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Table of Contents
Introduction ....................................................................................................................................................................... 4
Aims and objectives ......................................................................................................................................................... 5
Grade 1 Home Language Frameworks , Checklists and Rubrics 4

Grade 2 Home Language Frameworks , Checklists and Rubrics 34

Grade 3 Home Language Frameworks, Checklists and Rubrics 51

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Introduction

Assessment is the process of gathering, recording, interpreting, using and reporting information about a child’s progress and achievement in developing knowledge, skills and
attitudes. The central purpose of assessment is to provide information on learner achievement and progress and set the direction for ongoing teaching and learning. Assessment
goes far beyond testing. It concerns the daily interactions between the teacher and each learner that include moment by moment interactions, observations and actions.

School-based assessment (SBA) is an assessment which is embedded in the teaching and learning process. It involves the teacher from the beginning to the end; from planning
the assessment programme, to identifying and/or developing appropriate assessment tasks right through to making the assessment judgements. It can be adapted and modified
by the teacher to match the teaching and learning goals of the particular class and learners being assessed. It allows the teacher to give immediate and constructive feedback to
students.

SBA tasks can be used for formative as well as summative purposes. Summative assessment refers to more formal planned assessments at the end of a unit or term or year
which are used primarily to evaluate learner’s progress.

Formative assessment is usually more informal and more frequent, involving the gathering of information about learners and their learning needs while they are still learning.
Formative assessment has two key functions: informing and forming. In other words, formative assessment shapes the decisions about what to do next, by helping the teacher
to select what to teach in the next lesson, or even in the next moment in the lesson; and the learners to understand what they have learnt and what they need to learn next.

The curriculum describes assessment as having four functions namely formative, summative, evaluative and diagnostic. The two principal approaches to assessment are
Assessment of learning and Assessment for learning.

Assessment for learning is the process whereby the teacher uses evidence on an ongoing basis to inform teaching and learning. Assessment for learning is the process
whereby the teacher periodically records children’s progress and achievement for the purpose of reporting to parents and other stakeholders. It helps the teacher and learners
to focus on three key questions:
 where are learners now in their learning?
 where are learners going in their learning
 how will learners get to the next point in their learning.

It usually takes place in the day to day minute by minute interactions between the teacher and learners. Everything the learners do, say and make, ask questions, working on
task independently or in pairs has the potential of providing the teachers and learners with information about what each learner can and cannot do. The teacher should use this
information to support learners, make changes to her planning, teaching methodologies and assessment methods.

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In contrast Assessment of learning focusses on medium and long term assessment and generally involves assessing the learner at the end of a unit of work, a week, term
or a year. Assessment of learning helps the teacher to plan future work, to set new targets and to provide feedback and information for term end and year end assessments.
Information from Assessment of learning is used to compile a learner’s report which can inform discussion between teacher and parents about each learner’s learning strengths
and weaknesses.

In the Foundation Phase the curriculum encourages the use of both Assessment for Learning and Assessment of Learning to measure each learner’s progress ongoingly
throughout the year. School Based Assessment (SBA) constitutes 100 % in the Foundation Phase. Hence both formative and summative assessments should inform the SBA
programme for Grades R-3 to ensure that the assessment process is valid, reliable, fair and authentic.

1. Aims and objectives

The SBA guidelines are aimed at strengthening assessment practices in Grades R-3 and giving clarity to the utilisation of both formative assessments (Assessment for Learning)
and summative assessments (Assessment of Learning). The main objectives are:

 To mediate the Programme of Assessment (POA) for Grades R to 3 in accordance with Curriculum and Assessment Policy Statement (CAPS);
 To map out the skills, content and concepts to be assessed (what, how and when to assess) using assessment frameworks that indicate the activities to be assessed in
each assessment task in each term in the grade for Home Language (Language of Learning and Teaching); First Additional Language, Mathematics and Life Skills;
 To ensure that assessment activities are differentiated and accommodate different forms of assessment; and
 To ensure that the Programme of Assessment (POA) informs SASAMS.
Assessment tasks are not learning and teaching units, but they do suggest, in broad terms, what teaching and learning activities need to be assessed through both assessment
for learning (informal daily lessons) and assessment of learning (formal and structured) practices. Assessment tasks should reflect a variety of forms of assessment such as
observation, oral, practical and written activities. These may be short activities that are aggregated to make up a task which are completed over a few sessions. Assessment
activities should be differentiated and done in many ways to ensure that each learner is able to demonstrate what he or she knows and can do through:
 face-to-face engagements with the teacher one learner at a time (oral responses, recognition of letter sounds, oral reading aloud);
 practical activity (sorting out concrete objects according to size, shape colour etc.);
 a written activity done independently by each individual learner,
 in pairs (role-play a dialogue) ;and
 a group performance (acting out a play) or playing a game during physical education lesson.

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When planning and implementing an assessment activity the teacher should ensure that:
 the content, concepts and skills that are being assessed are aligned to curriculum and are cognitively appropriate for the grade;
 the content, skills and concepts have already been taught and different examples are used for the assessment activity;
 differentiated assessment practices should be used to accommodate all ability levels and learning styles;
 resources are available for learners to enable them to complete the activity;
 the evidence is recorded (checklists, assessment rubrics, learner’s class work books, worksheets etc.);
 scores are recorded and are aggregated to inform the learner’s achievement level in each term; and
 follow up interventions such as remedial (under-performing learners) and enrichment (top performing) activities should be done.

Assessment frameworks are useful tools for planning an assessment task or an activity. Assessment frameworks should not be limited to written tests only. Assessment
frameworks should enable the teacher to identify the following:

 the content, knowledge, concepts and skills that need to be assessed;

 the forms of assessment that will be relevant for the assessment activity;
 the design of the activity (questions and cognitive levels);
 the recording tools that will be used; and
 the resources to be used for the assessment activity.

The Assessment tasks in CAPS have been repackaged into Exemplar Assessment frameworks which mediate the Programme of Assessment that needs to be
completed in every term in each grade for Home Language, First Additional Language (FAL), Mathematics and Life Skills.

IMPLEMENTATION OF SOUTH AFRICAN SCHOOL ADMINISTRATION AND MANAGEMENT SYSTEMS (SA-SAMS)

The SBA guidelines will be used to inform the implementation of SA-SAMS in Grades 1 to 3. Tables 1, 2 and 3 indicate the SA-SAMS weightings for Home Language. Table 4
gives an overview of the number and type of assessment activities (oral, practical and written) that should be assessed in each assessment task in both Home Language and FAL.
This mapping will inform the capturing of the assessment data on SASAMS.

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TABLE 1: SA-SAMS : WEIGHTINGS FOR HOME LANGUAGE GRADE 1 : TIME ALLOCATION
Time Allocation Weightings SA-SAMS
Language Components weightings
7 HOURS 8 HOURS 7 HOURS 8 HOURS
Listening and Speaking 45 minutes 60 minutes 11% 13% 25%
Phonics and Spelling 75 minutes 75 minutes 18% 16% 25%
Reading Shared 45 minutes 75 minutes 11% 16 %
 Word recognition Reading
 Fluency 25%
Group 2 hours 30 2 hours 30
 Comprehension Guided 38% 31%
minutes minutes
Reading
Handwriting 60 minutes 60 minutes 14% 13% 10%
Writing 45 minutes 60 minutes 11% 13% 15%
Aggregate Term 1: 25 % Term 2: 25% Term 3: 25% Term 4: 25%
TABLE 2: SA-SAMS : WEIGHTINGS FOR HOME LANGUAGE GRADE 2 : TIME ALLOCATION
Time Allocation Weightings SA-SAMS
Language Components
7 HOURS 8 HOURS 7 HOURS 8 HOURS weightings
Listening and Speaking 45 minutes 60 minutes 11% 13% 20%
Phonics and Spelling 60 minutes 75 minutes 14% 17% 25%
Reading Shared
60 minutes 75 minutes 14% 17%
 Word recognition Reading
Group 25%
 Fluency
2 hours 30 2 hours 30 38% 31%
 Comprehension Guided
minutes minutes
Reading
Handwriting 45 minutes 45 minutes 11% 11% 10%
Writing 60 minutes 60 minutes 14% 14% 20%
Aggregate Term 1: 25 % Term 2: 25 % Term 3: 25% Term 4: 25 %

TABLE 3: SA-SAMS : WEIGHTINGS FOR HOME LANGUAGE GRADE 3 : TIME ALLOCATION

Time Allocation Weightings SA-SAMS
Language Components
7 HOURS 8 HOURS 7 HOURS 8 HOURS weightings
Listening and Speaking 45 minutes 60 minutes 11% 13% 20%
Phonics and Spelling 60 minutes 75 minutes 14% 16% 20%
Reading Shared
60 minutes 75 minutes 14% 16%
 Word recognition Reading
 Fluency Group 25%
2 hours 30 2 hours 30
Guided 38% 31%
 Comprehension minutes minutes
Reading
Handwriting 45 minutes 60 minutes 11% 13% 10%
Writing 60 minutes 60 minutes 14% 13% 25%
Aggregate Term 1: 25 % Term 2: 25 % Term 3: 25 % Term 4: 25 %
 TABLE 4 : SUGGESTED RECORDING FOR SASAMS
Home Language
Grade 1
Language Skills Term 1 Term 2 Term 3 Term 4
Listening & Speaking 1 Oral 1 Oral 1 Oral 1 Oral
Phonics & Spelling 1 Written &
1 Oral 1 Written 1 Oral & 1 Spelling
1 Spelling
Reading 1 Oral 2 Orals 2 Orals 1 Written
Handwriting 1 Written recording 1 Written recording 1 Written recording 1 Written recording
Writing 1 Written 1 Written 1 Written
Grade 2
Language Skills Term 1 Term 2 Term 3 Term 4
Listening & Speaking 1 Oral 1 Oral 1 Oral 1 Oral
Phonics & Spelling 1 Written and 1 1 Written and 1
1 Oral and 1 Spelling 1 Written
Spelling Spelling
Reading 2 Orals 1 Oral and 1 Written 2 Orals 1 Oral and 1 Written
Handwriting 1 Written recording 1 Written recording 1 Written recording 1 Written recording
Writing 1 Written 1 Written 1 Written 1 Written
Grade 3
Language Skills Term 1 Term 2 Term 3 Term 4
Listening & Speaking 1 Oral 1 Oral 1 Oral 1 Oral
Phonics & Spelling 1 Written and 1 1 Written and 1 1 Written and 1
1 Oral and 1 Spelling
Spelling Spelling Spelling
Reading 2 Orals 1 Oral and 1 Written 1 Oral and 1 Written 1 Oral and 1 Written
Handwriting 1 Written recording 1 Written recording 1 Written recording 1 Written recording
Writing 1 Written 2 Written 2 Written 2 Written

School Based Assessment (SBA) for Home Language

School Based Assessment (SBA) for Home Language will focus on the core Language components namely Listening and
Speaking, Phonics, Reading and Comprehension, Handwriting and Writing. Both formative and summative assessments should
be implemented to track and monitor learner progress from term to term. The assessment activities should be grade appropriate
and differentiated to accommodate different learning styles (visual, auditory, kinaesthetic) and abilities.

In Grade1, in particular the assessment tasks for Listening and Speaking and Oral Phonics should be observed and assessed
ongoingly and by the second last week of the term each learner should be scored accordingly in terms of the attached checklists
and rubrics. It must be noted that the exemplar assessment frameworks are responding to the core skills and competencies that
learners should know and demonstrate by the end of each term in each grade. These assessment activities should be
contextualised for the African Languages which are offered as LoLT in grades 1 to 3, with regard to the phonics programme,
reading (high frequency words, the length of oral reading and comprehension texts) and language usage skills (grammar). These
language skills and the assessment thereof should be aligned to the Nguni and Sotho language groupings.
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 Grade 1

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 Home Language: Programme of Assessment: Grade 1 : Term 1
Form of Assessment Date to be Date
Component What skills will be assessed Score
Assessment Tool completed completed
 Listens and responds to stories, rhymes, poems and songs (integrate with
Life Skills)
 Describes objects in terms of colour, size, shape using correct vocabulary
(integrate with Mathematics and Life Skills).
Checklist n/a
Listening and  Participates in class discussions (integrate with Mathematics and Life
Observation &
Speaking: Skills). By Week 9
Oral
 Talks about personal experiences such as tells news, describes weather,
discusses topical events etc. (integrate with Life Skills)
 Responds to questions related to personal details
 Sequences at least 3-5 pictures related to a story or a topic in the right Rubric 10
order of events/activities
Teacher notes
These Listening and Speaking activities will be observed and assessed during your daily oral lesson activities in all subjects. They are integrated and feature in Mathematics and Life Skills
too. Each skill is not meant to be an assessment activity but rather you should ensure that your learners are afforded opportunities in all subjects to demonstrate these skills orally and
practically in daily lessons. By Week 9 you should be able to complete the checklist and score each learner according to the rubric. For SASAMS you should have 1 score for Listening
and Speaking.

 Distinguishes aurally between initial sounds of words heard in stories,

rhymes, songs etc.
Phonics:  Participates in whole class phonemic awareness activities: blending Observation & Checklist n/a
Oral sounds (short vowel sounds eg at, it, ot, et, ut) to build two and 3 letter Oral and By Week 9
words orally Practical
 Identifies letter-sound relationships of some single letters at least 2 vowels
Rubric 5
and 6 consonants
Teacher notes
Each skill is not meant to be an assessment activity but rather you should ensure that your learners are afforded opportunities to demonstrate these skills in Reading and other lessons.
Oral Phonic skills will be observed and assessed during your daily lesson activities and by Week 9 you should be able to score each learner accordingly using the attached checklist and
rubric. For SASAMS you should have 1 score (Oral phonics)

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  Holds the book the right way up, turns pages correctly, adheres to
directionality and discusses book handling and care.
Emergent  Develops basic concepts of print including: cover of the book, title, etc.
Reading:  Predicts and interprets pictures to make up own story, (reads the pictures) By Week 9
Oral/Practical Checklist n/a
 Recognises own name and names of some peers
 Reads labels and captions in the classroom
 Listens to and responds to stories and other texts read aloud during
Shared Reading lessons.
Reading: Group Guided Reading Sessions
Observation &
Oral  Word Recognition: Assess each learner individually: on at least 20-30 Rubric 5 Week 8 & 9.
Oral
sight words (Big Book, Theme, Reader)
Teacher notes
Each skill is not meant to be an assessment activity but rather you should ensure that your learners are afforded opportunities to demonstrate these skills in Reading and other lessons.
Learners will be observed and assessed on emergent reading skills during your daily class activities and by Week 9 you should be able to give each learner a score. During your Group
Guided Reading sessions in weeks 8 to 9 you will assess every learner on at least 20-30 sight words (maximum of 1 - 2 minutes per learner); Use a familiar word list on an A 4 laminated
poster or use flash words. The attached checklist should be used for recording and scoring to be done according to the rubric. For SASAMS you should have scores for the 1 Oral
Reading components (word recognition)
 Copies and draws writing patterns observing directionality Class n/a By Week 6
Handwriting:  Forms lower case letters correctly at least 2 vowels and 4 consonants Observation & workbook 5
 Holds and manipulates writing instruments Written Checklist & By Week 9
Writing:  Copies and writes own name and short words Rubric n/a
Teacher notes
Some of these emergent handwriting skills are cross cutting and should be observed in all subjects. After being given opportunities to practice directionality skills, writing patterns and letter
formation you should assess your learners by Week 6 and Week 9. The checklist should be used for recording and scoring to be done according to the rubric. For SASAMS you should
have a score for 1 handwriting recording.
TOTAL SCORE 25
Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card.

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8
7
6
5
4
3
2
1

13
12
11
10
Names of learners
/

Date
Listens and responds to stories, rhymes,
poems and songs
Describes objects in terms of colour, size,
shape, etc. using correct vocabulary
Speaking
Listening &

Participates in class discussions

Talks about personal experiences.

Distinguishes aurally between initial sounds

of words heard in stories, rhymes, songs etc.

Participates in whole class phonemic

Phonics

awareness activities: segmenting words

Holds the book the right way up, turns pages

correctly, adheres to directionality and
discusses book handling and care.

Develops basic concepts of print including:

cover of the book, title, etc.

Predicts and interprets pictures to make up

own story, (reads the pictures)
Reading:
Emergent

Recognises own name and names of some

peers

Reads labels and captions in the classroom

Listens to and responds to stories and other

texts read aloud during Shared Reading
lessons
Home Language: GRADE 1: TERM 1: Checklist and Recording

Copies and draws writing patterns correctly

observing directionality
Handwriting

Holds and manipulates writing instruments

Writing

Copies and writes own name and short

Writing

words
Comment

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8
7
6
5
4
3
2
1

10

12
Names of learners
Score
Date
5
Answers questions related to personal detail

Sequences 5 pictures in the right order that

5

are related to a story or topic and talk about it

Speaking
Listening &

10

TOTAL

Identifies letter-sound relationships of

5

some single letters at least 2 vowels

and 6 consonants
Phonics

Word Recognition: sight words

Oral
Reading

Forms lower case letters correctly at least

5

2 vowels and 4 consonants

Hand
writing
Home Language: GRADE 1: TERM 1: Scores using rubrics
Comment
 Home Language: Grade 1 Term 1 Suggested Rubrics :
LISTENING AND SPEAKING
Activity 1 2 3 4 5
Answers questions related to at Unable to answer questions Responds correctly to 1 of 3 Responds correctly to 2 of 3 Responds correctly to questions Responds correctly to questions
least 3 personal details related to personal details questions related to personal questions related to personal details related to all 3 personal details related more than 3 personal details
without prompting details
Activity 1 2 3 4 5
Sequences 5 pictures Struggles to sequence pictures Sequences 2 of 5 pictures Sequences 3 of 5 pictures correctly Sequences 4 of 5 pictures correctly Sequences all 5 pictures correctly
according to the events in a and talk about it correctly but needs support to and uses simple sentences when and uses more complex sentences and uses well structured sentences
story and talks about it talk about it talking about it to describe the events and to describe the order of events
in the story
PHONICS
Activity 1 2 3 4 5
Identifies letter-sound Identifies initial letter-sound Identifies initial letter-sound Identifies initial letter-sound Identifies initial letter-sound Identifies initial letter-sound
relationships of some single relationships of 0 to 1 single relationships of 2 to 3 single relationships of 4-5 single letters relationships of 6 to 7 single letters relationships of 8 and more single
letters at least 2 vowels and 6 letters correctly. Tends to letters correctly correctly correctly letters correctly
consonants confuse letter-sound relationship
READING
Activity 1 2 3 4 5
Word Recognition: sight words Poor word recognition skills. Recognises between 1 – 7 Recognises between 8 -15 familiar Recognises between 16 - 23 familiar Recognises 24 and more familiar
Needs support from teacher. familiar sight words sight words correctly. sight words correctly. sight words correctly.
HANDWRITING
Activity 1 2 3 4 5
Forms at least 6 lower case Able to trace and copy 3 lower Able to write 3 lower case letters Able to write 4 lower case letters Writes 5 lower case letters correctly Writes more than 6 lower case
letters correctly case letters with support. paying. Learning to pay attention correctly but needs to pay attention paying careful attention to correct letters correctly paying attention to
to correct formation and size. to size of letters and spacing. letter formation and size. directionality,correct letter formation,
size and neatness.

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8
7
6
5
4
3
2
1

14
13
12
11
10

14
Names of learners
/

Date
Responds to instructions and makes simple
requests
Participates in class discussions and listens
without interrupting taking turns to speak

Talks about personal experiences

Listens to stories with interest, identifies the

Listening & Speaking

main idea and draws a picture to show

understanding
Identifies letter sound relationships of
most single letters: Letter Sound Chart
Phonics

Builds up and breaks down simple words

using sounds learnt - CVC blends

Groups common words into sound families

Reads phonic words in sentences and

other texts

Uses pictures to predict what the story is about.

Listens to and discusses the stories, identifies

the main idea and the main character in texts
Reading

read aloud during Shared Reading lessons

Listening comprehension: learners

respond to 2-3 oral questions related to the
shared reading stories/texts.
Home Language: GRADE 1: TERM 2: Checklist and Recording

Copies and writes short simple sentences.

Handwriting
Comment
 Home Language: Programme of Assessment: Grade 1 : Term 2
Form of Assessment Date to be Date
Component What skills will be assessed Score
Assessment Tool completed completed
 Participates in class discussions and listens without interrupting taking
turns to speak (integrate with Life Skills)
 Talks about personal experiences such as tells news, describes weather
news, other topical events Checklist 5
Listening and Observation
 Listens to stories with interest, identifies the main idea and draws a picture By Week 9
Speaking: Oral and
to show understanding and responds to questions
practical
 Responds to instructions and makes simple requests.
 Describes objects using correct vocabulary in terms of age (old/new;
young/old), direction, size , distance etc and (integrate with Mathematics) Rubric 5
 Responds to questions
Teacher notes
These Listening and Speaking skills will be observed and assessed during your daily oral lesson activities in all subjects. They are integrated and feature in Mathematics and Life Skills
too. Each skill is not meant to be an assessment activity but rather you should ensure that your learners are afforded opportunities in all subjects to demonstrate these skills orally and
practically in daily lessons. By Week 9 you should be able to complete the checklist and score each learner according to the rubric. For SASAMS you should have 1 score for Listening
and Speaking.
 Write the initial letter sound for the picture, matching initial sound with
picture/word (consonants and vowels) Worksheet/
Phonics:  Cross out or circle the odd word in a word family e.g. hat, bat, mat, cat, Class
Written Written 10 By Week 8
cot workbook
 Write words with at, et, it ot, ut, ag, eg, ig, og, ug, an, en, in, un

 Identifies letter sound relationships of most single letters: Letter Sound

Chart
Phonics:
 Builds up and breaks down simple words using sounds learnt – Consonant Oral Checklist n/a By Week 9
Oral
and vowel blends
 Groups common words into sound families
Teacher notes
Phonics written activity should be no longer than 10-15 minutes and it should be done in small groups so that the activities can be mediated with all learners accordingly. For SASAMS you
should have 1 score for phonics

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 Group Guided Reading Sessions
Word Recognition: Assess each learner individually on at least 30-40 sight 5
Observation &
words (Big Book, Theme, Reader) Rubric Week 7 & 8
Oral
Oral Reading Assess each learner on oral reading choose a text (DBE Workbook, Reader)
5
& which has at least 30-40 words and ask questions about the text.
Comprehensi  Reads phonic words in sentences and other texts
on  Uses pictures to predict what the story is about
 Listens to and discusses the stories, identifies the main idea and the main Observation &
Checklist n/a Week 9
character in texts read aloud during Shared Reading lessons Oral
 Listening comprehension: learners respond to 2-3 oral questions related
to the shared reading stories/texts.
Teacher notes
During your Group Guided Reading sessions in weeks 7 to 8 you will assess each learner on
 at least 30-40 sight words (maximum of 1 - 2 minutes per learner); Use a familiar word list on an A 4 laminated poster
 an oral reading text with at least 30-40 words(word recognition, fluency, comprehension e.g. 2 - 3 oral questions) and time allocation should be a maximum of 2 - 3 minutes per learner
The attached checklist should be used for recording and scoring to be done according to the rubric. For SASAMS you should have scores for the 2 Oral Reading components (word
recognition and oral reading)
 Forms at least 20 lower case letters correctly according to size and Class
5
Handwriting: position Observation & workbook/ By Week 9
 Writes two and three letter words with correct spacing Written Rubric &
 Copies and writes short simple sentences. Checklist n/a By Week 9
Teacher notes
Each skill should not be assessed as an independent activity but rather the learner’s written recording in their class work books in all subjects should be observed and assessed
accordingly. By Week 9, you should be able to score your learners accordingly on letter formation, transcription of at least 2-3 short words and at least 1 short sentence. The attached
checklist should be used for recording and scoring to be done according to the rubric .For SASAMS you should have 1 score for handwriting.
Writing:  Writes at least 1-2 sentences of own news or on a topic (Theme/Story Class workbook/
Written 5 By Week 9
etc.) using capital letters and full stops. Rubric
Teacher notes
By Week 9 the learner should be able to translate oral sentences into a written format with support. The attached checklist should be used for recording and scoring to be done according
to the rubric For SASAMS you should have 1 score for writing.
TOTAL SCORE 40
Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card.

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8
7
6
5
4
3
2
1

10
Names of learners
Score
Date
Describes objects using correct vocabulary in terms of

5
age (old/new; young/old), direction and sorts objects
according to various attributes

Responds to questions

5
10
TOTAL
Listening & Speaking

Phonics: Written: Write the initial letter sound for

the picture, matching initial sound with picture/
word (consonants and vowels), cross out or circle
10

the odd word in a word family e.g. hat, bat, mat,

Phonics

cat, cot
Write words with at, et, it ot, ut, ag, eg, ig, og, ug,
an, en, in, un
5

Word recognition: sight words

5
Reading

Oral Reading & Questions

Forms at least 20 lower case letters correctly according

to size and position
5
Hand

Writes two and three letter words with correct spacing

writing
Home Language: GRADE 1: TERM 2: Scores using rubrics

Writes at least 1-2 simple sentences related to a

5

picture/ own news/reading text or Life Skills topic

Writing
Comment

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 Home Language: Grade 1 :Term 2 Suggested Rubrics
LISTENING AND SPEAKING
Activity 1 2 3 4 5
Describes objects using correct Learner is able to use correct Learner is able to use correct Learner is able to use correct Learner is able to use correct Learner is able to use correct
vocabulary in terms of 5 physical vocabulary to describe objects in vocabulary to describe objects in vocabulary to describe objects in vocabulary to describe objects in vocabulary to describe objects in
attributes terms of 1 physical attribute with terms of 2 physical attributes terms of 3 physical attributes terms of 4 physical attributes terms of 5-6 physical attributes
support
Activity 1 2 3 4 5
Responds to questions Unable to respond to questions Answers 1 question related to the Answers 2 questions related to the Answers 3 questions related to the Answers more than 3 questions
related to the story/text without story/text. story/text/ story/text related to the story/text correctly
support from the teacher.
READING
Activity 1 2 3 4 5
Word recognition: sight words Recognises between 1-7 familiar Recognises between 8 - 15 Recognises between 16 -23 familiar Recognises between 24 - 35 familiar Recognises 36 and more familiar
sight words with support familiar sight words sight words sight words sight words
Activity 1 2 3 4 5
Oral Reading Reads from own book a text of Reads word by word a text of Reads aloud from own book a text of Reads fluently from own book a text Reads fluently from own book a text
1-9 words with support from the 10-19 words and responds 20-29 words and responds correctly of 30-40 words and responds of more than 40 words and
teacher. correctly to 1-2 questions to 3 questions correctly to 3 questions responds correctly to 3 questions
HANDWRITING
Activity 1 2 3 4 5
Forms at least 20 lower case Able to copy and write 2 letter Is able to copy and write 2 and 3 Is able to copy and write 2 and 3 letter Is able to copy and write 2 and 3 letter Is able to copy and write 2 and 3 letter
letters correctly & copies and words with support but struggles letter words but needs to pay more words and forms letters correctly. Size words paying careful attention to words paying careful attention to
writes 2 and 3 letter words to form letters correctly attention to correct letter and spacing still needs attention. correct letter formation and size. correct letter formation, size and
paying attention to correct letter formation. spacing . Good handwriting skills and
formation, size & spacing neatness demonstrated
WRITING
Activity 1 2 3 4 5
Writes 1-2 sentences related Able to write 1 word for a picture Able to write 1-2 relevant words Able to write 1relevant sentence - of Able to write 1 relevant sentence of Able to write-2 relevant sentences
to a picture with support for a picture 3-4- words 5 words using capital letter and full correctly using capital letters and full
stop stops

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 Home Language: Programme of Assessment: Grade 1 : Term 3
Form of Assessment Date to be Date
Component What skills will be assessed Score
Assessment Tool completed completed
 Talks about personal experiences, an event or theme topic.
 Sequences at least 5 pictures related to a familiar story or Theme topic by Rubric 10
matching captions with pictures (integrated with Life Skills)
 Listens to instructions and announcements and responds appropriately
Listening (observed in all subjects)
Observation oral
and Speaking:  Participates in class discussions, asking and answering questions By Week 9
and practical
(integrated with Life Skills, Mathematics)
Checklist n/a
 Listens to stories and answers closed and open-ended questions
 Role plays characters in a story that is read or told by the teacher
 Understands and uses appropriate language for different purposes, e.g.
get-well message, birthday greetings
Teacher notes
These Listening and Speaking skills will be observed and assessed during your daily oral lesson activities in all subjects. They are integrated and feature in Mathematics and Life Skills
too. Each skill is not meant to be an assessment activity but rather you should ensure that your learners are afforded opportunities in all subjects to demonstrate these skills orally and
practically in daily lessons. By Week 9 you should be able to complete the checklist and score each learner according to the rubric. For SASAMS you should have 1 score for Listening
and Speaking.
 Identifies letter-sound relationships of all single letters: Letter Sound
Rubric 5
Chart
Phonics:  Recognises word families with short vowel sounds: -at, -ag, -am, -it, etc.
Observation &
Oral  Builds 3 and 4-letter words by blending sounds (onset and rime eg p-ot)
Oral By Week 9
 Uses initial consonant blends to build up and break down words such as Checklist n/a
bl-a-ck, bri-ng, sa-ng
 Recognises plurals with “s” and “es”
Phonics:  Spelling test: Word list of at least 10 words (2/3 letter words) Class
Written 10
Written workbook
Teacher notes
Each oral phonic skill is not meant to be assessed independently but rather Oral Phonic skills will be observed and assessed during your daily lesson activities and by Week 9 you should
be able to score each learner accordingly using the attached checklist and rubric. At least one spelling test must be recorded as a formal assessment activity. For SASAMS you should
have 2 scores (Oral phonics and spelling )

19
 Group Guided Reading Sessions
Word Recognition Test each learner individually on at least 40-50 sight words 5
(Big Book, Theme, Reader) Rubric
Reading and Observation &
Assess each learner on oral reading. Choose a text (DBE Workbook, Reader) By Week 8 to 9
Comprehensi Oral 5
which has at least 40-50 words.
on
 Listening comprehension – learners respond to oral questions including
Checklist n/a
higher order questions
Teacher notes
During your Group Guided Reading sessions in weeks 8 to 9 you will assess all your learners on :
 at least 40-50 sight words (maximum of 1 - 2 minutes per learner) use a familiar word list on an A 4 laminated poster
 oral reading a text (Graded Reader) with 40-50 words (word recognition, fluency, comprehension e.g. 2 - 3 oral questions) and time allocation should be a maximum of 2 - 3 minutes per
learner. The attached checklist should be used for recording and scoring to be done according to the rubric. For SASAMS you should have scores for 2 Oral Reading components.
 Forms 26 lower case letters and some upper case correctly: paying
Class
Handwriting: attention to directionality, letter formation and size. Observation & 5
workbook/ By Week 9
 Copies and writes at least 1 short sentence legibly and correctly from the Written
Rubric
chalkboard which is modelled by the teacher.
Teacher notes
You should observe learners handwriting skills in daily class lessons too in all subjects which includes letter formation, transcription of words and the writing of numbers and mathematical
symbols. By Week 9, you should be able to score your learners accordingly on letter formation and transcription of at least 2-3 short words and at least 1 sentence. The attached checklist
should be used for recording and scoring to be done according to the rubric. For SASAMS you should have 1 score for handwriting.

 Writes the missing words in a writing frame to complete a text (at least 3 -5 Class
Writing: sentences). Written workbook/ 5 By Week 9
Rubric
Teacher notes
By Week 9 assess each learner on 1 written activity which is the completion of a writing frame (use an extract from a familiar reading text). The checklist should be used for recording and
scoring to be done according to the rubric. For SASAMS you should have one score for 1 written recording.
TOTAL SCORE 45
Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card.

20
 9
8
7
6
5
4
3
2
1

14
13
12
11
10
Names of learners
/

Date
Listens to instructions and announcements
and responds appropriately
Participates in class discussions, asking
and answering questions
Understands and uses appropriate language
for different purposes, e.g. get-well message,
birthday greetings

Listens to stories and answers closed and

open-ended questions
Listening & Speaking

Role plays characters in a story that is read

or told by the teacher

Recognises word families with short vowel

sounds: at, ag, am, it etc
Builds 3 and 4-letter words using the single
letters and digraphs

Uses initial consonant blends to build up and

break down words e.g. bl-ack, bri-ng, sa-ng
Phonics: Oral

Recognises plurals with “s” and “es”

Listening comprehension: learners

respond to oral questions including higher
order questions.
Reading
Home Language: GRADE 1: TERM 3: Checklist and Recording
Comment

21
 9
8
7
6
5
4
3
2
1

10

22
Names of learners
Score
Date
Sequences at least 5 pictures of a story and

5
matches captions with pictures

Talks about personal experiences, an event

5
or theme topic
10
TOTAL
Listening & Speaking

Oral: Identifies letter-sound relationships of all

5

single letters: Letter Sound Chart

Phonics

Written: Spelling test:

10
5

Word recognition: 40 – 50 Sight words

Reading

Oral Reading: 40 – 50 words in passage

Copies and writes at least 1 short sentence legibly and

correctly from the chalkboard which is modelled by the
5

teacher & Forms 26 lower case letters and some upper

Hand
writing

case correctly: paying attention to directionality, letter

formation and size.
Home Language: GRADE 1: TERM 3: Scores using rubrics

Uses a writing frame: Writes the missing words to

5

complete a text (at least 3 -5 sentences).

Writing
Comment
 Home Language: Grade 1 Term 3 Suggested Rubrics
LISTENING AND SPEAKING
Activity 1 2 3 4 5
Sequences pictures , matches Struggles to sequence pictures Attempts to sequence pictures in Can sequence pictures correctly and Good in sequencing pictures and Excellent in sequencing pictures and
caption with pictures and to match picture with caption correct order but struggles to is able match some pictures with matches pictures with captions matching pictures with captions and
– he/she gets confused match pictures with captions captions correctly correctly does it with speed.
Activity 1 2 3 4 5
Talks about a event / story / Learner is able to talk about a Learner is able to talk about a Learner is able to talk about a Learner is able to talk about a Learner is able to talk about a
personal experience personal experience with personal experience or an event personal experience or an event in 2 personal experience or an event in 3 personal experience or an event in 3
support. in 1 sentence sentences sentences or more sentences
PHONICS
Activity 1 2 3 4 5
Identifies letter-sound Identifies letter-sound Identifies letter-sound Identifies letter-sound relationships of Identifies letter-sound relationships of Identifies letter-sound relationships of
relationships of most single relationships of 1 to 10 initial relationships of 11 to 16 initial 17-20 initial letter sounds correctly 21-25 initial letter sounds correctly 26 initial letter sounds correctly
letters letter sounds correctly with letter sounds correctly
support
READING
Activity 1 2 3 4 5
Word recognition: sight words Reads between 1- 19 familiar Recognises and reads 20-29 Recognises and reads 30-39 familiar Recognises and reads 40-50 sight Recognises and reads more than 50
sight words with teacher familiar sight words correctly. sight words sight words correctly. words confidently and correctly. sight words confidently and correctly.
Activity 1 2 3 4 5
Oral Reading Reads from own book a text of Reads word by word a text of Reads aloud from own book a text of Reads fluently from own book a text Reads fluently from own book a text
1- 19 words with support from 20-29 words and responds 30-39 words and responds of 40-50 words and responds of more than 50 words and
the teacher. correctly to 1-2 questions correctly to 3 questions correctly to 3 questions responds correctly to 3 questions
HANDWRITING
Activity 1 2 3 4 5
Forms at least 20 lower case Able to copy and write some Is able to copy and write most Is able to copy and write all letters & Is able to copy and write all letters and Is able to copy and write all letters &
letters correctly & copies and letters and words with support but letters and wordsof but writes words and forms letters correctly. Size words paying careful attention to words in sentences, paying careful
writes letters and words~ paying struggles to form letters correctly some letters incorrectly. Letter and spacing still needs attention, correct letter formation and size, attention to correct letter formation,
attention to correct letter formation still needs attention. occasionally makes mistakes size & spacing. Legible handwriting
formation, size & spacing skills, no errors and extremely neat.
WRITING
Activity 1 2 3 4 5
Writes the missing words in a Learner is able to complete 1 Learner is able to complete 2 Learner is able to complete 3 Learner is able to complete a writing Learner is able to complete a writing
writing frame to complete a text sentence in a writing frame with sentences in a writing frame by sentences in a writing frame by writing frame of 4 sentences by writing the frame of 5 sentences writing the
(at least 3 -5 sentences). support writing the correct words. the correct words. correct words. correct words.

23
 Home Language: Programme of Assessment: Grade 1 : Term 4
Form of Assessment Date to be Date
Component What skills will be assessed Score
Assessment Tool completed completed
 Talks about personal experiences and expresses feelings. 10
Listening Rubric
 Tells a story which has beginning, middle and end using language imaginatively. Observation & (5+5)
and
 Listens to instructions and announcements and responds appropriately Oral By Week 7
Speaking:
 Participates in class discussions and expresses own thoughts and feelings. Checklist n/a
 Listens to stories and answers closed and open-ended questions
Teacher’s note
These Listening and Speaking skills will be observed and assessed during your daily oral Reading and Life Skills activities. Each skill is not meant to be an assessment activity but rather you
should ensure that your learners are afforded opportunities to demonstrate these skills orally and practically in daily lessons. By Week 9 you should be able to complete the checklist and score
each learner according to the rubric. For SASAMS you should have 1 score for Listening and Speaking.
Phonics:  Identifies letter-sound relationships of all single letters: Letter Sound Chart
Oral Checklist n/a By Week 6 & 7
Oral
 groups words into sound families
 plurals of nouns ( “s” “es”)
 consonant blends e.g. sp, fr, dr Written Workbook 10 By Week 7
Phonics:
 consonant diagraphs: sh, ch, th at the beginning and end of the word
Written

 Spelling test: Word list of at least 10 words (2/3/4 letter words) Class
Written 10 By Week 7
workbook
Teacher note
Phonics written activity should be no longer than 15 minutes and it should be done in small groups so that the activities can be mediated with all learners accordingly. At least one spelling test
must be recorded as a formal assessment activity. For SASAMS you should have 2 scores (Written phonic activity and spelling test)
Oral Group Guided Reading Sessions
Reading  Assess each learner on oral reading choose a text (DBE Workbook, Reader) which has at Oral Rubric n/a By Week 6 & 7
least 50-60 words and ask 2-3 oral questions related to the text
Choose a short reading passage which has at least 50-60 words (DBE Workbook or Reader)
Types of questions: Worksheet
Written
 Multiple choice questions: Circle the correct answer & Higher order questions Class book
Comprehen Oral &Written 10 By Week 7
 Fill in the missing words
sion  Sequence events in the story
 Interprets information from posters, pictures or simple tables

24
Teacher’s Note:

Learners should be assessed on one oral reading activity in the Group Guided Reading session in Weeks 6 and 7.By Week 8 one written comprehension activity should be done as a whole
class activity for 15-20 minutes. The passage should be read to the class and the comprehension activities should be mediated accordingly. For SASAMS you should have 2 scores for Reading
(oral reading and written comprehension)

 Forms 26 lower case letters correctly paying attention to directionality, correct letter Class
Handwriting: Observation &
formation, size and spacing within lines workbook 5 By Week 6
Written
 Copies and writes 1-2 short sentences legibly and correctly. Rubric
Teacher’s Note:

You should observe learners handwriting skills in daily class lessons too in all subjects which includes letter formation, transcription of words and the writing of numbers and mathematical
symbols. By Week 9, you should be able to score your learners accordingly on letter formation and transcription of at least 2-3 short words and at least 1-2 short sentences. For SASAMS you
should have 1 score for handwriting. The attached checklist should be used for recording and scoring to be done according to the rubric.
 Writes at least 3 sentences about a familiar picture or topic related to a familiar story or Class
Writing: theme (integrated with Life Skills) Written workbook 5 By Week 7
Rubric
Teacher’s notes
By Week 7 assess the whole class on 1 written recording activity related to a familiar picture, theme poster or a story. The checklist should be used for recording and scoring to be done
according to the rubric. For SASAMS you should have one score for 1 written recording.
TOTAL 50
Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card

25
 9
8
7
6
5
4
3
2
1

14
13
12
11
10

26
Names of learners
/

Date
Listens to instructions and
announcements and responds
appropriately

Participates in discussions and

expresses feelings

Listens to stories and answers

Listening & Speaking

closed and open-ended questions

Groups words into sound families

Recognises plurals with “s” and “es”

Phonics: Oral

Identifies letter-sound relationships

of all single letters:
Letter Sound Chart

Interprets information from posters,

picture and simple tables
Reading

Forms 26 lower case letters

correctly: directionality, formation
and spacing within lines
Handwriting
Home Language: GRADE 1: TERM 4: Checklist and Recording
Comment
 9
8
7
6
5
4
3
2
1

10
Names of learners
Score
Date
5 Talks about personal experiences and
expresses feelings
5

Tells a story with beginning, middle

and end
Speaking
Listening &

10

TOTAL

Phonics: Written
consonant blends e.g. sp, fr, dr
10

consonant diagraphs: sh, ch, th at the

beginning and end of the words
Phonics

Spelling test
10

Written: Comprehension:
10
Reading

Copies and writes 2 short sentence

legibly and correctly from the
5

chalkboard which is modelled by the

Hand
writing

teacher.

Writes at least 3 sentences about a

Home Language: GRADE 1: TERM 4: Scores using rubrics

familiar picture
Writing
Comment

27
 Home Language: Grade 1 Term 4 Suggested Rubrics
LISTENING AND SPEAKING
Activity 1 2 3 4 5
Talks about personal Shy and withdrawn needs support Attempts to relate a personal Is able to relate personal experiences Relates personal experiences using Relates personal experiences in detail
experiences & to talk about personal experiences experience in 1 simple sentence. in short sentences and demonstrates simple sentences and expresses using complex sentences. Express
expresses feelings feelings accordingly. feelings accordingly feelings accordingly

Activity 1 2 3 4 5
Tells a story with beginning, Needs support to retell a story that Attempts to retell the beginning of Is able to retell a story that is told or Retells a story that is told or read Displays very good story telling skills
middle and end (sequence) is read or told. a story in 1-2 simple sentences read using 3 sentences to describe the fluently with a clear beginning , middle and is able to tell a story with
beginning and middle only. and end using 4-5 simple sentences expression describing in detail the
beginning, middle and end confidently
using 5 and more sentences
READING
Activity 1 2 3 4 5
Reading Reads from own book a text of Reads word by word a text of Reads aloud from own book a text of Reads fluently from own book a text Reads fluently from own book a text
10- 25 words with support from 30-39 words and responds 40-49 words and responds of-50-60 words and responds of more than 60 words and
the teacher. correctly to 1-2 questions correctly to 3 questions correctly to 3 questions responds correctly to 3 questions
HANDWRITING
Activity 1 2 3 4 5
Copies and writes 2 short Needs support to copy and write 1 Is able to copy and write 1 short Is able to copy and write 2 short Is able to copy and write 3 short Is able to copy and write 3 and more
sentences paying attention to short sentence sentences but correct letter sentence paying attention to letter sentences paying careful attention to short sentences paying careful
correct formation of all lower formation, spacing between words formation but spacing between words correct letter formation and observing attention to correct letter formation,
case letters and size of letters are not is not observed. spacing between words size and observing spacing between
observed words.
WRITING
Activity 1 2 3 4 5
Writes at least 3 sentences Unable to construct a sentence, Writes 2 simple sentences related Writes 3 simple sentences about a Writes 4 simple sentences related to a Writes 5 very well constructed
about a familiar picture or topic writes only individual words to a picture or topic picture or topic independently. picture or topic or familiar story using sentences related to a picture or topic
related to a familiar story or related to a picture capital letters and full stops. or familiar story using capital letters
theme and full stops.

28
Grade 2

29
 Home Language: Programme of Assessment: Grade 2 : Term 1
Form of Assessment Date to be Date
Component What skills will be assessed Score
Assessment Tool completed completed
Listening
 Talks about a personal experience (at least 3 sentences, integrated with Life Skills and Observation &
and Rubric 5 By Week 5
Reading) Oral
Speaking:
Teacher’s Note:
By Week 5 every learner should be assessed on his /her ability to relate a personal experience or speak on a familiar topic using a poster etc. For SASAMS there must be 1 score for
Listening and Speaking.

 Identifies letter-sound relationships of all single letters: Letter Sound Chart Rubric 5
 Revises word families with short vowel sounds: -at, -ag, -am, -it etc.
 Recognises rhyming words: rack, sack, back, lack, pack
 Builds 3 and 4-letter words using the single letters and digraphs taught this term
Phonics:  Revises common consonant digraphs (sh, ch, th)
Observation &
Oral  Recognises ‘wh’ at the beginning of a word such as wh-en, wh-y, wh-at etc.
Oral Checklist n/a
 Uses initial and final consonant blends to build up and break down words such as bl-a-ck, By Week 9
bri-ng, sa-ng
 Revises common consonant digraphs (sh, ch, th) at the end of words such as fi-sh, ri-ch,
clo-th
 Recognises vowel digraphs such as ‘oo’ as in moon and ‘ee’ as in tree
Phonics: Class
Spelling test: Word list of at least 10 words (3/4 letter words) Written 10
Written workbook
Teacher’s Note:
Phonic oral skills should be observed during the daily class lessons. The checklist should be used for recording and scoring to be done according to the rubric for oral assessment. For
SASAMS there must be 2 scores ( oral phonics and spelling)
Group Guided Reading Sessions
Word Recognition: Assess each learner individually on at least 50-60 sight words (Big Book, 5
Oral Observation & Checklist & By Week 7 to
Theme, Reader)
Reading Oral Rubric 9
Assess each learner on oral reading, choose a text (DBE Workbook, Reader) which has at
5
least 50-60 words and ask 3 questions related to the text

30
Teacher’s Note:
During your Group Guided Reading sessions in weeks 7 to 9 :
 assess every learner on 50-60 sight words (maximum of 1 - 2 minutes per learner), use a familiar word list on an A 4 laminated poster
 assess every learner on oral reading using a text of at least 50-60 words (word recognition, fluency, comprehension e.g. 2 - 3 oral questions) maximum time of 2 - 3 minutes per learner)
The checklist should be used for recording and scoring to be done according to the rubric for oral reading activities. For SASAMS, 2 scores will be captured for Reading (word
recognition and oral reading}

 Forms 26 lower and upper case letters correctly paying attention to directionality, correct Class
Observation &
Handwriting: letter size and formation and spacing within lines workbook 5 By Week 7
Written
 Copies and writes at least 2 and more short sentences legibly and correctly Rubric
Teacher’s Note:
Letter formation and transcription of words and sentences must be observed in daily class lessons too in all subjects so as to assess how well each learner can demonstrate correct letter
formations of all 26 lower case letters. The checklist should be used for recording and scoring to be done according to the rubric. For SASAMS, 1 score will be captured for handwriting.

 Writes at least 3 sentences of own news or on a topic (Theme/Story etc.) using capital Class
Writing:
letters and full stops. Written workbook 5 By Week 9
Rubric
Teacher’s Note:
By Week 9 learners should be assessed formally on 1 written recording which should be reflected in the Class workbook. The learner should be assessed on his/her ability to write at least 3
short sentences on a personal experience or a familiar story or theme topic. The checklist should be used for recording and scoring to be done according to the rubric. For SASAMS one
score will be captured for writing.

TOTAL 40
Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card.

31
 9
8
7
6
5
4
3
2
1

14
13
12
11
10

32
/

Names of learners
Date Revises word families with short vowel
sounds: -at, -ag, -am, -it etc.
Revises common consonant digraphs
(sh, ch, th)
Recognises rhyming words:
rack, sack, back, lack, pack
Builds 3 and 4-letter words using the single
letters and digraphs taught this term
Recognises ‘wh’ at the beginning of a word
such as wh-en, wh-y, wh-at etc.
Uses initial and final consonant blends to build
Phonics: Oral

up and break down words such as

bl-a-ck, bri-ng, sa-ng
Revises common consonant digraphs (sh, ch,
th) at the end of words such as fi-sh, ri-ch, clo-
th
Recognises vowel digraphs such as ‘oo’ as in
moon and ‘ee’ as in tree
Home Language: GRADE 2: TERM 1: Checklist and Recording
Comment
 9
8
7
6
5
4
3
2
1

12
11
10
Names of learners
Score
Date

Talks about a personal experience or

5

talks on a theme topic (3 sentences)

Speaking
Listening &

Identifies letter-sound relationships of

5

all single letters: Letter Sound Chart

Spelling test:
Phonics

10

1 mark for each correct answer

Word Recognition:
5

50 - 60 sight words

Oral reading:
Reading

50 – 60 words and questions

Copies and writes 2 and more short

sentences paying attention to correct
letter formation, spacing and size and
5

Forms 26 lower and upper case letters

Hand
writing

correctly paying attention to

directionality, correct letter size and
formation and spacing within lines
Writes 3 sentences of own news or
5

on a topic & Punctuation

Home Language: GRADE 2: TERM 1: Scores using rubrics
Writing
Comment

33
 Home Language: Grade 2 Term 1 Suggested Rubrics
LISTENING AND SPEAKING
Activity 1 2 3 4 5
Talks about personal Learner is unable to talk about a Learner is making an attempt to Learner is able to talk about a Learner is able to talk about a Learner is able to talk about a
experiences personal experience without talk about a personal personal experience in 2 simple personal experience and express personal experience freely,
guidance and prompting from experience in 1 simple sentence. sentences. their thoughts in sequence in 3 full expressing thoughts in correct
the teacher. sentences. sequence in more than in 3-4 full
sentences
PHONICS
Activity 1 2 3 4 5
Identifies letter-sound Identifies letter-sound Identifies letter-sound Identifies letter-sound relationships Identifies letter-sound relationships Identifies letter-sound relationships
relationships of all single letters relationships of 0 to 5 single relationships of 6 to 10 single of 11-15 single letters correctly of 16-20 single letters correctly 21 to 26 single letters correctly
letters correctly letters correctly
READING
Activity 1 2 3 4 5
Poor word recognition skills. Recognises and reads 30-39 Recognises and reads 40-49 sight Recognises and reads 50-59 sight Recognises and reads more than 6
Word recognition: 50 to 60 Needs support from teacher. sight words correctly words correctly words correctly sight words confidently and
sight words Recognises less than 20 sight correctly.
words
Activity 1 2 3 4 5
Reads from own book a text of Reads word by word a text of Reads aloud from own book a text of Reads fluently from own book a text Reads fluently from own book a te
Oral Reading 20 -29 words with support from 30-39 words and responds 40-49 words and responds of-50-60 words and responds of more than 60 words and
the teacher. correctly to 1-2 questions correctly to 3 questions correctly to 3 questions responds correctly to 3 questions
HANDWRITING
Activity 1 2 3 4 5
Copies and writes 2 short Needs support to copy and write 1 Is able to copy and write 1 short Is able to copy and write 1 short Is able to copy and write 2 short Is able to copy and write 3 and more
sentences paying attention to short sentence sentences but correct letter sentence paying attention to letter sentences paying careful attention to short sentences paying careful
correct 26 lower case letter formation, spacing between words formation but spacing between words correct letter formation and observing attention to correct letter formation,
formation, size and spacing and size of letters are not is not observed. spacing between words size and observing spacing between
observed words.
WRITING
Activity 1 2 3 4 5
Writes at least 3 sentences of Writes a 1 sentence of 3 words Writes 1 sentence of own news Writes 2 sentences of own news or Writes 3 sentences of own news or Writes more than 3 sentences of
own news or on a topic with support. or on a topic some on his/her on a topic using some punctuation. on a topic (Theme/Story etc.) using own news or on a topic
(Theme/Story etc.) using own capital letters and full stops (Theme/Story etc.) using capital
capital letters and full stops.

34
 n
e
s

ext
60

6
5
4
3
2
1
Names of learners
Score
Date
Talks about a familiar theme topic
&

5
Listening

Speaking

Phonics: Written:
Word building and Sentence level
Recognises 3-letter consonant blends at the
beginning of words. e.g.. str-ip, str-ap)
Recognises 3-letter consonant blends at the

10
end of words. e.g. ca-tch, fe-tch, i-tch)
Builds 3, 4 and 5-letter words using the
Phonics

consonant blends, vowel digraphs

Recognises at least 3 new vowel digraphs.
e.g. ‘oa’ as in boat, ‘ea’ as in eat, short ‘oo’
as in book ‘ai’ as in ‘rain’
10
Spelling test
5

Oral Reading & Questions

Written Comprehension on reading

Types of questions:
Multiple choice questions
Reading

10

Fill in the missing words

Sequence events in a story
Recall types of questions
Who, What, When
1 kf h t
Copies and writes one paragraph of
between 3 - 4 lines from a printed text
5

such as a story, a poem.

Hand
writing

Writes in print script all capitals and lower

Home Language: GRADE 2: TERM 2: Scores using rubrics

case letters confidently and accurately

Writes one paragraph (at least five

sentences) on personal experiences or an
event
5

Uses capital letters (at the beginning of a

Writing

sentence and for proper names) and

correct punctuation (full stops, commas,
apostrophe)
Comment
grammar and spelling
letters and full stops and correct

35
 Home Language: Programme of Assessment: Grade 2 : Term 2
Form of Assessment Date to be Date
Component What skills will be assessed Score
Assessment Tool completed completed
Listening  Talks about a familiar theme / topic (3 sentences, integrated with Life Skills)
Observation &
and Rubric 5 By Week 6
Oral
Speaking
Teacher’s Notes
By Week 6 every learner must be assessed on his /her ability to relate a personal experience or speak on a familiar topic or event. This should be 1-2 minute activity. For SASAMS there
must be 1 score for Listening and Speaking.
Phonics:  Recognises ‘silent e’/split digraph in words. For example tape, time, note
Oral Checklist n/a
Oral  Builds 3, 4 and 5-letter words using the consonant blends, vowel digraphs taught this term
Word building and Sentence level
 Recognises 3-letter consonant blends at the beginning of words. e.g. str-ip, str-ap Worksheet
 Recognises 3-letter consonant blends at the end of words. e.g. ca-tch, fe-tch, i-tch) Class By Week 8 & 9
Phonics: 10
 Builds 3, 4 and 5-letter words using the consonant blends, vowel digraphs taught this term Written workbook
Written
 Recognises at least 3 new vowel digraphs. e.g. ‘oa’ as in boat, ‘ea’ as in eat, short ‘oo’ as Rubric
in book, ‘ai’ as in ‘rain’
Spelling test: Word list of at least 10 words (3/4 letter words) 10
Teacher’s notes
The phonics written activity should be done as a whole class activity by Week 9 and the duration should be 10-15 minutes... For SASAMS there must be 2 scores (written phonics and
spelling)
Group Guided Reading Sessions
Oral Observation
 Assess each learner on oral reading, choose a text (DBE Workbook, Reader) which has Rubric 5 Weeks 7 to 8
Reading & Oral
at least 60-70 words and ask questions related to the text
Choose a reading passage of 60-70 words (DBE Workbook or Reader)
Types of questions:
: Written Worksheet/
 Multiple choice questions Oral &
Comprehensi Class work 10 Week 9
 Fill in the missing words Written
on book /
 Sequence events in a story
 Recall type questions Who, What, When
Teacher’s notes
Learners should be assessed on oral reading and one written comprehension .During your Group Guided Reading sessions in weeks 7 to 8 assess every learner on oral reading (word
recognition, fluency, comprehension e.g 3 oral questions) maximum time of 2 - 3 minutes per learner. The checklist should be used for recording and scoring to be done according to the
rubric for oral reading activities..
36
The written language activities in Week 9 will include phonics and comprehension which should be done in a worksheet format with the whole class and the duration should be 25-30
minutes. These activities must be mediated (passage and questions should be read and individual learners should be supported and given more time to complete these activities).The
assessment items should be differentiated and must cater for varying cognitive levels (easy items 60%, moderate items 40%). The DBE Workbook and other curriculum resources may be
used to select appropriate grade level assessment items. For SASAMS, 2 scores will be captured for Reading (oral reading and written comprehension)

 Copies and writes one paragraph of between 3 - 4 lines from a printed text such as a story, Class
Handwriting: Observation
a poem. workbook / 5 By Week 8
& Written
 Writes in print script all capitals and lower case letters confidently and accurately Rubric
Teacher’s Note:

Letter formation and transcription of words and sentences must be observed in daily class lessons too in all subjects so as to assess how well each learner can demonstrate letter formation of
all 26 lower and upper case letters. The checklist should be used for recording and scoring to be done according to the rubric. For SASAMS, 1 score will be captured for handwriting.

 Writes one paragraph (at least five sentences) on personal experiences or event Class
Writing:
 Uses capital letters (at the beginning of a sentence and for proper names) and correct Written workbook/ 5 By Week 8
punctuation (full stops, commas, apostrophe) Rubric
Teacher’s Note:
By Week 8 the learner should be assessed on his/her ability to write at least 4-5 short sentences on a personal experience or a familiar story or theme topic. In Week 9 language usage skills
should be assessed in a written format using a worksheet which will include written phonics and comprehension activities too. The checklist should be used for recording and scoring to be
done according to the rubric for the writing activity. For SASAMS 1 score will be captured for writing.

TOTAL 50
Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card

7
8
9
10
11
12

37
 9
8
7
6
5
4
3
2
1

14
13
12
11
10

38
/

Names of learners
Date
Recognises ‘silent e’/split digraph in words.
tape, time, note

Builds 3, 4 and 5-letter words using the

Phonics: Oral

consonant blends, vowel digraphs

Fluency & expression

Word recognition
Reading

Read for meaning

Home Language: GRADE 2: TERM 2: Checklist
Comment
 Home Language: GRADE 2 SUGGESTED RUBRICS :Term 2
LISTENING AND SPEAKING
Activity 1 2 3 4 5
Talks about a familiar theme / Talks about a familiar theme Talks about a familiar theme Talks about a familiar theme topic in Talks about a familiar theme topic in Talks about a familiar theme topic in
topic topic by stating 2-3 words with topic in 1 sentence using a 2 sentences using a visual aid eg 3- sentences using a visual aid eg more than3 sentences using a visual
support visual aid eg poster. poster. poster. aid eg poster.
READING
Activity 1 2 3 4 5
Reads from own book a text of 30- Reads word by word a text of 40-49 Reads aloud from own book a text of 50- Reads fluently from own book a text of- Reads fluently from own book a text of
Oral Reading 39 words with support from the words and responds correctly to 1-2 59 words and responds correctly to 3 60- 70 words and responds correctly to more than 70 words and responds
teacher. questions questions 3 questions correctly to 3 questions
HANDWRITING
Activity 1 2 3 4 5
Copies and writes (3 – 4 lines) in Unable to copy and write 1 Able to copy and write 1- 2 lines with Able to copy and write 3 lines legibly Able to copy and write 3 lines legibly Able to copy and write more than 4 lines
printscript using frequently used line of 2-3 words correctly. 3-4 words correctly but needs to pay with some errors noted in spacing and paying attention to uniformity letters in legibly and correctly paying attention to
upper case and lower case letters more attention to size of letters in size of letters in words words , alignment and spacing uniformity letters in words , alignment
legibly, observing spacing between words and spacing between words. and spacing.
letters and words
WRITING
Activity 1 2 3 4 5
Writes one paragraph (at least five Struggles to write one sentence of Attempts to write 2 sentences, of Writes 3 sentences of own news or on a Writes 4 sentences of own news or on a Writes 5 sentences of own news or on a
sentences) on personal own news or on a topic and does own news or on a topic but uses topic (Theme/Story etc.) using capital topic in a paragraph format topic in a paragraph format
experiences or event, uses capital not use any punctuation capital letters incorrectly letters and full stops (Theme/Story etc.) using capital letters (Theme/Story etc.) using capital letters
letters and correct punctuation (full and full stops and correct grammar and and full stops and correct grammar and
stops, commas, apostrophe) spelling spelling

39
 Home Language: Programme of Assessment: Grade 2 : Term 3
Form of Assessment Date to be Date
Component What skills will be assessed Score
Assessment Tool completed completed
Listening
 Role plays a familiar situation ; performs a dialogue with a peer from a familiar story
and Oral Rubric 5 Week 7
(integrated with Life Skills, Reading)
Speaking
Teacher’s notes:
By Week 9 each learner must be assessed on his/her ability to roleplay a familiar situation (show and tell etc) or perform a dialogue with a peer or in a group. The checklist should be used for
recording and scoring to be done according to the rubric.For SASAMS there must be 1 score for Listening and Speaking.

Word level and Sentence level

 Identifies letter-sound relationships of all single letters
 Revises plurals (‘s’ and ‘es’), ‘ing’ and ‘ed’ at the end of words Oral Checklist n/a
 Builds words using the consonant and vowel digraphs, consonant blends and double
consonants
 Uses consonant blends to build up and break down words
 Revises common consonant digraphs e.g. sh, st, sw, wh, ch, th, ck at the end and
Phonics: beginning of words
Written  Recognises common double consonants such as ll, ss and zz at the end of words. By Week 9
 Recognises the first sound (onset) and the last syllable (rime) in more complex patterns. 10
Worksheet/
e.g. dr-eam, cr-eam, scr-eam, str-eam
Written Class
 Recognises vowel digraphs and diphthongs e.g. ‘oy’, ‘oi’, ‘ay’, ‘ai’
workbook
 Write sentences using phonic words

Spelling & Dictation: Word list of at least 10 words from phonic lessons and 1 sentence
dictation of 5 words 15

Teacher’s notes:
The phonics written activity should be done as a whole class activity by Week 9 and the duration should be 10-15 minutes. For SASAMS there must be 2 scores (written phonics and spelling)

Oral Reading Group Guided Reading Sessions Rubric 5 Week 7 to 9

40
  Assess each learner individually on at least 60-70 sight words (Flash cards, Word list)
Observation &
 Assess each learner on oral reading, choose a text (DBE Workbook, Reader) which has at
Oral
least 60-70 words and ask 3 questions related to the text (word recognition, fluency 5
&comprehension)
Teacher’s notes:

During your Group Guided Reading sessions in weeks 7 to 9 :

 assess every learner on 60 to 70 sight words (maximum of 1 - 2 minutes per learner), use a familiar word list on an A 4 laminated poster
 Assess every learner on oral reading (word recognition, fluency, comprehension oral questions) maximum time of 2 - 3 minutes per learner). The checklist should be used for recording and
scoring to be done according to the rubric. For SASAMS, 2 scores (word recognition and oral reading) will be captured.
 Writes at least 8-10 letters in the joined script that is aligned to the school’s writing policy Checklist n/a
Handwriting: Observation & Class
 Copies and writes short words and at least 3-4 lines in joined script or cursive writing: 2 By Week 9
Written workbook 5
and 3 letter words such as an; am; at; it; in; on; of; he; we; us; be; so; see; can; our
Rubric
Teacher ‘s notes :
The checklist should be used for recording and scoring to be done according to the rubric. For SASAMS, 1 score will be captured for handwriting.
 Writes 1-2 paragraphs (at least eight sentences) on personal experiences or events / own
news or on topic Rubric 5
Writing  Uses correct punctuation (full stops, commas, question marks and exclamation marks)
Written By Week 9
Class work
 Uses present, past and future tenses correctly book n/a
Checklist
Teacher ‘s notes:
By Week 9 the learner should be assessed on his/her ability to write at least 8 short sentences on a personal experience or a familiar story or theme topic. The checklist should be used for
recording and scoring to be done according to the rubric for the writing activity. For SASAMS 1 score will be captured for writing.
TOTAL 50
Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card

41
 9
8
7
6
5
4
3
2
1

14
13
12
11
10

42
Names of learners
/

Date

Identifies letter-sound relationships

of all single letters

Revises plurals (‘s’ and ‘es’), ‘ing’

and ‘ed’ at the end of words

Builds words using the consonant and

Phonics: Oral

vowel digraphs, consonant blends and

double consonants

Fluency & expression/ intonation

Reading

Word recognition

Uses present, past and future tenses

correctly
Writing
Home Language: GRADE 2: TERM 3 Checklist
Comment
 9
8
7
6
5
4
3
2
1

13
12
11
10
Names of learners
Score
Date
Role plays a familiar situation :

5
performs a dialogue with a peer from a
Speaking

familiar story
Listening &

Phonics: Written
Uses consonant blends to build up and
break down words, Revises common
consonant digraphs e.g. sh, st, sw, wh, ch,
th, ck at the end and beginning of words,
Recognises common double consonants
10

such as ll, ss and zz at the end of words,

Recognises the first sound (onset) and the
Phonics

last syllable (rime) in more complex

patterns. e.g. dr-eam, cr-eam, scr-eam,
str-eam, Recognises vowel digraphs and
diphthongs e.g. ‘oy’, ‘oi’, ‘ay’, ‘ai’, Write
Spelling & Dictation
15
5

Word recognition: 60-70 sight words

Reading

Oral Reading 60-70 words & Questions

Copies and writes short words and at

least 3-4 lines in joined script or cursive
5
Hand

writing: 2 and 3 letter words such as an;

writing

am; at; it; in; on; of; he; we; us; be; so;
see; can; our
Writes 1-2 paragraphs (at least eight
sentences) on personal experiences or
Home Language: GRADE 2: TERM 3 Scores using rubrics

events / own news or on topic

5

Uses correct punctuation (full stops,

Writing

commas, question marks and

exclamation marks)
Comment

43
 Home Language: GRADE 2 Term 3 SUGGESTED RUBRICS
LISTENING AND SPEAKING
Activity 1 2 3 4 5
Role plays a familiar situation : Reads with teacher 3 words Performs a 1 sentence dialogue Performs a dialogue of 2 sentences Performs a dialogue of 3 sentences Performs a dialogue of more than 3
performs a dialogue with a peer from a dialogue from a familiar story with a peer from a familiar story with with a peer from a familiar story sentences with a peer from a
from a familiar story some expression fluently with expression familiar story fluently with expression
READING
Activity 1 2 3 4 5
Word recognition: 60 to 70 Needs support from teacher. Recognises and reads 40-49 Recognises and reads 50-59 sight Recognises and reads 60-69 sight Recognises and reads more than 70
sight words Recognises less than 30 sight sight words correctly words correctly words confidently and correctly. sight words from a word list
words confidently & correctly in a minute.
Activity 1 2 3 4 5
Oral Reading Reads from own book a text of Reads word by word a text of Reads aloud from own book a text of Reads fluently from own book a text Reads fluently from own book a text
30-39 words with support from 40-49 words and responds 50-59 words and responds of-60-70 words and responds of more than 70 words and
the teacher. correctly to 1-2 questions correctly to 3 questions correctly to 3 questions responds correctly to 3 questions
HANDWRITING
Activity 1 2 3 4 5
Writes 8-10 letters in the joined Learner is unable to copy and Learner is able to copy and write Learner is able to copy and write 3 Learner is able to write 4 to 6 letters Learner is able to write 8 to 10
script (aligned to the school’s write letters in the joined script 1 to 2 letters correctly in the letters correctly in the joined script. in the joined script paying careful letters in the joined script paying
writing policy). correctly. joined script l. attention to correct letter formation careful attention to correct letter
and size formation and size
Copies and writes 2 and 3 Able to copy and write 2 letter Is able to copy and write 2 and Is able to copy and write 2 and 3 Is able to copy and write 2 and 3 Is able to copy and write 2 and 3
letter words in the joined script words with support but struggles 3 letter words but writes some letter words paying careful attention letter words paying careful attention letter words paying careful attention
paying attention to correct letter to form letters correctly in the letters incorrectly in the joined to correct letter formation in the to correct letter formation and size in to correct letter formation, size and
formation, size and spacing joined script script joined script the joined script spacing in the joined script
WRITING
Activity 1 2 3 4 5
Writes 1 - 2 paragraphs (at least Writes 1-2 sentences of news or Writes 3 sentences of own news Writes 4-5 sentences of own news Writes 6-7 sentences of own news Writes 8 sentences in 2 coherent
eight sentences) on personal on a topic with support. or on a topic but uses capital or on a topic (Theme/Story etc.) in 1 or on a topic (Theme/Story etc.) in 2 paragraphs of own news or on a
experiences or event, uses letters incorrectly. paragraph using capital letters and well written paragraphs using capital topic (Theme/Story etc.) using
capital letters and correct full stops letters, full stops, correct grammar capital letters, full stops, correct
punctuation (full stops, and spelling grammar and spelling
commas,apostrophe)

44
 Home Language: Programme of Assessment: Grade 2 : Term 4
Compone Form of Assessment Date to be Date
What skills will be assessed Score
nt Assessment Tool completed completed
Listening
and  Role play a familiar situation: Show and Tell Oral Rubric 5 By Week 5
speaking
Teacher’s notes:
By Week 5 each learner must be assessed on his/her ability to roleplay a familiar situation (show and tell etc) or perform a dialogue with a peer or in a group. The checklist should be used
for recording and scoring to be done according to the rubric. For SASAMS there must be 1 score for Listening and Speaking.
Word level and Sentence level
 suffixes such as -ly, -ies
Checklist n/a
 ‘silent e’/ split digraph in words such as cake, time, hope
 Builds words and sentences using the phonic sounds and vocabulary
Phonics:  3 letter consonant blends at the beginning of words.
Written  3 letter consonant blends at the end of words Written By Week 6
 vowel digraphs eg ‘ar’ as in car, ‘er’ as in fern, ‘ir’ as in shirt, ‘or’ as in short, ‘ur’ as in Worksheet
church etc. Class 10
 vowel digraphs and diphthongs eg ‘oa’, ‘oe’, ’ow’ as in ‘cow’ and ‘ow’ as in ‘show’) workbook

Teacher’s notes:
The phonics written activity should be done as a whole class activity by Week 6 in a worksheet format which will also include written comprehension and language usage skills. For SASAMS
there must be 2 scores (written phonic activity and spelling)
 Assess each learner on oral reading, choose a text (DBE Workbook, Reader) which has at
Oral Observation & Checklist &
least 70-80 words and ask questions related to the text (observe word recognition, fluency 5 By Week 5
Reading Oral Rubric
& comprehension)
Choose a passage with 70-80 words (DBE Workbook or Reader)
Types of questions:
Worksheet
Written  Multiple choice questions
Class work
Comprehe  Close procedure Oral &Written 15 By Week 6
book
nsion  Sequence events in a story
 Recall &higher order type questions Who, What, When, How etc.

45
Teacher’s notes
During your Group Guided Reading sessions assess every learner on oral reading (word recognition, fluency, comprehension e.g. 2 - 3 oral questions) maximum time of 2 - 3 minutes per
learner) The checklist should be used for recording and scoring to be done according to the rubric.
The written language activities in Week 6 will include phonics, comprehension and language usage skills which should be done in a worksheet format with the whole class and the
duration should be between 25-30 minutes. These activities must be mediated (passage and questions should be read and individual learners should supported and given more time to
complete these activities).The assessment items should be differentiated and must cater for varying cognitive levels (easy items 40% , moderate items 50%, difficult 10 %). The DBE
Workbook and other curriculum resources may be used to select appropriate grade level assessment items. For SASAMS, 2 scores will be captured for Reading (oral reading and one
written comprehension)
Handwritin  Copies and writes short words, some commonly used capital letters and short sentences Observation & Class workbook
5 By Week 6
g in the joined / cursive script Written Rubric
Teacher’s notes
Learners should be assessed on 1 written recording. The checklist should be used for recording and scoring to be done according to the rubric. For SASAMS, 1score will be captured for
handwriting.
 Organizes information in a chart or table
 Writes at least two paragraphs (ten sentences) on personal experiences or events such as
Checklist n/a
a family celebration

Writing:
 Uses correct punctuation (full stops, commas, question marks and exclamation marks)
Language Written Week 7
 Use of prepositions:
usage skills Worksheet
 Uses pronouns (I, my, we, they, his, her, she, he)
Class 10
 Uses present, past and future tenses correctly
workbook
 Writes the plurals of nouns ( “s” “es”)

Teacher’s notes
In Week 7 language usage skills should be assessed in a written format using a worksheet which will include written phonics and comprehension activities too. For SASAMS 1 score will be
captured for writing. (language usage skills).
TOTAL 50
Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card.

46
 9
8
7
6
5
4
3
2
1

14
13
12
11
10
Names of learners
/

Date

Recognises and uses suffixes

such as -ly, -ies

Revises ‘silent e’/ split digraph in words

such as cake, time, hope
Phonics: Oral

Builds words and sentences using

the phonic sounds and vocabulary

Writes at least two paragraphs (ten

sentences) on personal experiences or
events such as a family celebration
Writing

Organizes information in a chart or table

Home Language: GRADE 2: TERM 4 Checklist
Comment

47
 9
8
7
6
5
4
3
2
1

15
14
13
12
11
10

48
Names of learners
Score
Date
Role play a familiar topic:

5
Show &Tell
Speaking
Listening &

Phonics: Written
Recognises at least 5 new vowel
digraphs. For example ‘ar’ as in
car, ‘er’ as in fern, ‘ir’ as in shirt,
10

‘or’ as in short, ‘ur’ as in church

Recognises vowel digraphs and
diphthongs. For example ‘oa’, ‘
Phonics

oe’, ’ow’ as in ‘cow’ and ‘ow’ as

in ‘show’)

Oral Reading & Questions

5

60-70 words

Written Comprehension
Types of questions:
Multiple choice questions
Close procedure
Reading

15

Sequence events in a story

Recall & higher order type
questions Who, What, When,
How etc.

Copies and writes short words,

some commonly used capital
5
Home Language: GRADE 2: TERM 4 Scores using rubrics

letters and short sentences in

Hand
writing

the joined / cursive script

Language usage skills:

Punctuation, prepositions,
10
usage

pronouns, tenses
Language
Comment
 Home Language Grade 2 Term 4 Suggested rubrics
LISTENING AND SPEAKING
Activity 1 2 3 4 5
Role play a familiar situation: Does Show and Tell repeating Does a Show and Tell to Does a Show and Tell to Does a Show and Tell to Does a Show and Tell to
Show and Tell steps with teachers demonstrate how to make an demonstrate how to make an object demonstrate how to make an object demonstrate how to make an object
object in 2 simple steps but etc in 2 simple steps using etc in 3 simple steps using etc in 3 simple steps confidently
lacks vocabulary appropriate vocabulary appropriate vocabulary using appropriate vocabulary
READING
Activity 1 2 3 4 5
Oral Reading Reads from own book a text of Reads word by word a text of Reads aloud from own book a text of Reads fluently from own book a text Reads fluently from own book a text
30-39 words with support from 40-49 words and responds 50-59 words and responds of 70 to 80 words and responds of more than 80 words and
the teacher. correctly to 1-2 questions correctly to 3 questions correctly to 3 questions responds correctly to 3 questions
HANDWRITING
Activity 1 2 3 4 5
Copies and writes 2 and 3 Able to copy and write 2 letter Is able to copy and write 2 and Is able to copy and write 2 and 3 Is able to copy and write 2 and 3 Is able to copy and write 2 and 3
letter words in the joined script words with support but struggles 3 letter words but writes some letter words paying careful attention letter words paying careful attention letter words paying careful attention
paying attention to correct letter to form letters correctly in the letters incorrectly in the joined to correct letter formation in the to correct letter formation and size in to correct letter formation, size and
formation, size and spacing joined script script joined script the joined script spacing in the joined script
WRITING
Activity 1 2 3 4 5
Writes at least two paragraphs Struggles to write any Attempts to write sentences, but Starts to write sentences but not in Writes 8 sentences in a paragraph Excellent at writing sentences in
(ten sentences) on personal sentences, no use of capital struggle even if sentences paragraph format.. Uses capital format related to personal paragraph format.. Writes 10
experiences or events, using letters or any punctuation. frames are given to assist. Uses letters and full stops experience/event using correct complex sentences with many
language usage skills, only certain punctuations – but punctuation and grammar. adjectives. Uses correct
punctuation, prepositions, incorrectly punctuation, spelling and grammar.
pronouns

49
 Grade 3

50
 Home Language: Programme of Assessment: Grade 3 : Term 1
Form of Assessment Score Date to be Date
Component What skills will be assessed
Assessment Tool completed completed
Listening
 Talks about a personal experience or topical event (4-5 sentences), integrate with Life Skills
and Oral Rubric 5 By Week 6
theme.
Speaking:
Teacher’s note:
By Week 6 every learner must be assessed on his /her ability to relate a personal experience or speak on a familiar topic or event. This should be 1-2 minute activity. For SASAMS there must
be 1 score for Listening and Speaking.

 Identifies letter-sound relationships of all single letters Letter Sound Chart. Observation Rubric 5
 Recognises that some sounds are represented by a number of different spelling choices
(play, pain, plate; feet, read, key; boat, blow, note; tiger, like, sigh, fly)
Phonics:  Recognises and uses rhyming words such as blow, flow, and glow Checklist
Oral  Builds 3, 4 and 5-letter words using the consonant and vowel digraphs taught this term Class work By Week 9
Oral n/a
 Recognises consonant digraphs (sh-, -sh, ch-, -ch, th-, -th and wh-) at the beginning and end book
of words (sh-irt, ch-irp, th-ink, wh-en, wi-sh, ri-ch, bo-th)
 Recognises vowel digraphs taught in Grade 2 such as ‘oo’, ‘ee’, ‘ea’, ‘ai’, ‘oa’, ‘ay’
 Recognises ‘silent e’ or split digraphs in words such as same, bite, note
Spelling & Dictation: Word list of at least 10 words from phonic lessons and 2 short
Written Written Rubric 15 By Week 8
sentences of dictation.
Teacher’s note:

Phonic oral skills should be observed during the daily class lessons. The checklist should be used for recording and scoring to be done according to the rubric for oral assessment. For
SASAMS there must be 2 scores ( oral phonics and spelling)
Group Guided Reading Sessions
5 Week 6 & 7
 Assess each learner individually: at least 70-80 sight words (Word list)
Oral Observation &
 Assess each learner on oral reading, choose a text (DBE Workbook, Reader) which has at Rubric
Reading Oral
least 70-80 words and ask questions related to the text (observe word recognition, fluency & 5 By Week 8
comprehension)
Teacher’s note:
During your Group Guided Reading sessions in weeks 7 to 9 :
 assess every learner on 70 to 80 sight words (maximum of 1 - 2 minutes per learner), use a familiar word list on an A 4 laminated poster

51
 assess every learner on oral reading (word recognition, fluency, comprehension e.g. 5 oral questions) maximum time of 2 - 3 minutes per learner) based on reading text that has at least 70-
80 words. The checklist should be used for recording and scoring to be done according to the rubric. For SASAMS, 2 scores (word recognition and oral reading) will be captured.

 Forms lower and frequently used upper case letters in the joined script that is aligned to the Class
Observation &
Handwriting: school’s writing policy. workbook 5 Week 7
Written
 Copies and writes short words/ 1 short sentence in the joined script. Rubric
Teacher’s note:

Learners should be assessed on 1 written recording. The checklist should be used for recording and scoring to be done according to the rubric. For SASAMS, 1score will be captured for
handwriting.

 Writes at least one paragraph of eight sentences on own news, creative story, description of Worksheet
an incident/experiment etc. using capital letters, full stops, question marks, commas, Class work
5
Writing exclamation marks and inverted commas Written book Week 9
Rubric
 Uses present, past and future tense correctly Checklist n/a
Teacher’s note:

By Week 9 the learner should be assessed on his/her ability to write 8 short sentences on owns news or an incident or theme topic. The checklist should be used for recording and scoring to
be done according to the rubric for the writing activity. For SASAMS 1 score will be captured for writing.

TOTAL 45
Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card.

52
 9
8
7
6
5
4
3
2
1

14
13
12
11
10
Names of learners
/

Date

Recognises that some sounds are represented

by a number of different spelling choices (play,
pain, plate; feet, read, key; boat, blow, note;
tiger, like, sigh, fly)
Recognises and uses rhyming words such as
blow, flow, and glow

Builds 3, 4 and 5-letter words using the

consonant and vowel digraphs taught this term

Recognises consonant digraphs (sh-, -sh, ch-, -

ch, th-, -th and wh-) at the beginning and end of
Phonics: Oral

words (sh-irt, ch-irp, th-ink, wh-en, wi-sh, ri-ch,

bo-th)
Recognises vowel digraphs taught in Grade 2
such as ‘oo’, ‘ee’, ‘ea’, ‘ai’, ‘oa’, ‘ay’

Recognises ‘silent e’ or split digraphs in words

such as same, bite, note
Home Language: GRADE 3: TERM 1 Checklist

Uses present, past and future tense correctly

Writing
Comment

53
 9
8
7
6
5
4
3
2
1

13
12
11
10

54
Names of learners
Score
Date

Talks about a personal experience

5

or topical event (4-5 sentences)

Speaking
Listening &

Identifies letter-sound relationships

5

of all single letters, consonant blends

and digraphs - Letter Sound Chart.
Phonics

Spelling and dictation: 10 words &

15

2 dictation sentences
1 mark for a correct answer
Word recognition:
5

70 to 80 Sight words
Reading

Oral reading: Reads with fluency

Forms frequently used ower and upper

case
5

letters in the joined script that is

aligned to the school’s writing policy.
Handwriting

Copies and writes short words/ 1

Writes at least one paragraph

of eight sentences on own news,
Home Language: GRADE 3: TERM 1 Scores using rubrics

creative story, description of an

incident/experiment etc.
5

using capital letters, full stops,

Writing

question marks, commas,

exclamation marks and inverted
commas
Comment
 Home Language: Programme of Assessment: Grade 3 : Term 2
Form of Assessment Score Date to be Date
Component What skills will be assessed
Assessment Tool completed completed
Listening
 Does an oral presentation: Show and Tell or prepared speech on a topic using poster or Observation &
and Rubric 5 Week 5
story board linked to a theme topic (integrated with Life Skills). Oral
Speaking
Teacher’s note:
By Week 5 every learner must be assessed on his /her ability to make an oral presentation or speak on a familiar topic or event. This should be 2 -3 minute activity. For SASAMS there must
be 1 score for Listening and Speaking.
Word level and Sentence level Checklist n/a
 Recognises that some sounds can be represented by a number of different spelling
choices (Homonyms) ow (cow) ou (found), aw (draw), au (autumn) tie, high, sky, few, blue
 Recognises digraphs making /f/ such as ‘ph’ as in elephant, ‘gh’ as in laugh
By Week 8
 Recognises that the same spelling can represent different sounds such as ‘bread’, ‘read’ 10
Phonics: Worksheet
 Uses words in written sentences that are pronounced the same way, but have different Written
Written Class
meanings (‘read’ and ‘reed’ - I like to read books. I saw a bird on a reed.)
workbook
Spelling & Dictation:
 Word list of at least 10-15 words from phonic lessons and 2 sentences of dictation 15 By Week 9

Teacher’s note:
The phonics written activity should be done as a whole class activity by Week 8 in a worksheet format which will include comprehension and language usage activities too. For SASAMS
there must be 2 scores (written phonic activity and spelling)
Assess each learner on silent reading, choose a text (DBE Workbook, Reader) which has at Observation &
Reading: Rubric 5 By Week 9
least 80-100 words and ask questions (include higher order questions) related to the text Oral
Choose a fiction/non-fiction text that has 80-100 words
Types of questions: Worksheet
Written:
 Multiple choice questions Oral Class work
Comprehen 15 Week 8
 Sequence events in a story in the right order Written book
sion
 Recall & higher order type questions (express an opinion, cause and effect etc) Rubric

55
Teacher’s note:
During your Group Guided Reading sessions in weeks 8 to 9 you will assess all your learners :on silent reading using a fiction or non-fiction text which has 80-100 words (word
recognition, fluency, comprehension e.g. 5 oral questions) and time allocation should be a maximum of 2 - 3 minutes per learner. The checklist should be used for recording and scoring to
be done according to the rubric.
The written language activities in Week 8 will include phonics, comprehension and language usage skills which should be done in a worksheet format with the whole class and the
duration should be between 30 -45 minutes. Learners should be encouraged to do these written activities independently however individual learners should supported and given more time
to complete these activities. The assessment items should be differentiated and must cater for varying cognitive levels (easy items 30%, moderate items 60%, difficult 10 %). The DBE
Workbook and other curriculum resources (Provincial and ANA question papers) should be used to select appropriate grade level assessment items. For SASAMS, 2 scores will be
captured for Reading (1oral and a written comprehension)
 Forms all upper and lower case letters correctly and automatically in the joined script or Class
Observation &
Handwriting: cursive writing that is aligned to the school’s writing policy workbook 5 By Week 9
Written
 Copies and writes at least 2 short sentences in the joined script Rubric
Teacher’s note:
Learners should be assessed on 1 written recording.The checklist should be used for recording and scoring to be done according to the rubric. For SASAMS, 1score will be captured for
handwriting.
 Writes at least two paragraphs (ten or more sentences) on personal experiences such as
Writing daily news or a school event 5 Week 9
Worksheet
 Uses more complex tenses such as present and past progressive. Class work
Written
 Uses punctuation correctly; capital letters, full stops, commas, question marks, book
Language
exclamation marks and inverted commas Rubric 10 Week 8
usage skills
 Identifies and uses nouns, adjectives, verbs and adverbs correctly

Teacher’s note:
By Week 9 the learner should be assessed on his/her ability to write at least 10 sentences of own news or on a topic or an incident using correct punctuation (capital letters, full stops,
apostrophe etc) and paying attention to grammar and spelling. The checklist should be used for recording and scoring to be done according to the rubric for the writing activity. For SASAMS
2 scores will be captured for writing.
TOTAL 65
Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card.

56
 Home Language: GRADE 3 Term 1 SUGGESTED RUBRICS
LISTENING AND SPEAKING
Activity 1 2 3 4 5
Talks about a personal Unable to talk about personal Attempts to talk about Talks about personal Talks about personal experiences or Talks about personal experiences or topical
experience or topical experiences or topical events personal experiences or experiences or topical events topical events, expressing feelings events with confidence, expressing feelings
events (4- 5 sentences) without support and prompting topical events in 1-2 in 3-4 sentences using an increasing vocabulary in 4-5 and opinions in more than 5 coherent
sentences sentences sentences
PHONICS
Activity 1 2 3 4 5
Identifies initial letter sound Able to identify initial letter Able to identify initial letter Able to identify initial letter Able to identify initial letter sound Able to identify initial letter sound relationships
relationships of all single sound relationships of 1-5 sound relationships of 6-11 sound relationships of 12-17 relationships of 18- 25 letters correctly of all single letters correctly
letters: Letter sound chart letters with support letters correctly letters correctly.
READING
Activity 1 2 3 4 5
Word recognition: Needs support from teacher. Recognises and reads 50-59 Recognises and reads 60-69 Recognises and reads 70-79 sight words Recognises and reads more than 80 sight words
70 – 80 sight words Recognises less than 40-49 sight words correctly sight words correctly confidently and correctly. from a word list confidently and correctly in a
sight words minute.
Activity 1 2 3 4 5
Oral reading Reads from own book a text of Reads word by word a text of Reads aloud from own book a Reads fluently from own book a text of- Reads fluently from own book a text of more than
40-49 words with support from 50-59 words and responds text of 60-69 words and 70-80 words and responds correctly to 3 80 words and responds correctly to 3 questions
the teacher. correctly to 1-2 questions responds correctly to 3 questions
questions
HANDWRITING
Activity 1 2 3 4 5
Forms frequently used lower Writes 1-9 lower and upper case Writes 10-14 lower and upper Writes 15-19 lower and upper Writes 20-25 lower and upper case Writes all lower case and upper case letters
and upper case letters in the joined script with case letters in the joined script. case letters correctly in the letters correctly in the joined script. correctly in the joined script with increasing speed.
letters in the joined script support and guidance. joined script.
that is aligned to the school’s
writing policy.
Copies and writes short Copies and writes two letter Copies and writes short words Copies and writes short words Copies and writes short words in the Copies and writes short words in the joined script
words in the joined script. words in the joined script with but letter in the joined script paying joined script paying attention to correct paying attention to correct letter formation, size
support. formation/size/spacing needs attention to correct letter letter formation and spacing. and spacing.
attention. formation
WRITING
Activity 1 2 3 4 5
Writes at least one Writes 1-2 sentences of news or Able to write 2-3 sentences of Able to write 4-5 sentences of Able to write 6-8 sentences of own news Able to write more than 8 sentences of own news
paragraph on a topic with support. own news or on a topic or own news or on a topic or or on a topic or incident using correct or on a topic, incident experiment using correct
of eight sentences and uses incident using some correct incident using correct spelling and punctuation in paragraph grammar, spelling and punctuation in 2 related
correct punctuation. punctuation. punctuation. format paragraphs.

57
 9
8
7
6
5
4
3
2
1

14
13
12
11
10

58
Names of learners
/

Date
Recognises that some sounds can be
represented by a number of different spelling
choices (Homonyms) ow (cow) ou (found), aw
(draw), au (autumn) tie, high, sky, few, blue

Recognises digraphs making /f/ such as

‘ph’ as in elephant, ‘gh’ as in laugh

Recognises that the same spelling can

Phonics: Oral

represent different sounds such as ‘bread’,

‘read’

Uses words in written sentences that are

pronounced the same way, but have different
meanings (‘read’ and ‘reed’ - I like to read
books. I saw a bird on a reed.)
Writing
Home Language: GRADE 3: TERM 2 Checklist
Comment
 9
8
7
6
5
4
3
2
1

13
12
11
10
Names of learners
Score
Date
Does an oral presentation:
&

5
Show and Tell
Speaking
Listening

Phonics: Written
Recognises that some sounds
can be represented by a number of different
spelling choices (Homonyms)
Recognises digraphs making Recognises that
10

the same spelling can represent different

sounds such as ‘bread’, ‘read’
Uses words in written sentences that are
Phonics

pronounced the same way, but have different

meanings (‘read’ and ‘reed’ - I like to read
books. I saw a bird on a reed.)

Spelling Test: 10-15 words, 2 sentences

15

Silent Reading: 80 -100 words and questions

5

Written: Comprehension
Types of questions:
Multiple choice questions
Reading

15

Sequence events in a story in the right order

Recall & higher order type questions (express
an opinion, cause and effect etc)

Forms all upper and lower case letters

correctly and automatically in the joined
Home Language: GRADE 3: TERM 2 Scores using rubrics

script or cursive writing that is aligned to the

school’s writing policy
Handwriting

Copies and writes at least 2 short sentences

in the joined script
Writes at least two paragraphs (ten or more
5

sentences) on personal experiences such as

Writing

daily news or a school event

Uses more tenses: present and past
progressive.
usuage

Uses punctuation correctly

Language

Identifies and uses nouns, adjectives, verbs

and adverbs correctly
Comment

59
 Home Language: GRADE 3 :Term 2 Suggested Rubrics
LISTENING AND SPEAKING
1 2 3 4 5
Does an oral presentation: Does an oral demonstration eg Does an oral demonstration eg Does an oral demonstration eg Does an oral demonstration eg Does an oral presentation eg Show
Show and Tell or an Show and Tell but explains 1 Show and Tell practically and Show and Tell practically and using Show and Tell practically and and Tell practically and confidently
experiment step only with support explains 2 of the 5 steps in appropriate language and explains 3 confidently using appropriate using appropriate language and
incomplete sentences. of the 5 steps clearly. language and expression and displaying good contact with the
explains 4 of the 5 steps clearly. audience and explains all the steps
confidently.

READING
Activity 1 2 3 4 5
Silent reading Reads from own book a text of 40- Reads word by word a text of 50-59 Reads aloud from own book a text of 60- Reads fluently from own book a text of- Reads fluently from own book a text of
49 words with support from the words and responds correctly to 1-2 69 words and responds correctly to 3 70-80 words and responds correctly to 3 more than 80 words and responds
teacher. questions questions questions correctly to 3 questions
HANDWRITING
Activity 1 2 3 4 5
Forms all upper and lower case Copies and writes 1 short sentence Able to copy and write at least 1 Copies and writes at least 1-2 short Copies and writes 2-3 sentences in the Copies and writes 4-5 sentences in the
letters correctly and in the joined script with support sentence in the joined script but sentences in the joined script paying joined script paying attention to correct joined script paying attention to correct
automatically in the joined script needs to pay more attention to letter attention to correct letter formation. letter formation, size and spacing. letter formation, size and spacing.
or cursive writing that is aligned formation/size/spacing
to the school’s writing policy and
copies and writes at least 2
short sentences in the joined
script.
WRITING
Activity 1 2 3 4 5
Writes at least two paragraphs (ten Writes 2-3 sentences of news or on Able to write 4-5 sentences of own Able to write 6-7 sentences of own news Able to write 8-9 sentences of own news Able to write more than 10 sentences of
or more sentences) on personal a topic with support. news or on a topic or incident using or on a topic or incident using correct or on a topic or incident using correct own news or on a topic, incident
experiences such as daily news or some correct punctuation. punctuation. spelling and punctuation in paragraph experiment using correct grammar,
a school event format spelling and punctuation in 2 related
paragraphs.

60
 Home Language: Programme of Assessment: Grade 3 : Term 3
Form of Assessment Date to be Date
Component What skills will be assessed Score
Assessment Tool completed completed
Listening
 Tells a story with a simple plot with a beginning, middle and end and different characters Observation &
and Rubric 5 By Week 6
(using props such as masks, puppets etc, integrate with Reading, Life Skills) Oral
Speaking:
Teacher’s notes:
By Week 7 each learner must assessed on his/her ability to tell a short story using at least 1 prop. The checklist should be used for recording and scoring to be done according to the
rubric.For SASAMS there must be 1 score for Listening and Speaking.
Word level and Sentence level
 Recognises all vowel and consonant blends learnt so far
 Recognises silent letters in words, that is, ‘k’ as in know, ‘l’ as in half, ‘b’ as in comb, ‘w’ as
in write, ‘h’ as in hour
Checklist
 Homonyms: Uses words that are pronounced and spelt the same but have different 10 By Week 8
Worksheet
Phonics: meanings such as fly : to fly in an aeroplane or a fly that is an insect
Written Class
Written  Homophones: Uses words that sound the same but are spelt differently such as ‘pair’ and
workbook
‘pear’, ‘hair’ and ‘hare’

Spelling & Dictation: Word list of at least 15 words from phonic lessons and 2 sentences
of dictation 15 By Week 9

Teacher’s notes:
The phonics written activity (10 minute) should be done as a whole class activity by Week 8 in a worksheet format which will include comprehension activities too. For SASAMS there must be
2 scores (written phonic activity and spelling)
Reading: Group Guided Reading Sessions
Observation &
Word  Assess each learner individually on at least 100-sight words (Word list) Rubric 5 Week 6 & 7
Oral
Recognition
: Written  Choose 2 graphical texts (bar graph, pictorial map, advertisement, weekly class roster Worksheet
Comprehens etc) Written Class work 20 By Week 8
ion book / Rubric
Teacher ‘s notes:

61
The comprehension written activity (10 minutes) should be done as a whole class activity by Week 8 in a worksheet format which will include phonics activities too. For SASAMS there must
be 2 scores (oral and comprehension)
Class
 Copies and writes short words and short sentences in the joined script with correct letter
Observation & workbook 5
Handwriting: formation and spacing (integrate with Reading, Life Skills) Week 9
Written Rubric
 Writes with increasing speed Checklist n/a
Teacher ‘s notes
Learners should be assessed on 1 written recording.The checklist should be used for recording and scoring to be done according to the rubric. For SASAMS, 1score will be captured for
handwriting.
 Writes and illustrates a familiar story with a title (beginning, middle and end) in at least 10 Poster/
sentences and uses punctuation correctly: capital letters, full stops, commas, question Story board
5+5 Week 9
marks, exclamation marks and inverted commas Class work
Writing:  Writes a personal text ( 40-50 words) e.g. a birthday invitation or a letter to a friend Written book / Rubric
 Uses different sentence types when writing such as statements, questions, commands, etc
 Identifies and uses nouns, pronouns, adjectives, verbs, adverbs and prepositions correctly Checklist n/a Week 5
 Joins sentences using conjunctions such as ‘and’, ‘but’
Teacher’s notes

By Week 5 the learner should be assessed on his/her ability to write a personalised text and by Week 9 the learner should be assessed on his/her ability to write a short story in 10 sentences
and a personal text in at least 40-50 words. Learners should be encouraged to write the same story that they presented for the Listening and Speaking activity in Week 6. The checklist should
be used for recording and scoring to be done according to the rubric for the writing activity. For SASAMS 2 scores will be captured for writing.

TOTAL 70
Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card.

62
 9
8
7
6
5
4
3
2
1

14
13
12
11
10
Names of learners
/

Date

Recognises all vowel and

consonant blends learnt so far

Recognises silent letters in

words, that is, ‘k’ as in know, ‘l’
as in half, ‘b’ as in comb, ‘w’ as
write, ‘h’ as in hour
Homonyms: Uses words that
are pronounced and spelt the
Phonics

same but have different

meanings such as fly : to fly in
an aeroplane or a fly that is an

Homophones: Uses words

that sound the same but are
spelt differently such as ‘pair’
and ‘pear’, ‘hair’ and ‘hare’

Writes with increasing speed

Handwriting

Uses different sentence types

Home Language: GRADE 3: TERM 3 Checklist

when writing

Identifies and uses nouns,

pronouns, adjectives, verbs,
Writing

adverbs and prepositions

correctly
Joins sentences using
conjunctions such as ‘and’, ‘but’
Comment

63
 9
8
7
6
5
4
3
2
1

12
11
10

64
Names of learners
Score
Date
Tells a story with a simple plot
&

5
with a beginning, middle and
Speaking
Listening

end and different characters

Phonics: Written
Recognises all vowel and
consonant blends
10

Recognises silent letters in words

Homonyms
Homophones
Phonics

Spelling test (20 words) &

15

( 2 sentences) dictation

Oral: Word recognition:

5

100 Sight words

Written: Comprehension
Choose 2 graphical texts (bar
Reading

20

graph, pictorial map, advertisement,

weekly class roster etc)

Copies and writes short words and

short sentences in the joined script
5
Hand

with correct letter formation and

writing

spacing
Home Language: GRADE 3: TERM 3 Scores using rubrics

Writes and illustrates a familiar

story with a title (beginning, middle
5

and end) in at least 10 sentences

and uses punctuation correctly
Writing

Writes a personal text

5

( 40-50 words) e.g. a birthday

invitation or a letter to a friend
Comment
 Home Language: GRADE 3 RUBRIC :Term 3
LISTENING AND SPEAKING
Activity 1 2 3 4 5
Tells a story with a simple plot Struggles to tell the story. Attempts to tell a story. Tells a simple story with a Good at telling a story with a Excellent when telling a story with a
with a beginning, middle and Cannot identify the beginning, Sequence of events is confused. beginning, middle and end using beginning, middle and end and role beginning, middle and end. Role
end and different characters middle or end or identify Different characters were not appropriate language and gestures. plays the main character using plays characters and scenes using
characters. Shy and has no identified. Lacks vocabulary and More confident in telling the story. expressive language and gestures. expressive language and gestures
confidence. sentences structure to be Start to use intonation. A very confident presentation. and voice appropriately. An
successful. excellent presentation.
READING
Activity 1 2 3 4 5
Word recognition: 100 sight Needs support from teacher. Recognises and reads 70-79 Recognises and reads 80-89 sight Recognises and reads 90-100 sight Recognises and reads more than
words Recognises less than 60-69 sight words correctly words correctly words confidently and correctly. 100 sight words from a word list
sight words confidently and correctly.
HANDWRITING
Activity 1 2 3 4 5
Copies and writes short Copies and writes 1 short Able to copy and write at least 1 Copies and writes at least 1-2 short Copies and writes 2-3 sentences in Copies and writes 4-5 sentences in
sentences in the joined script sentence in the joined script with sentence in the joined script but sentences in the joined script paying the joined script paying attention to the joined script paying attention to
support needs to pay more attention to attention to correct letter formation. correct letter formation, size and correct letter formation, size and
letter formation/size/spacing spacing. spacing.
WRITING
Activity 1 2 3 4 5
Writes personal text ( 40-50 .Learner is able to write an Learner is able to write an Learner is able to write an invitation Learner is able to write an invitation Learner is able to write an invitation
words) e.g. a birthday invitation invitation in 10-19 words with invitation or short letter in 20-29 or short letter in 30 -39 words using or short letter in 40- 49 words using or short letter in more than 50 words
or a letter to a friend support. words using a simple format a simple format a simple format, correct spelling and using a simple format, correct
grammar. spelling & grammar.
Activity 1 2 3 4 5
Writes a familiar story with a Writes 1-3 sentences with Able to write a familiar story with Able to write a familiar story with a Able to write a familiar story with a Able to write a familiar story with a
title (beginning, middle and support using some correct a title in 4-6 sentences using title in 7-8 sentences with a title in 9-10 sentences with a clear title in more than 10 sentences with
end) in at least 10 sentences punctuation. some correct punctuation, beginning, middle and end using beginning, middle and end using a clear beginning, middle and end
and uses punctuation correctly grammar & spelling. correct grammar, spelling and correct grammar, spelling and using correct grammar, spelling and
punctuation. punctuation. punctuation.

65
 9
8
7
6
5
4
3
2
1

66
14
13
12
11
10
Names of learners
/

Date
Recognises hard and soft sounds of
‘c’ and ‘g’ such as ‘c’ as in city; ‘g’ as in giant

Recognises vowels such - as ‘ere’ in ‘here’, -

air as in ‘hair’, -are as in ‘square’

Breaks down multi-syllabic words into

separate syllables such as re-mem-ber

Recognises and uses spelling patterns such

as -igh (high), -ough (tough), -eigh (neigh),
augh (caught)
Phonics

Recognises and uses synonyms such as

happy is the same as glad and antonyms:
good is the opposite of bad

Recognises and uses prefixes

such as un-, re- and suffixes such
as -ful, -ness
Home Language: GRADE 3: TERM 4 Checklist

Writes neatly and legibly with confidence and

speed in a joined script or cursive writing
Handwriting
Comment
 Home Language: Programme of Assessment: Grade 3 : Term 4
Form of Assessment Date to be Date
Component What skills will be assessed Score
Assessment Tool completed completed
Listening
 Plans and makes an oral presentation: tells personal news, describes something Observation &
and Rubric 5 By Week 5
experienced, recounts an event etc. can use visual aid (integrate with Reading, Life Skills) Oral
Speaking:
Teacher’s notes:
By Week 5 every learner must be assessed on his /her ability to make an oral presentation or speak on a familiar topic or event. This should be 2 -3 minute activity. For SASAMS there must be 1
score for Listening and Speaking.
Word level and Sentence level
 Recognises hard and soft sounds of ‘c’ and ‘g’ such as ‘c’ as in city; ‘g’ as in giant
 Recognises vowels such - as ‘ere’ in ‘here’, -air as in ‘hair’, -are as in ‘square’
 Breaks down multi-syllabic words into separate syllables such as re-mem-ber
 Recognises and uses spelling patterns such as -igh (high), -ough (tough), -eigh (neigh), Checklist
10 By Week 7
Phonics: augh (caught) Worksheet
Written  Recognises and uses synonyms such as happy is the same as glad and antonyms: good is Written Class
the opposite of bad workbook
 Recognises and uses prefixes such as un-, re- and suffixes such as -ful, -ness Rubric
1 mark for each correct answer
 Spelling & Dictation: Word list of at least 20 words from phonic lessons and 2 sentences of
dictation 15 By Week 8
1 mark for each correct answer
Teacher’s notes:
The phonics written activity should be done as a whole class activity by Week 7 in a worksheet format which will include comprehension and language usage activities too. For SASAMS there
must be 2 scores (written phonic activity and spelling)
Group Guided Reading Sessions
Reading  Assess each learner on oral reading, choose different genres (DBE Workbook, Reader) Observation
Rubric 5 Week 6 & 7
Comprehension which has at least 100-120-words and ask questions related to the text Oral

Choose a fiction/non-fiction text with 100-120 words (DBE Workbook or Reader)

Types of questions: Worksheet
Written  Multiple choice questions Oral Class work
20 By Week 7
Comprehension  Sequence events in a story Written book
 Recall &higher order type questions (express an opinion, cause and effect etc)
1 mark for each correct answer
67
Teacher’s notes:
During your Group Guided Reading sessions in weeks 6 to 7 you will assess all your learners :on oral reading using a fiction or non-fiction text which has 100-120 words (word recognition,
fluency, comprehension e.g. 5 oral questions) and time allocation should be a maximum of 2 - 3 minutes per learner. The checklist should be used for recording and scoring to be done
according to the rubric.
The written language activities in Week 7 will include phonics, comprehension and language usage skills which should be done in a worksheet format with the whole class and the duration
should be between 45 – 50 minutes. Learners should be encouraged to do these written activities independently however individual learners should supported and given more time to complete
these activities.The assessment items should be differentiated and must cater for varying cognitive levels (easy items 30% , moderate items 60%, difficult 10 %). The DBE Workbook and other
curriculum resources may be used to select appropriate grade level assessment items. For SASAMS, 2 scores will be captured for Reading (1oral and a written comprehension)
 Writes neatly and legibly with confidence and speed in a joined script or cursive writing Checklist n/a
 Writes lower and upper case letters in the joined script that is aligned to the school’s writing Observation & Worksheet
Handwriting: policy Class work By Week 8
Written 5
 Uses the joined script freely for written recordings in all subjects. book
Rubric
Teacher’s notes
Learners should be assessed on 1 written recording.The checklist should be used for recording and scoring to be done according to the rubric. For SASAMS, 1score will be captured for
handwriting.
 Writes at least 10 sentences on a given topic with a title using correct punctuation (capital
Writing letters, full stops, commas, apostrophe, commas, question mark, exclamation mark, inverted 5 Week 5
commas) grammar and spelling.
 Punctuation (capital letters, full stops, commas, apostrophe, commas, question mark,
Worksheet
exclamation mark, inverted commas)
Class work
 Pronouns
book
 Opposites
Language Rubric
 Synonyms Written 10 By Week 7
usage skills
 Use of tenses
 Parts of Speech
 Writes the plurals of nouns
 Use of conjunctions (and, but, because)
Teacher’s notes
By Week 7 the learner should be assessed on his/her ability to write at least 10 sentences on a given topic using correct punctuation (capital letters, full stops, apostrophe etc) and paying
attention to grammar and spelling. The checklist should be used for recording and scoring to be done according to the rubric for the writing activity. For SASAMS 2 scores will be captured for
writing.
TOTAL 75
Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card.

68
 9
8
7
6
5
4
3
2
1

13
12
11
10
Names of learners
Score
Date Plans and makes an oral
5 presentation: tells personal news,
describes something experienced,
Speaking
Listening &

recounts an event etc.

Phonics: Written
Recognises hard and soft sounds
Recognises vowels ‘
Breaks down multi-syllabic words into
10

separate syllables
Recognises and uses spelling patterns
Phonics

Recognises and uses synonyms

antonyms:
Recognises and uses prefixes
Spelling test and dictation
15

1 mark for each correct answer

5

Oral Reading 100 -120 words

Comprehension: Written
Types of questions:
Multiple choice questions, Sequence
Reading

20

events in a story, Recall &higher order

type questions (express an opinion,
cause and effect etc)

Writes lower and upper case letters in

the joined script that is aligned to the
Home Language: GRADE 3: TERM 4 Scores using rubrics

school’s writing policy

Uses the joined script freely for written
Handwriting

recordings in all subjects

Writes at least 12 sentences on a

5

given topic with a title using correct

Writing

punctuation, grammar and spelling.

Uses apostrophes in contractions

Uses conjunctions to form compound
10
use

sentences
Language
Comment

69
 Home Language: GRADE 3 RUBRIC :Term 4
LISTENING AND SPEAKING
Activity 1 2 3 4 5
Makes an oral presentation: With support is able to verbalise Does a prepared speech on a Does a prepared speech on a Does a well prepared speech on a Does a well prepared speech on an
Prepared Speech on a familiar 1 simple sentence on an familiar topic describing 2 familiar topic describing 3 factual familiar topic describing 4 factual interesting and familiar topic
topic with 3- 5 simple facts everyday topic eg the weather factual details details and showing some evidence details and showing evidence of describing more than 5 factual
with a poster etc of research research supported by a visual aid details and showing evidence of
research supported by a visual aid
eg a poster etc
READING
Activity 1 2 3 4 5
Oral reading Reads from own book a text of Reads word by word a text of Reads aloud from own book a text of Reads fluently from own book a text Reads fluently from own book a text
50-99 words with support from 100 -149 words and responds 150-179 words and responds of 180-200 words and responds of more than 200 words and
the teacher. correctly to 2-3 questions correctly to 4 questions correctly to 5 questions responds correctly to 5 questions
HANDWRITING
Activity 1 2 3 4 5
Writes lower and upper case Copies and writes 1 short Able to copy and write at least 1 Copies and writes at least 1-2 short Copies and writes 2-3 sentences in Copies and writes 4-5 sentences in
letters in the joined script that is sentence in the joined script with sentence in the joined script but sentences in the joined script paying the joined script paying attention to the joined script paying attention to
aligned to the school’s writing support needs to pay more attention to attention to correct letter formation. correct letter formation, size and correct letter formation, size and
policy, uses the joined script letter formation/size/spacing spacing. spacing.
freely for written recordings in all
subjects
WRITING
Activity 1 2 3 4 5
Writes at least 10 sentences on Writes 2-3 sentences of on a Able to write 4-5 sentences of on a Able to write 6-7 sentences of on a Able to write 8-9 sentences of on a Able to write more than 10 sentences
a given topic with a title using given topic with a title with support. given topic with a title using some given topic with a title using correct given topic with a title using correct on a given topic with a title using
correct punctuation, grammar correct punctuation. punctuation. spelling and punctuation in paragraph correct grammar, spelling and
and spelling. format punctuation in 2 related paragraphs.

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ISBN 978-1-4315-3129-5