Growth and Effectiveness Measures for Schools (GEM) - introduced by the Ministry of Education in 20023

1048800 A set of school level indicators with a goal to enable principals to base their decisions on valid evidence

1048800 Administered every second year to 5th and 8th (+ 2nd

grade for Mother Language)

1048800 Pedagogical Environment in the School

1048800 School Climate and Work Environment

1048800 Student Achievements based on results from standardized national assessments

1048800 Math English Mother Language (HebrewArabic) and Science amp Technology

Reallocation of your teaching time ldquoTeaching to the testrdquo Excessive test preparation Score inflation Gaming the system (incl cheating) Excluding the weak students

The length of the exam Getting the pupils (and teachers) to take

it seriously Meeting with the principalrsquos expectations The level of the reading material The weaker pupils ndash getting them ready

motivated and helping them to feel good about themselves after the exam

Working without dictionaries

Listening Comprehension

20

Reading Comprehension 60

Writing 20

1 understand the main ideas and supporting details in a text and use this knowledge as needed

2 identify different text types and use this knowledge as needed

3 identify explicit opinions and feelings4 extract relevant information for a

specific purpose5 draw inferences

advertisement announcement broadcast conversation excerpt from a lesson interview message news weather report oral presentation speech radio program report story

Sentence Structure simple compound and some complex sentences

Vocabulary high frequency words (related to general issues themes)

Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative

Level OneApproximately 80 ndash 100 seconds Level TwoApproximately 100 ndash 120 seconds

filling in a chart table graphic organizer matching multiple choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference

Sentence Structure simple compound and some complex sentences

Vocabulary high frequency words (related to general issues themes)

Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative

Discourse features (text description) Text type Classroom discussion Topic Planning a reception for visitors

from overseas Linguistic aspects of text High

frequency vocabulary basic sentence structure use of modals sequence express

Mrs Hill Good morning everyone I have some exciting news for you Next Monday a group of 8th-grade students from England is coming to Israel and they will visit our school The principal wants us to welcome them and invite them to our class So we need to think about what we can do together

Do you have any ideas Yes Amir

Amir Lets make a poster and hang it on the school gate Well write Welcome in big letters

Maya A poster is great Then in class we can talk about our countries Israel and England

Amir And of course we can talk about football I can tell them all about Israeli football and they can tell us all about football in England I love football

Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects

Rani Yes Lets tell them about the Clean the Beach Project

Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project

Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom

Rani We could all bring different food Ill bring pita bread

Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes

Amir Ill bring a watermelon and orange juice

Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school

Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High

frequency vocabulary simple compound and complex sentence structure

Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight

Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name

Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time

at the music festival this summer

Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special

Jack What is special about itMark Tonight all the musicians are

teenagers and they all live here in town

Jack Thats really nice so many young musicians and all from the same town Do you know any of them

Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar

Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for

tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day

Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too

Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family

Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7

A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty

B Work on these skills identifying topics first at the paragraph

level and then at the text level differentiating main ideas from

supporting details

classifying and categorizing (eg activity place time

practicing information transfer (eg matching text to graphic representations filling in a table

recognizing connectors that signal organization (eg first second finally bull

therefore as a result of like in contrast to etc) and connectors that indicate a time frame

using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents

recognizing markers of negation practicing information transfer (eg

filling in an invitation filling in a (table

C Items to practice with your pupils items that tap into the global aspects

of a text (eg topic main idea items that tap into the supporting

ideas and details of a text (eg examples data)

understand the main ideas and supporting details in a text and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed

identify different text types and use this knowledge as needed

identify explicit opinions and feelings draw inferences in order to identify points of view

in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

1048800 Pedagogical Environment in the School

1048800 School Climate and Work Environment

1048800 Student Achievements based on results from standardized national assessments

1048800 Math English Mother Language (HebrewArabic) and Science amp Technology

Reallocation of your teaching time ldquoTeaching to the testrdquo Excessive test preparation Score inflation Gaming the system (incl cheating) Excluding the weak students

The length of the exam Getting the pupils (and teachers) to take

it seriously Meeting with the principalrsquos expectations The level of the reading material The weaker pupils ndash getting them ready

motivated and helping them to feel good about themselves after the exam

Working without dictionaries

Listening Comprehension

20

Reading Comprehension 60

Writing 20

1 understand the main ideas and supporting details in a text and use this knowledge as needed

2 identify different text types and use this knowledge as needed

3 identify explicit opinions and feelings4 extract relevant information for a

specific purpose5 draw inferences

advertisement announcement broadcast conversation excerpt from a lesson interview message news weather report oral presentation speech radio program report story

Sentence Structure simple compound and some complex sentences

Vocabulary high frequency words (related to general issues themes)

Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative

Level OneApproximately 80 ndash 100 seconds Level TwoApproximately 100 ndash 120 seconds

filling in a chart table graphic organizer matching multiple choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference

Sentence Structure simple compound and some complex sentences

Vocabulary high frequency words (related to general issues themes)

Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative

Discourse features (text description) Text type Classroom discussion Topic Planning a reception for visitors

from overseas Linguistic aspects of text High

frequency vocabulary basic sentence structure use of modals sequence express

Mrs Hill Good morning everyone I have some exciting news for you Next Monday a group of 8th-grade students from England is coming to Israel and they will visit our school The principal wants us to welcome them and invite them to our class So we need to think about what we can do together

Do you have any ideas Yes Amir

Amir Lets make a poster and hang it on the school gate Well write Welcome in big letters

Maya A poster is great Then in class we can talk about our countries Israel and England

Amir And of course we can talk about football I can tell them all about Israeli football and they can tell us all about football in England I love football

Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects

Rani Yes Lets tell them about the Clean the Beach Project

Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project

Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom

Rani We could all bring different food Ill bring pita bread

Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes

Amir Ill bring a watermelon and orange juice

Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school

Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High

frequency vocabulary simple compound and complex sentence structure

Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight

Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name

Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time

at the music festival this summer

Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special

Jack What is special about itMark Tonight all the musicians are

teenagers and they all live here in town

Jack Thats really nice so many young musicians and all from the same town Do you know any of them

Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar

Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for

tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day

Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too

Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family

Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7

A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty

B Work on these skills identifying topics first at the paragraph

level and then at the text level differentiating main ideas from

supporting details

classifying and categorizing (eg activity place time

practicing information transfer (eg matching text to graphic representations filling in a table

recognizing connectors that signal organization (eg first second finally bull

therefore as a result of like in contrast to etc) and connectors that indicate a time frame

using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents

recognizing markers of negation practicing information transfer (eg

filling in an invitation filling in a (table

C Items to practice with your pupils items that tap into the global aspects

of a text (eg topic main idea items that tap into the supporting

ideas and details of a text (eg examples data)

understand the main ideas and supporting details in a text and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed

identify different text types and use this knowledge as needed

identify explicit opinions and feelings draw inferences in order to identify points of view

in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Reallocation of your teaching time ldquoTeaching to the testrdquo Excessive test preparation Score inflation Gaming the system (incl cheating) Excluding the weak students

The length of the exam Getting the pupils (and teachers) to take

it seriously Meeting with the principalrsquos expectations The level of the reading material The weaker pupils ndash getting them ready

motivated and helping them to feel good about themselves after the exam

Working without dictionaries

Listening Comprehension

20

Reading Comprehension 60

Writing 20

1 understand the main ideas and supporting details in a text and use this knowledge as needed

2 identify different text types and use this knowledge as needed

3 identify explicit opinions and feelings4 extract relevant information for a

specific purpose5 draw inferences

advertisement announcement broadcast conversation excerpt from a lesson interview message news weather report oral presentation speech radio program report story

Sentence Structure simple compound and some complex sentences

Vocabulary high frequency words (related to general issues themes)

Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative

Level OneApproximately 80 ndash 100 seconds Level TwoApproximately 100 ndash 120 seconds

filling in a chart table graphic organizer matching multiple choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference

Sentence Structure simple compound and some complex sentences

Vocabulary high frequency words (related to general issues themes)

Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative

Discourse features (text description) Text type Classroom discussion Topic Planning a reception for visitors

from overseas Linguistic aspects of text High

frequency vocabulary basic sentence structure use of modals sequence express

Mrs Hill Good morning everyone I have some exciting news for you Next Monday a group of 8th-grade students from England is coming to Israel and they will visit our school The principal wants us to welcome them and invite them to our class So we need to think about what we can do together

Do you have any ideas Yes Amir

Amir Lets make a poster and hang it on the school gate Well write Welcome in big letters

Maya A poster is great Then in class we can talk about our countries Israel and England

Amir And of course we can talk about football I can tell them all about Israeli football and they can tell us all about football in England I love football

Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects

Rani Yes Lets tell them about the Clean the Beach Project

Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project

Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom

Rani We could all bring different food Ill bring pita bread

Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes

Amir Ill bring a watermelon and orange juice

Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school

Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High

frequency vocabulary simple compound and complex sentence structure

Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight

Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name

Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time

at the music festival this summer

Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special

Jack What is special about itMark Tonight all the musicians are

teenagers and they all live here in town

Jack Thats really nice so many young musicians and all from the same town Do you know any of them

Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar

Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for

tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day

Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too

Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family

Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7

A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty

B Work on these skills identifying topics first at the paragraph

level and then at the text level differentiating main ideas from

supporting details

classifying and categorizing (eg activity place time

practicing information transfer (eg matching text to graphic representations filling in a table

recognizing connectors that signal organization (eg first second finally bull

therefore as a result of like in contrast to etc) and connectors that indicate a time frame

using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents

recognizing markers of negation practicing information transfer (eg

filling in an invitation filling in a (table

C Items to practice with your pupils items that tap into the global aspects

of a text (eg topic main idea items that tap into the supporting

ideas and details of a text (eg examples data)

understand the main ideas and supporting details in a text and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed

identify different text types and use this knowledge as needed

identify explicit opinions and feelings draw inferences in order to identify points of view

in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

The length of the exam Getting the pupils (and teachers) to take

it seriously Meeting with the principalrsquos expectations The level of the reading material The weaker pupils ndash getting them ready

motivated and helping them to feel good about themselves after the exam

Working without dictionaries

Listening Comprehension

20

Reading Comprehension 60

Writing 20

1 understand the main ideas and supporting details in a text and use this knowledge as needed

2 identify different text types and use this knowledge as needed

3 identify explicit opinions and feelings4 extract relevant information for a

specific purpose5 draw inferences

advertisement announcement broadcast conversation excerpt from a lesson interview message news weather report oral presentation speech radio program report story

Sentence Structure simple compound and some complex sentences

Vocabulary high frequency words (related to general issues themes)

Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative

Level OneApproximately 80 ndash 100 seconds Level TwoApproximately 100 ndash 120 seconds

filling in a chart table graphic organizer matching multiple choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference

Sentence Structure simple compound and some complex sentences

Vocabulary high frequency words (related to general issues themes)

Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative

Discourse features (text description) Text type Classroom discussion Topic Planning a reception for visitors

from overseas Linguistic aspects of text High

frequency vocabulary basic sentence structure use of modals sequence express

Mrs Hill Good morning everyone I have some exciting news for you Next Monday a group of 8th-grade students from England is coming to Israel and they will visit our school The principal wants us to welcome them and invite them to our class So we need to think about what we can do together

Do you have any ideas Yes Amir

Amir Lets make a poster and hang it on the school gate Well write Welcome in big letters

Maya A poster is great Then in class we can talk about our countries Israel and England

Amir And of course we can talk about football I can tell them all about Israeli football and they can tell us all about football in England I love football

Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects

Rani Yes Lets tell them about the Clean the Beach Project

Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project

Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom

Rani We could all bring different food Ill bring pita bread

Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes

Amir Ill bring a watermelon and orange juice

Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school

Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High

frequency vocabulary simple compound and complex sentence structure

Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight

Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name

Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time

at the music festival this summer

Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special

Jack What is special about itMark Tonight all the musicians are

teenagers and they all live here in town

Jack Thats really nice so many young musicians and all from the same town Do you know any of them

Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar

Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for

tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day

Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too

Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family

Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7

A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty

B Work on these skills identifying topics first at the paragraph

level and then at the text level differentiating main ideas from

supporting details

classifying and categorizing (eg activity place time

practicing information transfer (eg matching text to graphic representations filling in a table

recognizing connectors that signal organization (eg first second finally bull

therefore as a result of like in contrast to etc) and connectors that indicate a time frame

using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents

recognizing markers of negation practicing information transfer (eg

filling in an invitation filling in a (table

C Items to practice with your pupils items that tap into the global aspects

of a text (eg topic main idea items that tap into the supporting

ideas and details of a text (eg examples data)

understand the main ideas and supporting details in a text and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed

identify different text types and use this knowledge as needed

identify explicit opinions and feelings draw inferences in order to identify points of view

in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Listening Comprehension

20

Reading Comprehension 60

Writing 20

1 understand the main ideas and supporting details in a text and use this knowledge as needed

2 identify different text types and use this knowledge as needed

3 identify explicit opinions and feelings4 extract relevant information for a

specific purpose5 draw inferences

advertisement announcement broadcast conversation excerpt from a lesson interview message news weather report oral presentation speech radio program report story

Sentence Structure simple compound and some complex sentences

Vocabulary high frequency words (related to general issues themes)

Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative

Level OneApproximately 80 ndash 100 seconds Level TwoApproximately 100 ndash 120 seconds

filling in a chart table graphic organizer matching multiple choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference

Sentence Structure simple compound and some complex sentences

Vocabulary high frequency words (related to general issues themes)

Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative

Discourse features (text description) Text type Classroom discussion Topic Planning a reception for visitors

from overseas Linguistic aspects of text High

frequency vocabulary basic sentence structure use of modals sequence express

Mrs Hill Good morning everyone I have some exciting news for you Next Monday a group of 8th-grade students from England is coming to Israel and they will visit our school The principal wants us to welcome them and invite them to our class So we need to think about what we can do together

Do you have any ideas Yes Amir

Amir Lets make a poster and hang it on the school gate Well write Welcome in big letters

Maya A poster is great Then in class we can talk about our countries Israel and England

Amir And of course we can talk about football I can tell them all about Israeli football and they can tell us all about football in England I love football

Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects

Rani Yes Lets tell them about the Clean the Beach Project

Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project

Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom

Rani We could all bring different food Ill bring pita bread

Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes

Amir Ill bring a watermelon and orange juice

Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school

Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High

frequency vocabulary simple compound and complex sentence structure

Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight

Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name

Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time

at the music festival this summer

Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special

Jack What is special about itMark Tonight all the musicians are

teenagers and they all live here in town

Jack Thats really nice so many young musicians and all from the same town Do you know any of them

Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar

Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for

tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day

Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too

Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family

Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7

A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty

B Work on these skills identifying topics first at the paragraph

level and then at the text level differentiating main ideas from

supporting details

classifying and categorizing (eg activity place time

practicing information transfer (eg matching text to graphic representations filling in a table

recognizing connectors that signal organization (eg first second finally bull

therefore as a result of like in contrast to etc) and connectors that indicate a time frame

using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents

recognizing markers of negation practicing information transfer (eg

filling in an invitation filling in a (table

C Items to practice with your pupils items that tap into the global aspects

of a text (eg topic main idea items that tap into the supporting

ideas and details of a text (eg examples data)

understand the main ideas and supporting details in a text and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed

identify different text types and use this knowledge as needed

identify explicit opinions and feelings draw inferences in order to identify points of view

in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

1 understand the main ideas and supporting details in a text and use this knowledge as needed

2 identify different text types and use this knowledge as needed

3 identify explicit opinions and feelings4 extract relevant information for a

specific purpose5 draw inferences

advertisement announcement broadcast conversation excerpt from a lesson interview message news weather report oral presentation speech radio program report story

Sentence Structure simple compound and some complex sentences

Vocabulary high frequency words (related to general issues themes)

Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative

Level OneApproximately 80 ndash 100 seconds Level TwoApproximately 100 ndash 120 seconds

filling in a chart table graphic organizer matching multiple choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference

Sentence Structure simple compound and some complex sentences

Vocabulary high frequency words (related to general issues themes)

Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative

Discourse features (text description) Text type Classroom discussion Topic Planning a reception for visitors

from overseas Linguistic aspects of text High

frequency vocabulary basic sentence structure use of modals sequence express

Mrs Hill Good morning everyone I have some exciting news for you Next Monday a group of 8th-grade students from England is coming to Israel and they will visit our school The principal wants us to welcome them and invite them to our class So we need to think about what we can do together

Do you have any ideas Yes Amir

Amir Lets make a poster and hang it on the school gate Well write Welcome in big letters

Maya A poster is great Then in class we can talk about our countries Israel and England

Amir And of course we can talk about football I can tell them all about Israeli football and they can tell us all about football in England I love football

Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects

Rani Yes Lets tell them about the Clean the Beach Project

Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project

Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom

Rani We could all bring different food Ill bring pita bread

Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes

Amir Ill bring a watermelon and orange juice

Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school

Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High

frequency vocabulary simple compound and complex sentence structure

Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight

Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name

Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time

at the music festival this summer

Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special

Jack What is special about itMark Tonight all the musicians are

teenagers and they all live here in town

Jack Thats really nice so many young musicians and all from the same town Do you know any of them

Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar

Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for

tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day

Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too

Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family

Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7

A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty

B Work on these skills identifying topics first at the paragraph

level and then at the text level differentiating main ideas from

supporting details

classifying and categorizing (eg activity place time

practicing information transfer (eg matching text to graphic representations filling in a table

recognizing connectors that signal organization (eg first second finally bull

therefore as a result of like in contrast to etc) and connectors that indicate a time frame

using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents

recognizing markers of negation practicing information transfer (eg

filling in an invitation filling in a (table

C Items to practice with your pupils items that tap into the global aspects

of a text (eg topic main idea items that tap into the supporting

ideas and details of a text (eg examples data)

understand the main ideas and supporting details in a text and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed

identify different text types and use this knowledge as needed

identify explicit opinions and feelings draw inferences in order to identify points of view

in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

advertisement announcement broadcast conversation excerpt from a lesson interview message news weather report oral presentation speech radio program report story

Sentence Structure simple compound and some complex sentences

Vocabulary high frequency words (related to general issues themes)

Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative

Level OneApproximately 80 ndash 100 seconds Level TwoApproximately 100 ndash 120 seconds

filling in a chart table graphic organizer matching multiple choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference

Sentence Structure simple compound and some complex sentences

Vocabulary high frequency words (related to general issues themes)

Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative

Discourse features (text description) Text type Classroom discussion Topic Planning a reception for visitors

from overseas Linguistic aspects of text High

frequency vocabulary basic sentence structure use of modals sequence express

Mrs Hill Good morning everyone I have some exciting news for you Next Monday a group of 8th-grade students from England is coming to Israel and they will visit our school The principal wants us to welcome them and invite them to our class So we need to think about what we can do together

Do you have any ideas Yes Amir

Amir Lets make a poster and hang it on the school gate Well write Welcome in big letters

Maya A poster is great Then in class we can talk about our countries Israel and England

Amir And of course we can talk about football I can tell them all about Israeli football and they can tell us all about football in England I love football

Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects

Rani Yes Lets tell them about the Clean the Beach Project

Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project

Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom

Rani We could all bring different food Ill bring pita bread

Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes

Amir Ill bring a watermelon and orange juice

Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school

Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High

frequency vocabulary simple compound and complex sentence structure

Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight

Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name

Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time

at the music festival this summer

Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special

Jack What is special about itMark Tonight all the musicians are

teenagers and they all live here in town

Jack Thats really nice so many young musicians and all from the same town Do you know any of them

Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar

Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for

tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day

Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too

Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family

Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7

A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty

B Work on these skills identifying topics first at the paragraph

level and then at the text level differentiating main ideas from

supporting details

classifying and categorizing (eg activity place time

practicing information transfer (eg matching text to graphic representations filling in a table

recognizing connectors that signal organization (eg first second finally bull

therefore as a result of like in contrast to etc) and connectors that indicate a time frame

using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents

recognizing markers of negation practicing information transfer (eg

filling in an invitation filling in a (table

C Items to practice with your pupils items that tap into the global aspects

of a text (eg topic main idea items that tap into the supporting

ideas and details of a text (eg examples data)

understand the main ideas and supporting details in a text and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed

identify different text types and use this knowledge as needed

identify explicit opinions and feelings draw inferences in order to identify points of view

in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Sentence Structure simple compound and some complex sentences

Vocabulary high frequency words (related to general issues themes)

Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative

Level OneApproximately 80 ndash 100 seconds Level TwoApproximately 100 ndash 120 seconds

filling in a chart table graphic organizer matching multiple choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference

Sentence Structure simple compound and some complex sentences

Vocabulary high frequency words (related to general issues themes)

Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative

Discourse features (text description) Text type Classroom discussion Topic Planning a reception for visitors

from overseas Linguistic aspects of text High

frequency vocabulary basic sentence structure use of modals sequence express

Mrs Hill Good morning everyone I have some exciting news for you Next Monday a group of 8th-grade students from England is coming to Israel and they will visit our school The principal wants us to welcome them and invite them to our class So we need to think about what we can do together

Do you have any ideas Yes Amir

Amir Lets make a poster and hang it on the school gate Well write Welcome in big letters

Maya A poster is great Then in class we can talk about our countries Israel and England

Amir And of course we can talk about football I can tell them all about Israeli football and they can tell us all about football in England I love football

Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects

Rani Yes Lets tell them about the Clean the Beach Project

Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project

Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom

Rani We could all bring different food Ill bring pita bread

Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes

Amir Ill bring a watermelon and orange juice

Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school

Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High

frequency vocabulary simple compound and complex sentence structure

Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight

Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name

Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time

at the music festival this summer

Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special

Jack What is special about itMark Tonight all the musicians are

teenagers and they all live here in town

Jack Thats really nice so many young musicians and all from the same town Do you know any of them

Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar

Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for

tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day

Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too

Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family

Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7

A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty

B Work on these skills identifying topics first at the paragraph

level and then at the text level differentiating main ideas from

supporting details

classifying and categorizing (eg activity place time

practicing information transfer (eg matching text to graphic representations filling in a table

recognizing connectors that signal organization (eg first second finally bull

therefore as a result of like in contrast to etc) and connectors that indicate a time frame

using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents

recognizing markers of negation practicing information transfer (eg

filling in an invitation filling in a (table

C Items to practice with your pupils items that tap into the global aspects

of a text (eg topic main idea items that tap into the supporting

ideas and details of a text (eg examples data)

understand the main ideas and supporting details in a text and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed

identify different text types and use this knowledge as needed

identify explicit opinions and feelings draw inferences in order to identify points of view

in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Level OneApproximately 80 ndash 100 seconds Level TwoApproximately 100 ndash 120 seconds

filling in a chart table graphic organizer matching multiple choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference

Sentence Structure simple compound and some complex sentences

Vocabulary high frequency words (related to general issues themes)

Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative

Discourse features (text description) Text type Classroom discussion Topic Planning a reception for visitors

from overseas Linguistic aspects of text High

frequency vocabulary basic sentence structure use of modals sequence express

Mrs Hill Good morning everyone I have some exciting news for you Next Monday a group of 8th-grade students from England is coming to Israel and they will visit our school The principal wants us to welcome them and invite them to our class So we need to think about what we can do together

Do you have any ideas Yes Amir

Amir Lets make a poster and hang it on the school gate Well write Welcome in big letters

Maya A poster is great Then in class we can talk about our countries Israel and England

Amir And of course we can talk about football I can tell them all about Israeli football and they can tell us all about football in England I love football

Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects

Rani Yes Lets tell them about the Clean the Beach Project

Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project

Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom

Rani We could all bring different food Ill bring pita bread

Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes

Amir Ill bring a watermelon and orange juice

Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school

Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High

frequency vocabulary simple compound and complex sentence structure

Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight

Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name

Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time

at the music festival this summer

Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special

Jack What is special about itMark Tonight all the musicians are

teenagers and they all live here in town

Jack Thats really nice so many young musicians and all from the same town Do you know any of them

Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar

Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for

tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day

Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too

Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family

Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7

A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty

B Work on these skills identifying topics first at the paragraph

level and then at the text level differentiating main ideas from

supporting details

classifying and categorizing (eg activity place time

practicing information transfer (eg matching text to graphic representations filling in a table

recognizing connectors that signal organization (eg first second finally bull

therefore as a result of like in contrast to etc) and connectors that indicate a time frame

using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents

recognizing markers of negation practicing information transfer (eg

filling in an invitation filling in a (table

C Items to practice with your pupils items that tap into the global aspects

of a text (eg topic main idea items that tap into the supporting

ideas and details of a text (eg examples data)

understand the main ideas and supporting details in a text and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed

identify different text types and use this knowledge as needed

identify explicit opinions and feelings draw inferences in order to identify points of view

in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

filling in a chart table graphic organizer matching multiple choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference

Sentence Structure simple compound and some complex sentences

Vocabulary high frequency words (related to general issues themes)

Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative

Discourse features (text description) Text type Classroom discussion Topic Planning a reception for visitors

from overseas Linguistic aspects of text High

frequency vocabulary basic sentence structure use of modals sequence express

Mrs Hill Good morning everyone I have some exciting news for you Next Monday a group of 8th-grade students from England is coming to Israel and they will visit our school The principal wants us to welcome them and invite them to our class So we need to think about what we can do together

Do you have any ideas Yes Amir

Amir Lets make a poster and hang it on the school gate Well write Welcome in big letters

Maya A poster is great Then in class we can talk about our countries Israel and England

Amir And of course we can talk about football I can tell them all about Israeli football and they can tell us all about football in England I love football

Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects

Rani Yes Lets tell them about the Clean the Beach Project

Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project

Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom

Rani We could all bring different food Ill bring pita bread

Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes

Amir Ill bring a watermelon and orange juice

Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school

Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High

frequency vocabulary simple compound and complex sentence structure

Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight

Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name

Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time

at the music festival this summer

Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special

Jack What is special about itMark Tonight all the musicians are

teenagers and they all live here in town

Jack Thats really nice so many young musicians and all from the same town Do you know any of them

Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar

Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for

tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day

Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too

Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family

Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7

A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty

B Work on these skills identifying topics first at the paragraph

level and then at the text level differentiating main ideas from

supporting details

classifying and categorizing (eg activity place time

practicing information transfer (eg matching text to graphic representations filling in a table

recognizing connectors that signal organization (eg first second finally bull

therefore as a result of like in contrast to etc) and connectors that indicate a time frame

using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents

recognizing markers of negation practicing information transfer (eg

filling in an invitation filling in a (table

C Items to practice with your pupils items that tap into the global aspects

of a text (eg topic main idea items that tap into the supporting

ideas and details of a text (eg examples data)

understand the main ideas and supporting details in a text and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed

identify different text types and use this knowledge as needed

identify explicit opinions and feelings draw inferences in order to identify points of view

in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Literal Integration Inference

Sentence Structure simple compound and some complex sentences

Vocabulary high frequency words (related to general issues themes)

Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative

Discourse features (text description) Text type Classroom discussion Topic Planning a reception for visitors

from overseas Linguistic aspects of text High

frequency vocabulary basic sentence structure use of modals sequence express

Mrs Hill Good morning everyone I have some exciting news for you Next Monday a group of 8th-grade students from England is coming to Israel and they will visit our school The principal wants us to welcome them and invite them to our class So we need to think about what we can do together

Do you have any ideas Yes Amir

Amir Lets make a poster and hang it on the school gate Well write Welcome in big letters

Maya A poster is great Then in class we can talk about our countries Israel and England

Amir And of course we can talk about football I can tell them all about Israeli football and they can tell us all about football in England I love football

Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects

Rani Yes Lets tell them about the Clean the Beach Project

Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project

Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom

Rani We could all bring different food Ill bring pita bread

Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes

Amir Ill bring a watermelon and orange juice

Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school

Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High

frequency vocabulary simple compound and complex sentence structure

Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight

Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name

Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time

at the music festival this summer

Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special

Jack What is special about itMark Tonight all the musicians are

teenagers and they all live here in town

Jack Thats really nice so many young musicians and all from the same town Do you know any of them

Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar

Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for

tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day

Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too

Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family

Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7

A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty

B Work on these skills identifying topics first at the paragraph

level and then at the text level differentiating main ideas from

supporting details

classifying and categorizing (eg activity place time

practicing information transfer (eg matching text to graphic representations filling in a table

recognizing connectors that signal organization (eg first second finally bull

therefore as a result of like in contrast to etc) and connectors that indicate a time frame

using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents

recognizing markers of negation practicing information transfer (eg

filling in an invitation filling in a (table

C Items to practice with your pupils items that tap into the global aspects

of a text (eg topic main idea items that tap into the supporting

ideas and details of a text (eg examples data)

understand the main ideas and supporting details in a text and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed

identify different text types and use this knowledge as needed

identify explicit opinions and feelings draw inferences in order to identify points of view

in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Sentence Structure simple compound and some complex sentences

Vocabulary high frequency words (related to general issues themes)

Verbs a variety of tense forms such as past simple past progressive present simple present progressive future present perfect imperative

Discourse features (text description) Text type Classroom discussion Topic Planning a reception for visitors

from overseas Linguistic aspects of text High

frequency vocabulary basic sentence structure use of modals sequence express

Mrs Hill Good morning everyone I have some exciting news for you Next Monday a group of 8th-grade students from England is coming to Israel and they will visit our school The principal wants us to welcome them and invite them to our class So we need to think about what we can do together

Do you have any ideas Yes Amir

Amir Lets make a poster and hang it on the school gate Well write Welcome in big letters

Maya A poster is great Then in class we can talk about our countries Israel and England

Amir And of course we can talk about football I can tell them all about Israeli football and they can tell us all about football in England I love football

Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects

Rani Yes Lets tell them about the Clean the Beach Project

Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project

Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom

Rani We could all bring different food Ill bring pita bread

Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes

Amir Ill bring a watermelon and orange juice

Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school

Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High

frequency vocabulary simple compound and complex sentence structure

Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight

Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name

Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time

at the music festival this summer

Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special

Jack What is special about itMark Tonight all the musicians are

teenagers and they all live here in town

Jack Thats really nice so many young musicians and all from the same town Do you know any of them

Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar

Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for

tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day

Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too

Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family

Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7

A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty

B Work on these skills identifying topics first at the paragraph

level and then at the text level differentiating main ideas from

supporting details

classifying and categorizing (eg activity place time

practicing information transfer (eg matching text to graphic representations filling in a table

recognizing connectors that signal organization (eg first second finally bull

therefore as a result of like in contrast to etc) and connectors that indicate a time frame

using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents

recognizing markers of negation practicing information transfer (eg

filling in an invitation filling in a (table

C Items to practice with your pupils items that tap into the global aspects

of a text (eg topic main idea items that tap into the supporting

ideas and details of a text (eg examples data)

understand the main ideas and supporting details in a text and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed

identify different text types and use this knowledge as needed

identify explicit opinions and feelings draw inferences in order to identify points of view

in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Discourse features (text description) Text type Classroom discussion Topic Planning a reception for visitors

from overseas Linguistic aspects of text High

frequency vocabulary basic sentence structure use of modals sequence express

Mrs Hill Good morning everyone I have some exciting news for you Next Monday a group of 8th-grade students from England is coming to Israel and they will visit our school The principal wants us to welcome them and invite them to our class So we need to think about what we can do together

Do you have any ideas Yes Amir

Amir Lets make a poster and hang it on the school gate Well write Welcome in big letters

Maya A poster is great Then in class we can talk about our countries Israel and England

Amir And of course we can talk about football I can tell them all about Israeli football and they can tell us all about football in England I love football

Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects

Rani Yes Lets tell them about the Clean the Beach Project

Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project

Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom

Rani We could all bring different food Ill bring pita bread

Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes

Amir Ill bring a watermelon and orange juice

Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school

Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High

frequency vocabulary simple compound and complex sentence structure

Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight

Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name

Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time

at the music festival this summer

Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special

Jack What is special about itMark Tonight all the musicians are

teenagers and they all live here in town

Jack Thats really nice so many young musicians and all from the same town Do you know any of them

Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar

Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for

tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day

Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too

Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family

Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7

A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty

B Work on these skills identifying topics first at the paragraph

level and then at the text level differentiating main ideas from

supporting details

classifying and categorizing (eg activity place time

practicing information transfer (eg matching text to graphic representations filling in a table

recognizing connectors that signal organization (eg first second finally bull

therefore as a result of like in contrast to etc) and connectors that indicate a time frame

using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents

recognizing markers of negation practicing information transfer (eg

filling in an invitation filling in a (table

C Items to practice with your pupils items that tap into the global aspects

of a text (eg topic main idea items that tap into the supporting

ideas and details of a text (eg examples data)

understand the main ideas and supporting details in a text and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed

identify different text types and use this knowledge as needed

identify explicit opinions and feelings draw inferences in order to identify points of view

in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Mrs Hill Good morning everyone I have some exciting news for you Next Monday a group of 8th-grade students from England is coming to Israel and they will visit our school The principal wants us to welcome them and invite them to our class So we need to think about what we can do together

Do you have any ideas Yes Amir

Amir Lets make a poster and hang it on the school gate Well write Welcome in big letters

Maya A poster is great Then in class we can talk about our countries Israel and England

Amir And of course we can talk about football I can tell them all about Israeli football and they can tell us all about football in England I love football

Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects

Rani Yes Lets tell them about the Clean the Beach Project

Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project

Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom

Rani We could all bring different food Ill bring pita bread

Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes

Amir Ill bring a watermelon and orange juice

Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school

Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High

frequency vocabulary simple compound and complex sentence structure

Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight

Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name

Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time

at the music festival this summer

Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special

Jack What is special about itMark Tonight all the musicians are

teenagers and they all live here in town

Jack Thats really nice so many young musicians and all from the same town Do you know any of them

Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar

Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for

tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day

Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too

Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family

Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7

A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty

B Work on these skills identifying topics first at the paragraph

level and then at the text level differentiating main ideas from

supporting details

classifying and categorizing (eg activity place time

practicing information transfer (eg matching text to graphic representations filling in a table

recognizing connectors that signal organization (eg first second finally bull

therefore as a result of like in contrast to etc) and connectors that indicate a time frame

using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents

recognizing markers of negation practicing information transfer (eg

filling in an invitation filling in a (table

C Items to practice with your pupils items that tap into the global aspects

of a text (eg topic main idea items that tap into the supporting

ideas and details of a text (eg examples data)

understand the main ideas and supporting details in a text and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed

identify different text types and use this knowledge as needed

identify explicit opinions and feelings draw inferences in order to identify points of view

in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Do you have any ideas Yes Amir

Amir Lets make a poster and hang it on the school gate Well write Welcome in big letters

Maya A poster is great Then in class we can talk about our countries Israel and England

Amir And of course we can talk about football I can tell them all about Israeli football and they can tell us all about football in England I love football

Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects

Rani Yes Lets tell them about the Clean the Beach Project

Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project

Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom

Rani We could all bring different food Ill bring pita bread

Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes

Amir Ill bring a watermelon and orange juice

Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school

Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High

frequency vocabulary simple compound and complex sentence structure

Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight

Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name

Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time

at the music festival this summer

Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special

Jack What is special about itMark Tonight all the musicians are

teenagers and they all live here in town

Jack Thats really nice so many young musicians and all from the same town Do you know any of them

Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar

Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for

tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day

Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too

Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family

Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7

A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty

B Work on these skills identifying topics first at the paragraph

level and then at the text level differentiating main ideas from

supporting details

classifying and categorizing (eg activity place time

practicing information transfer (eg matching text to graphic representations filling in a table

recognizing connectors that signal organization (eg first second finally bull

therefore as a result of like in contrast to etc) and connectors that indicate a time frame

using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents

recognizing markers of negation practicing information transfer (eg

filling in an invitation filling in a (table

C Items to practice with your pupils items that tap into the global aspects

of a text (eg topic main idea items that tap into the supporting

ideas and details of a text (eg examples data)

understand the main ideas and supporting details in a text and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed

identify different text types and use this knowledge as needed

identify explicit opinions and feelings draw inferences in order to identify points of view

in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Maya A poster is great Then in class we can talk about our countries Israel and England

Amir And of course we can talk about football I can tell them all about Israeli football and they can tell us all about football in England I love football

Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects

Rani Yes Lets tell them about the Clean the Beach Project

Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project

Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom

Rani We could all bring different food Ill bring pita bread

Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes

Amir Ill bring a watermelon and orange juice

Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school

Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High

frequency vocabulary simple compound and complex sentence structure

Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight

Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name

Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time

at the music festival this summer

Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special

Jack What is special about itMark Tonight all the musicians are

teenagers and they all live here in town

Jack Thats really nice so many young musicians and all from the same town Do you know any of them

Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar

Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for

tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day

Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too

Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family

Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7

A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty

B Work on these skills identifying topics first at the paragraph

level and then at the text level differentiating main ideas from

supporting details

classifying and categorizing (eg activity place time

practicing information transfer (eg matching text to graphic representations filling in a table

recognizing connectors that signal organization (eg first second finally bull

therefore as a result of like in contrast to etc) and connectors that indicate a time frame

using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents

recognizing markers of negation practicing information transfer (eg

filling in an invitation filling in a (table

C Items to practice with your pupils items that tap into the global aspects

of a text (eg topic main idea items that tap into the supporting

ideas and details of a text (eg examples data)

understand the main ideas and supporting details in a text and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed

identify different text types and use this knowledge as needed

identify explicit opinions and feelings draw inferences in order to identify points of view

in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Mrs Hill Yes Amir everyone knows you love playing football You can all talk about your hobbies and see if you all enjoy the same things After that some of you can tell them about one of our school projects

Rani Yes Lets tell them about the Clean the Beach Project

Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project

Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom

Rani We could all bring different food Ill bring pita bread

Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes

Amir Ill bring a watermelon and orange juice

Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school

Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High

frequency vocabulary simple compound and complex sentence structure

Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight

Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name

Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time

at the music festival this summer

Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special

Jack What is special about itMark Tonight all the musicians are

teenagers and they all live here in town

Jack Thats really nice so many young musicians and all from the same town Do you know any of them

Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar

Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for

tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day

Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too

Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family

Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7

A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty

B Work on these skills identifying topics first at the paragraph

level and then at the text level differentiating main ideas from

supporting details

classifying and categorizing (eg activity place time

practicing information transfer (eg matching text to graphic representations filling in a table

recognizing connectors that signal organization (eg first second finally bull

therefore as a result of like in contrast to etc) and connectors that indicate a time frame

using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents

recognizing markers of negation practicing information transfer (eg

filling in an invitation filling in a (table

C Items to practice with your pupils items that tap into the global aspects

of a text (eg topic main idea items that tap into the supporting

ideas and details of a text (eg examples data)

understand the main ideas and supporting details in a text and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed

identify different text types and use this knowledge as needed

identify explicit opinions and feelings draw inferences in order to identify points of view

in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Maya We can show them photos of the beach before and after we cleaned it Maybe they can tell us about their school project

Mrs Hill Im sure they would like that After the English lesson we can have breakfast together We can make them an Israeli breakfast here in our classroom

Rani We could all bring different food Ill bring pita bread

Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes

Amir Ill bring a watermelon and orange juice

Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school

Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High

frequency vocabulary simple compound and complex sentence structure

Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight

Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name

Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time

at the music festival this summer

Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special

Jack What is special about itMark Tonight all the musicians are

teenagers and they all live here in town

Jack Thats really nice so many young musicians and all from the same town Do you know any of them

Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar

Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for

tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day

Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too

Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family

Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7

A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty

B Work on these skills identifying topics first at the paragraph

level and then at the text level differentiating main ideas from

supporting details

classifying and categorizing (eg activity place time

practicing information transfer (eg matching text to graphic representations filling in a table

recognizing connectors that signal organization (eg first second finally bull

therefore as a result of like in contrast to etc) and connectors that indicate a time frame

using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents

recognizing markers of negation practicing information transfer (eg

filling in an invitation filling in a (table

C Items to practice with your pupils items that tap into the global aspects

of a text (eg topic main idea items that tap into the supporting

ideas and details of a text (eg examples data)

understand the main ideas and supporting details in a text and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed

identify different text types and use this knowledge as needed

identify explicit opinions and feelings draw inferences in order to identify points of view

in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Rani We could all bring different food Ill bring pita bread

Maya Pita bread is great And Ill bring cheese Well also need cucumbers and tomatoes

Amir Ill bring a watermelon and orange juice

Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school

Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High

frequency vocabulary simple compound and complex sentence structure

Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight

Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name

Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time

at the music festival this summer

Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special

Jack What is special about itMark Tonight all the musicians are

teenagers and they all live here in town

Jack Thats really nice so many young musicians and all from the same town Do you know any of them

Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar

Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for

tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day

Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too

Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family

Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7

A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty

B Work on these skills identifying topics first at the paragraph

level and then at the text level differentiating main ideas from

supporting details

classifying and categorizing (eg activity place time

practicing information transfer (eg matching text to graphic representations filling in a table

recognizing connectors that signal organization (eg first second finally bull

therefore as a result of like in contrast to etc) and connectors that indicate a time frame

using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents

recognizing markers of negation practicing information transfer (eg

filling in an invitation filling in a (table

C Items to practice with your pupils items that tap into the global aspects

of a text (eg topic main idea items that tap into the supporting

ideas and details of a text (eg examples data)

understand the main ideas and supporting details in a text and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed

identify different text types and use this knowledge as needed

identify explicit opinions and feelings draw inferences in order to identify points of view

in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Mrs Hill Great ideas everyone We have a good plan for next Monday We will have a welcome poster for our visitors on the school gate In class we will talk about Israel and England and your hobbies After that we will tell them about the beach project and show them the pictures Then we will have a delicious breakfast together Im sure our visitors will enjoy their time at our school

Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High

frequency vocabulary simple compound and complex sentence structure

Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight

Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name

Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time

at the music festival this summer

Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special

Jack What is special about itMark Tonight all the musicians are

teenagers and they all live here in town

Jack Thats really nice so many young musicians and all from the same town Do you know any of them

Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar

Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for

tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day

Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too

Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family

Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7

A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty

B Work on these skills identifying topics first at the paragraph

level and then at the text level differentiating main ideas from

supporting details

classifying and categorizing (eg activity place time

practicing information transfer (eg matching text to graphic representations filling in a table

recognizing connectors that signal organization (eg first second finally bull

therefore as a result of like in contrast to etc) and connectors that indicate a time frame

using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents

recognizing markers of negation practicing information transfer (eg

filling in an invitation filling in a (table

C Items to practice with your pupils items that tap into the global aspects

of a text (eg topic main idea items that tap into the supporting

ideas and details of a text (eg examples data)

understand the main ideas and supporting details in a text and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed

identify different text types and use this knowledge as needed

identify explicit opinions and feelings draw inferences in order to identify points of view

in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Discourse features (text description) Text type Radio broadcast Topic Music festival Linguistic aspects of text High

frequency vocabulary simple compound and complex sentence structure

Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight

Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name

Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time

at the music festival this summer

Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special

Jack What is special about itMark Tonight all the musicians are

teenagers and they all live here in town

Jack Thats really nice so many young musicians and all from the same town Do you know any of them

Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar

Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for

tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day

Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too

Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family

Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7

A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty

B Work on these skills identifying topics first at the paragraph

level and then at the text level differentiating main ideas from

supporting details

classifying and categorizing (eg activity place time

practicing information transfer (eg matching text to graphic representations filling in a table

recognizing connectors that signal organization (eg first second finally bull

therefore as a result of like in contrast to etc) and connectors that indicate a time frame

using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents

recognizing markers of negation practicing information transfer (eg

filling in an invitation filling in a (table

C Items to practice with your pupils items that tap into the global aspects

of a text (eg topic main idea items that tap into the supporting

ideas and details of a text (eg examples data)

understand the main ideas and supporting details in a text and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed

identify different text types and use this knowledge as needed

identify explicit opinions and feelings draw inferences in order to identify points of view

in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Jack Good evening This is Jack Hanson from Music Radio on 70 FM Welcome to our weekly music program This week Im speaking to you from the music festival in Green Park There has been some great music here in the park every Thursday during the summer vacation Tonight is the last night of the summer music festival Lets talk to one of the young people here and find out more about whats happening tonight

Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name

Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time

at the music festival this summer

Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special

Jack What is special about itMark Tonight all the musicians are

teenagers and they all live here in town

Jack Thats really nice so many young musicians and all from the same town Do you know any of them

Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar

Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for

tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day

Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too

Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family

Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7

A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty

B Work on these skills identifying topics first at the paragraph

level and then at the text level differentiating main ideas from

supporting details

classifying and categorizing (eg activity place time

practicing information transfer (eg matching text to graphic representations filling in a table

recognizing connectors that signal organization (eg first second finally bull

therefore as a result of like in contrast to etc) and connectors that indicate a time frame

using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents

recognizing markers of negation practicing information transfer (eg

filling in an invitation filling in a (table

C Items to practice with your pupils items that tap into the global aspects

of a text (eg topic main idea items that tap into the supporting

ideas and details of a text (eg examples data)

understand the main ideas and supporting details in a text and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed

identify different text types and use this knowledge as needed

identify explicit opinions and feelings draw inferences in order to identify points of view

in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Jack Hi Im Jack Hanson from Music Radio on 70 FM Whats your name

Mark Im MarkJack How old are you MarkMark Im 14 years oldJack Tell me Mark is this your first time

at the music festival this summer

Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special

Jack What is special about itMark Tonight all the musicians are

teenagers and they all live here in town

Jack Thats really nice so many young musicians and all from the same town Do you know any of them

Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar

Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for

tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day

Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too

Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family

Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7

A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty

B Work on these skills identifying topics first at the paragraph

level and then at the text level differentiating main ideas from

supporting details

classifying and categorizing (eg activity place time

practicing information transfer (eg matching text to graphic representations filling in a table

recognizing connectors that signal organization (eg first second finally bull

therefore as a result of like in contrast to etc) and connectors that indicate a time frame

using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents

recognizing markers of negation practicing information transfer (eg

filling in an invitation filling in a (table

C Items to practice with your pupils items that tap into the global aspects

of a text (eg topic main idea items that tap into the supporting

ideas and details of a text (eg examples data)

understand the main ideas and supporting details in a text and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed

identify different text types and use this knowledge as needed

identify explicit opinions and feelings draw inferences in order to identify points of view

in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Mark Oh no My friends and I have been coming to the park every Thursday evening We heard some of our favorite singers and musicians We had a great time all summer But tonightlsquos festival is special

Jack What is special about itMark Tonight all the musicians are

teenagers and they all live here in town

Jack Thats really nice so many young musicians and all from the same town Do you know any of them

Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar

Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for

tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day

Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too

Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family

Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7

A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty

B Work on these skills identifying topics first at the paragraph

level and then at the text level differentiating main ideas from

supporting details

classifying and categorizing (eg activity place time

practicing information transfer (eg matching text to graphic representations filling in a table

recognizing connectors that signal organization (eg first second finally bull

therefore as a result of like in contrast to etc) and connectors that indicate a time frame

using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents

recognizing markers of negation practicing information transfer (eg

filling in an invitation filling in a (table

C Items to practice with your pupils items that tap into the global aspects

of a text (eg topic main idea items that tap into the supporting

ideas and details of a text (eg examples data)

understand the main ideas and supporting details in a text and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed

identify different text types and use this knowledge as needed

identify explicit opinions and feelings draw inferences in order to identify points of view

in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Jack Thats really nice so many young musicians and all from the same town Do you know any of them

Mark Sure Im here to listen to my older sister Dina Shes 16 years old and a wonderful singer She also plays the guitar She was very young when she started playing guitar

Jack Does Dina write her own songs too Mark Yes she does She wrote a new song for

tonights show She is going to sing it for the first time tonight and soon she will record it on a CD Remember her name Im sure she will be famous one day

Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too

Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family

Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7

A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty

B Work on these skills identifying topics first at the paragraph

level and then at the text level differentiating main ideas from

supporting details

classifying and categorizing (eg activity place time

practicing information transfer (eg matching text to graphic representations filling in a table

recognizing connectors that signal organization (eg first second finally bull

therefore as a result of like in contrast to etc) and connectors that indicate a time frame

using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents

recognizing markers of negation practicing information transfer (eg

filling in an invitation filling in a (table

C Items to practice with your pupils items that tap into the global aspects

of a text (eg topic main idea items that tap into the supporting

ideas and details of a text (eg examples data)

understand the main ideas and supporting details in a text and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed

identify different text types and use this knowledge as needed

identify explicit opinions and feelings draw inferences in order to identify points of view

in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Jack She must be very good Im looking forward to hearing her sing What about you are you a musician too

Mark Yes we are all musicians in our family I also play the guitar but Im not as good as Dina I dont write my own songs Dina is the only one who writes songs in our family

Jack Thanks Mark and good luck to Dina The music is about to begin Next weeks program will come to you from a very special concert in the desert This is Jack Hanson from Music Radio on 7

A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty

B Work on these skills identifying topics first at the paragraph

level and then at the text level differentiating main ideas from

supporting details

classifying and categorizing (eg activity place time

practicing information transfer (eg matching text to graphic representations filling in a table

recognizing connectors that signal organization (eg first second finally bull

therefore as a result of like in contrast to etc) and connectors that indicate a time frame

using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents

recognizing markers of negation practicing information transfer (eg

filling in an invitation filling in a (table

C Items to practice with your pupils items that tap into the global aspects

of a text (eg topic main idea items that tap into the supporting

ideas and details of a text (eg examples data)

understand the main ideas and supporting details in a text and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed

identify different text types and use this knowledge as needed

identify explicit opinions and feelings draw inferences in order to identify points of view

in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

A practice their listening skills by using a variety of oral texts of differing lengths and levels of difficulty

B Work on these skills identifying topics first at the paragraph

level and then at the text level differentiating main ideas from

supporting details

classifying and categorizing (eg activity place time

practicing information transfer (eg matching text to graphic representations filling in a table

recognizing connectors that signal organization (eg first second finally bull

therefore as a result of like in contrast to etc) and connectors that indicate a time frame

using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents

recognizing markers of negation practicing information transfer (eg

filling in an invitation filling in a (table

C Items to practice with your pupils items that tap into the global aspects

of a text (eg topic main idea items that tap into the supporting

ideas and details of a text (eg examples data)

understand the main ideas and supporting details in a text and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed

identify different text types and use this knowledge as needed

identify explicit opinions and feelings draw inferences in order to identify points of view

in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

classifying and categorizing (eg activity place time

practicing information transfer (eg matching text to graphic representations filling in a table

recognizing connectors that signal organization (eg first second finally bull

therefore as a result of like in contrast to etc) and connectors that indicate a time frame

using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents

recognizing markers of negation practicing information transfer (eg

filling in an invitation filling in a (table

C Items to practice with your pupils items that tap into the global aspects

of a text (eg topic main idea items that tap into the supporting

ideas and details of a text (eg examples data)

understand the main ideas and supporting details in a text and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed

identify different text types and use this knowledge as needed

identify explicit opinions and feelings draw inferences in order to identify points of view

in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

recognizing connectors that signal organization (eg first second finally bull

therefore as a result of like in contrast to etc) and connectors that indicate a time frame

using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents

recognizing markers of negation practicing information transfer (eg

filling in an invitation filling in a (table

C Items to practice with your pupils items that tap into the global aspects

of a text (eg topic main idea items that tap into the supporting

ideas and details of a text (eg examples data)

understand the main ideas and supporting details in a text and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed

identify different text types and use this knowledge as needed

identify explicit opinions and feelings draw inferences in order to identify points of view

in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

using reference words (eg it this that) to support understanding and applying strategies for retrieving their referents

recognizing markers of negation practicing information transfer (eg

filling in an invitation filling in a (table

C Items to practice with your pupils items that tap into the global aspects

of a text (eg topic main idea items that tap into the supporting

ideas and details of a text (eg examples data)

understand the main ideas and supporting details in a text and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed

identify different text types and use this knowledge as needed

identify explicit opinions and feelings draw inferences in order to identify points of view

in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

C Items to practice with your pupils items that tap into the global aspects

of a text (eg topic main idea items that tap into the supporting

ideas and details of a text (eg examples data)

understand the main ideas and supporting details in a text and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed

identify different text types and use this knowledge as needed

identify explicit opinions and feelings draw inferences in order to identify points of view

in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

understand the main ideas and supporting details in a text and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed

identify different text types and use this knowledge as needed

identify explicit opinions and feelings draw inferences in order to identify points of view

in a text distinguishing fact from opinion extract interpret information from visual data extract relevant information for a specific purpose

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

article reportbiographybook coverbrochurecomic stripdiary entryflyergraphinterviewletter emailmessage

NoticePostcardReviewshort expositorytextstorytimetable scheduletravel guideweb page

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Level One(two texts) approximately 100 ndash 140

words and160 ndash 200 words Level Two(one text) approximately 270 ndash 320

words

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

chart table graphic organizer matching multiple-choice open-ended (eg wh-questions and

sentence completion) sequencing

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Literal Integration Inference Personal response

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

describe people places things and events

react to the content of something read or seen

produce a short piece of coherent writing that conveys personal experiences

express ideas and opinions about general topics and experiences

using main ideas and supporting details

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

70-80 words

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

article (eg for school newspaper) description email extended form forum friendly letter opinion short composition story

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Communicative Abilityrsaquo relevancersaquo clarity of messagersaquo organizationrsaquo vocabulary

Accuracyrsaquo use of basic syntactical and grammatical

structures (word order and verb form)rsaquo spellingrsaquo basic punctuation and capitalization

Lengthrsaquo writes at least 70 words

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Assess pupilsrsquo writing according to the scales below The pupils receive a grade for Communicative Ability (0ndash9) a grade for Accuracy (0ndash9) and a grade for Length (0ndash2) for the entire task

Note The intermediate levels (1ndash2 4ndash5 7ndash8) are for levels of writing that fall between the detailed descriptions in Communicative Ability and Accuracy

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

All information is relevant to the topic Message is clear and organizedVocabulary is varied and appropriate9 7ndash8Information is relevant to the topic but limitedMessage is mostly clear and organizedVocabulary is adequate and is generally

appropriate6 4ndash5

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Information is limited andor mostly irrelevant to the topic

Message is difficult to followVocabulary is limited3 1ndash2Does not write in EnglishCopies instructionsWrites set(s) of isolated words0

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Correct simple sentence structure (subject verb and correct word order

Occasional errors in more complex sentences if attempted

Mostly correct subjectndashverb agreement tense pronouns articles and prepositions

Mostly correct spelling punctuation and capitalization 9 7ndash8(Mostly correct simple sentence structure (subject verb

and correct word order Errors in complex sentences if attempted Some errors of subjectndashverb agreement tense pronouns

articles and prepositions Some errors in spelling punctuation and capitalization 6 4ndash5

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Incorrect simple sentence structure bull Many errors of subjectndashverb agreement tense

pronouns articles and prepositions OR bullnot enough language to assess accuracyMany errors in spelling punctuation and

capitalization bull3 1ndash2Does not write in English bullCopies instructions bullWrites set(s) of isolated words bull0

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Writes at least 60 words 2Writes between 40ndash59 words 1Writes 39 words or less 0

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

A Provide your pupils with many opportunities for reading a wide variety of texts independently Have your pupils practice their reading skills by using a

variety of texts of differing lengths and levels of difficulty

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

B Skills to work on with your pupils recognizing different text types

through previewing the text recognizing the general features of

narratives eg setting characters sequence of events dilemma and resolution

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

recognizing markers that indicate sequence

differentiating main ideas from supporting details

integrating detailed information into a (sub)topic or claim

identifying cause-effect relationships

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

C Items and questions to practice with your pupils

items that tap into the global aspects of a text (eg topic main idea

items that tap into the supporting ideas and details of a texteg examples data

items that tap into understanding how features of a text promote reading comprehension

wh- questions and yesno

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Marking the texts Finding key words in the questions Looking for definitions of unknown

words italicized words Headings and sub-headings

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

start from the school this is yore triprdquo Avi the guide said ldquothe end is about 30 kilometersrdquo from here but is not hardrdquo We stop under a tree and we drink a lot of water and eat our sandweichs my friend Yossi stuck in the a big stone his arm get braike Avi said we need call for ambulan yossi went to the hospital poor Yossi when we want to the beach we turn a fire and sing a lot of song the trip was fun

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Communicative Ability 5 The story relates to the pictures

however it is unclear and it is difficult for the reader to follow the story line The text jumps from one event to another from the guidersquos explanation to taking a break to Yossi breaking an arm then back to the beach again all in one sentence There is no real sense of structure The vocabulary is relatively limited

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Accuracy 3The entire paragraph is one run-on sentence

so it seems that there is no awareness of sentence structure This fact also makes it impossible to judge capitalization and punctuation Errors in spelling detract from the comprehensibility of the text (some parts had to be read at least twice to make sense of what was written

Length 2 According to the task requirements

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Today all school goin to trip In the biginng the kids go on bicycle to the Beach In the way some kids stop to dring water when they get to the Beach they get front and water and in the end they goin to sing and play

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Communicative Ability 4 The story is very limited though there is

an attempt at sequencing the events and use of discourse markers that signal them Vocabulary is quite limited

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Accuracy 3 There are errors in capitalization (eg

Beach in the middle of the sentence) inconsistent use of tenses (confusion between present simple present progressive and past simple) and spelling mistakes in common words (eg gitar

Length 1

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

sentence structure including simple and compound sentences

basic writing conventions - capital letters punctuation

spelling conventions text coherence and cohesion the structure and conventions of text

types

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Vocabulary ndash extensive reading Reading a variety of texts without

dictionaries Word order in sentences Parts of speech Guessing words in context

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Sentence structure Capital letters and punctuation Vocabulary and spelling

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Click herehttpcmseducationgovil

EducationCMSUnitsRamaMivchaneyMadafLamore02AnglitKitaChetEnglish8Hebhtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Calm them down and tell them to ldquodo what you canrdquo

Practice with the 5th grade Meitzav Divide the 8th grade exam into

sections Review wh questions

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Review common homonyms (red-read) Practice listening comprehension with

different teachers from the school reading the parts

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Special Education pupils donrsquot have to be tested

The school decides how ldquoshiluvrdquo pupils should be tested

LD pupils should be tested the way they are usually tested in class

Hearing impaired pupils donrsquot do section A Visually impaired pupils get a magnified

copy of the exam No dictionary for these pupils either

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Tell pupils that the exam starts with 2 listening tasks

Tell the pupils to read the instructions and then start with Task 1

Dictionaries are not allowed Tell them to answer in ENGLISH Tell them how much time they have

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Explain that there is only ONE answer for the multiple choice questions and that the open-ended questions must be answered in English

Tell them to take the exam seriously (Think of ideas how to motivate them to do so)

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

The school counselor should have filled in a form with the names of the pupils who need to be in the lsquoreading classrsquo

Practice with these pupils at least once

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Use the same teachers to read in the mock exam as in the real Meitzav exam

All of the pupils are entitled to an extra 15 minutes

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Make sure the pupils know which classrooms to go to

Lists on the doors help to avoid confusion

Arrange tape players for each of the classrooms

Organize English teachers for the reading class preferably the same teachers who did the mock exam

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

Encourage your pupils to do their best for their own pride and the pride of the school

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

All of the approved textbooks teach according to the benchmarks

Keep your pupils calm If you donrsquot get stressed out by the exam neither will they

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm

httpcmseducationgovilEducationCMSUnitsMazkirut_PedagogitEnglishMeitzav_InfoMeitzav_Examinationshtm