Download [PDF] October 2007 CAIE P2 Mark Schemes 0841 English Cambridge Primary Checkpoint

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English Mark Schemes Cambridge International Primary Achievement Test

English mark schemes — Achievement Test Guidelines for marking test papers These mark schemes are designed to provide you with all the information \ necessary to mark the Primary Achievement Tests. As far as possible, the mark schemes give you full guidance regarding acceptable and unacceptable alternative answers and, where app\ ropriate, include examples of student work to illustrate the marking points. However, it \ is not always possible to predict all the alternative answers that may be produced by students and\ there could be places where the marker will have to use their professional judgement; in these\ cases, it is essential that such judgement be applied consistently. The guidelines below should be followed throughout ( unless the mark scheme states otherwise).  A correct answer should always be awarded full marks even if the spellin\ g or grammer is wrong.  Where more than one mark is available for a question, the mark scheme ex\ plains where each mark should be awarded.  Half marks should not be awarded and at no point should an answer be awa\ rded more than the maximum number of marks available, regardless of the quality of\ the answer.  If the child has given more than one answer, the marks can be awarded if\ all the answers given are correct. However, if correct and incorrect answers are given \ together marks should not be awarded.  If the answer line is blank but the correct answer is given elsewhere, e\ .g. within the question in the usage section, the marks can be awarded provided it is c\ lear that the child has understood the requirements of the question.  Each question and part question should be considered independently and marks for one question should be allowed unless they are contradicted by working or an\ swers in another question or part question.  Any legible crossed-out work that has not been replaced can be marked; b\ ut if work has been replaced the crossed-out part should be ignored.  Where students are required to indicate the correct answer in a specific\ way, e.g. by underlining, marks should be awarded for any unambiguous indication, e.g\ . circling or ticking. Each question on the test paper has a box beside it for the teacher to r\ ecord the mark obtained. It is advisable to use these boxes so that students, and others looking at \ the test papers, can clearly see where the marks have been awarded. Finally, it is advisable to use a pen of a different colour to that used by the students so that the marks and comments can be seen clearly. It should be noted that marking\ in red ink and using the mark boxes is an essential requirement for marking the Achievement t\ ests.

1 How did Jomo get the water out of his eyes? [1] 6R3 He shook his head. 2 What made the tears prick the back of Jomo’s eyes? [1] 6R3 He was hit on the head by a stone. ADDITIONAL INFORMATION: Do not accept any reference to warm blood on hi\ s neck unless it is accompanied by the information that he was hit on the \ head by a stone. 3 Here are some events from the story. Write numbers to show the order in \ which they happened. One has been done for you. [2] 6R7 Jomo’s mother told him to rescue the girl. 3 Jomo swam up-river. 2 The boys threw stones at Jomo for the second time. 4 The boys threw stones at Jomo for the first time. 1 Jomo rescued the girl. 5 ADDITIONAL INFORMATION: Award both marks if all events are correctly numbered. Award 1 mark if two or three events are correctly numbered. 4 The first time he met the boys, why could Jomo not swim fast enough to get away from them? [1] 6R3 He was swimming against the current. ADDITIONAL INFORMATION: Do not accept only a reference to the boys walk\ ing along the river bank without the fact that he was swimming against the c\ urrent.

5a Does Jomo live in a hot country or a cold one? [1] 6R3 Jomo lives in a hot country. 5b Explain your answer to part (a). Include words and phrases from the text in your answer. [2] 6R4 Words and phases include:  He was swimming in the river. or  cold water on his warm skin.  a barefooted boy. ADDITIONAL INFORMATION: Award 1 mark for an explanation and 1 mark for words and phrases from th\ e text. Award 2 marks if the explanation includes words and phrases from the tex\ t. Award the mark for words and phrases from the text even if the student d\ id not gain the mark for 5a. 6 Re-read the following passage from the story: For a moment, there was so much pain that he couldn’t see. Then he shook his head. The girl. Gathering the last of his energy, he took off again, reaching the little black head as the girl went down for the third time. Why does the author treat the words, ‘The girl.’ as if they are a \ sentence? [1] 6R5 Accept answers which refer to the author’s attempt to build pace, excitement or suspense. ADDITIONAL INFORMATION: Do not accept an answer which explains that ‘\ The Girl’ is not a sentence.

7 Who is the point-of-view character in this story? [1] 6R6 Jomo Explanations could include:  We only know what Jomo knows and see what he sees.  He is the only named character.  He is the main character in this story. ADDITIONAL INFORMATION: There is no mark for the first part of this question. Do not award the mark unless an explanation is offered. Do not accept the explanation that we see events from his point of view \ - that has already been established. 8a Did Jomo go faster when he was swimming up-river or down-river? [1] 6R3 He went faster swimming down - river, with the current. 8b Find two words or phrases in the story which help you answer part (a). [2] 6R4 Award 1 mark each for any two of:  “it was hard swimming against the river’s current” - when he w\ as trying to swim up-river.  “He made his way into the strong current and let it carry him toward \ home” - when he was swimming down-river.  he “swam with the current as fast as he could” – when he was swimming down-river. ADDITIONAL INFORMATION: Accept the quotations without description of which direction Jomo was swimming in.

9 Read Sentence 1: Sentence 1. Out leapt the little girl’s mother, closely followed by Jomo’s mother. Compare it with Sentence 2: Sentence 2. The little girl’s mother got out then Jomo’s mother got out. Both of the sentences give the same information. Which sentence do you think is more effective? Explain why. [1] 6R2 Accept any reasonable explanation which supports the student’s answer\ . For example: Sentence 1 is more effective because it shows the urgency of the characters. Sentence 1 uses more interesting words. Sentence 2 is better because it is clearer. I understood Sentence 2 better.

10 The fourth paragraph is very short: As he approached his village, he saw his mother. He raised his arm to wave but heard her shouting: “Keep swimming! Rescue the little girl!” She was pointing down river at a speck in the distance. Give two reasons why this paragraph is so short and is not joined to either the previous or the next paragraph. [2] 6R13 Accept any two reasonable explanations, for example:  This is an exciting part of the story and a short paragraph emphasises it.  It shows a change of place from the previous paragraph, so cannot be part of that.  It shows a change of action from the following paragraph, so cannot be part of that.  It introduces new characters. ADDITIONAL INFORMATION: Award 1 mark for each explanation given which demonstrates an understanding of how the paragraphs are structured and l\ inked. 11 What do you think the stone-throwing boys will have learned from this adventure? [1] 6R4 Accept an answer which demonstrates a moral outlook. For example:  Throwing stones is dangerous.  Some ways of having fun can hurt other people.  Even if you do not mean to hurt someone, they can still get hurt. 12 Why was Jomo surprised when the stone-throwing boys helped him and the little girl out of the river? [1] 6R3 In the past, the boys had only tried to hurt him, now they were trying t\ o help him.

13 Why did Jomo decide to go back in the truck with his mother? [1] 6R3 He was tired and he had done enough swimming for the day. ADDITIONAL INFORMATION: Do not accept the answer that he was frightened \ of the boys throwing stones at him. 14 Jomo’s mother said he was a hero. Do you agree with her? Explain why. [1] 6R4 Accept an answer which reflects the child’s first answer. For example\ :  Yes because he rescued the little girl. ADDITIONAL INFORMATION: No point is awarded for an answer to the first question only. 15 Write a story about Akello – the child who was saved by Jomo. [20] See table on the next page. Notes to markers:  Marking should always begin from the lowest mark in each column.  Stop marking at the first statement in a column that the child fails to \ achieve.  All the statements should be achieved for a child to achieve the mark (\ i.e. if there are two statements to describe a mark, both statements must be achieved before the mark can be given.)

COMPOSITION AND EFFECT STYLE VOCABULARY AND SPELLING Content Audience Style Text Structure and Organisation Vocabulary Spelling During the course of the story, the development of the character[s] is shown through actions and reactions. The reader’s response to different parts of the story is well controlled. Character development is more complex and believable. Direct and/or reported speech is used to move the story forward. The information the reader has is carefully controlled. Writing is well structured and shows a coherent grasp of the chosen genre. Pace is controlled by careful use of a variety of well constructed, and correctly punctuated sentences. Ideas are organised into a planned and coherent series of paragraphs. Well crafted paragraphs contribute to controlling the pace of the story. Use of adventurous and precise vocabulary, including the use of figurative language where appropriate. Vocabulary is used effectively to create a strong image Spelling is mostly accurate. This includes words with complex regular patterns, i.e. words with more than one potential problem such as polysyllabic, prefixes, suffixes. E.g. realised interesting, wonderful, position, immediately 4 3 4 4 3 2 The writing is atmospheric and evokes an intended response from the reader. Suspense or excitement, where used, is well built. Writing engages reader through establishment of mood and feeling. Narrative viewpoint is established and controlled. Characters’ actions are linked to key events A range of simple and complex sentences are used to create effect or extend meaning. Within paragraphs, sequences of events are developed around a main sentence or theme. A careful choice of noun sometimes replaces noun plus adjective Powerful verbs are used to create atmosphere. Spelling is generally accurate. This includes polysyllabic words that conform to regular patterns. (E.g. making, probably, clapped, possible, possibly, ) 3 2 3 3 2 1 A well crafted story focuses clearly on either character or action. The story is concluded successfully and without rushing. Characterisation is achieved through good description. The story is well placed in its setting. Some evidence of narrator’s or character’s viewpoint. A wider range of connectives link simple, compound and complex sentences. Variation in sentence beginnings for effect. The opening, development and conclusion of the story are logically related and mostly well paced. Paragraphs are used but not consistently well. Vocabulary is generally used accurately with careful choice of specific words. Expanded noun phrases are used 2 1 2 2 1 The story has a simple plot, which includes a child falling into a river. The ending concludes the story neatly. Simple sentences are grammatically accurate and end of sentence punctuation (.?!) is generally accurate. Ideas are grouped together, although paragraphs may not be shown. 1 1 1 Award 0 where performance fails to meet the lowest description.