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T3 English Exams 2017-18 Support Materials T3 Exams_0518_RCJ Grades 1- 5 1 TABLE OF CONTENTS 1

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T3 English Exams
2017-18
Support Materials
T3 Exams_0518_RCJ

Grades 1- 5

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1

TABLE OF CONTENTS

1. Overview of Grade 1-5 English Exams…………………………………………………Page 2
2. Exam Administration………………………………………………………………………….Page 4
3. Standardised Marking…………………………………………………………………………Page 4
4. Preparing Students for Exams……………………………………………………………..Page 5
5. Exemplar Exam Materials……………………………………………………………………Page 6
6. Exemplar Coding………………………………………………………………………………Page 51
7. Exemplar Writing Prompts……………………………………………………………….Page 52
8. Exam Manipulatives………………………………………………………………………….Page 56

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T3 English Exams 2017-18
Support Materials
Grades: 1-5
English Reading (ER) and Writing (EW)
Both reading and writing are weighted equally. Speaking and Listening are not examined.
The English exams link to Trimester 3 learning outcomes.
For more ER and EW exam specifications follow the ADEK portal pathway:
https://portal.adek.abudhabi.ae/sites/CA/Shared%20Documents/Forms/AllItems.aspx?RootFol
der=%2Fsites%2FCA%2FShared%20Documents%2FAssessment%20Development%20Section%2
F2017%2D2018%2FT3%2FT3%20Exam%20Specifcation%20Table%20%20%D8%AC%D8%AF%D9
%88%D9%84%20%D9%85%D9%88%D8%A7%D8%B5%D9%81%D8%A7%D8%AA%20%D8%A7%
D9%85%D8%AA%D8%AD%D8%A7%D9%86%D8%A7%D8%AA%20%D8%A7%D9%84%D9%81%D
8%B5%D9%84%20%D8%A7%D9%84%D8%AF%D8%B1%D8%A7%D8%B3%D9%8A%20%D8%A7%
D9%84%D8%AB%D8%A7%D9%84%D8%AB%2FEnglish%20Language%20G1%2D10&FolderCTID=
0x01200041F95D0BEE6EDA44BA4110FD7F68D542&View=%7B735DA53D%2D6D3E%2D4489%2
D8F0B%2D2C705A06C928%7D
Note:
? Trimester 3 exam support materials are exemplars and not grade specific. The exemplar
texts are for illustration purposes only. These materials are designed to support teaching
and learning
? For reading and writing, Grade 1-5 will be awarded a numerical value
? For ER, each item is equally weighted. Students are awarded 2 marks for a correct
response
? Exam skills should be developed within the context of teaching and learning
English Reading
For ADEK exams, there are 4 text types: imaginative, information, procedural, persuasive.
There are 4 item levels: retrieve, interpret, reflect and language*.
? language* items test language in context. Refer to ADEK’s exam specifications for English.
There are two item types:
? MCQ: multiple choice
? CR: constructed response
Exemplar ER instruction for questions:
Read Text A and answer questions A1-A5
For question A1-A4, choose one answer and circle it e.g. A . For A5, write your answer in the
space provided. If you make a mistake, cross out the first answer and circle the correct one e.g.
A C.
Exemplar ER front page:

3

Writing: EW G1-5
? There are letter, word, and sentence level writing tasks.
? The writing prompt includes visuals and key words

Exemplar EW G1-5 back page:

Refer to grade specific writing rubrics:

4

G1-5 Exam Administration:
English Reading (ER):
? For Grades 1-5, teachers should read the exam instructions to students once.
? For Grades 1-3, teachers can read the text and items to students once. For Grades
4-5, teachers do not read the text and items to students.
? For Grades 1-3, MCQ responses can be read to the students once. For Grades 4-5,
teachers do not read the MCQ responses to students. Grades 1-5 students select
the MCQ response, which they consider to be the correct choice, independently.
English Writing (EW):
? For Grades 1-5, teachers should read the exam instructions to students once.
? For Grades 1-3, teachers can read the exam prompt and key words to the students
once. For Grades 4-5, teachers do not read the exam prompt and key words to the
students.

Teacher Guide for Marking

For ER and EW, students will be awarded a numerical mark /100.

For ER, each question is equally weighted and awarded 2 marks. Incorrect responses will
be awarded a 0 mark. How mark values are awarded is indicated on the back page of the
reading exam. The total mark is /50.

For EW, marks are awarded according to the criteria outlined in the writing rubrics. How
marks are awarded is indicated on the back page of the writing exam. The total mark is
/50. Teachers assess across all writing tasks when awarding a mark. Students have
multiple opportunities to access the writing rubric through completion of letter, word,
and sentence level tasks.

ER and EW are added together to calculate the total mark /100 for the English
examination.

Standardised Marking

The Trimester 3 Exam papers must only be marked by Grade 1 – 5 teachers, as they are
familiar with assessing against the ADEK curriculum. Where there is more than one
teacher teaching Grade 1 – 5 English at a school, it is appropriate for teachers to mark
each other’s classes or sit together to mark and make joint decisions in line with the mark
scheme. The control room staff at each school should check the addition on the back page
of the exams and ensure the final mark has been calculated correctly.

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It is recommended that the HoF monitors the exam marking process to ensure
consistency of standards.

Preparing Students for Trimester 3 Exams
Whole-class test practice

Whole class test practice can be useful for all students, especially for those who try hard
but find higher level reading questions more challenging. To organize practice with such
questions, select a particular type of question and guide the class through the stages of
formulating an answer – model how this is done. Teachers can organise students into
groups to devise answers that can be shared and compared. Working with targeted
groups of students gives an insight into the working processes which might otherwise be
difficult to recognize.

Feedback tutorial
After completing practice reading questions, students may be offered a feedback tutorial.
This might involve:
? detailed feedback which identifies strengths and weaknesses in performance,
and identifying critical next steps
? emphasizing where students gained marks and lost marks
? clarifying strategies for improving performance, for example eliminating
multiple choice responses which you know are incorrect. Create a ‘Top Tips’
leaflet.
? suggesting checking strategies
Mini-marking
Students take part in a mini-marking or moderation activity. Ask students to mark their
answers against clear assessment criteria. For constructed response answers, students
could rank the order of the responses and identify what makes a successful answer. This
activity allows students to see examples of well-formulated responses.

Personal targets
As the exam approaches, it is appropriate to agree on personal targets with the students.
For example:
? I will check for the three common errors I know I make
? I will read questions carefully, highlight the stem verbs, identify specific sections
of the text where I will find the answer
? I will answer all of the questions and all sections of the paper
? I will finish on time and leave check time. I will identify questions which need
more think time

6

? I will attempt to make a point and explain my point – for constructed response
answers
? I will remember to use paragraphs
? I will plan an ending to my writing, so I know where I am going

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ER Exam Materials
(Exemplars are not grade specific)

Text A: Dinner for Mum
Dinner for Mum

My name is Maryam and I love to cook for my mum.

On Saturday my mum did not feel very well. I did
not want her to worry, so I thought I would help her
by making the dinner.

I decided I would make a baked chicken for my
family. First I washed the chicken and put it in a pan.
Next, I put the chicken in the oven to bake. Finally,
I set the timer and waited for our delicious dinner.

After two hours, the oven timer rang. I opened the oven door. I discovered the chicken
had not cooked. I had forgotten to turn on the oven.

I laughed and laughed.

I called for a pizza delivery instead. My mum enjoyed the pizza.

I said, we could have baked chicken another night.

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Look at text A and answer questions A1 – A6. Choose one answer and circle
it: e.g. A . If you make a mistake, cross out the first answer and circle the
correct one e.g. A C

A1. What does Maryam enjoy doing? 2
A. singing
B. cooking
C. playing
D. shopping

A2. What was Maryam’s problem? 2
Her mother was
A. sick.
B. forgetful.
C. asleep.
D. at the mall.

A3. In the end, what did the family eat for dinner? 2
A. pasta
B. pizza
C. chicken
D. biryani

A4. Look at paragraph 2. 2
“…waited for our delicious dinner.”
What is the closest meaning to ‘delicious’?
A. tasty
B. baked
C. beautiful
D. terrible

A5. Why did Maryam laugh? 2
A. because she forgot to wash the chicken
B. because she was happy with her family
C. because she was nervous
D. because she forgot to turn on the oven

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A6. Look at paragraph 1. 2
“I did not want her to worry…”
What does this suggest about Maryam?
A. she is selfish
B. she is sad
C. she is caring
D. she is dishonest

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Text A: My Baby Sister
My Baby Sister
My name is Salma.
I have a baby sister called Moza.
I help my mum take care of my baby sister.
I help my mum.
My mum shows me how to give food to Moza.
I give Moza food.
I put juice in Moza’s cup.
My baby sister likes orange juice.
Moza likes to look at her big, brown, toy bear.
I play with my baby sister.
After we have played, my sister is tired.
After playing, Moza goes to sleep.

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Text A: My Baby Sister

A1. Who is this? 2
A. Salma
B. Salma’s mum
C. Moza
D. Moza’s bear

A2. What does Moza like to drink? 2
A. water
B. orange juice
C. apple juice
D. milk

A3. What color is Moza’s toy bear? 2
A. orange
B. yellow
C. white
D. brown

A4. What is Moza doing? 2
A. sleeping
B. playing
C. eating
D. laughing

A5. What is the title of the story? 2
A. My Baby Brother
B. My Older Sister
C. My Baby Sister
D. My Big Sister

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Text A: Shamma Loves Flowers and Plants

Shamma Loves Flowers and Plants

Flowers and plants come in all shapes, colours and sizes.
Shamma loves flowers and plants.
Her favourite flowers are red roses and yellow sunflowers.
She likes to watch the bees and butterflies visit the flowers.
The bees and butterflies get their food from the flowers.
Shamma knows that flowers and plants like sunlight, air and water.
She knows how plants use sunlight and water to make food.
Shamma loves flowers and plants.

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A1. Look at line 2. 2
What does Shamma love?
A. sunlight and water
B. flowers and plants
C. air and water
D. butterflies and sunlight

A2. What is this? 2
A. the sun
B. a flower
C. water
D. a bee

A3. What colour roses does Shamma like? 2
A.
B.
C.
D.

A4. What does Shamma like to watch? 2

1. ________________________

2. ________________________

A5. What is this? 2
A. a bee
B. the sun
C. a flower
D. water

A6. Look at the last line. 2
How does Shamma feel about flowers and plants?

A. B. C. D.

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The Snail and the Whale
This is the bell on the school in the bay,
Ringing the children in from their play.
This is the teacher, holding her chalk,
Telling the class, “Sit straight! Don’t talk!”
This is the board, as black as soot…
And this is the snail with the itchy foot!
“A snail! A snail”
The teacher turns pale.
“Look!” say the children.
“It’s leaving a trail.”
This is the trail
Of the tiny snail,
A silvery trail saying… ‘SAVE THE WHALE…’

These are the children, running from school,
Fetching the firemen, digging a pool,
Squirting and spraying to keep the whale cool.
This is the tide coming into the bay,
And these are the villagers shouting, “Hurray!”
As the whale and the snail travel safely away…

Adapted from ‘The Snail and the Whale’ by Donaldson and Sheffler

Text A: Imaginative

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Text A: The Snail and the Whale
Retrieve: 2
A1. What is the title of the text?
A. The teacher turns pale
B. These are the children
C. ‘A snail! A snail.’
D. The Snail and the Whale

Language:
A2. ‘The teacher turns pale.’ 2
Which of these words is an adjective?
A. The
B. teacher
C. turns
D. pale
Interpret:
A3. ‘This is the bell on the school in the bay. 2
Ringing the children in from their play.”
‘bay’ and ‘play’ are an example of which poetic feature?
A. repetition
B. metaphor
C. simile
D. rhyme
Interpret:
A4. ‘This is the teacher, holding her chalk,’ 2
Why does the writer say this?
A. to start the story
B. to introduce a new paragraph
C. to introduce a new character
D. to conclude the story
Reflect:
A5. How do the pictures mainly help you understand the text? 2
A. they help you understand what is happening in the story
B. they show you what firemen in a red lorry look like
C. they use bright colours for characters
D. they make the story funny

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Text A: Imaginative
The Brother of Invention

I was in the middle of a dream when a loud noise startled me. Bam! Bam! It sounded like
a hammer hitting a nail. Bam! Bam! Bam!

‘Who could be making all that noise at one o’clock in the morning?’ I mumbled to myself.
It must be my young brother, Fasil, making another invention.

Just as I was putting on my slippers and bathrobe, the noise changed. I sat at the edge of
my bed and listened. Tick! Tick! Tick! It reminded me of my first watch, a watch that my
grandfather gave me as a gift. Its regular ticking had always helped me fall asleep.

I started to fall asleep again, when the ticking suddenly stopped. It was now replaced by
a buzz. The ticking was like the noise that comes from
beehives in the middle of summer. Only this noise was
louder. I shivered. I am allergic to bees! Even thinking about
the buzzing made my body shake.

‘That’s it,’ I shouted, now wide awake. ‘I can’t take this
anymore.’ I marched down the hallway and knocked on
Fasil’s door.

Fasil, immediately opened the door. His curly brown hair
was sticking up high on his head. He looked at me curiously.

‘Hi Abdullah,’ he said. ‘How can I help you?’

I pointed at my watch. ‘Do you know what time it is?’ I
asked. I was a bit annoyed.

He looked at my watch; ‘Brother, I did not realize that it
was that late. I am sorry. I was working on a machine that
can help people go to sleep quicker and longer. Do you
want to see it?’ he asked excitedly.

I was tired, but I wanted to see his latest invention. My
brother’s inventions were always useful and interesting.

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Text A: The Brother of Invention

Read Text A and answer questions A1-A7. For question A1-A7, choose one answer and
circle it. If you make a mistake, cross out the first answer and circle the correct one.

A1. Who is the narrator of the story? 2
A. Fasil
B. Abdullah
C. grandfather
D. grandmother

A2. Fasil is the narrator’s 2
A. grandfather.
B. grandmother.
C. brother.
D. sister

A3. When does the story take place? 2
A. in the middle of summer
B. in the middle of winter
C. at one in the morning
D. at one in the afternoon

A4. Look at paragraph 4. 2
‘It was now replaced by a buzz.’
Which part of speech is ‘replaced’?
A. adverb
B. verb
C. noun
D. pronoun

A5. Look at paragraph 1. 2
‘…when a loud noise startled me’.
Which of the following words is closest in meaning to ‘startled’?
A. scared
B. calmed
C. excited
D. pushed

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A6. Look at paragraph 3. 2
‘Tick’ is an example of which literary feature?
A. a simile
B. onomatopoeia
C. a metaphor
D. rhyme

A7. Look at paragraph 4. 2
‘The ticking was like the noise that comes from beehives…’
This is an example of which literary feature?
A. metaphor
B. simile
C. alliteration
D. rhyme

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Text B: Students
Students

Abdulla Age: 11 Abdulrahman Age: 10
Lives in: Abu Dhabi
Favourite foods: rice, chicken
Favourite sport: football
Favourite place to visit: Grandma’s
house
Lives in: Sharjah
Favourite foods: bananas, noodles
Favourite sport: basketball
Favourite place to visit: Burj Khalifa

Aisha Age: 12 Fatima Age: 9
Lives in: Dubai
Favourite foods: harees, mangoes
Favourite sport: Jiu-Jitsu
Favourite place to visit: Ferrari World
Lives in: Abu Dhabi
Favourite food: pizza, hamburgers
Favourite sport: tennis
Favourite place to visit: the mall

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Teacher: “Look at text E and answer questions B1-B5. Choose one answer
and circle it: e.g. A . If you make a mistake, cross out the first answer and
circle the correct one e.g. A C ”

B1. What is this person’s name? 2
A. Abdulla
B. Aisha
C. Fatima
D. Abdulrahman

B2. How old is Abdulrahman? 2
A. 9
B. 10
C. 11
D. 12

B3. What does Aisha like to play? 2
A. tennis
B. football
C. basketball
D. Jiu-Jitsu

B4. Who lives in Abu Dhabi? 2

1.____________________________________

2.____________________________________

B5. Who likes to visit their grandma? 2
A. Abdulla
B. Abdulrahman
C. Aisha
D. Fatima

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The Blanford’s Fox

Name

*The Blanford’s fox
Habitat
(where it lives)

*The Blanford’s fox lives in mountains in the
UAE

Size

*The fox grows up to 42 cm in length

Colors

*The fox’s fur is brown, grey, and black

Food
(what it eats)

*The fox eats small animals, insects, and
fruit

42 cm

22

Text B: The Blanford’s Fox

B1. Where does the Blanford’s fox live? 2
A. in deserts
B. near the sea
C. in zoos
D. in mountains

B2. What does the Blanford’s fox eat? 2
A. large animals
B. fruit and insects
C. animals and plants
D. small plants

B3. What is this? 2
A. some fruit
B. an animal
C. a plant
D. an insect

B4. What color is the fox’s fur? 2
A. grey and white
B. white and black
C. brown and grey
D. yellow and brown

B5. The Blanford’s fox grows up to 2
A. 42 cm.
B. 43 cm.
C. 44 cm.
D. 45 cm.

B6. What does this image show? 2
A. the height of the Blanford’s fox
B. where the Blanford’s fox lives
C. the length of the Blanford’s fox
D. what the Blanford’s fox eats

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Text B: Desert Camping
Desert Camping

B1. (retrieve) What is the title of the text? 2
A. Outdoor Adventure
B. Desert Camping
C. UAE Eating
D. Emirati Traditions

B2. (retrieve) What is this? 2
A. a tent
B. a tree
C. the sky
D. a star

B3. (interpret) What time of day is it? 2
A. morning
B. night
C. afternoon
D. noon

24

B4. (interpret) What is this? 2
A. the earth
B. the moon
C. the sun
D. the sea

B5. (interpret) Which picture shows a fire? 2

A. B. C. D.

B6. (interpret) Look at the picture. 2
Where is a good place to go camping?
A. at school
B. in the desert
C. at the mall
D. in the city

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Text B: The Family

The Family

Teacher: “Look at text B and answer questions B1-B6. Choose one answer
and circle it: e.g. A . If you make a mistake, cross out the first answer and
circle the correct one e.g. A C ”

B1. (retrieve) Where is the family? 2
A. at the mall
B. at the park
C. at school
D. at home

B2. (retrieve) What are the family doing? 2
B. sitting
C. driving
D. walking
E. shopping

26

B3. (language) What is this? 2
A. milk
B. juice
C. water
D. tea

B4. (retrieve) Which picture shows an orange? 2

.

A. B. C. D

B5. (interpret) Look at the picture.
How does the father feel? 2

A. B. C. D.

B6. (reflect) Look at the picture. 2
The family enjoys
A. spending time together.
B. watching movies.
C. playing sports.
D. shopping at the market.

27

Text B: The Ghaf Tree

THE GHAF TREE

1. The ghaf tree is the national tree of the UAE.

2. The ghaf tree is small and strong. It lives in hot
and dry places.

3. Ghaf trees are found in the deserts of Oman,
Saudi Arabia and the United Arab Emirates.

4. The seeds of the ghaf tree are eaten by both animals
and people.

5. The flowers of the ghaf tree can be yellow or white.

DID YOU KNOW?

Many birds make their homes in the ghaf tree.

Some birds live in holes in the trunk and some birds
live in nests in the branches.

Animals and people rest under the shade of the ghaf
tree to shelter from the sun.

28

B1. What is this? 2
A. a branch
B. flowers
C. a trunk
D. roots

B2. The ghaf tree protects animals and people from 2
A. the rain.
B. birds.
C. branches.
D. the sun.

B3. What colour are the flowers of the ghaf tree? 2
A. green
B. yellow
C. red
D. black

B4. Which part of the ghaf tree is eaten by birds and people? 2
A. the trunk
B. seeds
C. the branches
D. flowers

B5. Which point tells the reader where to find the ghaf tree? 2
A. 1
B. 2
C. 3
D. 4

B6. The ghaf tree is the national tree of which country? 2
A. Oman
B. Saudi Arabia
C. UAE
D. Egypt

29

Text B: Information

Desert Fact File
The Arabian Desert
Location: Arabian Peninsula
Size: 2,300,000 km2
Physical Features: covered almost
entirely by sand
dunes; has the largest stretches of sand
in the world
Plants: acacia, saltbush
Animals: camel, lizard, oryx, gazelle
Did you know? Bedouin tribes have
travelled through the Arabian Desert for
thousands of years

Desert Trees and Plants

Desert plants look different to other plants.
Unlike other plants, desert plants can collect
and store water; this helps to reduce water
loss. Desert plants and trees are important
because they provide food for animals. Large
trees can also provide shade for travelers.

Desert Animals

Animals in the desert survive in a very
difficult environment. The hot sun, high
temperatures, a lack of water, and
predators are just a few of the
challenges facing desert animals. Some
animals get their water only from seeds
and plants. Unlike some other animals,
desert animals sleep during the day –
they only come out at night to eat and
hunt. Some desert animals spend very
little time above ground.

30

Read Text B and answer questions B1-B5
For question B1-B5, choose one answer and circle it. If you make a mistake, cross out the
first answer and circle the correct one.

B1. What is the title of the text? 2
A. Arabian Desert
B. Desert Fact File
C. Desert Trees and Plants
D. Desert Animals

B2. What is the size of the Arabian Desert? 2
A. covered almost entirely by sand
B. thousands of years
C. largest stretches of sand
D. 2,300,000 km2

B3. In the text, which word has the closest meaning to ‘survive’? 2
A. die
B. expire
C. live
D. walk

B4. ‘Desert animals sleep during the day…’ Which part of speech is ‘sleep’? 2
A. noun
B. verb
C. adverb
D. adjective

B5. In the text, how are desert plants and animals similar? 2
A. they have adapted to life in the desert
B. they provide food for other animals
C. they live underground
D. they like the shade

31

Text C: From Seeds to Plants

From Seeds to Plants

1. Plant the
seed. 2. Water and
sunlight help the
roots to grow.
3. The seedling
pushes through
the soil.
4. The stem
transports water to
the leaves and the
flowers.

shoot
roots
seed
seedling
leaves
flower
stem

32

Teacher: “Look at text C and answer questions C1-C5. Choose one answer
and circle it: e.g. A . If you make a mistake, cross out the first answer and
circle the correct one e.g. A C ”

C1. What is this? 2
A. the moon
B. a shoot
C. the sun
D. a seed

C2. What is this? 2
A. water
B. sunlight
C. a seedling
D. flowers

C3. What helps roots to grow? 2
A. leaves
B. seeds
C. flowers
D. sunlight

C4. Which step is this? 2
A. 1
B. 2
C. 3
D. 4

C5. Which picture shows a flower? 2

A. B. C. D.

33

Text C: How to Make Slime
How to Make Slime

Ingredients:
1. 1 and a half cups of water (350ml)
2. 3 to 4 drops of food colouring
3. 2 cups of corn starch (220g)

Equipment:
? small pot
? bowl
? measuring cup
? wooden spoon
Follow these Steps:

1. Add one cup (250ml) of water to a
small pot

2. Heat until the water is warm (make
sure an adult helps with this)

3. Put the warm water in a bowl (make
sure an adult helps with this)

4. Add the food colouring to the warm
water

5. Add the corn starch and mix with
the coloured water. When it is all
combined, you will have slime!

34

C1. The text tells you how to make 2
A. paint.
B. healthy food.
C. slime.
D. a hot drink.

C2. What is this? 2
A. a pot
B. a bowl
C. a cup
D. a spoon

C3. When do you add food colouring to the warm water? 2
A. Step 1
B. Step 2
C. Step 3
D. Step 4

C4. Which picture shows the slime when it is finished? 2

C5. What is the text type? 2
A. procedure
B. information
C. recount
D. argument

A. B. C. D.

35

Text C: How to Wash Your Hands
How to Wash Your Hands Properly
Keeping your hands clean is important to stay healthy.
Below are the steps for washing your hands properly.

When to Wash Your Hands
Always wash your hands:
? before eating food
? after sneezing
? after touching garbage
? after touching an
animal or pet.

36

Text C: How to Wash Your Hands

C1. The text tells you how to wash 2
A. your car.
B. your pet.
C. your hands.
D. your feet.

C2. Look at Step 1. 2
What do you need to wash your hands?

1. _____________________________

2. _____________________________

C3. Which step is this? 2
A. 1
B. 2
C. 3
D. 4

C4. In which step do you use this? 2
A. 1
B. 2
C. 3
D. 4

C5. In which picture do you rinse your hands? 2
A B C D

C6. What type of text is this? 2
A. a procedure
B. a story
C. a recount
D. an information

37

How to Study Guide
Want to Study Better at Home?

Follow these 5 easy steps:

Step 1: Set Up a Homework Friendly Area
Set up a well lit space for kids in the home to complete
homework. Keep supplies within reach – for example, paper,
pens, glue and scissors.

Step 2: Avoid Distractions
Make sure the homework space is quiet and free from
distractions. Make sure there are no conversations, no
television, music or phone calls.

Step 3: Make a Study Plan
Schedule regular study time. Kids often work better in the
afternoon after having a snack. Break up the work into chunks
and have short but regular break times. Stand up and stretch.

Step 4: Ask for Help Only When you Need It
Kids learn through their mistakes, so try to think for yourself.
Parents can make suggestions and help but it’s the kid’s job
to do the learning.

Step 5: Speak to Your Teachers
Ask your teacher if you need to know more about quizzes,
assignments and tests. Ask your teachers to check completed
homework for you and to give you feedback.

Avoid distractions
Have regular breaks
Set up a
study
space
IT’S A FACT:
HOMEWORK
IMPROVES A
CHILD’S
THINKING
SKILLS AND
MEMORY
Text C: Procedure

38

Text C: Procedure

Retrieve:
C1. What is the title of the text? 2
A. How to Study Guide
B. Avoid distractions
C. Set up a study space
D. Speak to your teachers
Retrieve:
C2. How many easy steps are there? 2
A. 1
B. 3
C. 4
D. 5
Language:
C3. In the text, what is the meaning of ‘Avoid’? 2
A. stay away from
B. encourage
C. support
D. pass up
Interpret:
C4. In the text, what does homework help a child improve? 2
A. thinking and memory
B. music and television
C. in the afternoon after a snack
D. quizzes, assignments and tests
Interpret:
C5. ‘Want to Study Better at Home?’ 2
Why does the writer use a question?
A. to make the reader listen
B. to make the reader think
C. to help the reader
D. to help the reader study

39

Reflect:
C6. What is the purpose of the text? 2
A. to inform adults how to improve their study habits
B. to show children how to set up a study space
C. to show adults how to support their children
D. to inform children how to improve their homework skills

40

Text D: Persuasive

adapted from cartoon network

41

Text D: Persuasive

Retrieve:
D1. When is Mansour coming to Cartoon World? 2
A. July 2018
B. Last year
C. Season Two
D. May 2018

Retrieve:
D2. Where can you meet Mansour? 2
A. Al Wahda Mall
B. Al Barsha Mall
C. Abu Dhabi Mall
D. Marina Mall

Language:
D3. ‘Season Two Announced’ 2
What is the closest meaning to the word ‘Announced’?
A. hidden
B. released
C. told
D. said

Interpret:
D4. What is the main reason the writer uses this image of Mansour? 2
A. so the cartoon looks lively and fun
B. because Mansour is solving a problem
C. because Mansour is not well known
D. so the cartoon is interesting to scientists

Reflect:
D5. What is the main purpose of this text? 2
A. to advise
B. to describe
C. to persuade
D. to discuss

42

Text D: Abu Dhabi Zoo

43

Text D: Abu Dhabi Zoo

D1. Where is the zoo? 2
A. Ajman
B. Dubai
C. Abu Dhabi
D. Fujairah

D2. What is this? 2
A. a tiger
B. a lion
C. a giraffe
D. a monkey

D3. How much is a ticket for a 10 year old child? 2
A. 15 AED
B. 20 AED
C. 25 AED
D. 30 AED

D4. At what time are the animals fed at the zoo? 2

A. B. C. D.

D5. Where is the zoo located? 2
A. 13th Street
B. 14th Street
C. 15th Street
D. 16th Street

D6. What does this image tell you about the zoo? 2
A. You can see animals in cages.
B. You can travel to the zoo by bus.
C. You can see free animals.
D. You can feed the animals.

44

D7. What is the main purpose of this text? 2
A. to advise
B. to describe
C. to persuade
D. to discuss

45

Text D: Persuasive

SPECIAL SPORTS EVENTS
There will be 20 special sporting events,
including:
*Court sports: badminton, basketball,
beach volleyball, table tennis, tennis,
and volleyball
*Race events: cycling, kayaking, open
water swimming, roller skating, sailing,
swimming, and triathlon
*Additional sports: bowling, football,
golf and powerlifting, horse riding, judo,
and gymnastics.
Come to the UAE Special Olympics
Come and see over 1200 athletes, from 33 countries, compete
in over 20 different sporting events.
SPECIAL OLYMPICS
SCHEDULE
Opening Ceremony: 20th May
Sport Events: 20-27th May
Closing Ceremony: 27th May
TICKET PRICE
Adults: 100 AED
Children: Free
To purchase your
tickets, please visit:
www.uaeolympics.ae

46

Text D: The Special Olympics

D1. When does the Special Olympics take place? 2
A. 2nd – 7th May
B. 7th – 10th May
C. 10th – 20th May
D. 20th – 27th May

D2. What is the price of an adult’s ticket to the Special Olympics? 2

______________________________

D3. ‘…the UAE Special Olympics’ 2
What part of speech is ‘Special?’
A. noun
B. adjective
C. adverb
D. verb

D4. ‘Additional sports:’ 2
Which of the following is closest in meaning to ‘Additional’?
A. less
B. extra
C. new
D. necessary

D5. Why does the writer include sports images in the text? 2
A. to persuade you to become a cyclist
B. to describe how to play different sports
C. to show the different sporting events
D. to persuade you to join a sports team

D6. What is the main aim of the text? 2
A. to inform
B. to persuade
C. to entertain
D. to describe

47

Text D: Abu Dhabi International Book Fair

48

Text D: Abu Dhabi International Book Fair

D1. Where does the Abu Dhabi International Book Fair take place? 2
A. at the National Exhibition Center
B. around the world
C. in different countries
D. at Sheikh Zayed Sports City

D2. When was the Abu Dhabi International Book Fair founded? 2
A. 9:00 AM
B. 1981
C. 2018
D. 25th April

D3. What is the cost of admission to the book fair? 2
A. Free
B. 9 AED
C. 10 AED
D. 25 AED

D4. ‘There is a huge selection of books…’ 2
Which word is closest in meaning to ‘huge’?
A. small
B. fun
C. big
D. exciting

D5. ‘The History of the Abu Dhabi Book Fair’ 2
Which part of speech is ‘History’?
A. adjective
B. adverb
C. noun
D. verb

D6. What is the main reason the writer uses an image of Fatima? 2
A. to describe the types of books at the fair
B. to persuade the reader to visit the book fair
C. to inform the reader about different activities
D. to discuss who should visit the book fair

49

Text D: Celebrate the Mother of the Nation Festival

50

Text D: Celebrate the Mother of the Nation Festival

A1. What is the Mother of the Nation Festival? 2
A. an entertainment festival on the beach
B. a celebration of international food
C. an international shopping festival
D. a celebration of Sheikha Fatima bint Mubarak’s life
A2. At what time can you visit the festival? 2

_______________________________

A3. How many zones are there to visit? 2
A. 4
B. 5
C. 6
D. 7

A4. What can you do in the Main Stage zone? 2
A. build, paint, and invent
B. visit the gardens
C. shop in stylish stores
D. listen to live music

A5. Who is most likely to visit the Happiness Zone? 2
A. entertainers
B. young children
C. elderly people
D. shoppers
A6. What is the main reason the writer includes pictures? 2
A. to show what you can buy in a Souq
B. to show events from the life of Sheikha Fatima
C. to show where festival is located
D. to show the activities at the festival

A7. What type of text is this? 2
A. a recount
B. a narrative
C. a persuasive
D. a how to guide

51

Exemplar Coding
Text A: The Snail and the Whale
MCQ:
A1: D A2: D A3: D A4: C A5: A

Text C: How to Study Guide
MCQ:
C1: A C2: D C3: A C4: A C5: B C6: D

Text D: Mansour
MCQ:
D1: D D2: B D3: B D4: A D5: C

52

EW: Exemplar writing prompts
(Writing Prompts Are Not Grade Specific)
EW: Part 1
Look at the pictures, write the missing letters.

j __ mp

____row

h____

ki_____

53

EW: Part 2
Complete the sentence by writing the missing word.
Use these words.
football running throw catch
jump video kite basketball

You can watch ________________
matches on the television.

You can _____________ a ball at
the park.

Flying a ____________ at the
beach is a fun activity.

____________ is a good way to
keep fit.

54

EW: Part 3

‘A Good Sport.’

Look at the pictures.

Write about a good sport.

You can use these words in writing:
race fun fast drive
run horse skate team

Start writing here:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

55

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________________________________

Exemplar text type writing: EW5
Task
Completion
information

Vocabulary

Grammar

Use verb
tenses Organisation Total Mark

10

10

10

10

10

50

Name of the Marker: ________________________________Signature:____________________

Name of the Reviewer: ______________________________ Signature:____________________

56

Exam Manipulatives

The purpose of the Exam Manipulatives are:

? to stimulate thinking around a range of sample exam texts and
questions
? to use strategies to unpack sample exam texts and questions
? to review language skills through exam strategies
? to provide guided practice around the process of ‘exam thinking’
? to provide a resource in conjunction with the exam support
materials.

Recommendations for use:

The exam manipulative materials should support the learning and teaching
of exam strategies. These resources are intended to supplement the ADEK
exams not to replace the curriculum.

57

Dinner for Mum (Narrative)
This resource supports students to deconstruct the text Dinner for Mum in order to answer example exam questions.
Directions:
1. Cut and laminate all parts on pages 57- 62.
2. Students work in pairs or small groups for all activities.
3. Model all activities before students work in pairs or small groups.

Step 4

? Provide students with Question Words (What, Who
and Why).
? Teacher reads each question from the Example
Exam Questions and students identify which
Question Word relates to the question.
? Students hold up selected Question Card and teacher
checks for understanding.
? Discuss with students how the Question Words help
with understanding what information is required to
answer the questions.
Step 1

? Provide students with the
text and the Thinking
Question Card, “What do you
see?
? Ask students to make
observations about the
structure of the text.
? Use questions to elicit a
response from students.
“Where is the title? How
many paragraphs do you
see? Can you identify the
topic sentence in paragraph
3?”
Step 2

? Teacher provides the students with the Thinking Question Card, “What
do you think is happening?” and “What does it make you wonder?”.
? Apply reading strategies using the Thinking Question Cards while
reading the whole text.
Ask students to look at the image and discuss the relationship
between the people in the image. “Do you think the people in the
image are related?”
Ask students to read the title and make predictions about the text.
“What predictions can you make if you read the title?”
Ask students to read the first line and paragraph to make predictions
about the text. “I wonder what Maryam will make for dinner? / I
wonder if Maryam’s mum often does not feel well?”
Step 6

? Students independently
complete the questions
in the T3 English Exams
2017-18 Support
Materials Grade 1-5
document.
Step 3
? Provide students with
the Character
Descriptions on page 5.
? Discuss with students
how information about
the characters can be
found by looking at
specific parts of a text.
? Ask students to match
the character description
words to the correct
sentence from the text.
Step 5
? Provide students with the Example Exam
Questions.
? Explain to students that the highlighted words
are the keywords in the questions.
? Ask students to read each question and then
place the question on the space in the text
where they think they will find the answer.
? Students answer the questions orally.
? Teacher supports students as needed.

58

Dinner for Mum

My name is Maryam and I love to cook for my mum.

On Saturday my mum did not feel very well. I did
not want her to worry, so I thought I would help her
by making the dinner.

I decided I would make a baked chicken for my
family. First I washed the chicken and put it in a pan.
Next, I put the chicken in the oven to bake. Finally, I
set the timer and waited for our delicious dinner.

After two hours, the oven timer rang. I opened the
oven door. I discovered the chicken had not
cooked.
I had forgotten to turn on the oven.

I laughed and laughed.

I called for a pizza delivery instead. My mum enjoyed the pizza.

59

What do you see?
What do you think is
happening?
What does it make you wonder?

Thinking Question cards

60

What Who
Why
Question Words

61

ill
On Saturday my mum did not feel
very well.
worry I did not want her to worry.
helpful
I thought I would help her by
making the dinner.
happy I laughed and laughed.
Character Descriptions

62

What does Maryam enjoy doing?
singing cooking playing shopping

What was Maryam’s problem?
Her mother was
sick. forgetful. asleep. at the mall.

In the end, what did the family eat for dinner?
pasta pizza chicken biryani

Why did Maryam laugh?
because she forgot to wash the chicken.
because she was happy with her family.
because she was nervous.
because she forgot to turn on the oven.

Look at paragraph 2.
“… waited for our delicious dinner.”
What is the closest meaning to ‘delicious’?
tasty baked
beautiful terrible

Look at paragraph 1.
“I did not want her to worry …”
What does this suggest about Maryam?
she is selfish she is caring
she is sad she is dishonest
Example Exam Questions

63

How to Study Guide (Procedure)
This resource supports students to deconstruct the text How to Study Guide in order to answer example exam questions.
Directions:
1. Cut and laminate all parts on pages 63 – 67.
2. Students work in pairs or small groups for all activities.
3. Model all activities before students work in pairs or small groups.

Step 3

? Provide students with Question Words (What, Why
and How).
? The teacher reads each question from the Example
Exam Questions and students identify which
Question Word relates to the item.
? Students hold up the selected Question Card and
the teacher checks for understanding.
? Discuss with students how the Question Words
help with understanding what information is
required to answer the questions.
Step 1

? Provide students with the text and labels.
? Students place the labels on the text and the
teacher checks for understanding.
? Project an image with correct labelling or elicit
responses from groups or pairs.
? Teacher explains or clarifies any questions related
to the positioning of the labels.
Step 2

? Use the Thinking Question Card to engage students with the procedure text.
? Students share with a partner, or within their group, what they see or notice about the
text.
? Model this step, if necessary, using questions to elicit a response from students. “What
do you notice about the placement of the images? / Why do you think the author used
these images? / Why do you think some words are bolded, and are in a lager font? /
What do you notice about the title? / What do you notice about the placement of the
steps on the page? What do you notice about the question under the title?”
Step 4
? Provide students with the Example Exam
Questions.
? Explain to students that the highlighted
words are the keywords in the questions.
? Ask students to read each question and
then place the question on the space in
the text, where they think they will find
the answer.
? Students answer the questions orally.
? The teacher supports students as needed.
Step 5

? Students independently
complete the questions
in the T3 English Exams
2017-18 Support
Materials Grade 1-5
document.

64

image title
step question

65

What do you see?

What How
Why

Question Words
Thinking Question Card

66

How many steps are there?
1 3 4 5

In the text, what is the meaning of avoid?
stay away from
encourage
support
pass on

What is the title of the text?
How to Study guide
Avoid Distractions
Set Up a Study Space
Speak to Your Teachers

In the text, what does homework help a child improve?
thinking and memory
music and television
to give you feedback
quizzes, assignments and tests

‘Want to Study Better at Home?’
Why does the writer use a question?
to make the reader listen
to make the reader think
to help the reader
to help the reader study
Example Exam Questions

67

What is the purpose of the text?
to inform adults how to improve their study skills
to show children how to set up a study space
to show adults how to support their children
to inform children how to improve their homework skills

68

Desert Fact Files (Information Text)
This resource supports students to deconstruct the text Desert Fact Files in order to answer example exam questions.
Directions:
1. Cut and laminate all parts on pages 68- 71.
2. Students work in pairs or small groups for all activities.
3. Model all activities before students work in pairs or small groups.

Step 3

? Provide students with Question Words (What,
Which and How).
? The teacher reads each question from the Example
Exam Questions and students identify which
Question Word relates to the question.
? Students hold up the selected Question Card and
the teacher checks for understanding.
? Discuss with students how the Question Words
help with understanding what information is
required to answer the questions.
Step 1

? Provide students with the text and labels.
? Students place the labels on the text and the
teacher checks for understanding.
? Project an image with the correct labelling, or elicit
responses from groups or pairs.
? The teacher explains, or clarifies, any questions
related to the positioning of the labels.
Step 2

? Use the Thinking Question Card to engage students with the information text.
? Students share with a partner, or within their group, what they see or notice about the
text.
? Model this step, if necessary, using questions to elicit a response from students. “What
do you notice about the placement of the images? / Why do you think the author used
these images? / What do you notice about the sub-headings? / Why do you think some
words are bolded? / Can you see the topic sentence in the paragraphs? / Why do you
think some information is presented using bullet points?”
Step 4
? Provide students with the Example Exam
Questions.
? Explain to students that the highlighted
words are the keywords in the questions.
? Ask students to read each question and
then place the question on the space in
the text where they think they will find
the answer.
? Students answer the questions orally.
? The teacher supports students as needed.
Step 5

? Students independently
complete the questions
in the T3 English Exams
2017-18 Support
Materials Grade 1-5
document.

69

sub-heading title
animal image paragraph
tree image

70

What do you see?

What Which
How

Question Words

71

What is the title of the text?
Arabian Desert
Desert Fact File
Desert Trees and Plants
Desert Animals

What is the size of the Arabian Desert?
covered almost entirely by sand
thousands of years
largest stretch of sand
2,300,000 km²

In the text, which word has the closest meaning to ‘survive’?
die expire live walk

‘Desert animals sleep during the day…’ Which part of
speech is ‘sleep’?
noun verb adverb adjective

In the text, how are desert plants and animals similar?
they have adapted to life in the desert
they provide food for other animals
they live underground
they like the shade

Example Exam
Questions

72

Run Mansour (Persuasive)
This resource supports students to deconstruct the text Run Mansour in order to answer example exam questions.
Directions:
1. Cut and laminate all parts on page 72 – 76.
2. Students work in pairs or small groups for all activities.
3. Model all activities before students work in pairs or small groups.

Step 2

? Provide students with Question Words (What,
Where and When).
? Teacher reads each question from the Example
Exam Questions and students identify which
Question Word relates to the question.
? Students hold up selected Question Card and
teacher checks for understanding.
? Discuss with students how the Question Words
help with understanding what information is
required to answer the questions.
Step 1

? Provide students with the text.
? Use the Thinking Question Card on page 3 to engage students with the critical
response text.
? Students share with a partner, or with their group, what they see, or notice, about
the text.
? Model this step if necessary using questions to elicit a response from students.
“What do you notice about the placement of the images? / Why do you think the
author used these images? / What do you notice about the size of the text? / Why
do you think some text is larger or in different colors? / What do you notice about
the colors in the images? Why do you think the author used these images? What do
you notice about the placement of text used?”
Step 3
? Provide students with the Example Exam Questions.
? Explain to students that the highlighted words are the keywords in the questions.
? Ask students to read each question and then place the question on the space in the
text where they think they will find the answer.
? Students answer the questions orally.
? Teacher supports students as needed.
Step 4

? Students independently complete the questions in
the T3 English Exams 2017-18 Support Materials
Grade 1-5 document.

73

73

74

74

What do you see?
Thinking Question Card

75

75

What Where
When

Question Words

76

76

When is Mansour coming to Cartoon world?
June 2018 Next year Season Two May 2018

Where can you meet Mansour?
Al Wadha Mall Al Barsha Mall Abu Dhabi Mall Marina Mall

‘Season Two Announced’
What is the closest meaning to the word ‘Announced’?
hidden released told said

What is the main reason the writer uses the image of Mansour?
so the cartoon looks lively and fun
because Mansour is solving a problem
because Mansour is not well known
so the cartoon is interesting to scientists

What is the main purpose of this text?
to advise to persuade
to describe to discuss

Example Exam Questions

77

77

From Seeds to Plants (Procedure)

This resource supports students to deconstruct the text From Seeds to Plants in order to answer example exam questions.
Directions:
1. Cut and laminate all parts on pages 77 – 80.
2. Students work in pairs or small groups for all activities.
3. Model all activities before students work in pairs or small groups.

Step 3

? Provide students with Question Words (What and
Which).
? Teacher reads each question from the Example
Exam Questions and students identify which
Question Word relates to the question.
? Students hold up selected Question Card and
teacher checks for understanding.
? Discuss with students how the Question Words
help with understanding what information is
required to answer the questions.
Step 1

? Provide students with the text and labels.
? Students place the labels on the text and the
teacher checks for understanding.
? Project an image with correct labelling or elicit
responses from groups or pairs.
? Teacher explains or clarifies any questions related
to the positioning of the labels.
Step 2

? Use the Thinking Question Card to engage students with the procedure text.
? Students share with a partner or within their group what they see or notice about the
text.
? Model this step if necessary using questions to elicit a response from students. “What
do you notice about the placement of the images / Why do you think some parts of the
text are numbered? ”
Step 5

? Students independently
complete the questions
in the T3 English Exams
2017-18 Support
Materials Grade 1-5
document.
Step 4
? Provide students with the Example Exam
Questions.
? Ask students to read each question and
then place the question on the space
where they think they will find the
answer.
? Students answer the questions orally.
? Teacher supports students as needed.

78

78

picture label
step heading

79

79

Which step is this?
1 2
3 4

Which picture shows a flower?

What helps roots to grow?
leaves seeds flowers sunlight
What is this? water sunlight
a seedling flowers
What is this? the moon the sun
a shoot a seed
Example Exam Questions

80

80

What do you see?

What Which

Question Words
Pattern of Thinking Question Cards

81

81

The Family
This resource supports students to deconstruct the text The Family in order to answer example exam questions.
Directions:
1. Cut and laminate all parts on pages 81- 88.
2. Students work in pairs or small groups for all activities.
3. Model all activities before students work in pairs or small groups.

Step 4

? Provide students with Question Words (What, Where, Which
and How) and the Picture Cards.
? Teacher models how to use the Question Words and Picture
Cards: Teacher reads a question from the Example Exam
Questions and shows students how to identify which Question
Word and Picture Cards relate to the question.
? Teacher reads a question and students identify the correct
Question Word and matching Picture Card for the remainder of
the Example Exam Questions.
? Students hold up selected Question Card and Picture Card and
teacher checks for understanding.
? Discuss with students how the Question Words help with
understanding what information is required to answer the
questions.
Step 1

? Provide students with the image of The
Family, Words and Statements and the
Thinking Question Card “What do you see?”
? Discuss with students what they see and
ask them to place the Words or Statements
on the image to demonstrate what they
see.
? The teacher checks for understanding.
? Project an image with correct labelling or
elicit responses from groups or pairs.
Step 2

? Teacher provides the students with
the Thinking Question Card, “What
do you think is happening?”
? Students share their thinking about
the events in the image.
? Model this step if necessary using
questions to elicit a response from
students. “What do you think the
family is doing? / Where do you
think they are?”
Step 5
? Provide students with the
Example Exam Questions.
? Ask students to read each
question and then place the
question on the space on the
where they think they will find
the answer.
? Students answer the questions
orally.
? Teacher supports students as
needed.
Step 6

? Students
independently
complete the
questions in the T3
English Exams 2017-
18 Support Materials
Grade 1-5 document.
Step 3

? Teacher provides the students with the
Thinking Question Card, “What does it
make you wonder?”.
? Students share their thinking.
? Model this step if necessary using
questions to elicit a response from
students. “I wonder what the family will
do after they eat their lunch? / I wonder
if they often come to this park?”

82

82

What do you see? What do you think is happening?
What does it make you wonder?

Thinking Question Cards

83

83

What Where
Which How

Question Words

84

84

action object
emotion place

Picture Cards

85

85

The Family

86

86

grass orange family
trees sky boy
mother bottle water
father

Words

87

87

The grass is green. The father is happy.
There is a plate with fruit
on it.
The boy is laughing.
There is a water bottle
on the mat.
The family is sitting in the
park.
There are many tall trees
in the park.
There is a beautiful blue
sky.
There is a coffee pot on
the mat.
The mother is using a
phone.

Statements

88

88

Where is the family?
at the mall at the park
at school at home

What is the family doing?
sitting driving
walking shopping

What is this? milk juice
water tea

Which picture shows an orange?

Example Exam Questions

89

89

Look at the picture.
The family enjoys _______________________.
spending time together.
walking on the beach.
playing on the beach.
shopping at the market.

Look at the picture.
How does the father feel?

x

Hi!
I'm Amelia

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x

Hi!
I'm Annette!

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