LDsum May 6

‫מדינת ישראל‬
‫משרד החינוך‬
‫המזכירות הפדגוגית‬
‫אגף שפות‬
‫הפיקוח על הוראת אנגלית‬
‫ירושלים‪03 ,‬פברואר ‪2024‬‬

‫‪ 6‬מאי ‪2012‬‬
‫הנחיות לבחינת הבגרות באנגלית‪ :‬הבחינה בעל‪-‬פה לתלמידים בעלי לקויי למידה‬
‫במועד קיץ תשע"ב‬
‫שימו לב‪:‬‬
‫הנבחנים נבחנים רק על המטלות המפורטות להלן‬
‫ההנחיות מבוססות על גרסה א' של השאלונים בכל הרמות‬
‫ההנחיות לשאלונים בספרות מופיעות אחרי ההנחיות לשאלונים ‪016102-016108‬‬

‫בעמודים ‪10-22‬‬
‫‪MODULE A‬‬ ‫שאלון א' ‪016102‬‬

‫הבנת הנקרא – קטע ראשון‪ :‬על הבוחן להקריא לתלמיד‪/‬ה את השורות ‪11-1‬‬ ‫‪.1‬‬
‫במודעה בעמ' ‪( 2‬עד סוף המשפט שמתחיל בשורה ‪ ,)10‬ועל התלמיד‪/‬ה להשיב על‬
‫השאלות‪( 3 ,2 ,1 :‬חצי המטלה‪ :‬על הבוחן להקריא את השאלה ואת שלושת‬
‫הסעיפים הראשונים‪ ,‬ועל התלמיד‪/‬ה לתת תשובה אחת)‪( 4 ,‬יש להשיב על‬
‫השאלה על פי שורות ‪.)9-11‬‬
‫הבנת הנקרא ‪ -‬קטע שני‪ :‬על הבוחן להקריא לתלמיד‪/‬ה את השורות ‪11-1‬‬ ‫‪.2‬‬
‫בקטע בעמ' ‪ 5‬ועל התלמיד‪/‬ה להשיב על השאלות‪.9 ,8 ,7 :‬‬
‫שאלון ב' ‪MODULE B 016103‬‬

‫הבנת הנקרא‪ :‬על הבוחן להקריא לתלמיד‪/‬ה שורות ‪ 1-13‬בקטע בעמ' ‪ ,2‬ועל‬ ‫‪.1‬‬
‫התלמיד‪/‬ה להשיב על השאלות‪.5 ,2 ,1 :‬‬
‫מטלת הכתיבה‪ :‬על התלמיד ‪/‬ה לבצע את מטלת הכתיבה במלואה‪ .‬על‬ ‫‪.2‬‬
‫התלמיד‪/‬ה לכתוב את המטלה‪ ,‬ולהקריא מה שכתב‪/‬ה בפני הבוחן‪( .‬ראו‬
‫ההנחיות המצ"ב לניקוד המטלה‪).‬‬
‫שאלון ג' ‪MODULE C 016104‬‬
‫‪1‬‬
‫הבנת הנקרא‪ :‬על הבוחן להקריא לתלמיד‪/‬ה את שורות ‪ 18-1‬בקטע בעמ' ‪,2‬‬
‫ועל התלמיד‪/‬ה להשיב על השאלות‪.6 ,5 ,3 ,2 ,1 :‬‬
‫‪2‬‬
‫‪MODULE D‬‬ ‫שאלון ד' ‪016105‬‬
‫הבנת הנקרא‪ :‬על הבוחן להקריא לתלמיד‪/‬ה את שורות ‪ 1-19‬בקטע בעמ' ‪,2‬‬ ‫‪.1‬‬
‫ועל התלמיד‪/‬ה להשיב על השאלות‪( 1 :‬חצי המטלה‪ :‬על הבוחן להקריא את‬
‫השאלה ואת ארבעת הסעיפים האחרונים‪ ,‬ועל התלמיד‪/‬ה לתת תשובה אחת)‪,‬‬
‫‪.5 ,3‬‬
‫מטלת הכתיבה‪ :‬על התלמיד‪/‬ה לכתוב ‪ 70 - 60‬מלים‪ ,‬ולהקריא מה שכתב‪/‬ה‬ ‫‪.2‬‬
‫בפני הבוחן‪( .‬ראו ההנחיות המצ"ב לניקוד המטלה‪).‬‬
‫‪MODULE E‬‬ ‫שאלון ה' ‪016106‬‬

‫הבנת הנקרא‪ :‬על הבוחן להקריא לתלמיד‪/‬ה את שורות ‪ 1-17‬בקטע בעמ' ‪ ,2‬ועל‬
‫התלמיד‪/‬ה להשיב על השאלות‪.4 ,3 ,2 ,1 :‬‬
‫שאלון ו' ‪MODULE F 016107‬‬

‫הבנת הנקרא‪ :‬על הבוחן להקריא לתלמיד‪/‬ה את שורות ‪ 1-22‬בקטע בעמ' ‪2‬‬ ‫‪.1‬‬
‫(עד סוף המשפט שמתחיל בשורה ‪ ,)20‬ועל התלמיד‪/‬ה להשיב השאלות‪4 ,3 ,2 ,1 :‬‬
‫(חצי המטלה)‪.‬‬
‫מטלת הכתיבה‪ :‬על התלמיד‪/‬ה לכתוב ‪ 80 - 70‬מלים‪ ,‬ולהקריא מה שכתב‪/‬ה‬ ‫‪.2‬‬
‫בפני הבוחן‪( .‬ראו ההנחיות המצ"ב לניקוד המטלה‪).‬‬
‫שאלון ז' ‪MODULE G 016108‬‬

‫הבנת הנקרא‪ :‬על הבוחן להקריא לתלמיד‪/‬ה את כל הקטע בעמ' ‪ ,2-3‬ועל‬
‫התלמיד‪/‬ה להשיב על השאלות‪( 4 ,3 ,2 ,1 :‬רק את החלק הראשון)‪( 5 ,‬חצי המטלה‪:‬‬
‫על הבוחן להקריא את השאלה ואת ארבעת הסעיפים הראשונים‪ ,‬ועל התלמיד‪/‬ה‬
‫לתת תשובה אחת)‪.6 ,‬‬
‫שימו לב‪ :‬בשאלון זה אין לבצע את מטלת הכתיבה‪.‬‬
‫‪3‬‬
‫הנחיות כלליות לגבי הבחינה בעל‪-‬פה באנגלית‬
‫‪ .1‬על בית הספר לקבל אישור הבוחן‪/‬ת מהמפקח‪/‬ת על הוראת האנגלית של בית‬
‫הספר‪ .‬הבוחן‪/‬ת אינו‪/‬ה יכול‪/‬ה להיות המורה של התלמיד‪/‬ה‪.‬‬
‫‪ .2‬רשאי ם לבוחן תלמידים בשאלוני הספרות רק מורים שעברו השתלמות של‬
‫תכנית הספרות‪.‬‬
‫‪ .3‬התלמיד איננו נבחן בקטע הבנת הנשמע המשודר ברדיו‪.‬‬
‫‪ .4‬אורך הבחינה בכל הרמות הוא ‪ 30‬דקות‪.‬‬
‫‪ .5‬חישוב הציון בכל שאלון ייעשה על פי הכללים האלה‪:‬‬
‫א‪ .‬יש לסכם את סך כל הנקודות האפשריות במתכונת המיוחדת של הבחינה‬
‫בעל‪-‬פה‪.‬‬
‫ב‪ .‬יש לסכם את סך הנקודות של התשובות הנכונות שהתלמיד צבר‪.‬‬
‫ג‪ .‬יש לחלק את סך הנקודות הנכונות בסך הנקודות האפשריות ולהכפיל את‬
‫התוצאה במאה‪ .‬לדוגמה‪ :‬אם סך כל הנקודות האפשריות הוא ‪,40‬‬
‫והתלמיד צבר ‪ 25‬נקודות‪ ,‬החישוב הוא כדלקמן‪.x 25/40 100 = 63 :‬‬
‫‪ .6‬כדי לחשב את הציון הסופי של התלמיד‪ ,‬יש לחבר את ציון הבחינה בעל‪-‬פה‬
‫לתלמידים ליקויי למידה עם הציון הבית ספרי ולחלק את הסכום שהתקבל‬
‫לשניים‪( .‬אין צורך לשקלל את המרכיב של הבחינה בעל‪-‬פה הרגילה היות ולמרכיב‬
‫זה‬
‫יש סמל שאלון נפרד‪ 3 :‬יח"ל ‪ 4 ; 16111 -‬ו‪ 5 -‬יח"ל – ‪ .16112‬יש לדווח עבור‬
‫התלמיד‪/‬ה בטופס ‪ 9540‬עם כותרת בצבע האדום למרכיב זה‪).‬‬
‫‪ .7‬יש להביא לתחנת הקליטה את תוצאות המבחן לא יאוחר מתאריך ‪ 31‬למאי‪,‬‬
‫‪( 2012‬רצוי כמה שיותר מוקדם)‪ .‬יש לדווח את התוצאות על גבי טופס ‪9540‬‬
‫בצבע הצהוב בלבד‪ .‬יש לדווח בטופס בנפרד עבור כל שאלון‪.‬‬
‫‪ .8‬יש לשלוח העתק של הטופס ‪ 9540‬והעתק של המבחן למפמ"רית על הוראת‬
‫האנגלית‪.‬‬
‫‪ .9‬בוחנים שזקוקים לייעוץ בנוגע לתשובות ספציפיות בבחינה (למשל‪ ,‬מה לקבל‬
‫כתשובה נכונה)‪ ,‬יכולים לטלפן במועדים הבאים בלבד‪:‬‬
‫‪4‬‬
Name Modules Date Time Phone
th
Yehudit A,F,G Tues., May 15 8:00-10:00 03-5235284
Wed., May 16th 13:00-18:00
th
Judy A,F,G Tues., May 15 11:00-15:00 04- 6522690
Wed., May 16th 7:30-10:00 054-7373204
th
Naomi A,F,G Tues., May 15 19:30-21:30 052-8308215
Fri., May 18th 10:00-13:00
th
Anat C,D,E Tues., May 15 8:00-14:00 08-9400301
Thus., May 17th 10:00-12:00
th
Einat C,D,E Tues., May 15 12:00-18:00 08-8544002
Wed., May 16th 14:00-18:00 050-7393535
th
Abed B,C,E Tues., May 15 9:00-15:00 050-8244411
Wed., May 16th 10:30-12:15
th
Sidi B,C,E Tues., May 15 16:30-18:30 052-3342011
Wed., May 16th 16:00-18:00
th
Bari D and F Tues., May 15 16:00-19:00 054-7451201
Literature Fri., May 18th 12:00-15:00
5
State of Israel
Ministry of Education
English Inspectorate
Access to Information from Written Texts

Deduction for Grammar
.NOTE: No deduction for spelling on any level
Item
worth A B C D E F+G
__ pts
Grammar Grammar Grammar Grammar Grammar Grammar
3 -- -- -- -- -- --
4 -- 1 1 1 1 1
5 -- 1 1 1 1 1
6 -- 1 1 2-1 2-1 2-1
7 -- 1 1 2-1 2-1 2-1
8 -- 1 2-1 2-1 3-2 3-2
9 -- 1 2-1 2-1 3-2 3-2
10 -- 1 2-1 3-2 3-2 3-2
6
State of Israel
Rubric for Assessing Written Presentation
in the Special Oral Exam for Pupils with Learning Difficulties
Module B
Criteria Descriptors
 Task is fully on  task is partly on  task is almost or

Content and topic topic completely off topic,
Organization  text is well  text is fairly but it is due to
organized well organized misunderstanding of
 content is easily  content is topic
understood sometimes difficult to  text is poorly
follow organized
 content cannot
be understood
4 3 2 1 0
 use of appropriate  occasional use of  consistent use of

Vocabulary vocabulary inappropriate inappropriate
vocabulary vocabulary
3 - 2 - 1
 correct use of  occasional  consistent

basic language incorrect use of basic incorrect use of basic
structures language structures language structures
Language  hardly any  several errors  frequent errors of
Use errors of word order, of word order, word order, pronouns,
pronouns, prepositions pronouns, prepositions
prepositions
5 4 3 2 1
TOTAL: 12 points
Teachers can give in-between grades.
7
State of Israel
Module D
 task is fully on  task is partly on  task is almost or

Content and topic topic completely off topic,
Organization  text is well  text is fairly well but it is due to
organized organized misunderstanding of
understood sometimes difficult to  text is fairly well
follow organized
 content is
sometimes difficult to
follow
5 4 3 1 0
 correct use of  correct use of  limited or

varied vocabulary appropriate vocabulary inappropriate
Vocabulary  appropriate  several errors of vocabulary
word/idiom choice word/idiom choice and  frequent errors
and usage usage of word/idiom choice
 use of  occasional use of and usage
appropriate register inappropriate register  use of
inappropriate register
3 - 2 - 1
 correct use of  occasional  consistent

basic language incorrect use of incorrect use of
structures language structures language structures
Language  hardly any  several errors of  frequent errors
Use errors of word order, word order, connectors, of word order,
connectors, pronouns, pronouns, prepositions connectors, pronouns,
prepositions prepositions
7 5 3 1 0
TOTAL: 15 points
8
State of Israel
Module F
Content and  task is fully on  task is partly  task is almost or

Organization topic on topic completely off topic,
 text is well  text is fairly but it is due to
organized well organized misunderstanding of
understood sometimes difficult  text is poorly
to follow organized
 content cannot
be understood
5 4 3 1 0
 correct use of  correct use of  very limited or

varied and rich appropriate inappropriate
Vocabulary vocabulary vocabulary vocabulary
 appropriate  several errors  frequent errors
word/idiom choice and in word/idiom choice in word/idiom choice
usage and usage and usage
 use of
 occasional use  use of
appropriate register
of inappropriate inappropriate register
register
5 4 3 1 0
 correct use of  correct use of  consistent

advanced language basic language incorrect use of basic
structures structures language structures
Language  hardly any  incorrect or no  frequent errors
Use errors of word order, use of advanced of word order,
connectors, pronouns, language structures connectors, pronouns,
prepositions  several errors prepositions
of word order,
connectors,
pronouns,
prepositions
10 8 5 3 0
TOTAL: 20 points
9
10
‫בחינות בגרות באנגלית ‪ -‬שאלון מותאם‬

‫לשים לב‪ :‬מבחנים אלה נבדקים במרב"ד!‬
‫פירוט ההתאמה‬ ‫המבנה הרגיל של הבחינה‬ ‫סמל‬

‫שאלון‬
‫המועצה הפדגוגית תחליט‪ ,‬בהתאם לליקויים‬ ‫התלמיד נבחן על‪:‬‬
‫א‬
‫הספציפיים של התלמיד‪ ,‬על אחת מהאפשרויות‬ ‫‪ 2‬קטעים בהבנת‬ ‫‪ 16102‬‬
‫הבאות‪:‬‬ ‫הנקרא‬ ‫‪401‬‬
‫להוריד את הקטע בהבנת הנקרא עם הניקוד‬ ‫‪‬‬ ‫‪ 1‬טקסט בהבנת‬ ‫‪‬‬
‫הנמוך ביותר‬ ‫הנשמע‬
‫או‬
‫להוריד את הקטע בהבנת הנשמע‬ ‫‪‬‬
‫התלמיד נבחן בכל השאלון‪.‬‬ ‫התלמיד נבחן על‪:‬‬
‫ב‬
‫‪ 1‬קטע בהבנת‬ ‫‪ 16103‬‬
‫הנקרא‬ ‫‪402‬‬
‫‪ 1‬משימת‬ ‫‪‬‬
‫כתיבה‬
‫התלמיד נבחן בכל השאלון‪.‬‬ ‫התלמיד נבחן על‪:‬‬
‫ג‬
‫‪ 1‬קטע בהבנת‬ ‫‪ 16104‬‬
‫הנקרא‬ ‫‪403‬‬
‫במטלת הכתיבה‪ ,‬התלמיד יכתוב ‪ 60-70‬מילים‬ ‫התלמיד נבחן על‪:‬‬
‫ד‬
‫‪ 100-120‬מילים‪.‬‬ ‫במקום‬ ‫‪ 1‬קטע בהבנת‬ ‫‪ 16105‬‬
‫הנקרא‬ ‫‪404‬‬
‫‪ 1‬משימת‬ ‫‪‬‬
‫כתיבה‬
‫להוריד את הקטע בהבנת הנשמע‪.‬‬ ‫התלמיד נבחן על‪:‬‬
‫ה‬
‫‪ 1‬קטע בהבנת‬ ‫‪ 16106‬‬
‫הנקרא‬ ‫‪405‬‬
‫‪ 1‬טקסט בהבנת‬ ‫‪‬‬
‫הנשמע‬
‫ו‬
‫‪ 120-140‬מילים‪.‬‬ ‫במקום‬ ‫‪ 1‬קטע בהבנת‬ ‫‪ 16107‬‬
‫הנקרא‬ ‫‪406‬‬
‫‪ 1‬משימת‬ ‫‪‬‬
‫כתיבה‬
‫‪11‬‬
‫ז‬
‫במקום‬ ‫‪ 1‬קטע בהבנת‬ ‫‪ 16108‬‬
‫‪ 120-140‬מילים‪.‬‬ ‫הנקרא‬ ‫‪407‬‬
‫‪ 1‬משימת‬ ‫‪‬‬
‫כתיבה‬
‫‪12‬‬
Literature Modules
 If you need any help with the answers to the literature exams, you can call:
Name Modules Date Time Phone

th
Bari D and F Tues., May 15 16:00-19:00 054-7451201
Literature Fri., May 18th 12:00-15:00
 Only teachers who have done the literature course can test the literature module
orally.
 Please note that there are rubrics for marking each module.
016115LITERATURE (- MODULE D )
 The examiner should know prior to testing which option of the literature program
(Option 1 or Option 2) the student has studied.
 If a literary text appears in both options, the examiner should allow the student to
decide which text he/she chooses to answer. If necessary, read the questions from
both options to give the student the opportunity to choose which questions he/she
would like to answer.
PART I
The student is required to answer questions for A (Option 1- Mr. Know-All) OR
B (Option 2 – A Summer’s Reading)
If the student has chosen to answer the questions for A:

1. The student is required to answer questions 1 - 4.
2. The student can answer either questions 5a and b OR question 6. The examiner
should read questions 5a and b and question 6 to the student. If the student
chooses to do questions 5a and b, the examiner should then read the list of
Thinking Skills on page 13.
If the student has chosen to answer the questions for B:

1. The student is required to answer questions 7 - 10.
PART II
The student does NOT answer PART II.
PART III
The student is required to answer either question 23 (Options 1 & 2 – Thank
You, Ma’m) OR question 24 (Option 1 & 2 – The Road Not Taken)
1. The examiner should read both questions 23 and 24 to the student. The student
should answer one of the questions.
2. Do not take off marks if the student answers in less than the suggested 60 – 80
words.
13
Module D - Literature
Please note: It is possible to give in-between grades.
Rubric 1: LOTS questions

Accept HOTS answers to LOTS questions.
 Answer is relevant to  Answer is  Answer is not

the question. partially relevant relevant to the
Content  There is sufficient to the question. question.
and fully accurate  There is some  There is no
reference to the text. reference to the text reference to the
and/or the reference text or the
is partially accurate. reference is
inaccurate.
5 3 0
 Mostly correct use of  Incorrect use of

Language grammar and grammar and
vocabulary. vocabulary.
1 --- 0
14
Rubric 2: HOTS questions
For HOTS questions requiring choice and explanation of HOTS:
 If question (a) is correct and (b) incorrect or refers to a different skill, give credit for
(a) but give (b) 0 points.
 If question (a) is incorrect and (b) correct, give no credit for either (a) or (b).
 Students are allowed to use any HOTS that appears in the Literature Handbook.

reference to the text. reference to the reference to the
 The answer includes text and/or the text or the
supporting reference is reference is
details/examples partially inaccurate.
when necessary. accurate.  The answer is
 Message is clear.  Message is general and does
partially clear. not relate to the
text.
 Message is not
clear.
9 6 0- 4
 Mostly correct use of  Partially correct use  Incorrect use of

Language grammar and of grammar and grammar and
vocabulary. vocabulary. vocabulary.
1 --- 0
15
Rubric 3: Justification question
For justification of the choice of HOTS (b questions):
No reference to text = 0 points (e.g. I chose the HOTS of inferring because I had to read between
the lines in order to write my answer.)
 Correlation between  Partial correlation  No correlation

choice of thinking between choice of between choice of
Content skill and explanation. thinking skill and thinking skill and
 Relevant and specific explanation. explanation.
reference to text.  Partially relevant  No relevant reference
. reference to text. to text.
4.5 3 0

0.5 --- 0
In these items there is more than one possible answer. Different thinking skills may be
relevant, as long as they are supported by the text.
16
Rubric 4: Alternate HOTS question

text.
 Message is not
clear.
12 9 0–6

3 1.5 0
17
Rubric 4: Alternate HOTS question (continued)
For question 22 a:
 Answer is relevant to  Answer is partially  Answer is not

the question. relevant to the relevant to the
Content  There is sufficient question. question.
and fully accurate  There is some  There is no reference
reference to the text. reference to the to the text or the
 The answer includes text and/or the reference is
supporting reference is inaccurate.
details/examples partially accurate.  The answer is general
when necessary.  Message is partially and does not relate to
 Message is clear. clear. the text.
 Message is not clear.
6.5 4.5 0 – 1.5
 Mostly correct use of  Partially correct  Incorrect use of

Language grammar and use of grammar grammar and
vocabulary. and vocabulary. vocabulary.
0.5 --- 0
For question 22 b:

Content  There is sufficient question. question.
and fully accurate  There is some  There is no reference
7 5 0 – 1.5
 Mostly correct use of  Partially correct  Incorrect use of

Language grammar and use of grammar grammar and
vocabulary. and vocabulary. vocabulary.
1 --- 0
18
Rubric 5: Bridging Text and Context question
If answers are only a summary/analysis of the text and do not relate to the new information given,
do not give more than 9.5 points for Content. ("Answer does not show connection between the
new information and the text.")
 All information is  Most information is  Most information

relevant and accurate. relevant and accurate. is irrelevant and
Content  Details/examples from  Details/examples inaccurate.
the text are given to given to support the  No details/
support the answer. answer are examples are
 Answer clearly shows insufficient and / or given to support
connection between the not entirely the answer.
new information and the appropriate.  Answer does not
text.  Answer partially show connection
 Answer is well organized. shows connection between the new
 Message is clear. between the new information and
information and the the text.
text.  Answer is poorly
 Answer is fairly well organized.
organized.  Message is
 Message is partially unclear.
clear.
21.5 15 9.5 - 0
 Correct use of basic  Mostly correct use of  Incorrect use of

language structures. basic language basic language
Language  Mostly correct use of structures. structures.
advanced language  Incorrect or no use of
structures. advanced language
structures.
2.5 --- 0
There is no deduction for answers shorter/longer than recommended length (60 - 80 words).
19
016117LITERATURE (- MODULE F )
 The examiner should know prior to testing which option of the literature program
(Option 1 or Option 2) the student has studied.
 If a literary text appears in both options, the examiner should allow the student to
decide which text he/she chooses to answer. If necessary, read the questions from
both options to give the student the opportunity to choose which questions he/she
would like to answer.
PART I
The student is required to answer questions for A (Option 1- Rules of the Game)
OR B (Option 2 – The Enemy)
If the student has chosen to answer the questions for A:

1. The student is required to answer question 1.
If the student has chosen to answer the questions for B:

PART II
The student is required to answer questions for C (Option 1- All My Sons) OR D
(Option 2 – The Wave)
If the student has chosen to answer the questions for C:

If the student has chosen to answer the questions for D:

should read question 19a and b and question 20 to the student. If the student
20
PART III
The student is required to answer either question 21 (Options 1 & 2 - A
Summer’s Reading) OR question 22 (Option 1 - As I Grow Older) OR question 23
(Option 2 - Grandmother)
1. For all students read question 21.
2. For students who studied Option 1 also read question 22.
3. For students who studied Option 2 also read question 23.
4. Do not take off marks if the student answers in less than the suggested 80 – 100
words.
Module F - Literature
Please note: It is possible to give in-between grades.
Rubric 1: LOTS questions

Accept HOTS answers to LOTS questions.

Content  There is sufficient and to the question. question.
fully accurate  There is some  There is no
reference to the text. reference to the text reference to the
and/or the reference text or the
is partially accurate. reference is
inaccurate.
4 3 0–2
 Correct use of  Incorrect use of

Language grammar and grammar and
1 --- 0
21
Rubric 2: HOTS questions
For HOTS questions requiring choice and explanation of HOTS:
 If question (a) is correct and (b) incorrect or refers to a different skill, give credit for
(a) but give (b) 0 points.
 If question (a) is incorrect and (b) correct, give no credit for either (a) or (b).
 Students are allowed to use any HOTS that appears in the Literature Handbook.

Content  There is sufficient and to the question. question.
fully accurate  There is some  There is no
text.
 Message is not
clear.
8 6 0–4
 Correct use of  Partially correct use  Incorrect use of

2 1 0
22
Rubric 3: Justification question
For justification of the choice of HOTS (b questions):
No reference to text = 0 points (e.g. I chose the HOTS of inferring because I had to read between
the lines in order to write my answer.)
 Correlation between  Partial correlation  No correlation

choice of thinking skill between choice of between choice of
Content and explanation. thinking skill and thinking skill and
 Relevant and specific explanation. explanation.
reference to text.  Partially relevant  No relevant reference
reference to text. to text.
4 3 0
 Correct use of grammar  Partially correct use  Incorrect use of

Language and vocabulary. of grammar and grammar and
1 --- 0
In these items there is more than one possible answer. Different thinking skills may be
relevant, as long as they are supported by the text.
23
Rubric 4: Alternate HOTS question

Content  There is sufficient and question. question.
fully accurate  There is some  There is no reference
12 9 0–6
 Correct use of  Partially correct use  Incorrect use of

3 1.5 0
24
Rubric 5: Bridging Text and Context question
If answers are only a summary/analysis of the text and do not relate to the new information given,
do not give more than 12 points for Content. ("Answer does not show connection between the
new information and the text.")
 All information is  Most information is  Most information

relevant and accurate. relevant and accurate. is irrelevant and
Content  Details/examples from  Details/examples inaccurate.
the text are given to given to support the  No details/
support the answer. answer are examples are
 Answer clearly shows insufficient and / or given to support
connection between the not entirely the answer.
new information and the appropriate.  Answer does not
text.  Answer partially show connection
 Answer is well organized. shows connection between the new
 Message is clear. between the new information and
information and the the text.
text.  Answer is poorly
 Answer is fairly well organized.
organized  Message is
 Message is partially unclear.
clear.
24 18 12 - 0
 Correct use of basic  Mostly correct use of  Incorrect use of

language structures. basic language basic language
Language  Mostly correct use of structures. structures.
advanced language  Incorrect or no use of
structures. advanced language
structures.
6 3 0
There is no deduction for answers shorter/longer than recommended length (80 -100 words).
25

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‫מדינת ישראל‬

‫ירושלים‪03 ,‬פברואר ‪2024‬‬

‫ההנחיות לשאלונים בספרות מופיעות אחרי ההנחיות לשאלונים ‪016102-016108‬‬

‫‪MODULE A‬‬ ‫שאלון א' ‪016102‬‬

‫שאלון ב' ‪MODULE B 016103‬‬

‫שאלון ג' ‪MODULE C 016104‬‬

‫‪MODULE E‬‬ ‫שאלון ה' ‪016106‬‬

‫שאלון ו' ‪MODULE F 016107‬‬

‫שאלון ז' ‪MODULE G 016108‬‬

‫הנחיות כלליות לגבי הבחינה בעל‪-‬פה באנגלית‬

Access to Information from Written Texts

.NOTE: No deduction for spelling on any level

Grammar Grammar Grammar Grammar Grammar Grammar

6 -- 1 1 2-1 2-1 2-1

7 -- 1 1 2-1 2-1 2-1

8 -- 1 2-1 2-1 3-2 3-2

9 -- 1 2-1 2-1 3-2 3-2

10 -- 1 2-1 3-2 3-2 3-2

Rubric for Assessing Written Presentation

in the Special Oral Exam for Pupils with Learning Difficulties

 Task is fully on  task is partly on  task is almost or

 use of appropriate  occasional use of  consistent use of

 correct use of  occasional  consistent

Rubric for Assessing Written Presentation

in the Special Oral Exam for Pupils with Learning Difficulties

 task is fully on  task is partly on  task is almost or

 correct use of  correct use of  limited or

 correct use of  occasional  consistent

Rubric for Assessing Written Presentation

in the Special Oral Exam for Pupils with Learning Difficulties

Content and  task is fully on  task is partly  task is almost or

 correct use of  correct use of  very limited or

 correct use of  correct use of  consistent

‫בחינות בגרות באנגלית ‪ -‬שאלון מותאם‬

‫פירוט ההתאמה‬ ‫המבנה הרגיל של הבחינה‬ ‫סמל‬

Name Modules Date Time Phone

If the student has chosen to answer the questions for A:

If the student has chosen to answer the questions for B:

Please note: It is possible to give in-between grades.

Rubric 1: LOTS questions

 Answer is relevant to  Answer is  Answer is not

 Mostly correct use of  Incorrect use of

 Answer is relevant to  Answer is  Answer is not

 Mostly correct use of  Partially correct use  Incorrect use of

 Correlation between  Partial correlation  No correlation

 Mostly correct use of  Partially correct use  Incorrect use of

 Answer is relevant to  Answer is  Answer is not

 Mostly correct use of  Partially correct use  Incorrect use of

 Answer is relevant to  Answer is partially  Answer is not

 Mostly correct use of  Partially correct  Incorrect use of

 Answer is relevant to  Answer is partially  Answer is not

 Mostly correct use of  Partially correct  Incorrect use of

 All information is  Most information is  Most information

 Correct use of basic  Mostly correct use of  Incorrect use of

If the student has chosen to answer the questions for A:

If the student has chosen to answer the questions for B:

If the student has chosen to answer the questions for C:

If the student has chosen to answer the questions for D:

Rubric 1: LOTS questions

 Answer is relevant to  Answer is  Answer is not

 Correct use of  Incorrect use of

 Answer is relevant to  Answer is  Answer is not

 Correct use of  Partially correct use  Incorrect use of