GR 2 Term 2 2020 HL Xitsonga Tracker

HOME LANGUAGE: XITSONGA
TRACKER
&
PROGRAMME OF ASSESSMENT
GRADE 2
TERM 2 2020
Contents
Curriculum Coverage Term 2 ................................................................................................ 3

WEEK 1............................................................................................................................. 4
WEEK 2............................................................................................................................. 5
Theme Reflection: HI NA SWITWI ..................................................................................... 7
WEEK 3............................................................................................................................. 8
WEEK 4............................................................................................................................. 9
Theme Reflection: KU ENDLA SWIHOXO ....................................................................... 11
WEEK 5........................................................................................................................... 12
WEEK 6........................................................................................................................... 13
Theme Reflection: KU HLAYISEKA NA VUTIHLAMULERI .............................................. 15
WEEK 7........................................................................................................................... 16
WEEK 8........................................................................................................................... 17
Theme Reflection: MINDHAVUKO .................................................................................. 19
WEEK 9........................................................................................................................... 20
WEEK 10......................................................................................................................... 21
Theme Reflection: NTIYISO KUMBE SWIANAKANYIWA?.............................................. 23
PROGRAMME OF ASSESSMENT ..................................................................................... 29
2
Curriculum Coverage Term 2
During the term, keep track of every lesson that you teach on the Tracker that follows. Then,
at the end of the term, count the number of lessons completed, and fill in this table. Discuss
your curriculum coverage with your HoD to see how you can improve in Term 2.
ACTIVITY NUMBER OF LESSONS IN NUMBER OF LESSONS

LESSON PLAN TAUGHT
Oral Activities 24
Phonemic Awareness and 32

Phonics
Shared Reading 32
Handwriting 24
Writing 16
Group Guided Reading 40
Please remember to:

1. Get learners who finish their work quickly to complete an Extension Activity from the
DBE Workbook.
2. Encourage learners to do as much independent reading as possible.
3
GRADE 2 TERM 2 WEEKS 1 & 2
Theme: Hi na switwi
WEEK 1
Day CAPS content, concepts, skills Date completed
Monday Activity 1: Oral Activities
 Introduce the Theme
 Theme Vocabulary: Kwata, riendzo,
vuhandzuri
 Rhyme / Song
Monday Activity 2: Handwriting
 Revise sounds and words previously taught
Monday Activity 3: Shared Reading: Pre-Read
 Big Book: Dintle a endzela Dumi
Monday Activity 4: Writing: Plan and Draft
 Tsala nongonoko wa swilo leswi swi ku
tsakisaka na leswi swi ku endlaka u kwata
Monday Activity 5: Group Guided Reading
 Groups _______
 Worksheet 1
Tuesday Activity 1: Phonemic Awareness & Phonics
 Introduce new sounds and words: /tsh/
Tuesday Activity 2: Handwriting: Write new letter(s) / words /
sentences
 Tsh, tsh
Tuesday Activity 3: Shared Reading: First Read
Tuesday Activity 4: Group Guided Reading
 Groups ______
 Worksheet 1
Wednesday Activity 1: Oral Activities
 Theme Vocabulary: khoma hi tingana,
chava, mphikizano
 Rhyme / Song
 Creative Storytelling
Wednesday Activity 2: Phonemic Awareness & Phonics
 Introduce new sounds and words: /nkh/
Wednesday Activity 3: Handwriting: Write new letter(s) / words /
sentences
 Nkh, nkh
Wednesday Activity 4: Writing: Plan and Draft
 Tsala nongonoko wa swilo leswi swi ku
tsakisaka na leswi swi ku endlaka u kwata
Wednesday Activity 5: Group Guided Reading
 Groups ______
 Worksheet 1
4
Thursday Activity 1: Phonemic Awareness & Phonics
 Segmenting and blending
Thursday Activity 2: Shared Reading: Second Read
Thursday Activity 3: Group Guided Reading
 Groups ______
 Worksheet 1
Friday Activity 1: Oral Activities
 Theme Vocabulary: Chavelela, ntsako, eku
heteleleni
 Rhyme / Song
 Discussion of the shared reading text
Friday Activity 2: Phonemic Awareness & Phonics
 Word find
Friday Activity 3: Shared Reading: Post Read
 Oral recount from the story
Friday Activity 4: Group Guided Reading
 Groups ______
 Worksheet 1
Friday Activity 5: End of week review
WEEK 2
 Theme Vocabulary: Ku tihlamusela,
nkombiso, mimpfuxeto
 Rhyme / Song
 Big Book: Nyasha exitejini
 Tsala xitori hi nkarhi lowu u nga va na
matitwelo yo hlanganahlangana
 Groups _______
 Worksheet 2
 Introduce new sounds and words: /ndh/
sentences
 Ndh, ndh
 Groups ______
 Worksheet 2
5
 Theme Vocabulary: Tatasela, rhurhumela,
nghwazi, ku titshemba
 Rhyme / Song
 Introduce new sounds and words: /mby/
sentences
 Mby, mby
 Tsala xitori hi nkarhi lowu u nga va na
matitwelo yo hlanganahlangana.
 Groups ______
 Worksheet 2
 Groups ______
 Worksheet 2
 Theme Vocabulary: Minsiha, muyingiseri,
humelela, tsandzeka
 Rhyme / Song
 Word Find
 Written comprehension
 Groups ______
 Worksheet 2
6
Theme Reflection: HI NA SWITWI
What went well this

cycle?
What did not go well

this cycle? How can
you improve on this in
the next cycle?
7
Theme: Ku endla swihoxo
WEEK 3
 Theme Vocabulary: Xihoxo, nghozi, hi
xikongomelo
 Rhyme / Song
 Big Book: Jabu u hakasa matandza
 Tsala hi nkarhi lowu u nga endla xihoxo.
 Groups _______
 Worksheet 3
 Introduce new sounds and words: /khw/
sentences
 Khw, khw
 Groups ______
 Worksheet 3
 Theme Vocabulary: Faya, matandza yo
fayeka, futa, vukheta
 Rhyme / Song
 Introduce new sounds and words: /x/
sentences
 X, x
 Tsala hi nkarhi lowu u nga endla xihoxo.
 Groups ______
 Worksheet 3
8
 Groups ______
 Worksheet 3
 Theme Vocabulary: Khunguvanyeka, faya,
chayisa, tshova
 Rhyme / Song
 Word find
 Groups ______
 Worksheet 3
WEEK 4
 Theme Vocabulary: ti toloveta, tsalatsala,
dyondza
 Rhyme / Song
 Big Book: Xikambelwana xa metse xo olova
xa Lindelani
 Endla onge hi wena Lindelani a tsalaka eka
dayari ya wena endzhaku ka ntokoto lowu
 Groups _______
 Worksheet 4
 Introduce new sounds and words: /ngw/
sentences
 Ngw, ngw
9
xa Lindelani
 Groups ______
 Worksheet 4
 Theme Vocabulary: Nandzu, mutivi, nonoha,
olova
 Rhyme / Song
 Introduce new sounds and words: /hlw/
sentences
 Hlw, hlw
 Endla onge hi wena Lindelani u tsalaka eka
dayari ya wena endzhaku ka ntokoto lowu
 Groups ______
 Worksheet 4
xa Lindelani
 Groups ______
 Worksheet 4
 Theme Vocabulary: ku tikukumuxa, honisa,
kombela ku rivaleriwa
 Rhyme / Song
 Word Find
xa Lindelani
 Groups ______
 Worksheet 4
10
Theme Reflection: KU ENDLA SWIHOXO
What went well this

cycle?

this cycle? How can
the next cycle?
11
Theme: Ku hlayiseka na vutihlamuleri
WEEK 5
 Theme Vocabulary: Hlayiseka, hlayisekanga,
ku tihlamulela, vutihlamuleri
 Rhyme / Song
 Big Book: Duma na vanghana va yena va
lahleka
 Dirowa u tsala ndzimana hi swin’wana leswi
swi ku endlaka u twa u nga hlayisekanga
 Groups _______
 Worksheet 5
 Introduce new sounds and words: /nts/
sentences
 Nts, nts
lahleka
 Groups ______
 Worksheet 5
 Theme Vocabulary: Chava, hatlisa,
kavanyeteka
 Rhyme / Song
 Introduce new sounds and words: /nhw/
sentences
 Nhw, nhw
 Dirowa u tsala ndzimana hi swin’wana leswi
swi ku endlaka u twa u nga hlayisekanga
 Groups ______
 Worksheet 5
12
lahleka
 Groups ______
 Worksheet 5
 Theme Vocabulary: Valanga, ringeta, ku
tisola
 Rhyme / Song
 Word find
lahleka
 Oral or written summary of the story
 Groups ______
 Worksheet 5
WEEK 6
 Theme Vocabulary: Khombo, xivindzi,
lemukisa, xilemukiso
 Rhyme / Song
 Big Book: Vusi na ribuwa ra nambu
 Tsala hi xifambo lexi u xi tirhisaka ku ya
exikolweni na ku muka.
 Groups _______
 Worksheet 6
 Introduce new sounds and words: /ntsh/
sentences
 Ntsh, ntsh
13
 Groups ______
 Worksheet 6
 Theme Vocabulary: Xivindzi, nga chavi
nchumu, khukhuriwa
 Rhyme / Song
 Introduce new sounds and words: /ntlh/
sentences
 Ntlh, ntlh
 Tsala hi xifambo lexi u xi tirhisaka ku ya
exikolweni na ku muka.
 Groups ______
 Worksheet 6
 Groups ______
 Worksheet 6
 Theme Vocabulary: Nghwazi, vuphunta, ku
va hava vutihlamuleri
 Rhyme / Song
 Word Find
 Illustrate the text
 Groups ______
 Worksheet 6
14
Theme Reflection: KU HLAYISEKA NA VUTIHLAMULERI
What went well this

cycle?

this cycle? How can
the next cycle?
15
Theme: Mindhavuko
WEEK 7
 Theme Vocabulary: Ndhavuko/ ntolovelo,
ntlangu, ndhavuko, ndhawu
 Rhyme / Song
 Big Book: Xitori xa kokwana wa mina wa
xisati.
 Dirowa u tsala xitori hi ximunhuhatwa lexi xi
lavaka ku dyondza swin’wana ku suka eka
xirho xa ndyangu
 Groups _______
 Worksheet 7
 Introduce new sounds and words: /mbvh/
sentences
 Mbvh, mbvh
xisati.
 Groups ______
 Worksheet 7
 Theme Vocabulary: Vumba, nkhaviso,
rixaka, hundzisela
 Rhyme / Song
 Introduce new sounds and words: /nghw/
sentences
 Nghw, nghw
16
 Dirowa u tsala xitori hi ximunhuhatwa lexi xi
lavaka ku dyondza swin’wana ku suka eka
xirho xa ndyangu
 Groups ______
 Worksheet 7
xisati.
 Groups ______
 Worksheet 7
 Theme Vocabulary: Vukhongeri, ku wisa,
ripfumelo
 Rhyme / Song
 Word find
xisati.
 Groups ______
 Worksheet 7
WEEK 8
 Theme Vocabulary: Nkhuvo wa vukati,
tinxakanxaka, ntirho
 Rhyme / Song
 Big Book: Ntsheketo wa micato yinharhu
 Tsala hi ntolovelo kumbe holideyi leyi mi yi
tlangelaka na ndyangu wa wena
 Groups _______
 Worksheet 8
17
 Introduce new sound and words: /ntshw/
sentences:
 Ntshw, ntshw
 Groups ______
 Worksheet 8
 Theme Vocabulary: Xisirhelelo/vhoyili, sari,
yarmulke, mehndi
 Rhyme / Song
 Introduce new sound and words: /ndzhw/
sentences:
 Ndzhw, ndzhw
 Tsala hi ntolovelo kumbe holideyi leyi mi yi
tlangelaka na ndyangu wa wena
 Groups ______
 Worksheet 8
 Groups ______
 Worksheet 8
 Theme Vocabulary: Nhlamuselo, n’wendzi,
hlomisa, muteki
 Rhyme / Song
 Word Find
 Groups ______
 Worksheet 8
18
Theme Reflection: MINDHAVUKO
What went well this

cycle?

this cycle? How can
the next cycle?
19
Theme: Ntiyiso kumbe Swianakanyiwa?
WEEK 9
 Theme Vocabulary: swa ntiyiso,
swianakanyiwa, ntiyiso, vunwa
 Rhyme / Song
 Big Book: Xana a wu swi tiva?
 Tsala nongonoko wu ri na tinhlokomhaka hi
timhaka ta ntiyiso leti u ti tivaka, na timhaka
ta ntiyiso leti u lavaka ku dyondza ha tona
 Groups _______
 Worksheet 9
Tuesday Activity 2: Handwriting:
 Groups ______
 Worksheet 9
 Theme Vocabulary: Rimpfani, titumbeta,
mahanyelo
 Rhyme / Song
Wednesday Activity 3: Handwriting:
 Tsala nongonoko wu ri na tinhlokomhaka hi
timhaka ta ntiyiso leti u ti tivaka, na timhaka
ta ntiyiso leti u lavaka ku dyondza ha tona
 Groups ______
 Worksheet 9
20
 Groups ______
 Worksheet 9
 Theme Vocabulary: Humesa, onge i inki,
karhata, muhlaseri
 Rhyme / Song
 Word find
 Groups ______
 Worksheet 9
WEEK 10
 Theme Vocabulary: ku twa, ku nga hlamuseli
ntiyiso, Mars, mpfhuka
 Rhyme / Song
 Big Book: Gugu a kuma leswikulu
 Tsala papila u tsalela un’wana ekaya u n’wi
rungulela hi mhaka yo tsakisa ya ntiyiso leyi
u yi dyondzeke ku fikela sweswi eka lembe
leri
 Groups _______
 Worksheet 10
Tuesday Activity 2: Handwriting
 Revise letters and words previously taught
21
 Groups ______
 Worksheet 10
 Theme Vocabulary: Mianakanyo, tialiyensi,
pulanete
 Rhyme / Song
Wednesday Activity 3: Handwriting
 Tsala papila u tsalela un’wana ekaya u n’wi
rungulela hi mhaka yo tsakisa ya ntiyiso leyi
u yi dyondzeke ku fikela sweswi eka lembe
leri
 Groups ______
 Worksheet 10
 Groups ______
 Worksheet 10
 Theme Vocabulary: Mahungundlela, atikili,
ndzavisiso
 Rhyme / Song
 Word Find
 Oral recount of the story
 Groups ______
 Worksheet 10
22
Theme Reflection: NTIYISO KUMBE SWIANAKANYIWA?
What went well this

cycle?

this cycle? How can
the next cycle?
23
Tracker for Group Guided Reading
Please ensure that you do the following:
TERM 2 READING GROUPS
1. In the first two weeks of school, sort learners into group guided reading groups using the guidance given in the orientation programme.
2. Assign learners to same-ability groups and fill their names in on the table that follows.
3. Space has been allocated for 8 groups for teachers who have very large classes.
4. Ideally, try to have 5 groups, with no more than 8 learners per group.
5. There are 2 copies of table called TERM 2 READING GROUPS. This means that you can update your tables if you make many changes to
your reading groups during the term.
TERM 2 GROUP GUIDED READING TRACKER
1. Please write the group names in this table.

2. In the first column, list all the texts that you have access to. This includes sound and word cards, the DBE Workbook stories, and any
graded readers that you may have.
3. As each group starts a new text, write the start date in this table.
4. Allow groups to progress at their own pace.
24
Term 2 Reading Groups
Date
Group Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8
number
and name
Reading
day
Group
members’
names
25
Date
Group Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8
number
and name
Reading
day
Group
members’
names
26
Term 2 Group Guided Reading Tracker
Text Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8
27
Text Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8
28
PROGRAMME OF ASSESSMENT
In accordance with Section 4 of CAPS, assessment of Foundation Phase HL must be done
continuously in an integrated manner, using different tools. Assessment must be done
for learning, and of learning. This means that throughout the term, you should assess
learners and keep records in different ways, for instance:
• Keeping notes in an assessment note book

• Using a checklist
• Giving written feedback in learners’ books
• Use rubrics to assess specific skills, knowledge or competencies
You should use these assessment records to inform the support or extension that you
give to different learners.
At the end of the term, you should look at all the assessment records and notes for each
learner, as well as the learners’ written work. Then, use your professional judgement to
assign each learner a rating from 1-7 for each component of Home Language.
You may choose to use the following sample assessment plan, or to design your own
assessment task, aligned to Section 4 of CAPS:
Tools required for the sample assessment plan:
1. Assessment Note Book

• Use an A4 book for this purpose. Cover and label the book, and include the words:
Private and Confidential.
• Divide each page into two by ruling a line across the page.
• Label each half page with a learner’s name and surname.
• Include the learner’s date of birth.
• Use this book to keep a record of events in the learner’s life that are relevant to their
education. For example: Happy, well-adjusted child. Good parental support. No
developmental problems. 22/01/2020.
• Remember to date each entry.
• Then, record any progress or issues that you notice during the course of the term.
And remember, you can assess a learners’ language skills in all subjects. Keep
29
notes in the Assessment Note Book, for example: Has mastered all phonemes taught
in Term 2 and is decoding unknown words quickly and effectively. 05/06/2020.
2. Assessment Checklist (sample included)

• This programme includes an assessment checklist for the term.
• This includes the main skills, knowledge and competencies that learners should
acquire over the course of the term.
• Use this checklist to informally assess learners over the course of the term.
• You may not manage to assess every item on the checklist for every learner, but do
as much as you can, by observing learners during different lessons.
• Many of these observations will be fulfilled by implementing the assessment rubrics
provided. (see below)
3. Assessment Rubrics (samples included)

• Also included in this programme are rubrics designed to assess specific skills,
knowledge and competencies, that are developed in Grade 2 Term 2.
• Use these tools during the course of the term to assess learners.
• Record the learners’ results in the Assessment Note Book.
4. Term 2 Composite Recording Sheet (sample included)

• Use this form to record a final rating from 1-7 for each learner, for each component of
Home Language.
• First, examine all learner records and results for each component, and then decide
on a rating for each learner and fill it in on this sheet.
• Then, work out the overall rating for each learner, for the term.
• Do this by working out an average rating. If you feel this average rating needs to be
adjusted up or down one level, use your professional judgement to do so.
• Remember that it is important to be able to justify the ratings you assign to each
learner, based on the evidence that you accumulate throughout the term.
30
QUICK GUIDE TO SAMPLE ASSESSMENT (SUMMARY)
1. Get the required Assessment Tools ready for the term: Assessment Note Book;
Checklist; Rubrics; and Composite Recording Sheet.
2. Read the integrated Assessment Task for the term.
3. Implement continuous assessment for learning and assessment of learning throughout
the term, using all tools.
4. At the end of the term, examine all learner records and results for each component,
as well as the learners’ written work, and decide on ratings of 1-7. Fill these in on the
Composite Record Sheet.
TERM 2 HOME LANGUAGE ASSESSMENT TASK
Language Grade 2 Assessment Tool

component
Listening & Listens to and engages with text Rubric
Speaking Checklist
Phonics Identifies letter-sound relationships Test (see below for suggested
of the sounds taught format)
Builds words using taught Checklist
phonemes
Reading Reads aloud from own text and Rubric
answers questions Checklist
Handwriting & Writes a paragraph of at least 5 Rubric
Writing sentences using a writing frame Checklist
31
2
1
Date
Names of learners
/
Tells news without repetition
Expresses feelings about text
Identifies main idea, details and

GRADE 2 TERM 2 SAMPLE CHECKLIST
sequence of story
Answers open and closed questions
and gives reasons for answers
Listening & Speaking
Participates in discussion and asks

questions for clarity
Recognises and reads all sounds
taught, including blends
Phonics
Build words using sounds taught
Reads book with teacher, discusses

text, including cause and effect
Reads with increasing fluency and
expression
Answers higher order questions
Gives an opinion on text
Reads aloud independently from own

book
Reading & Comprehension
Grade 2 Term 2 Checklist: Home Language
Uses phonics, syllables and sight /

high frequency words when reading
Writes all lower and upper case
letters in print correctly
Copies or writes 3-4 lines of text
H-Writing
correctly
Writes expressive text, e.g. thank
you card or letter
Writes story of 1 paragraph (5
lines) using writing frame
Uses taught punctuation correctly
Writes 1 paragraph (5 lines) of
personal experience
Writing
Uses the writing process
Begins to spell words correctly

32
Uses present and past tense

correctly
Reads own writing to partner
GRADE 2 TERM 2 SAMPLE RUBRICS AND TEST FORMAT
LISTENING & SPEAKING RUBRIC

OBJECTIVE Listens to and engages with a text to:
 Identify the main idea
 Answer open and closed questions
 Correctly sequence events
 Express feelings about the text
IMPLEMENTATION  This can be done at any time from Week 2 to Week 7
 Do this on Fridays during the Oral Activity: Discussion of Shared Reading or on
Fridays during the Shared Reading: Post Read activity
ACTIVITY  During the ‘Discussion of Shared Reading Text’ or the ‘Shared Reading: Post-
Read’, call individual learners to answer one or two of each of the following
kinds of questions about the text:
Main idea
1. What is the story about?
2. What do you think the main idea of this story is? Why?
o If prompting is required, provide the learner with two options to
choose from, i.e.: Do you think the main idea is….or…?
Details
3. Who..?
4. What…?
5. When…?
6. How…?
Higher-order
7. Do you think…? Why?
8. Can you make a connection to…What?
9. If you were….what would you do? Why?
Sequence
10. What happened at the beginning of the story?
11. What happened at the end of the story?
12. What happened after …?
Express feelings
13. How did it make you feel when…? Why?
14. Did you like it when…? Why or why not?
RUBRIC 0-1 2-3 4-5 6-7

Main idea The learner cannot The learner The learner The learner
identify the main idea identifies the identifies the identifies the
of the text, even main idea of the main idea of the main idea of the
when given a choice text when given a text, but cannot text, and can
of options. choice of options. justify the justify the
answer. answer.
33
Details The learner cannot The learner The learner The learner
correctly recall any correctly recalls correctly recalls correctly
details from the story. some details all details from identifies all
from the story, the story, with details from the
with some some prompting. story quickly,
prompting. fluently and
accurately.
Higher-order The learner cannot The learner The learner The learner
questions correctly answer a correctly answers correctly answers correctly answers
higher-order question a higher-order a higher-order a higher-order
about the text. question about question about question about
the text with the text, but the text, and can
some support. cannot justify the justify the
answer. answer.
Sequence The learner cannot The learner can The learner The learner
correct sequence correctly correctly quickly and
events from the text. sequence events sequences correctly
from the text with events from the sequences all
some support. text but takes events from the
some time. text.
Feelings The learner struggled The learner The learner The learner
to express a feeling, expressed a expressed a expressed a
or the feeling was not reasonable reasonable reasonable and
relevant to the text. feeling, but could feeling and original feeling
not give reasons justified the and justified the
for that feeling. feeling feeling clearly.
adequately.
34
PHONICS – SUGGESTED TEST FORMAT
1. Towards the end of the term, set up a test based on all the phonic sounds and words that
learners have been taught in Term 2. You may also want to include a few sounds and words from
the Term 1 programme.
2. Tell learners to turn to a clean page and write the heading: Phonics Test
3. Next, show learners how to fold a page in their books in half, and to number from 1-10 in the
margin, and from 11 – 20 in the middle of the page.
4. Explain to learners that you are going to call the number and then a sound or word. They must
write the sound or word next to the correct number.
5. If learners do not know how to write a sound or word, they must draw a little line next to the
number.
6. Train learners to be silent during tests, and not to look at anyone else’s work.
7. Compile a list of 10 sounds and 10 words to call.
8. At the end of the test, collect the learners’ books and mark the test.
9. Convert to a rating for the composite recording sheet as follows:
Mark out of 20 Rating

0-5 1
6-7 2
8-9 3
10-11 4
12-13 5
14-15 6
16-20 7
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READING AND COMPREHENSION RUBRIC
OBJECTIVE  Reads aloud from own text
 Reads with increasing expression and fluency
 Uses phonics, syllabification and sight / high frequency words
 Answers a variety of questions about the text
IMPLEMENTATION  This can be done at any time from Week 6 to Week 8
 Do this during Group Guided Reading
ACTIVITY During ‘Group Guided Reading’ listen to each learner in the group read
independently. Ask each learner a few questions about the text. Mark them using
the rubric below.
RUBRIC 0-1 2-3 4-5 6-7
EXPRESSION The learner reads The learner reads The learner reads The learner reads
in a stilted in a fairly most of the text the entire text with
monotone, with monotonous with some suitable
no expression. voice, with little expression, only expression.
expression. falling into a
monotone from
time to time.
FLUENCY The learner The learner reads The learner reads The learner reads
frequently with extended with occasional smoothly with
hesitates while pauses or breaks in rhythm. some breaks. The
reading, sounds hesitations. The The learner has learner is usually
out words, and learner has ‘rough difficulty with able to self-correct
repeats words or spots’ that are specific words and when reading
phrases. difficult to get / or sentence difficult words and
through. structures. / or sentence
structures.
DECODING SKILLS The learner The learner tries The learner uses The learner uses
requires a lot of to use phonics to phonics and phonics and
phonics support read unknown syllabification to syllabification to
from the teacher words but needs sound out sound out
to read an support from the unknown words, unknown words,
unknown word. teacher. The but occasionally and can usually
The learner learner knows needs help to blend the sounds
knows very few some sight / high blend the sounds into a word. The
sight / high frequency words. into a word. The learner knows all
frequency words. learner knows taught sight / high
many sight / high frequency words.
frequency words.
COMPREHENSION The learner The learner The learner The learner
struggles to answers a lower answers a lower answers both
answer a lower order question order question lower and higher
order question about the text, but about the text. The order questions
about the text. cannot answer a learner answers a about the text
(What, when, higher order higher order independently.
who, etc.) question about the question about the
text. (Why? If you text with some
were…? Do you support from the
think..?) teacher.
36
WRITING AND HANDWRITING RUBRIC
OBJECTIVE The learner uses a writing frame and the writing process to:
 write a paragraph of at least 5 lines
the learner uses:
 correct punctuation
 phonics knowledge and spelling rules
 the correct form of tense
IMPLEMENTATION This can be done at any time during the term, using the writing tasks in the lesson
plans.
ACTIVITY 1. Conduct the writing lessons as usual.
2. Collect learners’ books at the end of the written lesson on Thursday.
3. Use the rubric below to mark learners’ work.
RUBRIC 0-1 2-3 4-5 6-7

Idea Idea is difficult to Idea is Idea is personal Idea is personal,
understand, or is understandable and original. original, and
not original – the and original, creative. Some
teacher’s example although similar to relevant details
is copied. teacher’s included.
example.
Paragraph The paragraph The paragraph The paragraph has The paragraph
has less than 3 has 3-4 3-4 sentences and has 5 or more
sentences or is sentences and is is original, and is sentences and is
copied from the original, but mostly correct. original, and is
teacher’s contains many mostly correct.
example. errors.
Punctuation The learner The learner uses The learner uses The learner uses
struggles to use capital letters and all taught all taught
capital letters and full stops punctuation punctuation
full stops correctly, but adequately, correctly and
consistently and struggles with although seldom makes
correctly. other punctuation. occasional mistakes.
mistakes do occur.
Phonics and spelling Uses beginning Uses familiar Uses phonics Uses phonics
knowledge and / or end words or repeats knowledge and knowledge and
sounds to words. spelling rules spelling rules
represent words. Writes some effectively to write effectively to write
words simple unknown more complex
phonetically. words. unknown words.
Tense The learner is The learner The learner The learner clearly
confused about understands understands the understands the
the tense and which tense is to concept of tense, concept of tense,
makes many be used, but still and mostly uses and uses tense
mistakes. makes a few tense consistently. correctly and
mistakes related consistently.
to tense.
Letter formation The learner still The learner still The learner can The learner can
makes many makes some form all lower and form all lower and
mistakes when mistakes when upper case print upper case print
forming lower and forming lower and letters correctly. letters correctly
upper case print upper case print and neatly.
letters. letters.
37
Handwriting speed The learner writes The learner writes The learner writes The learner writes
and accuracy slowly and at an acceptable at a good pace. neatly at a good
laboriously, and pace, but still The learner pace and hardly
makes many makes a number occasionally ever makes a
errors when of errors when makes mistakes mistake when
coping. copying. when copying. copying.
38
Tracking of learner performance at the end of the term
The evidence gathered from both Assessment for Learning and Assessment of Learning practices and situations will be used to track
and report on each learner’s performance and progress at the end of the Term and year. The 7 point rating scale will be utilised for this
purpose. Below is the composite recording sheet for tracking learner performance and progress.
Composite Recording Sheet: Home Language Grade 2 Term 2

Learner Language Components
Listening & Phonics Reading & Handwriting Writing Overall
Speaking Comprehension Performance
1
Please note: This is an example. An actual composite recording sheet is included in the RESOURCE PACK. Please stick this into your Assessment Book, or file it
in an Assessment File.
CODES AND PERCENTAGES FOR RECORDING AND REPORTING GRADES R TO 3

DESCRIPTION OF
RATING CODE PERCENTAGE
COMPETENCE
7 Outstanding achievement 80 – 100
6 Meritorious achievement 70 – 79
5 Substantial achievement 60 – 69
4 Adequate achievement 50 – 59
3 Moderate achievement 40 – 49
2 Elementary achievement 30 – 39
1 Not achieved 0 - 29
39

GR 2 Term 2 2020 HL Xitsonga Tracker

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HOME LANGUAGE: XITSONGA

Curriculum Coverage Term 2 ................................................................................................ 3

ACTIVITY NUMBER OF LESSONS IN NUMBER OF LESSONS

Phonemic Awareness and 32

Group Guided Reading 40

Please remember to:

What went well this

What did not go well

What went well this

What did not go well

What went well this

What did not go well

What went well this

What did not go well

What went well this

What did not go well

TERM 2 READING GROUPS

TERM 2 GROUP GUIDED READING TRACKER

1. Please write the group names in this table.

• Keeping notes in an assessment note book

Tools required for the sample assessment plan:

1. Assessment Note Book

2. Assessment Checklist (sample included)

3. Assessment Rubrics (samples included)

4. Term 2 Composite Recording Sheet (sample included)

TERM 2 HOME LANGUAGE ASSESSMENT TASK

Language Grade 2 Assessment Tool

Tells news without repetition

Expresses feelings about text

Identifies main idea, details and

Participates in discussion and asks

Build words using sounds taught

Reads book with teacher, discusses

Gives an opinion on text

Reads aloud independently from own

Uses phonics, syllables and sight /

Uses the writing process

Begins to spell words correctly

Uses present and past tense

LISTENING & SPEAKING RUBRIC

RUBRIC 0-1 2-3 4-5 6-7

Mark out of 20 Rating

RUBRIC 0-1 2-3 4-5 6-7

Composite Recording Sheet: Home Language Grade 2 Term 2

CODES AND PERCENTAGES FOR RECORDING AND REPORTING GRADES R TO 3

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