FOREWORD

The Department of Basic Education has pleasure in releasing a subject exemplar booklet
for School Based Assessment (SBA) to assist and guide teachers with the setting and
development of standardised SBA tasks and assessment tools. The SBA booklets have
been written by teams of subject specialists to assist teachers to adapt teaching and
learning methods to improve learner performance and the quality and management of
SBA.

The primary purpose of this SBA exemplar booklet is to improve the quality of teaching
and assessment (both formal and informal) as well as the learner’s process of learning
and understanding of the subject content. Assessment of and for learning is an ongoing
process that develops from the interaction of teaching, learning and assessment. To
improve learner performance, assessment needs to support and drive focused, effective
teaching.

School Based Assessment forms an integral part of teaching and learning, its value as a yardstick of effective quality
learning and teaching is firmly recognised. Through assessment, the needs of the learner are not only diagnosed for
remediation, but it also assists to improve the quality of teaching and learning. The information provided through quality
assessment is therefore valuable for teacher planning as part of improving learning outcomes.

Assessment tasks should be designed with care to cover the prescribed content and skills of the subject as well as
include the correct range of cognitive demand and levels of difficulty. For fair assessment practice, the teacher must
ensure that the learner understands the content and has been exposed to extensive informal assessment opportunities
before doing a formal assessment activity.

The exemplar tasks contained in this booklet, developed to the best standard in the subject, is aimed to illustrate best
practices in terms of setting formal and informal assessment. Teachers are encouraged to use the exemplar tasks as
models to set their own formal and informal assessment activities.

MR HM MWELI
DIRECTOR-GENERAL
DATE: 1
 Table of Contents
Grade 1 First Additional Language Frameworks, Checklists and Rubrics

Grade 2 First Additional Language Frameworks, Checklists and Rubrics

Grade 3 First Additional Language Frameworks, Checklists and Rubrics

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School Based Assessment (SBA) First Additional Language (FAL)
School Based Assessment (SBA) tasks for First Additional Language (FAL) will focus on the core Language components namely
Listening and Speaking, Phonics, Reading and Comprehension and Writing. The Programme of Assessment (POA) for FAL is
manageable and doable for both maximum and minimum time allocation offerings in Grades 1 to 3. The writing component will
not be assessed in Grade 1 only if the minimum time model is used. The POA has identified the core skills to be assessed formally
in each term in Grades 1 to 3, however these are the minimum requirements and teachers are encouraged to ensure that
assessment activities are differentiated (learning styles and cognitive levels)

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. The assessment activities identified for formal assessment must be familiar activities meaning that they
have been taught and as far as possible the learner must be given adequate opportunities to demonstrate this skill using different
forms of assessment before being subjected to the formal assessment format. Assessment activities for each formal assessment
task were carefully selected in response to ensuring that the POA for Grades 1-3 is manageable and doable in diverse contexts.

Rubrics should be used to inform each learner’s scores for oral assessment activities for Listening Speaking, oral phonics, .sight
word recognition and oral reading. For written activities (Phonics, Spelling and Comprehension) scores will be informed by number
of correct responses, however for writing rubrics will be used to inform the learner’s score. 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.

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 indicate the SA-SAMS
weightings for FAL. Table 1 gives an overview of the number of oral and written activities that should be assessed formally for
each assessment task in FAL. This mapping will inform the capturing of the assessment data on SASAMS.

Table 1 FIRST ADDITIONAL LANGUAGE (FAL) SA-SAMS weightings

Language Components Grade 1 Grade 2 Grade 3
Listening and Speaking 50% 40% 20%
Phonics and Spelling 12% 13% 13%
Reading Shared Reading 30% 30% 30%

 Word recognition Group Guided Reading

 Fluency 30% 30%
 Comprehension
Writing 8% 17% 20%
Language Usage 17%
Aggregate Term 1:25 % Term 2:25 % Term 3:25% Term 4:25%

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 Table 2: SUGGESTED RECORDING FOR SASAMS
First Additional Language (FAL)
Grade 1
Language Skills Term 1 Term 2 Term 3 Term 4
Listening and 1 Oral 1 Oral 1 Oral 1 Oral
Speaking
Phonics 1 Oral 1 Oral 1 Oral 1 Oral
Reading 1 Oral 1 Oral 1 Oral 1 Oral
Writing
Grade 2
Language Skills Term 1 Term 2 Term 3 Term 4
Listening and 1 Oral 1 Oral 1 Oral 1 Oral
Speaking
Phonics 1 Oral 1 Written 1 Written 1 Written
Reading 1 Oral 1 Oral 1 Oral 1 Written
Writing 1 Written 1 Written 1 Written 1 Written
Grade 3
Language Skills Term 1 Term 2 Term 3 Term 4
Listening and 1 Oral 1 Oral 1 Oral 1 Oral
Speaking
Phonics 1 Written 1 Written 1 Written 1 Written
1 Oral 1 Oral and 1 2 Orals 1 Oral and 1
Reading
Written Written
Writing 1 Written 1 Written 1 Written 2 Written

4
Grade 1

5
 FAL Grade 1 : Term 1
Form of Assessment Date to be Date
Component What skills will be assessed Score
Assessment Tool completed completed
 Responds to simple greetings
 Sings simple songs and does action rhymes Rubric 10
Listening and Observation/
 Responds physically to simple oral instructions
Speaking:  Makes simple requests practical & Oral
Checklist n/a
 Points to and name some objects in the classroom or in a picture in response to
teacher’s instructions
Teacher notes
Each skill is not meant to be an assessment activity but you should rather 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 on 2 skills according to the rubric. For SASAMS you should have 1 score for Listening and Speaking.
Phonics:  Segments oral sentences into individual words Observation/ Rubric 5
 Begins to identify different initial sounds in words By Week 9
Oral practical & Oral Checklist n/a
 Identifies some rhyming words in stories, songs, poems and rhymes
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 oral FAL 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)
 Listens and responds to a story that is told and read
 Joins in choruses after repeated readings of a text
 Answers simple oral questions about story Observation & Checklist n/a
Reading: By Week 9
 Identifies people, animals and objects in the illustrations (Big Book/Poster) Oral
Oral
 Demonstrates understanding of the oral vocabulary in the story by pointing to objects
in the illustrations (Posters/Big Books)
Rubric 5
Teacher notes
Each skill is not meant to be an assessment activity but you should rather ensure that your learners are afforded opportunities to demonstrate these skills in oral FAL lessons. Learners will be observed and
assessed on these reading skills during your daily class activities and by Week 9 you should be able to score each learner on 1 skill. The attached checklist should be used for recording and scoring to be
done according to the rubric. For SASAMS you should have a score for the 1 Oral Reading component
Writing:  Draws a picture for a story that is told or read. Written Class By Week 9
n/a
 Copies a caption for a picture workbook
Teacher notes
Writing skills should be observed during shared reading lessons and by Week 9 you should be able to complete the checklist based on your observations. There is no formal writing activity in Term 1 and no
recording for SASAMS.
TOTAL SCORE 20
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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2
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Names of learners
Score
Date

Responds to simple greetings

5

Sings simple songs and does

5

action rhymes
Speaking
Listening &

10

TOTAL

Segments oral sentences into

5

individual words
Phonics

Demonstrates understanding
of the oral vocabulary in the
5

story by pointing to objects in

Reading

the illustrations
FAL GRADE 1: TERM 1 Scores using rubrics
Comment

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9
8
7
6
5
4
3
2
1

17
14
13
12
11
10
Names of learners
/

Date

Responds physically to simple oral

instructions

Makes simple requests

Points to and name some objects in the

classroom or in a picture
Listening & Speaking

Begins to identify different initial sounds in

words

HONICS
Identifies some rhyming words in stories,
Phonics

songs, poems and rhymes

Listens and responds to a story that is told

and read

Joins in choruses after repeated readings

of a text
FAL GRADE 1: TERM 1 Checklist
Reading

Identifies people, animals and objects in the

illustrations

Answers simple oral questions about story

Draw s a picture for a story that is

told or read.
Writing

Copies a caption for a picture

Comment
 GRADE 1 RUBRIC :Term 1
LISTENING AND SPEAKING
Activity 1 2 3 4 5
Responds to simple Learner is unable to respond Attempts to respond to simple Able to respond to simple Responds to simple greetings with Responds to simple greetings
greetings. to simple greetings without the greetings as taught by the greetings as taught by the confidence and in complete confidently with expression and
support of the teacher. teacher. teacher. sentences. adding own vocabulary.
Activity 1 2 3 4 5
Sings simple songs Learner is unable to sing Attempts to sing songs and do Able to sing songs and action Sings songs and does action Sings songs and does action
and does action simple songs without guidance action rhymes as taught by the rhymes as taught by the teacher. rhymes independently with rhymes independently bringing
rhymes. by the teacher. teacher. rhythm. own actions and movements.
Activity 1 2 3 4 5
Segments oral Cannot segment oral Only segments 2 words in a Segments 3 words in a sentence Segments 4 words in a sentence Segments oral sentences of
sentences into sentences into individual sentence with 5 words. with 5 words with 5 words. more than 5 words into individual
individual words words without the support of words accurately and confidently
Sentences should have the teacher.
at least (5 words)
READING
Activity 1 2 3 4 5
Demonstrates an Learner shows limited Demonstrates an Demonstrates an understanding of Demonstrates an understanding of Demonstrates an understanding
understanding of the understanding of oral understanding of oral oral vocabulary by pointing to 2 of oral vocabulary by pointing to 3 of of oral vocabulary by pointing to
oral vocabulary in the vocabulary by only pointing to vocabulary by pointing to 1 of the 4 objects without any support the 4 objects without any support all the objects in the illustrations
story by pointing to objects when prompted by the the 4 objects without any from the teacher. from the teacher. confidently and independently.
objects in the teacher. support from the teacher.
illustrations

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 FAL Grade 1 : Term 2
Component What skills will be assessed Form of Assessment Date to be Date
Score
Assessment Tool completed completed
 Demonstrates understanding of the oral vocabulary taught during the term, e.g.
responding to simple greetings and farewells
Listening Checklist n/a
 Sings songs and does action rhymes
and Observation & By Week 9
 Expresses self in simple ways by using short phrases & vocabulary taught
Speaking: Oral
 Responds to simple questions and responds to oral instructions
 Points to and name some objects in the classroom or in a picture in response to Rubric 10
teacher’s instructions
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 orally and practically in daily lessons. By Week 9 you
should be able to complete the checklist and score each learner on 2 skills according to the rubric. For SASAMS you should have 1 score for Listening and Speaking.
 Claps out the syllables in familiar words Rubric 5
Segments oral sentences into individual words Observation &
Phonics:  By Week 9
 Identifies some rhyming words in stories, songs and rhymes Oral Checklist n/a
Oral
 Identify different initial sounds in words
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 oral 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 on 1 skill accordingly using the attached checklist and rubric. For SASAMS you should have 1
score (Oral phonics)
 Listens and responds to a story that is told and read
 Joins in choruses after repeated readings of a text Rubric 5
Reading: Observation &
Answers simple oral questions about a story / non -fiction text. By Week 9
Oral  Oral
 Demonstrates understanding of the vocabulary in the story by pointing to objects in Checklist n/a
pictures in response to the teacher’s instructions
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 oral FAL lessons. Learners will be observed and
assessed on these emergent reading skills during your daily class activities and by Week 9 you should be able to score each learner on 2 skills using the attached rubrics .The attached checklist should be
used for recording and scoring to be done according to the rubric. For SASAMS you should have a score for the 1 Oral Reading component
Writing:  Copies a caption for a picture that he/she has drawn and reads back what is Class
Written n/a By Week 9
written workbook
Teacher notes: Writing skills should be observed during shared reading lessons and by Week 9 you should be able to complete the checklist based on your observations. There is no formal writing
activity in Term 2 and hence no recording for SASAMS.
TOTAL SCORE 20
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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2
1

17
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15
14
13
12
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10
Names of learners
Score
Date

Responds to simple questions

5

and responds to oral

instructions
Points to and names some
5

objects in the classroom or in

a picture
10
Listening & Speaking

TOTAL

Claps out the syllables in

5

familiar words (4 words)

Phonics

Joins in choruses after

5

repeated readings of a text

Listens and responds to a story

5

that is told and read

Reading

10

TOTAL
FAL GRADE 1: TERM 2 Scores using rubrics
Comment

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8
7
6
5
4
3
2
1

14
13
12
11
10

12
Names of learners
/

Date Demonstrates understanding of the oral

vocabulary taught during the term, e.g.
responding to simple greetings and farewells

Sings simple songs and does action rhymes

Expresses self in simple ways by using short

Listening & Speaking

phrases and vocabulary taught.

Segments oral sentences into individual words

Identify different initial sounds in words

Phonics

Identifies some rhyming words in stories, songs

and rhymes

Demonstrates understanding of the oral

vocabulary in the story by point to objects in the
FAL GRADE 1: TERM 2 Checklist

illustrations
Reading

Answers simple oral questions about a story

(that is told or read) or a non -fiction text)

Copies a caption for a picture that he/she has

drawn and reads back what is written
Writing
Comment
 GRADE 1 RUBRIC : Term 2
LISTENING AND SPEAKING
Activity 1 2 3 4 5
Responds to simple questions Learner is unable to respond to Learner expresses much Learner is able to respond to 2 Learner is able to respond to 3 Learner is able to respond to 4
and oral instructions instructions without prompting hesitation in responding to instructions. simple questions and oral simple questions and oral
from teacher instructions due to language instructions confidently instructions confidently
proficiency without hesitation
Activity 1 2 3 4 5
Points to and names some Learner is able to point to 1-2 Learner is able to point to and Learner is able to point to and Learner is able to point to and Learner is able to point to and
objects in the classroom or in a objects in classroom with name 3-4 objects in the 5-6 objects in the classroom or name 7-8 objects in the name 9-10 objects in the
picture support classroom or in a picture in a picture correctly classroom or in a picture classroom or in a picture
correctly correctly correctly
PHONICS
Activity 1 2 3 4 5
Claps out the syllables in Unable to clap out the syllables Attempts to clap out the Attempts to clap out the Able to clap out the syllables Claps out the syllables for 4
familiar words (4 words) without the support of the syllables for 1 of 4 words as syllables for 2 of 4 words as for 3 of words as taught by the words independently and
teacher. taught by the teacher but taught by the teacher but teacher independently. confidently.
misses 2 -3 syllables misses one syllable.
READING
Activity 1 2 3 4 5
Listens and respond to a story Needs support from the Attempts to listen to the Able to listen and respond to Listens and responds to a story Listens and responds to a story
that is told and read teacher to respond to a story. teacher and responds to half of the story read and told but told by the teacher accurately. that is told by the teacher
the story told and read. teacher has to use gestures for accurately and joins in the
better understanding. reading as it is read and told.
Activity 1 2 3 4 5
Joins in choruses after Needs teacher support and Attempts to join in choruses as Able to join in choruses as Joins in choruses after Joins in choruses after
repeated readings of a text prompted to join in choruses taught by the teacher. taught by the teacher. repeated readings of the text repeated readings
prompting by the teacher. independently with rhythm. independently bringing own
gestures.

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8
7
6
5
4
3
2
1

15
14
13
12
11
10
Names of learners
Score
Date

Identifies a person, animal or object

5

from a simple oral description.

Demonstrates understanding of basic

oral vocabulary by pointing to and
5

naming objects in the classroom

( posters, or in a picture in response
to teacher’s instructions, etc)
Listening & Speaking

10

TOTAL

Recognise plurals in words orally

5

(s and es)
Phonics

Acts out the story using some of

5

the dialogue

Answers simple questions related to

5

a story that is read or told

Reading
FAL GRADE 1: TERM 3 Scores using rubrics

TOTAL
10
Comment
 FAL : Grade 1 : Term 3
Component What skills will be assessed Form of Assessment Date to be Date
Score
Assessment Tool completed completed
 Responds to simple greetings and farewells
 Responds to simple questions and to oral instructions Checklist n/a
Listening and
Speaking:  Sings songs and does action rhymes Observation &
 Identifies a person, animal or object from a simple oral description. By Week 9
Oral
 Demonstrates understanding of basic oral vocabulary by pointing to and
Rubric 10
naming objects in the classroom ( posters, or in a picture in response to
teacher’s instructions, etc)
Teacher notes
Each skill is not meant to be an assessment activity but you should rather 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 on 2 skills according to the rubric. For SASAMS you should have 1 score for Listening and Speaking.
Phonics:  Begins to identify different initial sounds in words Observation & Checklist n/a
By Week 9
Oral  Recognise plurals in words (s and es) orally Oral Rubric 5
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 oral 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 on 1 skill accordingly using the attached checklist and rubric. For SASAMS you should have 1
score (Oral phonics)
 Listens and responds to a story that is told or read
Reading:  Joins in choruses after repeated readings of a text. Checklist n/a
Observation &
Oral  Identifies and names people, objects and animals in illustrations By Week 9
Oral
 Answers simple questions related to a story that is read or told 10
Rubric
 Acts out the story using some of the dialogue
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 oral FAL lessons. Learners will be observed and
assessed on these emergent reading skills during your daily class activities and by Week 9 you should be able to score each learner 2 skills. The attached checklist should be used for recording and scoring
to be done according to the rubric. For SASAMS you should have a score for the 1 Oral Reading component
Class
Writing:  Writes a simple list with a heading (3-5 words on a Topic) Written n/a By Week 9
workbook
Teacher notes
Writing skills should be observed during shared reading lessons and by Week 9 the attached checklist should be used for recording and scoring to be done according to the rubric.
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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2
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14
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10

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Names of learners
/

Date
Responds to simple greetings and farewells

Sings songs and does action rhymes

Responds to simple questions and responds

to oral instructions
Listening & Speaking

Begins to identify different initial sounds in words

Phonics

Listens and responds to a story that is told

and read

Joins in choruses after repeated readings of

a text
FAL GRADE 1: TERM 3 Checklist
Reading

Identifies and names people, objects and

animals in illustrations (Big Book, Poster)

Writes a simple list with a

heading (3-5 words on a Topic)
Writing
Comment
 GRADE 1 RUBRIC : Term 3
LISTENING AND SPEAKING
Activity 1 2 3 4 5
Identifies a person, animal or The learner is unable to The learner can only identify 1 The learner can only identify 2 The learner can only identify 3 The learner can identify all
object from a simple oral identify a person, animal or of the 4 items independently. of the 4 items independently. of the given items from an oral items from the given oral
description. object without support from the description. description with confidence.
( At least 4 items) teacher.
Activity 1 2 3 4 5
Demonstrates understanding Learner is unable to point to Learner is able to point to 1 of Learner is able to point to 2 of Learner is able to point to 3 of Learner points to all the objects
of basic oral vocabulary by objects without support. the 4 objects without any the 4 objects without any the 4 objects without any independently and confidently.
pointing to objects. support from the teacher. support from the teacher. support from the teacher.
( At least 4 objects)

PHONICS
Activity 1 2 3 4 5
Recognise plurals in words Unable to recognise plurals in Recognise plurals in words Recognise plurals in words Recognise plurals in words Recognise plurals in words
orally (s and es) words orally orally by identifying at least 2 orally by identifying at least 3 orally by identifying at least 4 orally by identifying at least 5
(At least 5 words)
READING
Activity 1 2 3 4 5
Answers simple oral questions Unable to respond to oral Answers 1 simple oral Answers 2 simple oral Answers 3 simple oral Answers more than 3 simple
about a story question about a story without questions about a story questions about a story questions about a story oral questions about a story
(At least 2-3 questions) support.
Activity 1 2 3 4 5
Acts out parts of the story Needs support to speak in Is able to act out the story but Is able to act out the story and Is able to act out the story and Very good at acting out parts of
using some of the dialogue FAL cannot read the dialogue reads 1 short dialogue using the 1 dialogue of the the story, and using some of
fluently main character that the learner the dialogue
has memorised

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2
1

16
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Names of learners
Score
Date

Responds to simple questions

and responds to oral
instructions
5

Expresses self in simple ways

5

by using short phrases and

vocabulary taught.
Listening & Speaking

10

TOTAL

Begins to identify different

5

initial sounds in words

Phonics

Word recognition: 20-30 sight

5

words
Reading
FAL GRADE 1: TERM 4 Scores using rubrics
Comment
 FAL : Grade 1 : Term 4
Form of Assessment Date to be Date
Component What skills will be assessed Score
Assessment Tool completed completed
 Expresses self in simple ways
Rubric 10
 Responds to oral instructions
Listening and  Sings songs and does action rhymes Observation & By Week 7
Speaking:  Identifies a person, animal or object from a simple oral description. Oral Checklist n/a
 Demonstrates understanding of basic oral vocabulary by pointing to and naming
objects in the classroom -posters, or in a picture in response to teacher’s instructions
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 orally and practically in daily lessons. By Week 9
you should be able to complete the checklist and score each learner on 2 skills according to the rubric. For SASAMS you should have 1 score for Listening and Speaking.
 Identifies some rhyming words in songs and rhymes
Phonics:  Claps out the syllables in familiar words Observation & Checklist n/a
 Recognise plurals in words(-s and -es) orally By Week 7
Oral Oral
 Begins to identify different initial sounds in words Rubric 5
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 oral lessons. Oral Phonic skills will be observed
and assessed during your daily lesson activities and by Week 7 you should be able to score each learner on 1 skill accordingly using the attached checklist and rubric. For SASAMS you should have 1
score (Oral phonics)
 Listens and responds to a story that is told and read
 Joins in choruses after repeated readings of a text
Reading:  Acts out the story using some dialogue Observation & Checklist n/a
Oral Identifies and names people, objects and animals in illustrations (Big Book, Poster) By Week 7
 Oral
 Answers simple literal questions related to a story that is told or read
 Word Recognition: Recognises 20-30 familiar words in FAL Rubric 5
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 oral FAL lessons. Learners will be observed and
assessed on these emergent reading skills during your daily class activities and by Week 7 you should be able to score each learner on 1 skill which will be on the list of sight words. The attached checklist
should be used for recording and scoring to be done according to the rubric. For SASAMS you should have a score for the 1 Oral Reading component
Writing:  Writes a simple list with a heading (5 - 6 words) e.g. Animals, Fruit etc Written Class workbook n/a By Week 7
Teacher notes
Writing skills should be observed during shared reading lessons and by Week 7 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 20
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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2
1

20
13
12
11
10
Names of learners
/

Date
Demonstrates understanding of the oral vocabulary
taught during the term, e.g. responding to simple
greetings and farewells

Sings songs and does action rhymes

Speaking
Listening &

Identifies a person, animal or object from a simple

oral description.

Identifies some rhyming words in stories, songs,

poems and rhymes

Claps out the syllables in familiar words

Phonics

Recognise plurals in words(s and es) orally

Listens and responds to a story that is told

and read

Joins in choruses after repeated readings of a text

Acts out the story using some dialogue

FAL GRADE 1: TERM 4 Checklist
Reading

Identifies people, animals and objects in the

illustrations

Answers simple literal questions related to a story

that is told or read

Writes a simple list with a heading (5 -6 words)

Writing
Comment
 GRADE 1 RUBRIC : Term 4
LISTENING AND SPEAKING
Activity 1 2 3 4 5
Responds to simple questions Learner is able to respond to 1 Learner is able to respond to 2 Learner is able to respond to 3 Learner is able to respond to 4 Learner is able to respond to 5
and oral instructions (At least simple instruction physically of 5 instructions/questions of 5 questions/instructions of 5 simple questions and oral simple questions and oral
5) with support physically physically and verbally instructions confidently instructions confidently
physically and verbally without hesitation physically
and verbally
Activity 1 2 3 4 5
Expresses self in simple ways Learner is unable to express Learner only uses single words Learner expresses self in Learner expresses himself or Learner expresses him/herself-
by using short phrases and self-due to lack of vocabulary when expressing self. incomplete sentences. herself independently as taught confidently and uses the
vocabulary taught. without the teacher’s by the teacher. vocabulary taught very well.
prompting.
PHONICS
Activity 1 2 3 4 5
Begins to identify different Unable to identify different Tries to identify different initial Can identify different initial Good at identifying different Excellent at identifying different
initial sounds in words initials sounds as he/she sound in words - but not sound in words - is in the initial sound in words initial sound in words -
confuses letter-sound successful process of mastering the skill. mastered the skill with
relationship with Home success.
Language
READING
Activity 1 2 3 4 5
Word Recognition: sight words Poor word recognition skills. Recognises between 1-9 Recognises between 10-19 Recognises between 20-29 Recognises more than 30
20-30 words in FAL Needs support from teacher. familiar sight words familiar sight words familiar sight words familiar sight words

21
 Grade 2

22
 FAL : Grade 2 : Term 1
Form of Assessment Date to be Date
Component What skills will be assessed Score
Assessment Tool completed completed
 Listens and responds to a simple recount Rubric 5
Listening and  Identifies a picture from a simple oral description Observation &
By Week 9
Speaking:  Demonstrate understanding of basic oral vocabulary by pointing or actions Oral Checklist n/a
 Follow a sequence of instructions
Teacher notes
These Listening and Speaking skills will be observed and assessed during your oral lesson 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 every learner must be assessed on his /her ability to listen and responds to a recount/story. For SASAMS
there must be 1 score for Listening and Speaking.
 Identify letter sound relationships of most single letters
Phonics: Observation & Rubric 5
(3 vowels and 10 consonants) By Week 9
Oral  Builds up and breaks down three letter words using sounds learnt Oral
Checklist n/a
Teacher notes
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 on 1 skill accordingly using the attached checklist and rubric. For
SASAMS you should have 1 score (Oral phonics)
Group Guided Reading Sessions
Reading:  Sight words: Assess each learner individually: on at least 30-40 sight Observation & Rubric 5
By Week 9
Oral words (Big Book, Theme, Reader) ( 1 - 2 sentences per page) Oral
 Shows understanding of punctuation when reading aloud. Checklist n/a
Teacher notes
During your Group Guided Reading sessions in weeks 7 to 9 assess every learner on 30-40 sight words (maximum of 1 - 2 minutes per learner), use a familiar word list on an A 4 laminated poster. The
checklist should be used for recording and scoring to be done according to the rubric for oral reading activities. For SASAMS, 1 score will be captured for Reading (word recognition).

 Using a writing frame completes 3 sentences by filling in the missing Class workbook
5
Writing: words Written Rubric By Week 9
 Writes a caption for a picture Checklist n/a
Teacher notes
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
using writing frame. The scoring to be done according to the rubric. For SASAMS one score will be captured for writing.
TOTAL SCORE 20
Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card.

23
 9
8
7
6
5
4
3
2
1

24
16
15
14
13
12
11
10
Names of learners
Score
Date

Listens and responds to a

5
&

simple recount
Speaking
Listening

Identifies letter sound

relationships of most single
5

letters (3 vowels and 10

Phonics

consonants)
5

Sight words: 30-40 words

Reading

Using a writing frame

5

completes 3 sentences by
Writing

filling in the missing words

FAL GRADE 2: TERM 1 Scores using rubrics
Comment
 9
8
7
6
5
4
3
2
1

14
13
12
11
10
Names of learners
/

Date
Demonstrates understanding of basic oral
vocabulary by pointing and to objects

Identifies a picture from a simple oral

description

Follows a sequence of instructions

Listening & Speaking

Builds up and breaks down three letter words

using sounds learnt
Phonics

Shows understanding of punctuation when

reading aloud.

Oral reading text : 20-30 words

Reading

(1 – 2 sentences per page)

FAL GRADE 2: TERM 1 Checklist

Writes a caption for a picture

Writing
Comments

25
 GRADE 2 RUBRIC : Term 1
LISTENING AND SPEAKING
Activity 1 2 3 4 5
Listens and responds to a Learner is unable to respond to Learner listens and responds Learner listens and responds Learner listens and responds Learner listens and responds
simple recount in a simple recount without the to a simple recount in 1 simple to a simple recount in 2 simple to a simple recount in 3 simple to a simple recount in more
(3 sentences) support of the teacher. sentence sentences sentences than 3 sentences
independently and with
confidence.
PHONICS
Activity 1 2 3 4 5
Identifies letter sound Identifies letter-sound Identifies letter-sound Identifies letter-sound Identifies letter-sound Identifies letter-sound
relationships of all single letters relationships of 1 to 8 single relationships of 9-10 single relationships of 11-12 single relationships of 13 single relationships of 13 and single
( at least 3 vowels and 10 letters correctly. Tends to letters correctly letters correctly letters 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 10-19 Recognises between 20-29 Recognises between 30-39 Recognises more than 40
30-40 words Needs support from teacher to familiar sight words familiar sight words familiar sight words familiar sight words
read 1-9 words
WRITING
Activity 1 2 3 4 5
Writes the missing words in a Learner is able to complete 1 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 frame to complete a text word in a writing frame with sentence in a writing frame sentences in a writing frame by sentences in a writing frame by writing frame of more than 3
(at least 3 sentences). support writing the correct words. writing the correct words. sentences by writing the
correct words.

26
 9
8
7
6
5
4
3
2
1

17
16
15
14
13
12
11
10
Names of learners
Score
Date

Gives a simple recount in 2-3

sentences about a school
5

event
Speaking
Listening &

Identify letter sound

relationships of all single
5

letters (at least 4 vowels

Phonics

and 15 consonants)

Oral reading text : 30 -40

5

words
Reading

Writes short simple

sentences with phonic
5

sounds and common sight

Writing

words learnt
FAL GRADE 2: TERM 2 Scores using rubrics
Comment

27
 FAL : Grade 2 : Term 2
Form of Assessment Date to be Date
Component What skills will be assessed Score
Assessment Tool completed completed
 Gives a simple recount in at least 2-3 sentences (personal news etc.) Rubric 5
Listening and Observation
 Demonstrates understanding of some basic oral vocabulary: point/actions By Week 9
Speaking: & Oral Checklist n/a
 Answer simple questions
Teacher notes
These Listening and Speaking skills will be observed and assessed during your oral lesson 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 every learner must be assessed on his /her ability to give a simple recount relating to their personal news
etc. For SASAMS there must be 1 score for Listening and Speaking.
Phonics:  Identify letter sound relationships of all single letters (at least 5 vowels and 20 Rubric 5
Written consonants) Observation& Class work
Phonics:  Matching initial sounds with pictures and words book By Week 9
Written & oral
Written and  Cross out or circle the odd word in a word family e.g. hat, bat, mat, cat, cot Worksheet n/a
oral  Write 2 words using sounds learnt e.g. -at, -et, -it, -ot, -ut Checklist
Teacher notes
These skills will be observed and assessed during your oral/practical lesson 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. 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. For SASAMS you should have 1 score for Phonics
Group Guided Reading Sessions
Reading:  Assess each learner on oral reading choose a text (DBE Workbook, Reader) Observation Rubric 5
which has at least 30-40 words and ask questions about the text. By Week 9
Oral & Oral
 Word recognition: Sight words: 40 - 50 words Checklist n/a
Teacher notes
During your Group Guided Reading sessions in weeks 7 to 9 assess every learner on oral reading using a text which has 30-40 words (word recognition, fluency, comprehension e.g. 2 - 3 oral questions)
maximum time of 2 - 3 minutes per learner) The scoring to be done according to the rubric for oral reading activities. For SASAMS, 1 score will be captured for Reading (word recognition and oral reading)

 Writes simple sentences (3 short sentences) using phonic word list and common Class
workbook
5
Writing: sight words already taught Written By Week 9
Rubric
 Writes 3 sentences using punctuation. Checklist n/a
Teacher notes
By Week 9 learners should be assessed formally on 1 written recording which should be reflected in the Class workbook. 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 SCORE 20
Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card.

28
 9
8
7
6
5
4
3
2
1

17
16
15
14
13
12
11
10
Names of learners
/

Date
Demonstrates understanding
of some basic oral vocabulary:
point/actions
Speaking
Listening &

Answer simple questions

Matching initial sounds with

pictures and words

Cross out or circle the odd word

in a word family e.g. hat, bat,
mat, cat, cot
Phonics

Write 2 words using sounds

learnt e.g. -at, -et, -it, -ot, -ut

Word recognition: Sight

words: 40 - 50 words
Reading

Writes 3 sentences using

FAL GRADE 2: TERM 2 Checklist

punctuation.
Writing
Comment

29
 GRADE 2 RUBRIC : Term 2
LISTENING AND SPEAKING
Activity 1 2 3 4 5
Gives a simple recount (3 Repeats 1 sentence of a Is able to give a simple recount Is able to give a simple recount Is able to give a simple recount Is able to give a simple recount
sentences) about a school recount with the teacher in 1 sentence but in FAL in 2 sentences in FAL in 3 sentences fluently in FAL. in more than 3 sentences
event etc fluently using correct
vocabulary in FAL
PHONICS
Activity 1 2 3 4 5
Identifies letter sound Identifies letter-sound Identifies letter-sound Identifies letter-sound Identifies letter-sound Identifies letter-sound
relationships of all single letters relationships of 1 to 9 single relationships of 10-14 single relationships of 15-19 single relationships of 20-25 single relationships of 26 single
( at least 5 vowels and 20 letters correctly. Tends to letters correctly letters correctly letters correctly letters correctly
consonants) confuse letter-sound
relationship.
READING
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 Reads fluently from own book Reads fluently from own book
Oral Reading: 30-40 words 1-9 words with support from 10-19 words and responds text of 20-29 words and a text of 30-39 words and a text of more than 40 words
the teacher. correctly to 1-2 questions responds correctly to 3 responds correctly to 3 and responds correctly to 3
questions questions questions
WRITING
Activity 1 2 3 4 5
Writes short simple sentences Copies 1 short simple Writes 2 short simple sentence Writes 3 short simple sentence Writes 3 short simple Writes more than 3 short
with phonic sounds and sentence with phonic sounds with phonic sounds words with phonic sounds and sentence with phonic sounds simple sentence with phonic
common sight words learnt (at with support learnt common sight words learnt and common sight words learnt sounds and common sight
least 3 sentences) using capital letters and full words learnt using capital
stops letters and full stops

30
 9
8
7
6
5
4
3
2
1

16
15
14
13
12
11
10
Names of learners
Score
Date

Retells a story that is told or

5

read (3 or 4 sentences)
Speaking
Listening &

Spelling: Word list of 10 words

15

and 1-2 sentences dictation

Phonics

Oral reading, 40-50 words

5
Reading

Writes and illustrates birthday

5

card /a get well card

Writing
GRADE 2: TERM 3 Scores using rubrics
Comment

31
 FAL : Grade 2 : Term 3
Form of Assessment Date to be Date
Component What skills will be assessed Score
Assessment Tool completed completed
 Retells a story that is told or read ( at least 3 or 4 sentences) Rubric 5
Listening and  Gives a simple recount Observation By Week 9
Speaking:  Answer simple literal questions about text/story & Oral Checklist n/a
 Demonstrates understanding of basic vocabulary
Teacher notes
These Listening and Speaking skills will be observed and assessed during your oral lesson 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 every learner must be assessed on his /her ability to retell a story etc. For SASAMS there must be 1 score
for Listening and Speaking.
 Build up and break down words
Phonics:  Group word families Observation
Checklist n/a By Week 9
Oral  Recognises words with – ed, -ing ends & Oral
 Consonant blends: sh-, ch-, th, at beginning and end of words
Written
Class book
 Spelling: Word list of 10 words and 1-2 sentences dictation Written Rubric
10 + 5 By Week 9
Teacher notes
These skills will be observed and assessed during your oral lesson 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. Every learner should be assessed on their ability to recognise the 26 initial letter sounds. For SASAMS you should have 1 score (spelling)
Group Guided Reading Sessions
Reading:  Assess each learner on oral reading choose a text (DBE Workbook, Reader) Rubric 5
Observation
Oral which has at least 40-50 words and ask questions about the text. By Week 9
& Oral
 Word recognition: Sight words: 40 - 50 words Checklist n/a

Teacher notes
During your Group Guided Reading sessions in weeks 7 to 9: assess every learner on oral reading using a text which has 40-50 words (word recognition, fluency, comprehension e.g. 2 - 3 oral questions)
maximum time of 2 - 3 minutes per learner) The scoring to be done according to the rubric for oral reading activities. For SASAMS, 1 score will be captured for Reading (oral reading)
 Writes and illustrates birthday card /a get well card Rubric 5
Writing: Written Class workbook By Week 9
 Writes a sentence from dictation, punctuate the sentence. n/a
Checklist
Teacher notes
By Week 9 learners should be assessed formally on 1 written recording which should be reflected in the Class workbook. The scoring to be done according to the rubric. For SASAMS one score will be
captured for writing.
TOTAL SCORE 30
Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card.

32
 9
8
7
6
5
4
3
2
1

17
16
15
14
13
12
11
10
Names of learners
/

Date

Gives a simple recount

Answer simple literal questions

about text/story

Demonstrates understanding of
basic vocabulary
Listening & Speaking

Build up and break down words

Group word families

Recognises words with – ed, -ing

Phonics

ends
Consonant blends: sh-, ch-, th,
at beginning and end of words

Word recognition:
FAL GRADE 2: TERM 3 Checklist

40 – 50 sight words
Reading

Writes a sentence from

dictation, punctuate the
Writing

sentence.
Comment

33
 GRADE 2 RUBRIC : Term 3
LISTENING AND SPEAKING
Activity 1 2 3 4 5
Retells a story that is told or Can retell 1 sentence after Can only retell the 1 sentence Is able to retell the beginning Is able to retell a story in 3 Is able to retell a story in 4 or
read in 3 to 4 sentences much repetition with teacher related to the beginning of a of a story in 2 sentences sentences fluently using more sentences fluently with
story fluently using correct correct vocabulary in FAL expression and gestures using
vocabulary in FAL correct vocabulary in FAL
PHONICS
Activity 1 2 3 4 5
Spelling: Word list of 10 words Cannot keep up to write He/she needs assistance to Write sentences from dictation Good at sentences writing from Excellent when he/she needs
and 1-2 sentences dictation sentences as teacher dictates. write sentences from dictation but mistakes still occur. dictation to capture sentences from
dictation
READING
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 Reads fluently from own book Reads fluently from own book
Oral Reading: 40-50 words 1- 19 words with support from 20-29 words and responds text of 30-39 words and a text of 40-49 words and a text of more than 50 words
the teacher. correctly to 1-2 questions responds correctly to 3 responds correctly to 3 and responds correctly to 3
questions questions questions
WRITING
Activity 1 2 3 4 5
Writes and illustrates birthday Does illustration for birthday card Writes and illustrates birthday Writes and illustrates birthday Writes and illustrates birthday Writes and illustrates birthday
card /a get well card /a get well card with support card /a get well card with a card /a get well card with a card /a get well card with a card /a get well card with a
message of 3-4 words message of 5-6 words message of 7-8 words message of 9-10 words

34
 FAL : Grade 2 : Term 4
Form of Assessment Date to be Date
Component What skills will be assessed Score
Assessment Tool completed completed
 Using a frame gives a simple recount of at least 3 to 4 sentences on personal news
Observation Rubric 5
Listening and
 Demonstrates an understanding of some basic vocabulary By Week 8
Speaking: & Oral Checklist n/a
 Answer simple literal questions about story/text
Teacher notes
These Listening and Speaking skills will be observed and assessed during your oral lesson 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 7/8 every learner must be assessed on his /her ability to give a simple recount etc. For SASAMS there must
be 1 score for Listening and Speaking.
 Write word with short vowels e.g. ag, eg, ig, og , ug & group common words into word
Phonics: 10
families Observation, Class work book
Written  Word building consonant blends and recognises consonant digraphs at the beginning of written & Worksheet By Week 7
words (fl, sl, gr, pl, etc) oral Checklist n/a
 Word building with vowel digraphs (-oo-; -ee-)
Teacher notes
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. For SASAMS you should have 1
scores (Written activity)
Reading: Group Guided Reading Sessions Observation &
Checklist n/a By Week 8
Oral  Assess each learner individually 50-60 sight words (Big Book, Theme, Reader) Oral
Choose a short reading passage of 50 - 60 words (DBE Workbook or
Reading: Reader) Types of questions
Worksheet
Written  Multiple choice questions Written 5 By Week 7
Comprehension  Fill in the missing words (cloze procedure) Class work book

Teacher notes
Learners should be assessed on one oral reading activity in the Group Guided Reading session in Weeks 8. By Week 7 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 1 score for Reading (written comprehension)
 Writes at least 3 sentences on a on a familiar topic/picture using capital letters and full Class workbook
Writing: stops
Written 5 By Week 7
Rubric
Teacher notes
By Week 7/8 learners should be assessed formally on 1 written recording which should be reflected in the Class workbook. The scoring to be done according to the rubric. For SASAMS one score will be
captured for writing.
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.

35
 9
8
7
6
5
4
3
2
1

36
16
15
14
13
12
11
10
Names of learners
Score
Date

Using a frame gives a simple

5

recount of 3 to 4 sentences
on personal news etc
Speaking
Listening &

Written activity:
Write word with short vowels
( ag, eg, ig, og , ug, and group
10

common words into word

Phonics

families

Written comprehension
Choose a short reading
passage of 50 – 60 words :
5

Types of questions:
Multiple choice questions
Reading

Fill in the missing words

Writes 3 sentences on a on a
FAL GRADE 2: TERM 4 Scores using rubrics

familiar topic/picture using

capital letters and full stops
5
Writing
Comment
 9
8
7
6
5
4
3
2
1

13
12
11
10
Names of learners
/

Date
Demonstrates an understanding of some
basic vocabulary
Speaking

Answer simple literal questions about

Listening &

story/text
Word building consonant blends and recognises
vowel digraphs (oo,ee) at the beginning of words
(fl, sl, gr, pl, etc)
Phonics

Assess each learner on oral reading

choose a text which has at least 60 – 70
words and ask questions about the text
Reading
FAL GRADE 2: TERM 4 Checklist
Comment

37
 GRADE 2 RUBRIC : Term 4
LISTENING AND SPEAKING
Activity 1 2 3 4 5
Using a frame, gives a simple Using a frame, gives a simple Using a frame, gives a simple Using a frame, gives a simple Using a frame, gives a simple Using a frame, gives a simple
recount of 3 to 4 sentences on recount of 1 sentence with recount of 2 sentences on recount of 3 sentences on recount of 4 sentences on recount of 4 sentences and
personal news support personal news personal news personal news more on personal news
WRITING
Activity 1 2 3 4 5
Writes 3 sentences on a on a Write a 1 word caption for the Writes a 1 sentence of 3 words Writes 1 simple sentence Writes 2 simple sentences Writes 3 simple sentences
familiar topic/picture using picture with support with support. about a picture independently about a picture using capital about a picture using capital
capital letters and full stops letters and full stops... letters and full stops.

38
Grade 3

39
 FAL : Grade 3 : Term 1
Component What skills will be assessed Form of Assessment Date to be Date
Score
Assessment Tool completed completed
 Retells a story, which is told or read in at least 3 to 4 sentences using props
Rubric 5
Listening and (poster/puppet/mask). Observation &
By Week 9
Speaking:  Demonstrates an understanding of oral vocabulary. Oral
Checklist n/a
 Understands and responds to simple questions
Teacher notes
These Listening and Speaking skills will be observed and assessed during your oral lesson activities. Each skill is not meant to be an assessment activity but you should rather ensure that your learners are
afforded opportunities to demonstrate these skills orally and practically in daily lessons. By Week 9 every learner must be assessed on his /her ability to retell a story in at least 3 to 4 sentences etc. For
SASAMS there must be 1 score for Listening and Speaking.
Phonics:  Builds and sounds out short (3 and 4-letter) words using sounds learnt.
 Recognises consonant digraphs (‘sh’, ‘ch’, ‘th’, ‘wh’) at the beginning and Oral, Checklist n/a
Oral
end of a words Observation & By Week 9
Phonics:  Spelling: Word list of 10 words and 1 sentence dictation Written Class work
10
Written book
Teacher notes
At least one spelling test must be recorded as a formal assessment activity. For SASAMS you should have 1 score (spelling).
Group Guided Reading Sessions
 Sight words Assess each learner individually 50 – 60 sight words Checklist n/a
Reading: (Big Book, Theme, Reader) Observation &
Oral Oral By Week 9
Group Guided Reading Sessions
 Assess each learner on oral reading choose a text (DBE Workbook, Reader) which has Rubric 5
at least 50-60 words and ask questions about the text.
Teacher notes
During your Group Guided Reading sessions in weeks 7 to 9: assess every learner on oral reading which has 50-60 words (word recognition, fluency, comprehension e.g. 2 - 3 oral questions) maximum
time of 2 - 3 minutes per learner) The scoring to be done according to the rubric for oral reading activities. For SASAMS, 1 score will be captured for Reading (oral reading)
Class work
 Writes and illustrates a familiar story using capital letters and full stops (at least 3-5
Writing: Written book /Rubric/ 5 By Week 9
sentences) Checklist
Teacher notes
By Week 9 learners should be assessed formally on 1 written recording which should be reflected in the Class workbook. The scoring to be done according to the rubric. For SASAMS one score will be
captured for writing.
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.

40
 9
8
7
6
5
4
3
2
1

15
14
13
12
11
10
Names of learners
Score
Date

Retells a story, which is told or

5

read in 3 to 4 sentences using

props (poster/puppet/mask).
Speaking
Listening &

Spelling: Word list of 10 words

10

and 1-2 sentences dictation

1 mark for correct answer
Phonics

Oral Reading: 50 - 60 words

Reading

Writes and illustrates a familiar story

5

using capital letters and full stops

Writing

(3-5 sentences
FAL GRADE 3: TERM 1 Scores using rubrics
Comment

41
 9
8
7
6
5
4
3
2
1

42
13
12
11
10
Names of learners
/

Date

Demonstrates an understanding of oral

vocabulary.
Speaking

Understands and responds to simple questions

Listening &

Recognises consonant diagraphs (sh, ch, th, wh) -

begin and end of words
Phonics

Builds and sounds out short (3 and 4-letter) words

using sounds learnt.

Sight words: 60-70 words

FAL GRADE 3: TERM 1 Checklist
Reading
Comment
 GRADE 3 RUBRIC : Term 1
LISTENING AND SPEAKING
Activity 1 2 3 4 5
Retells a story that is told or Can retell 1 sentence after Can only retell the 1 sentence Is able to retell the beginning Is able to retell a story in 3 Is able to retell a story in 4
read in 3-4 sentences using much repetition with teacher related to the beginning of a of a story in 2 sentences sentences fluently using sentences fluently with
props story fluently using correct correct vocabulary in FAL expression and gestures using
vocabulary in FAL correct vocabulary in FAL
READING
Activity 1 2 3 4 5
Oral Reading: 50-60 words 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 Reads fluently from own book
10- 29 words with support from 30-39 words and responds text of 40-49 words and a text of-50-59 words and a text of more than 60 words
the teacher. correctly to 1-2 questions responds correctly to 3 responds correctly to 3 and responds correctly to 3
questions questions questions
WRITING
Activity 1 2 3 4 5
Writes and illustrates a familiar Able to copy 1-2 words and Able to write a familiar story in Able to write a familiar story in Able to write familiar story in 4 Able to write a familiar story in
story using capital letters and draw 1 picture for a story with 2 sentences using a frame with 3 sentences using a frame with sentences using correct more than 5 sentences using
full stops (3-5 sentences) support 1 illustration 2 illustrations. punctuation with 3-4 correct punctuation, spelling
appropriate illustrations. and grammar with 5-6
appropriate illustrations.

43
44
9
8
7
6
5
4
3
2
1

14
13
12
11
10
Names of learners
Score
Date
5 Oral: Gives a simple oral
&

summary of 3 or 4 sentences of
a non-fiction text
Speaking
Listening

Phonics: written:
Uses consonant blends
(-ng, -nk, -ck, ch-, cl-)
10

Recognises vowel diagraphs

Phonics

(ea, oo, oa)

1 mark for a correct answer
5

Sight words: 60-70 words

Oral

Comprehension: written
Choose a short reading passage
with 70-80 words
Types of questions:
Reading

10

Multiple choice questions

Written

Fill in the missing words

Sequence events in a story
1 mark for a correct answer
FAL GRADE 3: TERM 2 Scores using rubrics

Language Usage
Punctuation,
Tenses
10

Plurals
Writing

Nouns
Language use

1 mark for a correct answer

Comment
 FAL : Grade 3 : Term 2
Component What skills will be assessed Form of Assessment Date to be Date
Score
Assessment Tool completed completed
 Oral presentation :Gives a simple oral summary of at least 3 or 4 sentences of a non-fiction
Listening and Rubric 5
text (DBE Workbook, Reader, Theme Poster etc) Observation & By Week 9
Speaking:  Demonstrates an understanding of oral vocabulary. Oral
Checklist n/a
 Listens to non-fiction text and answer comprehension questions- oral
Teacher notes
These Listening and Speaking skills will be observed and assessed during your oral lesson 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 every learner must be assessed on his /her ability to do an oral presentation. For SASAMS there must be
1 score for Listening and Speaking.
Word level and sentence level
Phonics:  Uses consonant blends (-ng, -nk, -ck, ch-, cl-)
Written Class work 10 By Week 8
Written  Recognises vowel diagraphs , ea, oo, oa
Observation & book Worksheet
1 mark for correct answer
Oral Checklist
Phonics:  Distinguish between long and short vowels sounds orally
n/a Week 9
Oral  Recognises silent “e” in words.
Teacher notes
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. In Week 8 language usage skills
should be assessed in a written format using a worksheet which will include written phonics and comprehension activities too. For SASAMS you should have 1 score (Written phonic activity)
Reading: Group Guided Reading Sessions
Sight words Assess each learner individually 60-70 sight words - Big Book, Theme Rubric 5 Week 7 & 8
Oral
Observation & Worksheet
Choose a short reading passage with 60-70 words (DBE Workbook or Reader) Oral
Reading: Types of questions: Class work
Comprehension Written 10 By Week 8
 Multiple choice questions & Fill in the missing words and Sequence events in a story book
Written
1 mark for correct answer
Teacher notes
Learners should be assessed on one oral reading activity in the Group Guided Reading session in Weeks 7 and 8. 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. In Week 8 language usage skills should be assessed in a written format using
a worksheet which will include written phonics and comprehension activities too. For SASAMS you should have 2 scores for Reading (oral reading and written comprehension)
Writing:  With support, writes a simple set of instructions e.g. 3-4 instructions Class work n/a Week 9
Language  Punctuation(capital letters and full stops), Tenses, Plurals, Nouns Written book
Worksheet 10 By Week 8
use:
Teacher notes
In Week 8 language usage skills should be assessed in a written format using a worksheet which will include punctuation, tenses, plurals and nouns. For SASAMS 1 score will be captured for writing.
(language usage skills)
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.

45
46
9
8
7
6
5
4
3
2
1

16
15
14
13
12
11
10
Names of learners
/

Date

Demonstrates an understanding of
oral vocabulary.

Listens to a non-fiction text and

answer comprehension questions
orally.
Listening & Speaking

Recognises silent “e” in words

Phonics

Distinguish between long and short

vowels sounds orally
FAL GRADE 3: TERM 2 Checklist

With support, writes a simple set

of instructions e.g. (3-4 instructions)
Writing
Comment
 GRADE 3 RUBRIC : Term 2
LISTENING AND SPEAKING
Activity 1 2 3 4 5
Gives a simple oral Does a short talk Does a short talk to Does a short talk to Does a short talk to Does a short talk to
summary of 3 or 4 on a theme/topic/ present a summary present a summary present a summary present a summary
sentences of a non- non-fiction text after to present a on a theme/topic/ on a theme/topic/ on a theme/topic/
fiction text much practice and summary on a non-fiction text in 2 non-fiction text in 3 non-fiction text in 4
support. theme/topic/ non- sentences sentences sentences
fiction text in 1
sentence
READING
Activity 1 2 3 4 5
Word recognition: Reads between Recognises and Recognises and Recognises and Recognises and
sight words: 60-70 20-29 familiar sight reads 40-49 familiar reads 50-59 familiar reads 60-69 sight reads more than 70
words words with teacher sight words sight words sight words confidently sight words
correctly. words correctly. and correctly. confidently and
correctly.

47
 FAL : Grade 3 : Term 3
Component What skills will be assessed Form of Assessment Date to be Date
Score
Assessment Tool completed completed
 Gives a short oral recount of a personal experience/event Rubric 5
Listening and Observation &
 Demonstrates an understanding of oral vocabulary By Week 9
Speaking: Oral Checklist n/a
 Listens to a story and answer comprehension questions orally
Teacher notes
These Listening and Speaking skills will be observed and assessed during your oral lesson 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 every learner must be assessed on his /her ability to give a short oral recount etc. For SASAMS
there must be 1 score for Listening and Speaking.
Phonics:  Recognises vowel digraphs ai, ay, oi, oy, ou
 Recognises consonant blends /digraphs: str, scr, tch, nch, ll,ss,ff,ph Checklist n/a
Oral Observation &
By Week 9
Phonics:  Spelling: Word list of 15 words and 1-2 sentences dictation Oral
Class work book 15
Written
Teacher notes
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. For SASAMS you should have 1
score (spelling)
Group Guided Reading Sessions
 Sight words Assess each learner individually on 60-70 sight words (Big Book, Theme, 5
Reading: Reader) 1 mark for a correct answer Observation & Class work
Group Guided Reading Sessions By Week 9
Oral  Assess each learner on oral reading choose a text (DBE Workbook, Reader) which has at
Oral book
5
least 60 -70 words and ask questions about the text.
1 mark for a correct answer
Teacher notes
During your Group Guided Reading sessions in weeks 7 to 9 :assess every learner on at least 70-80 sight words and oral reading which has 60-70 words (word recognition, fluency,
comprehension e.g. 2 - 3 oral questions) 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 (oral reading)
 Writes a personal recount of 5-6 sentences using capital letters and full stops Rubric 5
Writing: Written By Week 8
Checklist/Class
 Write sentences in the past tense with some accuracy. n/a
book
Teacher notes
By Week 8 learners should be assessed formally on 1 written recording which should be reflected in the Class workbook. 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 SCORE 35
Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card.

48
 9
8
7
6
5
4
3
2
1

15
14
13
12
11
10
Names of learners
Score
Date

Gives a short oral recount of a

5

personal experience/event
Speaking
Listening &

Spelling test:
Word list of 15 words and 1-2
15

sentences dictation
Phonics

Sight words :
5

Assess each learner individually on

60 – 70 sight words
Oral

Oral reading: choose a text

Reading

which has at least 60 -70 words

5

and ask questions about the text.

FAL GRADE 3: TERM 3 Scores using rubrics

Writes a personal recount of 5-

5

6 sentences using capital letters

Writing

and full stops

Comment

49
50
9
8
7
6
5
4
3
2
1

15
14
13
12
11
10
Names of learners
/

Date

Demonstrates an understanding of oral

vocabulary

Listens to a story and answer

Speaking
Listening &

comprehension questions orally

Recognises vowel digraphs

ai, ay, oi, oy, ou

Recognises consonant blends /digraphs:

Phonics

str, scr, tch, nch, ll,ss,ff,ph

Write sentences in the past tense with

some accuracy.
Writing
FAL GRADE 3: TERM 3 Checklist
Comment
 GRADE 3 RUBRIC : Term 3
LISTENING AND SPEAKING
Activity 1 2 3 4 5
Gives a short oral recount of a Using a frame, gives a simple Using a frame, gives a simple Using a frame, gives a simple Gives a simple recount of 4 Gives a simple recount of 5
personal experience/ event in recount of 1 sentence with recount of 2 sentences on recount of 3 sentences on sentences on a personal sentences on a personal
4-5 sentences support personal news/event personal news/event experience/event experience/event
READING
Activity 1 2 3 4 5
Word recognition: sight Reads between 20-25 familiar Recognises and reads 50-59 Recognises and reads 60-69 Recognises and reads 70-79 Recognises and reads more
words: 70-80 words sight words with teacher familiar sight words correctly. familiar sight words sight words sight words confidently and than 80 sight words confidently
correctly. correctly. and correctly.
WRITING
Activity 1 2 3 4 5
Writes 5-6 sentences on a Able to copy and 1-2 missing Able to write 1 sentence on a Able to write 2-3 sentences on Able to write 5 relevant Able to write more than 6
familiar topic using capital words with support familiar topic using a frame. a familiar topic using capital sentences on a familiar topic relevant sentences on a
letters and full stops letters and full stops correctly. using correct grammar, familiar topic using correct
spelling and punctuation. grammar, spelling and
punctuation.

51
 FAL : Grade 3 : Term 4
Component What skills will be assessed Form of Assessment Date to be Date
Score
Assessment Tool completed completed
Listening and  Oral presentation: Short talk about the picture or photograph / Theme poster in at least 4-5 Observation &
Rubric 5 Week 5 & 6
Speaking: sentences Oral
Teacher notes
These Listening and Speaking skills will be observed and assessed during your oral lesson 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 7 every learner must be assessed on his /her ability to present a prepared short talk on a familiar
picture or photograph etc. For SASAMS there must be 1 score for Listening and Speaking.
Word level and sentence level
Phonics:  Recognises vowel digraphs: ar, er, ir, or, ur, Observation & Class work 10 By Week 8
Written  Recognises some suffixes: es, ies, ly, ing, ed Written book/Worksheet

Teacher notes
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. In Week 8 written phonics should be
assessed in a written format using a worksheet which will include comprehension activities and language usage skills too. For SASAMS you should have 1 score (Written phonic activity)
Reading: Group Guided Reading Sessions (Big Book, Theme, Reader) Observation &
Rubric 5 Week 6 & 7
Oral  Sight words Assess each learner individually on 70-80 sight words Oral
Reading:  Choose a reading passage with 80 to 100 words (DBE Workbook or Reader)
Comprehensi Types of questions: Written Worksheet / Class 10 By Week 8
 Multiple choice questions & Fill in the missing words
on work book
 Sequence events in a story & Recall, literal questions
Written
Teacher notes
During your Group Guided Reading sessions in weeks 6 to 7 :assess every learner on at least 70-80 words sight words The checklist should be used for recording and scoring to be done according to the
rubric for oral reading activities. 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. In Week 8 written phonics, comprehension and language usage skills should be assessed in a written format using a worksheet. For SASAMS you should have 2
scores for Reading (oral reading and written comprehension).
Writing:  Writes at least 4-6 sentences on a familiar topic using capital letters and full stops Rubric 5 By Week 7
Language  Punctuation (capital letters and full stops) Written Worksheet / Class
5 By Week 8
use:  Tenses, Plurals, nouns work book
Teacher notes
In Week 8 language usage skills should be assessed in a written format using a worksheet which will include written phonics and comprehension activities too. For SASAMS 2 score will be captured for
writing. (language usage skills and 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.

52
 9
8
7
6
5
4
3
2
1

13
12
11
10
Names of learners
Score
Date
Oral presentation: Short talk about
5
&

the picture or photograph / Theme

poster in 4-5 sentences
Speaking
Listening

Recognises vowel digraphs:

ar, er, ir, or, ur,
10

Recognises some suffixes:

Written

es, ies, ly, ing, ed

Phonics:

Sight words Assess each learner

5
Oral

individually on 70-80 sight words

Written comprehension
Multiple choice questions &
Reading

Fill in the missing words

10

Sequence events in a story &

Written

Recall, literal questions

Writes 4-6 sentences on a familiar

5

topic using capital letters and full stops

Writing
FAL GRADE 3: TERM 4 Scores using rubrics

Punctuation (capital letters and full

stops)
5

Tenses, Plurals, Nouns

use
Language
Comment

53
 GRADE 3 RUBRIC : Term 4
LISTENING AND SPEAKING
Activity 1 2 3 4 5
Oral presentation: Short talk With support and practice is Does a prepared talk about a Does a prepared talk about a Does a well prepared talk Does a well prepared talk
about the picture or able to name 2-3 objects in familiar picture or photograph/ familiar picture or photograph/ about a familiar picture or about a familiar picture or
photograph/ Theme poster in picture or photograph / poster Theme poster stating 3 details Theme poster in 3 complete photograph/ Theme poster in 4 photograph/ Theme in 5
4-5 sentences in incomplete sentences sentences stating 3 details complete sentences stating 4 complete sentences stating 5
details or more details
READING
Activity 1 2 3 4 5
Word recognition: sight words: Reads between 20-25 familiar Recognises and reads 50-59 Recognises and reads 60-69 Recognises and reads 70-79 Recognises and reads more
70-80 words sight words with teacher familiar sight words correctly. familiar sight words sight words sight words confidently and than 80 sight words confidently
correctly. correctly. and correctly.
WRITING
Activity 1 2 3 4 5
Writes 4-6 sentences on a Able to copy and 1-2 missing Able to write 1 sentence on a Able to write 2-3 sentences on Able to write 5 relevant Able to write more than 6
familiar topic using capital words with support familiar topic using a frame. a familiar topic using capital sentences on a familiar topic relevant sentences on a
letters and full stops letters and full stops correctly. using correct grammar, familiar topic using correct
spelling and punctuation. grammar, spelling and
punctuation.

54
ISBN 978-1-4315-3129-5