יבציה גבוהה להצליחוכי יש ל� מוט, מהשיחה את� אני מתרש כי אתה נער נבו� מאד: לדוגמה

.תגיע לתוצאות יפות מאוד, אני בטוח שא נל� צעד צעד ביחד

אני רואה שאתה לוקח אחריות הרבה יותר גדולה . מהשיחה שלנו היו אני יוצא מעודד מאד: או

.ברור לי שתצליח, א תמשי� כ�... על


...הימנעו מ

פעמי� , שתיקה . עסוקי� במה תגידו לוואל תהיו, התרכזו בהקשבה אמיתית לתלמיד– מונולוג �

מרגיש , מקדמת את השיחה ומאפשרת לתלמיד לחשוב ולעבד את הדברי� שהוא רוצה לומר, רבות

.'וכו

אחד , זיכרו כי לפי המחקרי�... אל תאחר... תצליח יותר בבחינה... תכי� שיעורי בית– הטפת מוסר �

!אל תרוצו מהר מידי לפתרו�! מה לעשותהדברי� שמקוממי� את התלמידי� הוא שאומרי� לה�

למה לא : מתקשרת לשאלות שיש בה� הטלת אשמה כמו"למה" השאלה – "למה"שימוש בשאלות �

מה היו הסיבות לכ� שלא למדת : עדי� לשאול? למה לא אמרת לי שאתה לא מבי�? למדת למבח�

?מה יגרו� ל� לומר לי שאתה לא מבי�? למבח�

"?הא� זה מעצב� אות� או משמח "– ומיותשימוש בשאלות דיכוט �

?... הא� אתה כועס משו� ש–שימוש בשאלות מובילות �

"?ס"אתה יודע שמה שעשית לא מקובל בביה "– שימוש בשאלות שיפוטיות �

.שאילת שאלות בנושאי� שוני� במקביל �

.קטיעת הדיבור השוט� של הדובר �

...השתדלו

נכנסי� " הכוונה היא לתת לו הרגשה שאת� מביני� אותו ,להיות אמפתיי� לדברי התלמיד �

.א� מצד שני לא מזדהי� אתו, "לנעליו

יש הטלת אחריות ואשמה רק על הצד " אתה" במסר ה– "אתה"ולא במסר ה" אני"לדבר במסר ה �

אתה א� ! אתה כל כ� לא אחראי: "וכ� ייחוס המעשי� לתכונות בלתי משתנות כמו בדוגמה, השני

, "אני"לעומת זאת במסר ה. למידה ושינוי, מסר מסוג זה לא מאפשר הקשבה! גיע בזמ�פע� לא מ

. הדבר מדווח על רגשות בלי להאשי� ובלי לשפוט את הזולת

:נוסחת המסר היא

...ומה יכול לשפר את המצב... בגלל... כש... אני מרגיש

י להתחיל את השיעור ע� כל זה מונע ממנ. מעצב� אותי כשאתה לא מגיע בזמ� לשיעור: לדוגמה

כדי שאוכל , זה יעזור לי מאוד א� תודיע לי מראש שאתה מתעכב. הקבוצה משו� שאני מחכה ל�

.לתכנ� את הזמ� שלי ע� הקבוצה


למידת–דיאלוג מתמיד מורה

לקט הצעות

1הצעה

_______________________:ה/ש� התלמיד

ה/יקר, ה/תלמיד

:בשאלות שלפני�

. את התשובה המתאימה ל�י/הק�, אפשרויות2א� עלי� לבחור בי� •

. כל אחד מהמשפטי�י/השל� •

_________________________________________________________________________

___________________________________________ לא הצלחתי במקצוע/ עד היו� הצלחתי .1

_______________________________________________________ משו� ש/ בזכות/ כי

____________________________________ איני רוצה להצליח במקצוע זה / אני רוצה להצליח .2

_________________________________________________________________מפני ש

_____________________________________________ה ל/כדי להצליח במקצוע זה אני זקוק .3

___________________________________________ ת/כדי להצליח במקצוע זה אני מתחייב .4

______________כי_________________ אינני רוצה לחזור ולמלא שאלו� זה בעוד/ ייתי רוצהה .5

______________________________________________________________________

_____________________________________:בשאלו� זה, לדעת�, י משפט נוס� החשוב/הוס� .6

:הבעת דעה אישית על השאלו�

____________________________________ לא חשוב משו� ש/ ת שהשאלו� הזה חשוב/אני חושב

:למדתי על עצמי בזכות שאלו� זה את הדברי� הבאי�

1._______________________________________________________________________

2._______________________________________________________________________

3._______________________________________________________________________


2הצעה

? בשיעור התגבורמה למדתי היו�

הנושאי�

המיומנויות/המושגי�

מידת הידע שלי

לא הבנתי / הבנתי

ת מהמורה /אני מבקש

אבי�שכדי ..... ש

ת לבצע את /מתחייב

הדברי� הבאי� למפגש

אהב

י /המורה רציתי שתדע

....ש

מו

לל

המנ

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הרש

כה

ל ופ

�

קני

לרגו

ן כו

מ

8

ה עצה

3

תלו

עיפל

עב

שומ

1

תרו

עה

/תרו

אה

ברד

/

יש

חד/

ש

יל

י תמד

תלו

עיבפ

ברד

/

ימ

י�ניע

/י

תלו

עיבפ

ו הי

ש

ברד

/

יש

לילי

/

תלו

עיבפ

ו הי

ש

ברד

/

יח

בייו

/

ההי

ש/

תלו

עיבפ

ו

1

די

רב

דת

בוק

עב

"

חמנ

ב

ד דעו

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4הצעה

):'חברות וכו, תחביב, לימודי�( הצלחה אחת של� בשנה האחרונה בכל תחו� בחיי� י/תאר .א .1

______________________________________________________________________

. את הסיבה העיקרית להצלחה זוי/הסבר .ב

______________________________________________________________________

.ת בשיעורי� בבית הספר/ה אוהב/ דבר אחד שאתי/ציי� .א .2

______________________________________________________________________

.ת דבר זה/ה אוהב/ מדוע אתי/הסבר .ב

______________________________________________________________________

.ת בשיעורי� בבית הספר/ אוהבאינ דבר אחד שי/ציי� .א .3

______________________________________________________________________

.ת דבר זה/מדוע אינ� אוהב, י/הסבר .ב

______________________________________________________________________

תוכל/היא יוכל/תדע עלי� כדי שהוא/היא ידע/מה חשוב שהוא, י למורה/ ובה ספר, פסקה קצרהי/כתוב .4

.לעזור ל� במהל� התגבורי�

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

?י להתקד� במהירות ולשפר את הציו�/כדי שתוכל, ת מהמורה במהל� התגבורי�/ה מבקש/מה את .5

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


5 הצעה

.י דר� זו/תאר? שי�הא� יש ל� דר� מיוחדת כיצד לזכור דברי� חד .1

______________________________________________________________________

______________________________________________________________________

. יה/מורה שנהנית ביותר בשיעוריו .2

.ות לכ� שנהנית משיעורי� אלה/את הסיבהי /כתוב

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

:י אות�/י� בצורה הטובה ביותר את אופ� הלימוד של� והק�/י� שמבטא/ במשפטי/בחר .3

. ה לי אותו/ת לקלוט את החומר כשהמורה מסביר/אני מצליח .א

.ה לי אותו/ה מסביר/ת לקלוט את החומר כשחבר/מצליחאני .ב

.ת ללמוד בקבוצה/אני אוהב .ג

. ללמוד בקבוצהלאה /אני מעדי� .ד

. ה לתרגול רב/אני זקוק .ה

.ה לתרגול רב/אינני זקוק .ו


6 הצעה

: את המשפטי/והשל�ות ל� ביותר /ות המתאימה/ בתשובהי/בחר .1

.ות/ות מתקשי�/ת להסביר אותו לתלמידי�/אני מסוגלה את החומר /כשאני מבי� .א

.ה את החומר/כשאני לא מבינ, ת לשאול את המורה/אני מתבייש .ב

.ה ברגע שלא אבי� את החומר/אפנה אל חבר .ג

___________________________________________ה בחני� בכל שיעור כי/אני מעדי� .ד

________________________________ ה מבח� אחד בסו� כל יחידת לימוד כי/אני מעדי� .ה

______________________________________________________________________

______________________________________________________________________

?ה מצפה בסו� החודש הראשו�/תלאיזה ציו� א .2

______________________________________________________________________

?ה מצפה בסו� השנה/לאיזה ציו� את .3

______________________________________________________________________


7 הצעה

: ליד כל אחד מהמשפטי� הבאי�"לא נכו�" או "נכו�" כתבו

.ת ששואלי� אותי שאלות על דר� הלימוד שלי/אני אוהב .1

.ה לדווח למורה על כל בעיה שתהיה לי במהל� התגבור/אני מוכ� .2

.יעזור לי ג� מחו� לשעות התגבור/ה שהמורה תעזוראני מצפ .3

.ת להגיע לכל המפגשי� ובזמ�/אני מתחייב .4

.אני רוצה לקבל מהמורה תרגילי� רבי� ג� בימי� שאי� בה� תגבור .5

.ת שהאחריות להצלחה היא שלי בלבד ולא של המורה/אני חושב .6


8 הצעה

:הציו� שאני מצפה לו הוא . א

_______________________________________________________________י ש/כדאי שתדע, המורה

________________________________________________________________________________________

________________________________________________________________________________________

:הציו� שאני מצפה לו הוא .ב

_______________________________________________________________י ש/כדאי שתדע, מורהה

________________________________________________________________________________________

________________________________________________________________________________________

:לתרגול בנושאי� הבאי�/אני זקוק לתגבור, המורה

1._________________________________________2. ________________________________________

3._________________________________________4. ________________________________________

:בחרו בתשובה הנכונה והשלימו את המשפט האחרו� .ג

ה בהכנת שיעורי בית/רציתי שתדעי שאני משקיע, המורה

.מעט זמ�/ ה מאוד זמ�הרב / הרבה זמ�

.ה לתגבורי� נוספי�/אני לא זקוק/ ה/אני זקוק

_______________________________________המורה, ת ממ�/כדי להצליח בהמש� אני מבקש

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________


9 הצעה

:השלימו את החסר

,נמו� מ הפע� הקודמת/הציו שלי בבוח זה יהיה גבוה, המורה

________________________________________________________ שמשו�

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

:משוב

י לזרוק את הדיסק כדי לתאר את מידת /כלי לאיזה מרחק תו/סמ� .1

מידת = קרוב (במקצוע התגבור בחומר הלימוד היו�של� השליטה

)מידת שליטה רבה = רחוק ,שליטה מועטה

?למרחק גדול יותר" לזרוק את הדיסק" כדי שתוכל , מהמורהי/מה תבקש .2

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________


10 הצעה

ה חמה"המלצ

העשוי לקד� הישגי� יאלוג מתמידות כחלק מד/למידה מהצלחה

הלחצהל ובילהמ צלחהה

,ה/ה יקר/תלמיד

.כסיפור הצלחהי במקרה שהיה ל� בעבר שמבחינת� יכול להיחשב /היזכר .1

:י לשאלות הבאות/ענה .2

.ספר על ההצלחה? מה קרה .א

______________________________________________________________________

______________________________________________________________________

?מדוע אירוע זה נחשב להצלחה בעיני� .ב

______________________________________________________________________

______________________________________________________________________

?בות שלדעת� גרמו להצלחה זומה ה� הנסי .ג

______________________________________________________________________

______________________________________________________________________

ת /שאתה לומד את הנסיבות להצלחה שציינת ג� לגבי המקצוע" לאמ�"נית� , לדעת�, באיזה אופ� .ד

? בקבוצת התגבור

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


11 הצעה

ות/ות מתקשי�/ח טיפול בתלמידי�"דו

בדיקת

ביצוע

והערות

חתימת

ה/התלמיד

מחויבות

ה/התלמיד

הצעות

וללהמש� טיפ

ציוני

מבדקי�

ומבחני�

ש�

ה/התלמיד

י "ימולא ע(

)המורה

: ה/י התלמיד"ימולא ע(

,היעדרויות/איחורי , התנהגות

)'הכנת שיעורי בית וכו

י המורה לאחר "ימולא ע(

)ה/שיחה ע התלמיד

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Mama and Her Bank Account – Module B

Worksheet No.1: Vocabulary Exercises – Lines 1-27

1. Match the words in A to their meanings in B. Write the letter ofthe correct meaning in the box.

A B

1. envelope 2. landlord 3. downtown 4. secure feeling 5. bank account 6. piles 7. grocer 8. coins

a. مركز (وسط) ألبلد מרכז העיר b. حساب بنك (مصرف) חשבון בנק c. غالف מעטפהd. ألشعورباالمانהרגשת בטחוןe. صاحب ألمنزل בעל ביתf. بقال בעל מכולתg. قطع عملھ معدنیھ מטבעותh. أكوام ערמות

2. Who / What am I?• I sell bread and milk. ____________• I take money from people who want to live in a house I own.

______________• I am the center of town. ____________• People put a letter in me. ___________

3. Fill in the blanks. Use the words below.

landlord / secure / piles / bank / coins / grocer

Katrin always remembered Mama sitting in the kitchen on Saturday nights. Papa gave her money in an envelope. Mama took out the _________ and put them in _____________ on the table. There was a pile for the ___________and a pile for the ____________. The family always had a _____________ feeling, because they knew that if they didn’t have enough money, they could take it from the __________.

Now reread the paragraph above and answer the following questions:

1. What were the piles for? _____________________________

2. How did Katrin feel? _________________________________


Worksheet No.1: Answers

1. Match the words in A to their meanings in B. Write the letter of thecorrect meaning in the box.

A B

1. c envelope2. e landlord3. a downtown4. d secure feeling5. b bank account6. h piles7. f grocer8. g coins

a. مركز (وسط) ألبلد מרכז העיר b. حساب بنك (مصرف) חשבון בנק c. غالف מעטפהd. ألشعورباالمانהרגשת בטחוןe. صاحب ألمنزل בעל ביתf. بقال בעל מכולתg. قطع عملھ معدنیھ מטבעותh. أكوام ערמות

2. Who / What am I?

• I sell bread and milk. grocer• I take money from people who want to live in a house I own. landlord• I am the center of town. downtown• People put a letter in me. envelope

3. Fill in the blanks. Use the words below.

landlord / secure / piles / bank / coins / grocer

Katrin always remembered Mama sitting in the kitchen on Saturday nights. Papa gave her money in an envelope. Mama took out the coins and put them in piles on the table. There was a pile for the landlord and a pile for the grocer. The family always had a secure feeling, because they knew that if they didn’t have enough money, they could take it from the bank.

Now reread the paragraph above and answer the following questions: 1. What were the piles for? The piles were used to pay for the family'sneeds/expenses, food, rent, etc.

2. How did Katrin feel? Katrin felt secure/safe.


Worksheet No.2: Vocabulary Exercises – Lines 28-58

Circle the correct meaning of the underlined word.

1. Papa was pleased.a. happyb. unhappy

2. I took down the painted box.a. a wooden boxb. a colorful box

3. The Little Bank was used for sudden emergencies.a. things that are planned.b. things that aren't planned.

4. Nels volunteered to work in the grocery store.a. offeredb. didn't want

5. "I will look after the Elvington children."a. not play withb. babysit for

6. "I give up tobacco."a. continue usingb. stop using

7. "We don't have to go downtown and draw money."a. take money from the bankb. put money in the bank

8. Mama looked at the figures.a. numbersb. letters

9. We have to pay for carfare.a. foodb. a bus ticket

10. Papa went to buy medicine.a. something that makes us sickb. something that makes us healthy



Circle the correct meaning of the underlined word.

1. Papa was pleased.a. happyb. unhappy

2. I took down the painted box.a. a wooden boxb. a colorful box

3. The Little Bank was used for sudden emergencies.a. things that are planned.b. things that aren't planned.

4. Nels volunteered to work in the grocery store.a. offeredb. didn't want

5. "I will look after the Elvington children."a. not play withb. babysit for

6. "I give up tobacco."a. continue usingb. stop using

7. "We don't have to go downtown and draw money."a. take money from the bankb. put money in the bank

8. Mama looked at the figures.a. numbersb. letters

9. We have to pay for carfare.a. foodb. a bus ticket

10. Papa went to buy medicine.a. something that makes us sickb. something that makes us healthy


Worksheet No.3: Vocabulary Exercises - Lines 59-89

Match the words in A to the words in B to form expressions that are in the text. Write the number of the word that completes the expression.

A B

1. fine

2. comforting

3. a slip of

4. always in the

5. to feel

6. to depend

7. to stand

8. Girl Scout

9. Bank

10. the back of the

___ background

___ insecure

___ upon

___ teller

___ straighter

___ uniform

___ knowledge

___ check

___ paper

1 cheese

Now write and translate the expressions.

Expression Translation

1. Example: fine cheese דוגמא: גבינה איכותית

2.

3.

4.

5.

6.

7.

8.

9.

10.


After reading lines 63-66, circle the correct word according to the story.

During the strike (-).

1. Papa worked in a (creamery / bank).2. It was (bad / important) to save money.3. Mama went to work in a (store / bakery).4. Mama was very proud that she didn't have to (go to the bank / carry bottles).5. Papa couldn't work in the (store / factory).6. Mama didn't want the children to feel (happy / insecure).



Match the words in A to the words in B to form expressions that are in the text. Write the number of the word that completes the expression.

A B

1. fine

2. comforting

3. a slip of

4. always in the

5. to feel

6. to depend

7. to stand

8. Girl Scout

9. Bank

10. the back of the

___ background

___ insecure

___ upon

___ teller

___ straighter

___ uniform

___ knowledge

___ check

___ paper

1 cheese

Now write and translate the expressions.

Expression Translation

1. Example: fine cheese جبنة ذات جودة דוגמא: גבינה איכותית

2. comforting knowledge معرفة/معلومات مواسیة/ معزیة ידע מרגיע

3. a slip of paper اقصوصة ( قطعة من الورق) פיסת נייר

4. always in the background دائما في الخلفیة תמיד ברקע

5. to feel insecure ان یشعر/ الشعور بعدم األمان להרגיש חוסר בטחון

6. to depend upon ان یعتمد على לסמוך על

7. to stand straighter ان یقف اكثراستقامة לעמוד יותר זקוף

8. Girl Scout uniform ي الكشفي للبنات תלבושת של הצופים الز

9. bank teller (البنك) موظف / موظفة في المصرف פקיד/ה בבנק

10. the back of the check الجھة الخلفیة من الصك النقدي הצד האחורי של הצ'ק

( الشیك)


After reading lines 63-66, circle the correct word according to the story.

During the strike (-).

1. Papa worked in a (creamery / bank).2. It was (bad / important) to save money.3. Mama went to work in a (store / bakery).4. Mama was very proud that she didn't have to (go to the bank / carry bottles).5. Papa couldn't work in the (store / factory).6. Mama didn't want the children to feel (happy / insecure).


Worksheet No.4: Comprehension Questions

1. What is the setting of the story?

Answer: ___________________________________________ __________________________________________________ __________________________________________________

2. Who are the characters in the story?

Answer: ___________________________________________ __________________________________________________

3. How is everyone related? Fill in the names in the family tree. One name isgiven.

Katrin


4. What happens every Saturday night?Number the sentences in the correct order. The first one is done for you.

Mama makes piles of coins for the landlord and the grocer.

Mama says, "We do not have to go to the bank."

Mama counts the money and puts it in piles.

Papa says, "Is all?"

1 Mama sits at the kitchen table.

Mama smiles and says "Is good."

5. What was the Little Bank used for?• ________________________

• ________________________

• ________________________

6. True or False?a. Every Sunday night the family sat in the kitchen. T / Fb. Mrs. Jensen cried when the family had to leave their house. T / Fc. Nels wanted to continue studying. T / Fd. The family had an account in the bank downtown. T / Fe. Katrin became an author. T / F



1. What is the setting of the story?

Answer: The story takes place in San Francisco, USA at the beginning of the 20th century. The story takes place in the family's home.

2. Who are the characters in the story?

Answer: The characters in the story are: Mama, Papa, Katrin, Christine, Nels, Dagmar

3. How is everyone related? Fill in the names in the family tree.

Mama Papa

Katrin Christine Nels Dagmar


4. What happens every Saturday night?Number the sentences in the correct order.

3 Mama makes piles of coins for the landlord and the grocer.

6 Mama says, "We do not have to go to the bank."

2 Mama counts the money and puts it in piles.

4 Papa says, "Is all?"

1 Mama sits at the kitchen table.

5 Mama smiles and says, "Is good."

5. What was the Little Bank used for?• Christine's costume

• Dagmar's operation

• Katrin's Girl Scout uniform

6. True or False?a. Every Sunday night the family sat in the kitchen. T / Fb. Mrs. Jensen cried when the family had to leave their house. T / Fc. Nels wanted to continue studying. T / Fd. The family had an account in the bank downtown. T / Fe. Katrin became an author. T / F


Worksheet No. 5: Explaining Cause and Effect

1. Katrin says, "I held onto Christine tightly."

CAUSE What makes her feel this way?

________________________

________________________

________________________

________________________

EFFECT How did she feel?

________________________

________________________

2. Every Saturday night the family sat at the table and watched how Mamacounted out the money for the week's expenses. After she put the coins intothe piles she would say, "Is good."

a. What effect did that have on the children? How did the children feel?

________________________________________________________

________________________________________________________

________________________________________________________

b. What effect did that have on Mama? How did she feel?

________________________________________________________

________________________________________________________

________________________________________________________


3. Why did Mama say, "We don't have to go down to the bank."?

Choose the correct answer:

a. Mama wanted her children to worry.

b. Mama didn't have time to go down to the bank.

c. Mama wanted her children to feel secure.

Now complete the diagram with your answer.

CAUSE Mama said, "We don't have to go down to the bank."

EFFECT

__________________________________________________________

4. "And when I didn't–couldn't-answer…"

Why couldn't Katrin answer?

Circle the correct answer and then complete the sentence.

Katrin was (scared / happy / surprised) because ______________________

__________________________________________________________________________

__________________________________________________________________________


5. Fill in the chart.

The strike began.

Papa didn't go to work.

Papa didn't _____________________.

Mama went to _____________ because she wanted to ________________.

Katrin's family was able to get through the difficult time.


Worksheet No. 5: Answers

1. Katrin says, "I held onto Christine tightly."

CAUSE What makes her feel this way?

Katrin felt this way because she was worried her family might lose their house like the Jensens did.

EFFECT How did she feel?

She was worried / scared.

2. Every Saturday night the family sat at the table and watched how Mamacounted out the money for the week's expenses. After she put the coins intothe piles she would say, "Is good."

a. What effect did that have on the children? How did the children feel?

The children felt proud and secure. It made them feel good about their

situation.

b. What effect did that have on Mama? How did she feel?

Mama felt good that they had enough money for the week. She was glad

they didn't have to go to the bank.


3. Why did Mama say, "We don't have to go down to the bank."?

Choose the correct answer.

a. Mama wanted her children to worry.

b. Mama didn't have time to go down to the bank.

c. Mama wanted her children to feel secure.

Now complete the diagram with your answer.

CAUSE Mama said, "We don't have to go down to the bank."

EFFECT

Mama wanted her children to feel secure.

4. "And when I didn't–couldn't-answer…"

a. Why couldn't Katrin answer? Circle the correct answer:

a. She was scared

b. She was surprised.

c. She was happy.

b. Circle the correct answer and then complete the sentence.

Katrin was (scared / surprised / happy) because she thought her mother

had a bank account.


5. Fill in the chart.

The strike began.

Papa didn't go to work.

Papa didn't get paid.

Mama went to work because she wanted to help out.

Katrin's family was able to get through the difficult time.


Worksheet No. 6: Comparing and Contrasting

Complete the chart using the sentences below.

What was different when Katrin gave the check to Mama at the end of the story? What stayed the same and what changed?

• They were younger.• They are older.• Mama counted the money.• Papa was taller.• Katrin believed her family had a bank account.• Papa is shorter.• Mama has some gray hair.• Katrin gives money to Mama.

Twenty Years Ago Now

Example: Mama had blond hair

Katrin believes her family has a bank account.


Worksheet No. 6: Answers

Complete the chart using the sentences below.

What was different when Katrin gave the check to Mama at the end of the story? What stayed the same and what changed?

• They were younger.• They are older.• Mama counted the money.• Papa was taller.• Katrin believed her family had a bank account.• Papa is shorter.• Mama has some gray hair.• Katrin gives money to Mama.

Twenty Years Ago Now

Example: Mama had blond hair Mama has some gray hair.

They were younger. They are older.

Katrin believed her family had a bank account.

Katrin believes her family has a bank account.

Mama counted the money. Katrin gives money to Mama.

Papa was taller. Papa is shorter.


Worksheet No. 7: Bridging Text and Context Look at the following photos. Then do the following things:

1. Choose at least two of the photos. 2. Describe the photo in one or two sentences. 3. How does the photo connect to the story? 4.


Worksheet No. 7: Answers Enrichment Read the following information to understand the connection between the author and the story.

Kathryn Anderson Forbes was born in 1908 in San Francisco, USA. Her grandmother came from Norway in the late 1800's. Mama's Bank Account, her most famous book, was written in 1943. Later, a movie and a successful TV show were made. In the story, "Mama and Her Bank Account", Kathryn Anderson Forbes writes about her childhood and some of the difficult times her family had.

Look at the following photos. Then do the following things:

1. Choose at least two of the photos. 2. Describe the photo in one or two sentences. 3. How does the photo connect to the story?

"…Mama would sit down by the scrubbed kitchen table and count out the money..."


"Mama would solemnly take a nickel or a dime and set it aside." / "…carefully wrote down a sum and added…"

"I took down the colorfully painted box that Aunt Sigrid had sent us from Norway."


"During the strike when Papa didn't work…"


Worksheet No. 8 – Post-Reading Activity

Choose ONE of the following tasks.

1. Draw a comic strip showing the conversation that takes place in the kitchen between the mother, father and the children at the family's Saturday night meeting. You can use this site to help you. http://www.makebeliefscomix.com/Comix/ or http://www.toondoo.com/ Prepare a strip of at least four boxes using the think balloons and talk balloons.

2a. What do you do to help your family? Write five sentences. You may use the examples below:

• I take… • I help with… • I help my… • I play… • I try to… • I give… • I go… • I visit… • I work…

b. Who in the story does something similar to what you do? _____________ Write a note from this character in the story explaining what he/she did to help.

3. Make a collage (a collection of words and pictures) of two different scenes in the story. Write 2-3 sentences in your own words that describe the scenes.

Dear _________, I want to tell you what I did to help at home. First, _________________________________________________ Then I ________________________________________________ My (mother/father) was happy because ________________________ ______________________________________________________ ______________________________________________________ I will write again soon. Love ____________

http://www.makebeliefscomix.com/Comix/

http://www.toondoo.com/

1

State of Israel Ministry of Education English Inspectorate

Unit Planner

Teacher’s Name: Date:

Name of School: Piece #: Grade taught: 10 11 12

Name of Literary Text: Mama and her Bank Account *The approved version of the story appears in Intermediate Reader 3, published by ECB. The line numbers mentioned in worksheets 1, 2 and 3 are according to that publication. Please note that in line 42 the word 'not' is missing. The sentence should read: "There was not enough".

Genre: story Level: 3 4 5

Targeted Higher-Order Thinking Skills (HOTS) for Analysis and Interpretation

to be taught explicitly

Targeted HOTS to be Spiraled

1. Explaining cause and effect

2. Compare and Contrast

Relevant Literary Terms to be Taught

short story, narrator, theme, plot, character, setting

Targeted Benchmarks in the Domain of Appreciation of Literature and Culture

Recognize the use of literary techniques in a variety of genres Analyze literary texts Understand the historical, social and/or cultural contexts of the text and its author. Become familiar with different cultural practices and traditions from reading literary texts

2

Key Component Activities List of attached worksheets

Pre-reading

1. Bring different kinds of house-hold bills: telephone, taxes, electricity. Discuss monthly household expenses (food budget, rent, clothes, Internet, extra-curricular activities – basketball, dance group, etc.)

Suggested Vocabulary: bank account, to pay bills, to pay rent, landlord, grocer, to count, to save money, to set aside (money), a check

2. Elicit from the students things they need money for.

Ask the students to price everything. Add it up. Ask the students: What happens when you don't have enough money? Where can you get money from?

3. Discuss the concept of a bank account. Why do we need a bank account? Why should we save money?

4. You may use the following pictures in class.

3

Basic Understanding

Vocabulary Lists – the important words appear in the vocabulary lists and are translated into Hebrew and Arabic.




Worksheet No.4: Comprehension Questions

Vocabulary Lists

WS No. 1-8

Explicit teaching of the HOTS

Choose one of the HOTS presented and work accordingly:

The following exercises should be done on the board, not as worksheets. Remember, the purpose of these exercises is to teach the HOTS explicitly:

EXPLAINING CAUSE AND EFFECT

This chart can be completed on the board, when one column is left empty for the students to fill in.

CAUSE EFFECT

I am sick. I don't go to school.

I am hungry. I eat.

I work. I earn money.

I am happy. I smile.

Other possibilities:

1. What happens when you drink and drive? 2. What happens to a pizza when you leave it in a hot car?

4

COMPARING AND CONTRASTING

Compare and contrast the following celebrities. Fill in the Venn diagram. You can use flashcards.

Shlomi Shabat and Beyonce:

Shlomi Shabat and Beyonce are singers.

Shlomi Shabat and Beyonce are famous.

Shlomi Shabat and Beyonce are successful.

Shlomi Shabat and Beyonce sing soul music.

Shlomi Shabat is popular in Israel.

Beyonce sings in English.

Shlomi Shabat is a man.

Beyonce is a woman.

Many people in Israel like Beyonce.

Shlomi Shabat sings in Hebrew.

Shlomi Shabat was born in Israel.

Beyonce was born in the USA.

Shlomi Shabat and Beyonce are both singer songwriters.

Beyonce doesn't sing in Hebrew.

Shlomi Shabat BOTH Beyonce

5

Analysis and Interpretation

HOTS Questions: Choose the HOTS you want to teach. See the separate worksheets for the different HOTS:

• WS No. 5 - Explaining cause and effect • WS No. 6 - Comparing and Contrasting

Teachers should try and get the students to use the words of comparing and contrasting to orally talk about what is different and what is the same.

Bridging Text and Context

Enrichment The following text about the author explains the autobiographical element of the story. Kathryn Anderson Forbes was born in 1908 in San Francisco, USA. Her grandmother came from Norway in the late 1800's. Mama's Bank Account, her most famous book, was written in 1943. Later, a movie and a successful TV show were made. In the story, "Mama and Her Bank Account", Kathryn Anderson Forbs writes about her childhood and some of the difficult times her family had. Note:

The photos in this section are very good to help students get a visual impression of the events in the story. They can be shown while reading. For the bridging task, students can orally answer the question how does each photo connect to the story.

Post-Reading

This is the graded task.

The students will choose one of the suggested activities. There is no deduction for language.

6

Summative Assessment

60% LOTS

40% HOTS

There is no deduction for language.

Pay attention:

There are two versions of the summative assessment.

One version tests the HOTS of Comparing and Contrasting and the other tests the HOTS of Cause and Effect.

1

EEnngglliisshh TTeesstt // RRooww AA

Name: ________________ Class: __________

How do you feel about English?

איך את/ה מרגיש/ה לגבי לימודי האנגלית?

אני טוב/ה באנגלית .א לא לא כל כך בערך כן

אני בדרך כלל נהנה/נהנית משעורי אנגלית .ב לא לא כל כך בערך כן

אני מרגיש/ה שאני זקוק/ה לעזרה באנגלית .ג לא כן

אני יותר טוב/ה בעל פה מאשר בקריאה וכתיבה .ד לא לא כל כך בערך כן

חשוב לי להצליח באנגלית .ה לא לא כל כך בערך כן

2

Part I: You may NOT use your dictionary – אין להשתמש במילון

Task A: Listen to your teacher

1) Circle the word that your teacher reads:

: ה/ מקריא שלך בעיגול את המילה שהמורהף/הקיפיהק

Example: fan pan tan

1. card car care

2. use nice nose

3. by day play

4. now how know

5. small mall smile

2) Write the answers to the questions your teacher asks:

: שלך שואל/תהמורה שאלות כתוב/כתבי את התשובות לכל הש

1. _______________________________________

2. _______________________________________

3. _______________________________________

4. _______________________________________

5. _______________________________________

3

Task B: Reading

3) Write the meaning of the following words:

: כתוב/כתבי את פירושן של המילים הבאות

1. radio - ____________________

2. sandal - ___________________

3. disc - ____________________

4. zebra - ___________________

5. cola - ____________________

4) Read the note that Amir wrote. Tick () the correct column.

. ) בטור המתאיםקרא/י את הפתק שכתב אמיר. ליד כל משפט סמן/י (

Hi Mom,

Rami and I are going to Dana's house. She is having a party. I

hope it will be fun. Don't wait for me. I may come home late.

You can call me on my cellphone.

Love, Amir

Example: לדוגמא:

True (נכון) False (לא נכון)

Rami is having a party.

4

True (נכון) False (לא נכון)

1. Dana is having a party.

2. Amir is going to the party with Dana.

3. Amir may come home late.

4. Dana hopes she will have fun.

5. Amir forgot his cellphone.

5) Circle the word that doesn't belong:

: הקף/הקיפי בעיגול את המילה שאינה שייכת

:Example לדוגמא:

sister banana father mother

teacher dog class school 1.

bus bicycle house car 2.

green red black banana 3.

book short tall fat 4.

jeans shirt newspaper shoes 5.

5

Part II: You MAY use your dictionary – מותר להשתמש במילון

6) Read the timetable below and answer the questions according to the

text:

:עיין/י בלוח הזמנים שלפניך וענה/י על השאלות ע"פ הטקסט

A VISIT TO THE TELEVISION STUDIO

8:30 – 10:30 Leave the school for Jerusalem. Short stop for breakfast at a picnic area.

10:30-12:30 Short tour of the studio. Meet two news reporters who will explain how they collect news reports from the field.

12:30-13:00 Lunch

13:00-15:00 Meet the camera team and learn how the news is filmed.

15:00-16:00 Watch a live broadcast.

17:00 Back to school.

*broadcast – שידור, משדר

6

Questions:

1. Circle the correct answer: הקף/הקיפי בעיגול את התשובה הנכונה:

What is the text about?

a. a school trip

b. a television program about Jerusalem

c. a trip for pupils and parents

d. an English program for pupils

2. Circle the correct answer: הקף/הקיפי בעיגול את התשובה הנכונה :

What time will the pupils begin their visit at the studio?

a. 8:30

b. 10:30

c. 12:30

d. 17:00

3. Write TWO answers: כתוב/כתבי שתי תשובות לשאלה :

When will they eat?

a. _____________

b. _____________

4. Write the answer: :ענה/י על השאלה

What will the pupils learn from the camera team?

_____________________________________

7

7) Read the text and answer the questions:

: קרא/י את הטקסט וענה/י על השאלות

Koalas are animals that live in Australia. Many people call them 'koala bears' but this is not correct. Koalas are not bears. They are marsupials.

Marsupials are animals that have a pouch*, or pocket, where

they keep their babies. Mother kangaroos and koalas keep their babies in their pouch for six or seven months. UWhat do koalas look like?U Koalas have gray and white fur, round ears and a black nose. Adult koalas weigh about 12 kilograms and are about one meter tall. UWhere do koalas live?

Koalas come from Australia. The gray areas on the map show where most koalas live. UWhat do koalas eat?U Koalas only eat the leaves of eucalyptus trees**. These leaves are full of water. When koalas eat the leaves, they get most of the water that they need. UHow do koalas spend their time?U Koalas sleep for about 18-20 hours each day. They are awake mainly at night, when they spend most of their time eating. Koalas do not live in groups. They

prefer to live alone.

How many koalas live in Australia? In the past, millions of koalas lived in Australia. However, for many years koalas were killed for their fur. Today there are only a few thousand left. Therefore, koalas are a protected species***. That means they must not be hurt or killed. *pouch - כיס **eucalyptus trees - סאיקליפטו עצי ***protected species - מוגן המוגדר חיים בעל סוג

8

Questions:

1. Circle the correct answer: :הקף/הקיפי בעיגול את התשובה הנכונה

A marsupial is _____. a. an area in Australia b. an animal with a pouch c. a kind of Australian tree d. a family of bears

2. Answer the question: ענה/י על השאלה :

Where does a baby koala spend the first months of its life?

____________________________________________

3. Complete the facts about koalas. :השלם/השלימי את הפרטים על הקואלות

Example: דוגמא • Name: koala

• Fur Color: ______________

• Weight: _______________

4. Circle TRUE or FALSE: : הקף/הקיפי נכון / לא נכון

Koalas live all over Australia. TRUE / FALSE

5. Complete the sentence: השלם/השלימי את המשפט :

Koalas don't drink a lot of water because _________________

_________________________________________________.

6. Answer both parts of the question: :ענה/י על שני חלקי השאלה

a. Circle TRUE/FALSE: Koalas sleep a lot. TRUE/FALSE

b. Copy the sentence that proves (מוכיח) your answer.

___________________________________________

9

7. Answer the question: :ענה/י על השאלה

How many koalas used to live in Australia? __________________

8. Answer the question: ענה/י על השאלה :

How many koalas are there in Australia today? _______________

9. Complete the sentence: השלם/השלימי את המשפט:

Koalas cannot be killed because __________________________

__________________________________________________.

Answer in Hebrew: ענה/י בעברית על השאלות הבאות :

10. What new information did you learn from the text? ___________

__________________________________________________

11. What else would you like to know about animals in Australia?

__________________________________________________

__________________________________________________

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Task C: Writing

Your friend is sick and did not come to school today. Write him/her a note. You may write about:

a. what you learned b. what you did c. your homework for

tomorrow d. don't forget to ask your

friend how he or she is feeling

Write 25 – 35 words. Please write clearly.

החבר/ה שלך חולה ולא הגיע/ה לבית

הספר היום. כתוב/כתבי לו/לה פתק.

אפשר לכתוב על:

א. מה שלמדת

ב. מה שעשית

ג. שעורי הבית למחר

ד. לא לשכוח לשאול לשלומו/ה

מלים. 35 – 25כתוב/כתבי

אנא כתוב/כתבי בכתב יד ברור.

August 28th, 2012 Dear ____________,

Feel better soon, _______________

GOOD – LUCK!!!

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EEnngglliisshh TTeesstt Name: Teacher's Copy and Instructions Please do not give the tests back!

This section is mandatory!

How do you feel about English?

؟ االنجليزية اللغة تجاه تشعر كيف ا. انا جيد في اللغة االنجليزية

ال ليس كثيرا تقريبا نعم

ب . بشكل عام انا استمتع من دروس اللغة االنجليزية ال ليس كثيرا تقريبا نعم

ج . اشعر اني بحاجة الى مساعدة في اللغة االجليزية ال نعم

د . انا جيد اكثر بالتعبير الشفهي من القراءة والكتابة ال ليس كثيرا تقريبا نعم

هـ . مهم بانسبة لي ان انجح في اللغه االنجليزية ال ليس كثيرا تقريبا نعم

Use this questionnaire as a tool to understand the pupils' self-concept regarding their attitude towards learning English. The pupils' answers are vital for designing and setting priorities in our teaching.

2

Part I: You may NOT use your dictionary ال يسمح باستعمال القاموس

Task A: Listen to your teacher

1) Circle the word that your teacher reads: (5 points)

احط بدائرة الكلمة التي يقرأها المعلم(Teacher reads the words in BOLD letters)

Example: fan pan tan

1. card car care

2. use nice nose

3. by day play

4. now how know

5. small mall smile

(Each correct answer gets 1 point = 5 points)

Pay attention to the difference between row A and row B!

The answers are the same, but are placed differently!

هذه المهمة تقيم

القدرة على التمييز البصري للحروف .‌أ تمييز صوت الحروف( الحركة) القصيرة \ الطويلة .‌ب القدرة على التمييز السمعي .‌ت

خطأ واحد في هذه المهمة تشير الى صعوبة.

اخطاء في هذه المهمة يمكن ان تشير الى : (n/m ,p/d/b)صعوبة في التمييز البصري للحروف أ.

صعوبة في التمييز السمعي. ب بلبلة بتمييز اصوات القصيرة او | و الطويلة . ت امكانية وجود صعوبة بالحفاظ على مستوى تركيز كاف. ث

3

2) Write the answers to the questions your teacher asks: (15 points)

اكتب االجابات لكل االسئلة التي يسألها لك

Please encourage the students to answer in English, and if that is too difficult for

them they may answer in Hebrew. The questions are not to be translated, however,

they can be read a few times. The purpose is to evaluate the students'

comprehension of the questions.

Students who answer in Hebrew appropriately demonstrate comprehension, yet may

not feel secure enough to answer in English for a variety of reasons:

1. They do not know how to write their answers.

2. They do not know how to compose a correct answer in English.

3. They do not feel secure writing in English.

1. What is your name? __________________ 2. Where do you live? ____________________ 3. Who is your favorite singer? ______________ 4. What do you like to do after school? _________________ 5. What color do you like? _______________

• Each correct answer gets three points if it is in English, relates to the

question thus demonstrating comprehension, and is understandable, no

matter quality of language and spelling.

• Two points if it is Hebrew.

• No points if in either language the answer does not relate to the

question)

• 15 points maximum. هذه المهمة تقيم :

أ . قدرة الفهم البسيط للغة االنجليزية ( الفهم ينعكس في االجابة- اذا كانت االجابة في اللغة االنجليزية او بالعربية) وتالئم السؤال

خطا واحد في هذه المهمة يشير الى :

أ. صعوبة في فهم اسئلة بسيطة hw ب. صعوبة في فهم اسئلة

ج. نقص في مخزن الكلمات

الطالب الذي يجيب في اللغة االنجليزية يدل على رغبة وثقة وقدرة على التعبير االساسي في اللغه

4

Task B: Reading

3) Write the meaning of the following words: (5 points)

) عالمات 5 (اكتب معاني الكلمات التالية :


1. radio - ____________________

2. sandal - ___________________

3. disc - ____________________

4. zebra - ___________________

5. cola - ____________________

(Each correct answer gets 1 point = 5 points maximum)

القدرة على فك اساسي لكلمات متشابهات بين اللغة العربية واالنجليزية : هذه المهمة تقيم

خطا واحد في المهمة يشير الى : صعوبة بالربط في الحرف والصوت. ا

صعوية بدمج االصوات لتكوين كلمات. ب

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4) Read the note that Amir wrote. Tick () the correct column. (10p)

)عالمات 10. (في السرب المالئم) (اقرا الملحوظة التي كتبها امير , بجانب كل جملة اشر

Hi Mom,

Rami and I are going to Dana's house. She is having a party. I

hope it will be fun. Don't wait for me. I may come home late.

You can call me on my cellphone.

Love, Amir


Example: :مثال

True (صحيح) False (خطأ)

Rami is having a party.

Row A: True (صحيح) False (خطأ)

1. Dana is having a party.

2. Amir is going to the party with Dana.

3. Amir may come home late.

4. Dana hopes she will have fun.

5. Amir forgot his cellphone.

6

Row B: True (صحيح) False (خطأ)

Amir is going to the party with Dana.

Dana is having a party.

Dana hopes she will have fun.

Amir may come home late.

Amir forgot his cellphone.

(Each correct answer gets 2 points = 10 points) هذه المهمة تقيم :

القدرة على فهم المقروء بمستوى ايجاد تفاصيل وفهم نص بمستوى اساسي

خطأين في هذه المهمة تدل على:صعوبة بفهم اساسي السئلة فهم المقروء .‌أ

صعوبة بفهم اساسي للنص .‌ب ).Foundation Level(نقص بمخزن الكلمات بمستوى اساسي .‌ت

7

5) Circle the word that doesn't belong: (5 points)

) درجات 5: ( احط بدائرة الكلمة التي الشاذة


Example : : مثال

sister banana Father mother

teacher dog class school 1.

bus bicycle house car 2.

green red black banana 3.

book short tall fat 4.

jeans shirt newspaper shoes 5.

(Each correct answer gets 1 point = 5 points) :هذه المهمة تقيم

القدرة على تمييز \ قراءة كلمات بمستوى اساسي .‌أ مع قدرة فهم التصنيف لمجموعات القدرة الى تمييز \ قراءة مفردات بمستوى اساسي ( مخزن كلمات) .‌ب

خطأ واحد في هذه المهمة يشير الى :

نقص مفردات اساسي . أاو صعوبة بالفهم . ب

, يجب قراءة باقي االمتحان وايضا حل 3 الجزء الثاني تمرين –الطالب الذي نجح في مهمة فهم المسموع وولديه صعوبه في هذه المهمة * المهمة هذه ثانية مع قراءة.

8

Part II: You MAY use your dictionary – يسمح باستعمال قاموس

6) Read the timetable below and answer the questions according to the

text: (5*3=15 points)

) عالمة 15: (تمعن في الجدول الزمني امامك واجب عن االسئلة حسب النص


A VISIT TO THE TELEVISION STUDIO

8:30 – 10:30 Leave the school for Jerusalem. Short stop for breakfast at a picnic area.

10:30-12:30 Short tour of the studio. Meet two news reporters who will explain how they collect news reports from the field.

12:30-13:00 Lunch

13:00-15:00 Meet the camera team and learn how the news is filmed.

15:00-16:00 Watch a live broadcast.

17:00 Back to school.

*broadcast – يبث, بث

9

Questions:

1. Circle the correct answer: احط بدائرة االجابة الصحيحة :

What is the text about? (3 points)

a. a school trip

b. a television program about Jerusalem

c. a trip for pupils and parents

d. English program for pupils

2. Circle the correct answer: احط بدائرة االجابة الصحيحة :

What time do pupils begin their visit at the studio? (3 points)

a. 8:30 b. 10:30 c. 12:30 d. 17:00

3. Write TWO answers: اكتب اجابتين للسؤال :

When will they eat? (3*2=6)

a. 8:30 (– 10:30)

b. 12:30 (- 13:00)

4. Write the answer: : اجب على السؤال

What will the pupils learn from the camera team? (3 points)

(The pupils will learn) how (the) news is filmed

(A total of 15 points for this section) هذه المهمه تقيم :

قدرة فهم المقروء .‌أ مستوى المفردات .‌ب *فهم ومعرفه – قواعد ونحو .‌ت

فهم الفكرة المركزية –1 سؤال - 2,3,4 اسئلة

العثور على تفاصيل. 1 hw فهم اسئلة. 2 قدرة على الربط بين السؤال والنص. 3

10

7) Read the text and answer the questions: (30 points)

) عالمة 30: (اقرا النص واجب على االسئلة

Dear teacher, please give full points if the answer is correct content wise. Ignore grammar, syntax and spelling errors. Make a note for yourself if all of the answers are correct but there are serious language errors. In addition, note those students who make few errors on this task. This task can predict success in EFL learning and it is highly recommended that students who do well on this section be placed in the higher-level group.

0TKoalas are animals that live in Australia. Many people call them 'koala bears' but this is not correct. Koalas are not bears. They are marsupials. 0T Marsupials are animals that have a pouch*, or pocket, where they keep their babies. Mother kangaroos and koalas keep their

babies in their pouch for six or seven months. UWhat do koalas look like?U Koalas have gray and white fur, round ears and a black nose. Adult koalas weigh about 12 kilograms and are about one meter tall. 0TUWhere do koalas live? 0TKoalas come from Australia. The gray areas on the map show where most koalas live. 0TUWhat do koalas eat?U Koalas only eat the leaves of eucalyptus trees**. These leaves are full of water. When koalas eat the leaves, they get most of the water that they need. 0TUHow do koalas spend their time?U Koalas sleep for about 18-20 hours each day. They are awake mainly at night, when they spend most of their time eating. Koalas do not live in groups. They

prefer to live alone.

How many koalas live in Australia? In the past, millions of koalas lived in Australia. However, for many years koalas were killed for their fur. Today there are only a few thousand left. Therefore, koalas are a protected species***. That means they must not be hurt or killed. 0T*pouch - جيب 0T**eucalyptus trees – 0شجر T0وكالبتوس T الكينا)(

***protected species فصائل الحيوانات المحمية-

Questions:

11

1. Circle the correct answer: (3 pts) احط بدائرة الالجابة الصحيحة:

A marsupial is _____. a. an area in Australia b. an animal with a pouch c. a kind of Australian tree d. a family of bears

2. Answer the question: (3 pts) اجب عن السؤال :

Where does a baby koala spend the first months of its life?

(in its mother's) pouch / (in) (a) pouch

3. Complete the facts about koalas(4p) اكمل التفاصيل الناقصة عن الكواال

Example: مثال • Name: koala

• Fur Color: gray and / or white (2p)

• Weight: 12 kilograms (must be added!) (2p)

4. Circle TRUE or FALSE: (2 points) : احط صحيح او\ خطأ

Koalas live all over Australia. TRUE / FALSE

5. Complete the sentence: (3 points) اكمل الجملة :

Koalas don't drink a lot of water because when koalas eat the

leaves, they get most of the water that they need / they get most

of the water they need from the eucalyptus trees.

6. Answer both parts of the question: (5 pts) اجب على السؤال بقسميه:

a. Circle TRUE/FALSE: Koalas sleep a lot. TRUE/FALSE (2 points)

b. Copy the sentence that proves (يثبت) your answer. (3 points)

Koalas sleep for about 18-20 hours each day.

7. Answer the question: (3 points) : اجب عن السؤال

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How many koalas used to live in Australia? millions (of koalas)

8. Answer the question: (3 points) :اجب عن السؤال

How many koalas are there in Australia today?

(only) a few thousand (koalas)

9. Complete the sentence: (4 points) اكمل الجملة:

Koalas cannot be killed because they / koalas are a protected species.

(A total of 30 points for this section)

*The following questions are to be answered in Arabic. They do not get any points!

Answer in Arabic: اجب في اللغة العربية :

10. What new information did you learn from the text? ___________

__________________________________________________

11. What else would you like to know about animals in Australia?

__________________________________________________

__________________________________________________

هذه المهمة تقيم مهارات فهم المقروء كاالتي: تمييز الفكرة المركزية .1 القدرة على استخالص نتائج .2 العثور على تفاصل .3 الربط بين المعلومات السابقة ومعلومات جديدة .4

Task C: Writing (15 points)

13

Your friend is sick and did not come to school today. Write him/her a note. You may write about:

a. what you learned b. what you did c. your homework for

tomorrow d. don't forget to ask your

friend how he or she is feeling

Write 25 – 35 words. Please write clearly.

صديقك مريض ولم يحضر للمدرسة اليوم. اكتب

له رساله قصيرة.

: يمكن ان تكتب له

ماذا تعلمت. أ

ماذا فعلت. ب

وظائف بيتية لغد. ت

ال تنسى ان تسأله كيف حاله. ث

. كلمة 35 – 25 اكتب

الرجاء الكتابة بوضوح.

We can learn a great deal from a piece of writing! The goal is not to see what students do not know, or "cannot do" but rather what they do know. Our goal here is twofold:

a) to see who is willing to tackle a writing task b) to see who can use writing as a communicative skill

The writing section should be graded very generally.

1) Give up to 5 points if the written answer relates to the assignment. 2) Give up to 5 points if the text is communicative and clear. 3) Give up to 5 points if the majority of the sentences have a subject and a

verb. 4) DO not take off points for poor spelling. 5) IF the spelling is excellent, then you can give extra credit.

If one or two sentences are written and the message is clear and relates to the topic give up to 7 points. IF the written sentences are copied exactly from the task, ie the question, no points are to be given. (A total of 15 points for this section)

: مهمة الكتابة تقيم مفدرات فعاله .1 استعمال احرف كبيرة وصعيرة وعالمات التنقيط المالئمة, خط .2 )subject + verb (معرفة اساسية لمبنى الجملة .3 )عن طريق التطرق لموضوع الرسالة (فهم المقروء .4 كتابة سؤال .5

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