Assessment Specifications

Item 3 Name and Surname_____Victoriia Kyshko_____________ Group ___33___

Grade : 5th.
Age : 11- 12
Number of students : 12
Writing task : “Write a letter to your penpal about celebrating New Year’s eve in your country”.
Stage 1. Pre-writing
Teacher asks students to count from 1 to 4 one by one, and then divides them into groups of 4, according to
their number. Teacher gives HO 1 to each group, so that students can formulate their ideas.
Handout 1

On the pre- writing stage students work in groups and generate ideas, select or reject some of them. Plan the
order and content of paragraphs. Teacher walks through the class and assists students if there are questions or
problems. He may demonstrate an example, if necessary, on one of the questions.
Stage 2. Drafting
On this stage students formulate sentences, including the information they have just discussed. The teacher
emphasizes on the necessity to control grammar and vocabulary. While students are working, teacher comes
to each group and controls the process, giving some advice. Students write on a separate sheet of paper.
Stage 3. Editing
On this stage the teacher reads attentively and helps with structure and details. Teacher also gives small
pieces of colored paper to each group, having put there main points of letter’s structure.
Handout 2
1.Greeting.
2.Telling latest news. (What?)
3.Describing holiday fuss and celebration of New Year in the country (Who? When? How? Where? Why?)
4.Showing interest in friend’s traditions. Asking for details.
5.Sign the letter.
The group revise their draft, re-order paragraphs, if necessary, include something additionally or exclude
some extra points.
Stage 4.Publishing
On this stage each group write down the final variant of their letter. Using this example, every student has a
home assignment to write an individual letter to a penpal.

Reflective account.
While doing this assignment, I was tensed, as there was not given a certain model and I had to create this
activity completely myself, adhering only stages of writing task. At the same time, it demanded enough
awareness of the teaching writing process to create the activity, however it turned out to be interesting as
every previous activity from the past units. I learnt how to create and integrate into class work writing task,
involving all students of the group. I decided that their team-work serve as an example only, for further
individual home assignment based on the task, done in class. It occurred to me, while preparing activity, that
it is rational to give them a chance to analyze all stages at home before writing personal letter. To crown it all,
for me it was instructive and informative experience to work with suggested plan of writing task, not only
being a learner of methodology, but a teacher as well, so as now I can realize how it works on a real base.
Assessment criteria weighting

Task fulfilment (procedure observed, all items submitted) 5% 5%

Evidence of the ability to select and sequence writing activities 10% 10%

Evidence of the ability to reflect on and learn from the experience of the entire 5%
assignment

Total 20%