[PDF] Cambridge Primary Checkpoint - English (0844) April 2018 Paper 1 Mark Scheme.pdf | Plain Text

This document consists of 12 printed pages. IB18 05_0844_01/RP © UCLES 2018 [Turn over Cambridge International Examinations Cambridge Primary Checkpoint ENGLISH 0844/01 Paper 1 April 2018 MARK SCHEME Maximum Mark : 50 This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which markers were instructed to award marks. It does not indicate the details of the discussions that took place at a markers’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for teachers. Cambridge will not enter into discussions about these mark schemes.

0844/01 Cambridge Primary Checkpoint – Mark Scheme April 2018 PRE-STANDARDI SATION © UCLES 2018 Page 2 of 12 Section A: Reading Question Answ er Marks 1 Look at the information in the first paragraph. Where do Emperor penguins live? Tick (  ) one box. Award 1 mark for the following: • Antarctica 1 Question Answ er Marks 2 Give two words from the second paragraph which tell us how penguins move across land? Award 1 mark for each of the following: • waddle • slide 2

0844/01 Cambridge Primary Checkpoint – Mark Scheme April 2018 PRE-STANDARDISATION © UCLES 2018 Page 3 of 12 Question Answ er Marks 3 A penguin has two special features that prevent it from getting too cold. What are the two features? Award 1 mark for each of the following: • (a layer of) fat • air trapped in their feathers / feathers 2

0844/01 Cambridge Primary Checkpoint – Mark Scheme April 2018 PRE-STANDARDI SATION © UCLES 2018 Page 4 of 12 Question Answ er Marks 4 Find one word in the third paragraph which tells us the purpose of penguins’ colouring. Award 1 mark for the following: • camouflage 1 Question Answ er Marks 5 Look at this sentence: ‘They also eat krill (tiny shr implike animals), squid, shellfish and octopus.’ (Line 17) Why is ‘tiny shrimplike animals’ in brackets? Award 1 mark for any of the following: • because it gives /adds more /extra/non- essential information (about krill ) • because it explains the meaning of the word krill • because it explains that krill are tiny shrimplike animals / explains what krill are • It is an explanation (of krill ). • because it tells the meaning / definition (of krill) • because it shows the meaning of the word before it 1

0844/01 Cambridge Primary Checkpoint – Mark Scheme April 2018 PRE-STANDARDISATION © UCLES 2018 Page 5 of 12 Question Answ er Marks 6 How does a parent penguin bring fish to its young? Award 1 mark for the following: • (in its ) mouth / beak 1

0844/01 Cambridge Primary Checkpoint – Mark Scheme April 2018 PRE-STANDARDI SATION © UCLES 2018 Page 6 of 12 Question Answ er Marks 7(a) Look at the subheadings in the text. Write a similar subheading that is suitable for the fourth paragraph. Award 1 mark for the following: • Penguin(s ’) diet / food / nutrition • What penguins eat 1 7(b) What is the purpose of subheadings in a text like this? Award 1 mark for one of the following: • to inform the reader of the topic of the paragraph / what the paragraph will be about • to help organise the information in the text • to guide the reader to the right / specific/particular information • to help the reader find information faster /easier / so you know where to look for particular information • to give an over view of the paragraph • to categorise information • shows what you will read next • to show what the paragraph is about 1

0844/01 Cambridge Primary Checkpoint – Mark Scheme April 2018 PRE-STANDARDISATION © UCLES 2018 Page 7 of 12 Question Answ er Marks 8 Tick ( ) two boxes that we know are true from the passage Award 1 mark for each of the following: • Penguins are finding it harder to locate food . • Penguins from different places eat different food. 2

0844/01 Cambridge Primary Checkpoint – Mark Scheme April 2018 PRE-STANDARDI SATION © UCLES 2018 Page 8 of 12 Question Answ er Marks 9 Text A is a non -chronological report. Complete this table of the features of non-chronological reports with examples from Text A . Award 1 mark for each box completed correctly: Feature Example from the text Heading / subheading Penguin families connectives / conjunctions (1 mark) Accept variations: e.g. ‘connectors’ / ‘linking words’ but, however, likewise Passive verb forms (penguins ) are found / are declining (in many areas) (1 mark) 2 Question Answ er Marks 10 Look at this sentence : ‘Imagine standing high up on a slope, overlooking an ice-filled bay.’ (Line 1) What effect is the writer trying to have on the reader? Award 1 mark f or the following: The writer wants the reader to: • feel as if they are there / in polar regions / in Antar ctica. • imagine / visualise / feel what it would be like if they were there. • to feel how stunning it would be to be there . • to feel they (really) want to be / go there. 1 Question Answ er Marks 11 Look at this sentence: ‘It really is an ice paradise!’ (Line 8) Give two ways the writer has emphasised the information in this sentence. Award 1 mark for any of the following up to a maximum of 2 marks: • use of an exclamation mark • use of ‘really’/ an intensifier • use of a short sentence • use of literary devices, e.g. rhyme (ice / paradise) / metaphor / hyperbole / alliteration 2

0844/01 Cambridge Primary Checkpoint – Mark Scheme April 2018 PRE-STANDARDISATION © UCLES 2018 Page 9 of 12 Question Answ er Marks 12 Give an example of each of the following from Text B. Award 1 mark for one of the following: Alliteration • sight and sound • ice-filled ice -cliffs and deep blue icebergs • seabirds soaring ( and swooping) • sunsets and sunrises (separated by crimson -streaked skies ) • slippery surfaces • streaked skies • ice paradise • conditions can change quickly Award 1 mark for the following: Personification • ... the wind gently kisses (the surface of the water ... ) 2

0844/01 Cambridge Primary Checkpoint – Mark Scheme April 2018 PRE-STANDARDI SATION © UCLES 2018 Page 10 of 12 Question Answ er Marks 13 Name two things the company supplies to make walking easier. Award 1 mark for each o f the following: • (trekking / walking / hiking) poles • snow shoes 2 Question Answ er Marks 14 Give a reason from Text B to explain why it is a good idea to take along the following items when hiking : extra clothing extra supplies. Award 1 mark for each o f the following ideas: • The weather might change unexpectedly / quickly / suddenly (so extra clothing may be required) . • The weather might suddenly deteriorate/become much colder/worse. • The expedition might be delayed unexpectedly (so extra food / drink mig ht be required) . • in case there’s a delay caused by an emergency • in the event that the hike takes much longer than expected 2 Question Answ er Marks Text B has five paragraphs. The main purpose of the first and second paragraphs is to persuade the reader to go to Antarctica. 15(a) What is the main purpose of the third , fourth and fifth paragraphs? Award 1 mark for the following: • to give (specific) information / details (about the hiking trip) 1 15(b) Explain why the writer has chosen to use questions for sub -headings in this text. Award 1 mark for the following: • because these are the types of questions people thinking of going on the trip would ask • It is the information people considering going on the trip need / want to know . • These are the most com monly asked questions. • The reader will want to know the answers to these questions. 1

0844/01 Cambridge Primary Checkpoint – Mark Scheme April 2018 PRE-STANDARDISATION © UCLES 2018 Page 11 of 12 Section B: Writing Question Answ er Marks Notes to markers • Marking should always begin from the lowest mark in each column and work upward. • A ‘best fit’ judgement s hould be made in judging first in which box to place the response and then, within that box, which mark is appropriate. • The lower mark within a box should be given if some the criteria have been met but not all. • In some boxes, there are additional notes as follows: e.g. means an example / suggestion BUT i.e. means the extra information is necessary for the descriptor to be achieved. 16 Text B is a persuasive article, persuading people to go on a trip to Antarctica. Write your own persuasive article for a school magazine about a leisure- time activity you really enjoy doing. Try to convince your readers that they would really enjoy doing it too. The activity could be: • an individual or team sport • a creative activity, such as dancing, painting, playing / listen ing to music • a game , such as a computer game or board game. 16 Content, purpose and audience. (Wa) 8 Text structure and organi sation. (Wt) 7 Sentence structure and punctuation. (Wp) 7 Spelling (Ws) 3 [Total 25]

0844/01 Cambridge Primary Checkpoint – Mark Scheme April 2018 PRE-STANDARDI SATION © UCLES 2018 Page 12 of 12 Content, purpose and audience (Wa) 8 marks Text structure and organisation (Wt) 7 marks Material is wholly relevant with content developed and a wide vocabulary well chosen for the purpose / text type, i.e. presenting opinion as fact ; i.e. use of exaggerated language . Features of th e text type are clearly established, i.e. conclusion ; e.g. rhetorical questions . Clear viewpoint with a consistent, engaging style throughout, i.e. clear items that do persuade. 7–8 Clear structure with well -organised material within paragraphs. Chronological or logical links between paragraphs help the development of ideas. Cohesion within and between paragraphs is achieved using devices such as connectives, e.g. moreover, as a result. 6–7 Relevant material has ideas and content with some detail dev eloped with deliberate choices of vocabulary for the purpose / text type, i.e. more than one point / argument ; i.e. detail of supporting statements is clear ; e.g. emotive words . Main features of the text type are evident, i.e. clarity of arguments / persuasive attempts clear ; i.e. present tense predominates . Straightforward viewpoint, with a generally appropriate and consistent style, which mostly sustains reader interest, e.g. good attempts to convince beyond simple statements ; e.g. emotive statements . 5–6 Paragraphs are used to help structure the text where the main idea is usually supported by following sentences, i.e. paragraphs signal new argument / point or opposing view . Logical sequence with attempts to link ideas evident but not consistent, e.g. logical relationship between points. Some use of organisational devices such as subheadings, etc. 4–5 Relevant material with attempts to develop basic information using a simple vocabulary relevant to the purpose / text type, i.e. at least one point made with some elaboration. General aspects of the text type are evident, e.g. powerful adjectives intended to persuade. Allow generalised 1 st person ‘we’. The writer’s attitude to the subject may be conveyed, with some attempt to engage the reader, e.g. some familiar tone such as simple imperative ‘you must’; and / or ‘have you ever…?’ 3–4 Paragraphs / sections are evident with related points grouped together or linked by time sequence. Some attempt to sequence relevant ideas logically, e.g. introducti on / closing statement may be evident . Movement between paragraphs or sections may be disjointed. 2–3 Some material included that is relevant to the task, i.e. some information that attempts to persuade , e.g. ‘it’s amazing’ . Vocabulary is simple and relevant. Some elements of the text type can be seen, i.e. it is a persuasive text where opening statement is about the subject . 1–2 Some basic sequencing of material grouped by content. 1 No creditable response. 0 No creditable response. 0

0844/01 Cambridge Primary Checkpoint – Mark Scheme April 2018 PRE-STANDARDISATION © UCLES 2018 Page 13 of 12 Sentence structure and punctuation (Wp) 7 marks Spelling (Ws) 3 marks Use of complex sentences to provide clarity and emphasis, e.g. by positioning of clauses, using a wide range of connectives (although, meanwhile), varying word order or detailed expansion of phrases. Grammar is almost always accurate throughout the text. Punctuation is used accurately to demarcate sentences and for speech punctuation – errors may occur where structures are ambitious . Commas are always used in lists and usually t o mark clauses. 6–7 At least two complex sentences are used to create effect, such as using expanded phrases to develop ideas (e.g. noun, adverbial, adjectival, and verb phrases), or a range of connectives (e.g. if, so, because, then). Grammar in complex sentences is generally correct in terms of tense and verb form. End of sentence punctuation is nearly always accurate throughout the text. Capitalisation is always correct. Speech marks may be used around words spoken but other speech punctuation may not be accurate. Commas are always used in lists and occasionally to mark clauses. 4–5 Spelling is generally correct throughout. (There may be occasional phonetically plausible attempts at complex words.) Correct spelling of most, not all, polysyllabic words e.g. appear, information, making, possible, probably, wondering, search. 3 A mix of simple and compound sentences. Compound sentences use simple connectives to join clauses, e.g. and, but. Generally correct grammar, i.e. subject and verb generally agree. Past and present tense of verbs are generally consistent. Demarcation of straightforward sentences is usually correct. Commas are often used in lists. N.B. If punctuation is totally lacking and other descriptors met then give lower mark here. 2–3 Spelling of common words, including polysyllabic and compound words, is generally accurate, e.g. friend, another, around, because, anything, something. Spelling of plurals and some past and present words is generally accurate, e.g. boxes, clothes, told, stopped, wanted. 2 Any simple sentences have generally correct grammar. Some variation in sentence openings. Simple sentences are usually demarcated accurately, i.e. capital letters and full stops . N.B. Where more ambitious structures are used with NO simple sentences, begin marking at Box 2 provided 2 nd descriptor here about sentence openings has been met . 1 Spelling of high frequency words is generally correct, e.g. their / there, whe n, were, what, some, etc. 1 No creditable response. 0 No creditable response. 0