Isindebele HL Grade 3

DIAGNOSTIC
ASSESSMENT
ISINDEBELE
home
language
GRADE 3
TABLE OF
CONTENTS
SECTION 01
SECTION
1. INTRODUCTION........................... 1
2. PURPOSE OF THE DIAGNOSTIC
ONE
TEST ITEMS .................................... 2
3. THE STRUCTURE OF THE
DIAGNOSTIC TEST ITEMS ........... 3
4. PROPOSED USE OF THE
LANGUAGE ITEMS........................ 3
5. DESIGN .......................................... 4
6. MARKING GUIDELINES ............. 6
7. MODERATION.............................. 7
8. PURPOSE OF THE DATA
ANALYSIS............................... 8
9. HOW TO ANSWER MULTIPLE CHOICE
QUESTIONS ( MCQS )............. 13
GRADE 3 SECTION 02
home 10. ASSESSMENT ............................ 16
language
DIAGNOSTICS ASSESMENTS
1. INTRODUCTION 2. PURPOSE OF THE DIAGNOSTIC TEST ITEMS
The diagnostic resource bank of items aims to improve the relationship between This diagnostic resource should be used in conjunction with the requirements as
assessment and classroom instruction. Assessment for learning is the process of stipulated in the CAPS document. It therefore does not replace the curriculum or the
gathering information about a learner’s learning from a variety of sources, using a Annual Teaching Plans (ATP). The content therefore includes coverage from terms
variety of approaches, or ‘assessment tools’, and interpreting that evidence to enable one to four and it focuses on certain selected topics and skills. However, there may be
both the teacher and the learner to determine where the learner is in his or her a need to align the topic or skills with the revised ATP to facilitate assessment for
learning; where the learner needs to go; and how best to get there. Teachers can learning.
adjust instructional strategies, resources, and environments effectively to help all

Once the teacher has identified the gaps in the conceptual knowledge/ skill acquisition
learners achieve grade specific outcomes only if they have accurate and reliable
it would be easier to design targeted intervention programmes to bring learners on par
information about what their learners know and are able to do at a given time.
for the transition to subsequent sub-skills.
When findings of assessment results are used to improve classroom practice, learner
Once the teacher has identified the gaps in the conceptual knowledge/ skill acquisition
performance in general can improve. The diagnostic assessment questions are
it would be easier to design targeted intervention programmes to bring learners on par
designed to fulfil three purposes of assessment: namely to,
for the transition to subsequent topics.
 reveal the misconceptions learners bring as prior knowledge to a class; These diagnostic items should be used as a tool for teachers to assess the strengths
 measure the conceptual gains of a class as a whole; and and weaknesses of learners for the purpose of designing teaching and learning
 identify concepts that are weak areas of understanding for the individual learner or strategies that will address the individual needs of the learner. This would also enable
as a class/grade. the teacher to zoom into the skills and sub-skills that are required by each topic
A traditional multiple-choice question (MCQ) provides little information about the content selected in order to narrow the knowledge gap or misconception identified and
learner’s understanding of the concept/skill tested. The Department of Basic to assist learners in the development and mastery of content and skills.
Education (DBE) has embarked on the design of diagnostic assessments using MCQs
This assessment should not be used for grading a learner; as the intended purpose is
that are designed to assist teachers to diagnose learner misconceptions using the
to facilitate learning. The use of the items should instead promote formative
Pearson distractor rationale model as a basis for the classification of learner
assessment.
misconceptions. The diagnosis is also linked to the CAPS learning outcomes and skill
acquisition. This does not mean that there are only MCQ items in the booklet.
MCQs designed for the diagnostic questions included in this booklet, include a
breakdown of learners’ understanding through the incorrect responses. All distractors
are written not only to focus the attention of the teacher on those learners who are
able to identify the correct response, but also to assist the teacher in identifying and
understanding the misconceptions captured in the incorrect responses.
Grade 3 IsiNdebele HL Grade 3 IsiNdebele HL
GRADE 3 ISINDEBELE HOME LANGUAGE PAGE 1 GRADE 3 ISINDEBELE HOME LANGUAGE PAGE 2
3. THE STRUCTURE OF THE DIAGNOSTIC TEST ITEMS Table 1 lists and describes the types of errors that correspond to each of the four
levels of understanding encapsulated in the Language MCQs. The distractor rationale
Items are framed to direct teachers to possible misconceptions which could be as a as advocated by Pearson, 2004, forms the basis for diagnosing misconceptions. The
result of an earlier grade knowledge deficit, erroneous conceptual knowledge or lack taxonomies and cognitive levels as stipulated in CAPS (for Grades R-9) are
of comprehension. incorporated into the levels of understanding to provide the teacher with holistic
information about the level of performance.
MCQs are constructed in such a way that each distractor provides information on
whether the learner has mastered the skill/concept or whether there is a A more detailed unpacking of the nature of the misconceptions is addressed in the
misconception. The distractors are graded according to four levels of understanding. marking guidelines of each diagnostic item.
Levels one, two and three enlighten the teacher about the nature of the
misconception. Level four is the correct response, see Table 1 for further clarity.
Table 1: Levels of Understanding MCQs
Items are constructed to assess reading, viewing, language structures and
conventions, writing skills and application. Levels of
Error analysis/diagnosis
Performance
4. PROPOSED USE OF THE LANGUAGE ITEMS
 Makes errors that reflect focus on decoding and
retrieving facts or details that are not necessarily related
to the text or question.
4.1 A teacher may select a text type and use some of the items for that text at
 Learner invokes prior knowledge related to the general
different intervals i.e. as a revision activity, formative task, etc. Level 1 topic being tested, but response is not text-based.
4.2 Items may also be used as a baseline assessment if administered prior to  These errors indicate that the learner is grabbing bits and
teaching a particular lesson. A teacher may want to establish whether learners pieces of information related to the text as he or she
meet the basic skills and knowledge acquired from the previous grades. This understands them, but the pieces are unrelated to the
information required by the question being asked.
will assist the teacher to know learners’ level of proficiency.
 Makes errors that reflect initial understanding of facts or
4.3 Items may be used at the beginning of a phase to establish whether learners
details in the text, but is unable to relate them to the
meet the conceptual knowledge for the new grade/phase. components in the question.
4.4 Certain items, per sub-skill assessed, may be selected from a section to  They apply their limited knowledge as an
compile a shorter activity. Level 2 overgeneralisation and therefore come to a weak
conclusion or inference.
4.5 Items may be selected according to levels of difficulty and can be used to
support learning according to different cognitive demands. Diagnostic items can  The learner may focus on literal/superficial aspects of a
text and makes superficial connections to arrive at weak
also be selected according to cognitive levels. responses.
4.6 The teacher should decide when, where and how the assessment may be used
 Makes errors that reflect analysis and interpretation, but
to enhance teaching and learning. conclusions or inferences arrived at are secondary or
Level 3 weaker ones than required for correct response.
5. DESIGN
 A distractor may be related to the correct response in
meaning, but be too narrow or broad given the
Levels of
Error analysis/diagnosis
Levels of
difficulty
Performance Bloom’s Descriptors from both Barrett’s
Taxonomy taxonomies Taxonomy
circumstances.
Correct response. and Analysis interpret, understand, comprehension
rewrite, apply, demonstrate,
 consistently apply knowledge and reasoning skills illustrate, investigate,
required in the question;
Level 4 diagnose
 apply their understanding and knowledge in a variety of
relatively complex situations and explain their reasoning; Analyse, appraise, evaluate,
 draw a conclusion from given context and justify their justify, reason, criticise,
Difficult
conclusion. Evaluating and Evaluation and
judge, comment, appreciate,
 Etc. Creating Appreciation
create, derive, combine,
construct, devise, synthesise
Each level of understanding is captured in the distractors of all the multiple-choice
questions. An item will include distractors that correspond to each level of
understanding set out in the Table 1. 6. MARKING GUIDELINES
When learner responses are analysed the diagnostic distractors will reveal patterns in 6.1 Multiple Choice Questions (MCQs): One mark is allocated per item. However,
a learner’s understanding of the content being tested. The teacher is thus guided the focus of these assessments is not on scoring the learner, but rather on what
towards instruction that specifically addresses a learner’s understanding of a concept the learner is able to achieve/not achieve.
in the specific content. 6.2 The marking guideline has columns indicating the item number, expected
answer per item, the diagnosis or clarification, the level of understanding, the
The three levels of difficulty are explained in Table 2 which are informed by both
level of difficulty and the mark allocation. The mark allocation is merely a guide
Barret and Blooms Taxonomies. Descriptors (verbs) that may be used for each of the
for the learner response and should not be the focus of the task.
difficulty level are summarised.
6.3 Open ended (OE) items: These items require an opinion and a reason as a
Table 2: Levels of difficulty that incorporate the two Taxonomies response. A scoring guide has been included to guide teachers in identifying
scores of 0/1/2 or more. The teacher is assisted in identifying and
Levels of
understanding the misconception and the level of skill development required to

difficulty
Bloom’s Descriptors from both Barrett’s

Taxonomy taxonomies Taxonomy improve cognition and performance.
6.4 Transactional and essay writing diagnostic rubric: The assessment criteria are
Label, list, name, relate, Content, Language Construction and Format, Length and Planning. The
recall, repeat, state, classify,
Remembering Literal competency descriptors have been developed according to grade levels and
re-group, rearrange,
comprehension/
Easy
and
assemble, collect, are useful in informing the teacher of how learners should be scored and
Understanding Reorganisation
categorise, select, recognise, awarded scores for each criterion. The teacher would be able to collect and
supply, separate, isolate
report data that reveals a learner’s level of competency per criterion. The
Predict, infer, guess, teacher would then be able to pay more attention to integrating language skills
der
Application Inferential
ate
Mo
translate, summarise,
during the writing lessons.
The teacher is able to diagnose the strengths and weaknesses of the learners determine the format for moderation as a standardisation and quality-assurance
according to the assessment criteria set out in the rubrics. Teachers can then measure.
focus on those aspects of writing that are problematic.
Moderation should focus on the following aspects amongst others:
6.5 Language structures and conventions: These items require learners to apply
grammar skills in context to demonstrate their level of knowledge and
a) Content coverage: The alignment of the to the revised ATP content for the
understanding of all language aspects assessed. This stems from the
subject,
assumption that grammar is taught for constructing texts in their context of use
b) Quality of individual items: The validity, fairness and practicability of each item
where real language is required. As a result, the application of grammar is not
within a test or task,
restricted to the analysis of isolated sentences as it explains the way in which
c) Clarity of the instructions for specific items,
sentences are structured to construct whole texts that learners learn to read
d) Biasness and clarity of diagrams and pictures
and write. The marking guidelines provide insight on how to mark the test using
e) Ensuring that what is assessed is in line with what the learner has been exposed
scoring guides. The learner performance levels would assist the teacher to
to
identify learners’ strengths and weaknesses and thus provide corrective
f) The appropriateness of the language level of the learners for which it is designed,
measures and interventions for improved grammar usage.
g) Coverage of cognitive skills: The consistency of the level of development of the
Table 3: Example of the Marking Guideline (for a MCQ) learner regarding the cognitive levels of the test or task.
1. What is the main idea of the article? h) Technical criteria: sufficient time allocation per item/test/task, layout, correct
numbering, the memorandum/marking guideline matches the item, etc. must be
UNDERSTANDING
considered.
NO. EXPECTED ANSWER DIAGNOSTIC ANALYSIS
DIFFICULTY
LEVEL OF
LEVEL OF
MARK
8. DATA ANALYSIS AND UTILISATION
1.1 A It is important to connect A superficial connection is made to the

2
with many people on contents of paragraph 1, but it does not relate The teacher would be able to collect data on an individual learner, a class or for the
Facebook. to the purpose of the text.
B Not all contacts on The correct response. entire grade and report at each level. Further data can be collected per
1 4 M
Facebook are friends that
you know. 
topic/skill/content area. The teacher is also able to use the class or grade test/task to
C 13-year olds like to boast Related to the text, but not to the main 3 identify the knowledge deficit is. Since this is an exercise in assessment for learning,
about Facebook friends. purpose that is focused in the text as a whole.
D The Internet is required to The response is not text-based. 1 targeted interventions can be designed to address strengths and weaknesses.
connect to Facebook.
Teachers would be able to give feedback to parents on learning gaps, deficits and
strengths per learner.
7. MODERATION
8.1 Purpose of the data analysis
Internal moderation is important in assuring that the marking criteria/guideline is
consistently applied, and that there is a shared understanding of the academic
After administering a test/task the teacher can do his/her own diagnostic analysis to
standards learners are expected to achieve. There should be processes in place for
identify:
assuring comparability of marks for alternative assessments. Schools may therefore
a. the overall level of performance of the class/grade or school; e. range is the difference between the maximum and the minimum scores. The
b. individual learners or schools that need special intervention; larger the range, the more diverse the ability levels of the test takers. A
c. groups of learners or schools who need special support; and relatively small range indicates that the class of test takers has a relatively
d. sub-skills that require priority attention in teaching and learning. homogeneous ability profile.
8.3 Available tools for data analysis

8.2 Use of basic statistics for analysis
Tools that are available for analysis of data include pre-programmed computer
Basic statistics that can be used to summarise the data from a test include the
software such as the SA-SAMS in schools, the Microsoft Excel programme and
following:
even hand calculators. The Microsoft Excel programme, which comes with
a. mean (often called average) – calculated by adding the scores of all the almost every computer software, is a reasonably easy-to-use tool for
learners and dividing the sum by the number of learners. The mean is one performing item-level diagnostic analysis of test data. An Excel spreadsheet is
score that is used to summarise all the scores obtained by learners in a arranged in columns and rows.
test/task. A high mean score represents high performance and a low mean
score represents low performance. However, the mean score does not indicate 8.4 Preparing data for analysis on Excel
how learner scores are spread from the highest to the lowest and thus is not
Excel makes available useful formulae to calculate basic statistics. To prepare
adequate for identifying individuals who either over-perform or under-perform;
for analysis of data from an administered test, do the following:
b. median (or middle score) – calculated by first arranging the scores from the
a. mark the test and write the scores obtained by each learner next to the relevant
highest to the lowest and then determining the score that divides the data into
question/item number in their books or scripts;
halves. Half of the learners who wrote a test will have scores above the median
b. enter learner names and other particulars (e.g. the gender of each learner) in
score and the other half will have scores below the median score. If the number
the rows, one after another;
of learners is an odd number the median will be a real score that sits half-way
c. enter test item numbers in the columns, one after another;
between the extreme scores, e.g. 76, 57, 49, 45 and 39 have 49 as the median
d. enter the score of each learner on each item in the correct cell (i.e. where the
score. However, if the number of learners is an even number the median will be
relevant column and row meet);
a score that may not belong to any of the learners calculated by adding the two
e. check if all data has been entered correctly (i.e. do thorough data cleaning);
adjacent scores that are half-way between the extremes and dividing their sum
f. use correct formulae to calculate the statistics that you want to use to
by two (2), e.g. the median of 76, 57, 49 and 45 is calculated by adding 57 and
summarize and analyse the test data; and
49 and dividing the sum by two, i.e. (57 + 49)/2 = 106/2 = 52. As can be
g. interpret the statistics in terms of what they suggest about performance of
observed, 52 is not one of the four given scores but it is the median score that
individuals in your class, performance of identifiable groups of learners (e.g.
sits half-way between the extreme scores, viz. 76 and 45. The median does not
boys and girls) and performance in specific content areas.
show what the extreme scores are, i.e. the highest and the lowest scores;
c. maximum is the highest score obtained by a learner in a test;
d. minimum is the lowest score obtained by a learner in a test; and
8.5 Analysis and interpretation d. Group differences in performance
To summarise the data, calculate the average percentage score, the median, Analysis was done at two group levels, viz. boys and girls. All the
maximum and minimum score percentages and you may do this separately for summary statistics indicate that the boys performed much lower than the
boys and girls. To make sense of the analysis it is recommended that different girls. Their mean score was 49,3% against the 60% mean score
colour codes be used to mark specific observations (Excel provides a wide obtained by girls. The median score for the boys was 4% lower than that
range of colour codes) and also represent findings with appropriate graphs to of the girls, viz. 52% against 56%. Boys’ scores ranged between 8% and
enhance visual impressions to aid decision-making on where to focus 88%, while the lowest score for the girls was 32% and the highest was
improvement interventions. For instance, the following observations can be 100%. It is evident that in this class boys require a different or more
made from the analysis that has been done: focused intervention than the girls.
e. Performance in specific topics or skills

a. Overall performance
The percentage scores per item indicate the items and, therefore, the
Overall performance in this class, measured through the mean score,
topic or skill where interventions must focus. The analysis and diagnosis
may be e.g. 54,4% which is relatively acceptable but still leaves room for
(from 8.5a – e) identifies:
improvement. The median score for the class may be 56% which means
that half of the learners obtained scores above 56% and another half
i. learners who need special attention; and
obtained scores below 56%.
ii. components that require special focus.
The analysis also suggests what materials will be required to
b. Performance spread
improve on the identified areas, what extra support the teacher will
Although the mean and median scores were both above 50%, learner need (if necessary), whether additional time will be required, who
scores may range between 8% and 100% which is a fairly wide range else should be involved in the interventions and a host of other
that suggests diverse abilities in this class. This implies that intervention possibilities that the data analyser may see fit in their context.
strategies will have to be diversified to the learning needs of different
learners, i.e. a one-size-fits-all improvement strategy will not work in this 8.6 Diagnostic or error analysis
class.
Error analysis is the study of errors in learners' responses with a view to look for
c. Individual learner differences in performance
possible explanations for these errors. It provides specific information about the
relative skill proficiency or misconception a learner has in his/her response, in
Individual learners who were identified to be particularly at risk have
order to understand what the learner can or cannot do. It is a multifaceted
been indicated with e.g. red colour coding. They obtained scores below
activity, for the teacher, because it involves analysis of the correct, partially
40% and thus fall within the “Not achieved” and “Elementary
correct and incorrect thought processes of the learners’ individual responses and
achievement” levels. They require special attention in terms of teaching
thinking about possible remediating interventions that might work well.
strategies and learning opportunities.
Understanding the errors, that learners make will determine how learners are 9.2.6 Two options may sound alike. However, one of the options may be
grouped for intervention purposes to enhance effective teaching. partially correct; it may be a partial answer to the question. Re-read the
question to make sure that the option fully answers the question.
9.2.7 If you are unsure of which options are incorrect, leave the question and
9. HOW TO ANSWER MULTIPLE CHOICE QUESTIONS (MCQS)
move to the questions you are sure of. However, make sure that you
come back to the question. Don’t leave blanks. Choose an option for
9.1 The Structure of an MCQ
every question.
An example of the structure of the MCQ item is exemplified below. 9.2.8 There will be only ONE correct option.
What direction does the sun set? STEM
A East
Note to the learner!
B South DISTRACTORS
C North  There is no pattern in which
D West KEY the answers are arranged.
 Check your work. If you

Explanation: made a mistake, strike out
the incorrect option and
 A stem is the question or statement to respond to. circle the correct answer.
 Distractors are incorrect options that are plausible
 A key is the correct answer
9.2 Strategies for answering MCQs
9.2.1 Read the question carefully. Understand the question and be sure of what
is expected of you. Underline the key words in the question. You may
need to read the question more than once.
9.2.2 Try to answer the question before you check out the options. You may be
required to work out the answer before you are able to choose the correct
option.
9.2.3 Read each option cautiously. Delete the options that you are sure is
incorrect, until you are left with the correct option.
9.2.4 Make sure that the option you have chosen matches what the question
requires.
9.2.5 Often there will be an option that will obviously be wrong. Eliminate this
option.
SECTION
TWO
ASSESSMENT
Texts
Text 1: Story - A clever answer
Text 2: Recipe - Banana Bread
Text 3: Story - Maya’s new school bag
Text 4: Poster - Class Rules
Text 5: Story - Thato’s Holiday
Text 6: Poem - Lebo saw his teacher
Text 7: Story - Max
Grade 3 IsiNdebele HL
GRADE 3 ISINDEBELE HOME LANGUAGE PAGE 16

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Reading and Shared Comprehension: Interpret Inference M MCQ 1

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UMHLAHLANDLELA WOKUTSHWAYA WE DIAGNOSTIC
ISINDEBELE ILIMI LEKHAYA:
IGREYIDI 3
…
Amatheksti Amazinga wobudisi
Itheksti 1: Indatjana - Ipendulo E: Easy/Lula
ehlakaniphileko
Itheksti 2: IresiphI - Isikwa Sebhanana M:Moderate/Phakathi
Itheksi 3:Indatjana - Isikhwama esitjha D: Difficult/Budisi
sesikolo sakaMaya
Itheksi 4: Iphostara - Imithetho yetlasi
Itheksti 5: Indatjana - Amalanga
wokuphumula wakaThato
Itheksti 6: Ikondlo - ULebo wabona
utitjhere wakhe
Itheksti 7: Indatjana - UMax
Amamaksi
lokwenza
lobudisi
Ithemu
Idiagnostic/Ukutsengwa
Izinga
Izinga
Inomboro. Ipendulo elindelekileko
kweemphoso
Ithektisi yokuThoma: Ipendulo ahlakaniphileko

1.1 A nguBhubezikazi Ngomunye wabalingisi kodwana 3 1
akasiyo ikosi yeembandana
B nguBhubezi 1 Ipendulo okungiyo. E 4
C nguPungutjha UPhungutjha sibandana 2
esihlakaniphileko kodwana akasiyo
ikosi yeenlwana
D nguDumbana UDumbana ngomunye wabalingisi 1
kodwana akasiyo ikosi yeembandana
1.2. A Wazamula. 1 Ipendulo okungiyo. E 4 1
B Wabhodla. Ipendulo enokwenzeka, kodwana 3

akusikho okwenzeka ekuthomeni.
C Wathukuthela Ukuhlobanisa ukuthukuthela 2
nokubhodla.
D Wabhodlela kuBhubezikazi. Ipendulo enokwenzeka, kodwana 1
akazange abhodlela uBhubezikazi
bunqopha.
1.3. A Bekayikosi yeembandana. Ipendulo enokwenzeka kodwana 3
akusiyo okungiyo.
B Bekathabile. Ukuhlanganisa imizwa yokuthaba 1
nokudana.
Amamaksi
Amamaksi
lokwenza
lokwenza
lobudisi
lobudisi
Ithemu
Ithemu
Idiagnostic/Ukutsengwa Idiagnostic/Ukutsengwa
Izinga
Izinga
Izinga
Izinga
Inomboro. Ipendulo elindelekileko Inomboro. Ipendulo elindelekileko
kweemphoso kweemphoso
C Bekahlambalaziwe. 1 Ipendulo okungiyo. D 4 2 boda Ukuraranisa itjhada elinamaledere

amabili dl kodwana liphinyiswa
D Bekakhohliswe nguPungutjha. Ipendulo enokwenzeka, kodwana 2 D 2
njengetjhada elilodwa no d okhamba
akasuye umlingisi okunguye. yedwa.
1.4. A uBhubezikazi, uDumbana Ilandelano okungilo, kodwana umlingisi 2 1.10
noNgwemabala omunye weqiwe. A ngombana 1 Ipendulo okungiyo. M 4 4
uPungutjha, uNgwemabala no Akusilo ilandelano okungilo begodu B ngalokho-ke
B 1 Ukutjengisa ukungabi nekghono
Dumbana omunye umlingisi weqiwe. lokusebenzisa imithetho yehlelo leLimi 2
uNgwemabala, uDumbana, C kodwana
C Ilandelano okungasilo. 3 D nofana (iinhlanganisi).
uBhubezikazi noPungutjha
uBhubezikazi, uDumbana, 1 M 4 3 ITHEKSTI YESIBILI: Iresiphi
D Ipendulo okungiyo.
uNgwemabala noPungutjha 2.1 isikwa esinzotho Ukuraranisa imihlobo yezikwa
1.5. A nguPungutjha 1 Ipendulo okungiyo. D 4 1 A ezijayekileko, kungasikho 1
ukukhambisani netheksti.
Ipendulo enokwenzeka, kodwana isikwa sebhanana
B nguNgwemabala 3 B 1 Ipendulo okungiyo. E 4 3
uNgwemabala wakhuluma amanga
C isikwa sebhodoro Ukuraranisa iinthako nehlobo lesikwa. 2
C nguDumbana Ukuraranisa uhlakanipha neqiniso. 2
isikwa sombhagi Ukuraranisa isithombe sombhagi
D nguBhubezikazi Ukungazwisisi umbuzo. 1 D 3
nehlobo lesikwa.
1.6 UBhubezi uzokubhodlela 2.2 A avuthiweko 1 Ipendulo okungiyo. E 4 3
A 1 Ipendulo okungiyo. M 4 3
phezulu.
azeswe ngamafutha Ukuraranisa ipendulo okungiyo
UBhubezi uzokubhodlela B 3
B 1 Ipendulo okungiyo. 2 nelayelo.
phezulu.
anetjhukela Ipendulo enokwenzeka kodwana
Ukungarhumutjhi kuhle isikhathi C 1
C UBhubezi wabhodlela phezulu. 2 ayisuselwa ethekstini.
esidlulileko nesikhathi esizako.
anebhodoro Ukuraranisa ipendulo okungiyo.
Ukungarhumutjhi kuhle ihlathululo D 2
D UBhubezi ubhodlela phezulu. 2 nesithako.
yesikhathi sanje nesikhathi esizako 2.3 Uhlanganisa itjhukela Ukuraranisa ipendulo nelayelo
1.7 uBhubezikazi Ukuraranisa phakathi kobulili, ubunengi A 3
A 3 nebhodoro lokuthoma.
nemithetho yokupeleda. Uhlanganisa iinthako
uBhebuzi Ukuraranisa ukupeleda kwegama B Ukuraranisa irhemo leenlayelo. 2
B 2 ezomileko.
ibhubezi (e no u). Ubuthelela zoke iinthako.
C 1 Ipendulo okungiyo. D 4 2
C aboBhubezi 1 Ipendulo okungiyo. M 4 1 Ubhaga isikwa Ukuraranisa ilayelo lokukuthoma
D 1
uBhebukazi Ukuraranisa phakathi kobulili, ubunengi nelokugcina.
D 1 2.4 Itjhukela, ibhodoro, amaqanda,
nemithetho yokupeleda.
1.8 amakha A ibisi, amabhanana, iflowuru 1 Ipendulo okungiyo. D 4 3
A Ukuraranisa amabizo neemphawulo. 2
netswayi.
amaswidi Ipendulo okungasiyo. Ayisuselwa Itjhukela, ibhodoro, ama-
B 1 B
ethekstini. habhula, iflowuru netswayi
ukudlula Ukuraranisa iinhlanganisi Itjhukela, amaqanda, isikwa,
C 2 C
neemphawulo. amabhanana netswayi Ukuraranisa irhelo okungilo leenthako. 2 2
D Kamnandi khulu 1 Ipendulo okungiyo. M 4 2 isikwa, amahabhula, ibisi,
D itswayi, ivanilla, itjhukela
1.9 rhona Igido okungilo kodwana akususelwa
A 3 namabhanana
ethekstini.
2.5 ibhanana amavuthwa Kusetjenziswe umthetho wobunengi
ngamandla Ukungazwisisi umqondo wamagama
B 1 A bezinto esiphawulweni kunokuthi 3
anegido.
usetjenziswe ebizweni
C bhodla 1 Ipendulo okungiyo. M 4 2
Amamaksi
Amamaksi
lokwenza
lokwenza
lobudisi
lobudisi
Ithemu
Ithemu
Izinga
Izinga
Izinga
Izinga
amabhanana amavuthwa Kusetjenzise umthetho wobunengi kiwo C nguNom. Mahlangu Ukuraranisa ubulili. 2
B 2
woke amagama.
C amabhanana avuthiweko 1 Ipendulo okungiyo. M 4 3 D nguKsz. Hlangu Ukuraranisa iimbongo (Mahlangu 1
noHlangu).
ibhanana elivuthiweko Kutjengisa ukungawuzwisisi umthetho
D 1 3.2 A dlhu- ephazimako, makhrayoni, 2
wobunengi.
2.6 sangana Ivumelwano okungilo kodwana sikere, mpensela,
A 3
alisuselwa ethekstini. B makhrayoni, sikere, mpensela, Kutjengisa amakghono aphasi
B hlanganisa 1 Ipendulo okungiyo. M 4 3 dlhu- ephazimako wokurhemisa ama-alfabhethi
faka Kutjengisa ukungayeleli ukubizwa C mpensela, dlhu- ephazimako
C 1
kwamatjhada. makhrayoni,sikere
D umvango Ukungazwisisi ivumelwano lamagama. 2 D makhrayoni, mpensela, sikere, 1 Ipendulo okungiyo. M 4 1
2.7 A bh 1 Ipendulo okungiyo. E 4 3 dlhu ephazimako
B ng Ilwazi elisezingeni eliphasi
3.3 Bekazokusebenzisa iintlabagelo 1 Ipendulo okungiyo. E 4 2
C ph lokuhlukanisa ubunengi, ubuncani
2 zakhe ezitjha nesikhwama
begodu nobukhulu.
D th sakhe sesikolo.
2.8 Umbhagi uhlanganisa itjhukela, 3.4 A Ukwenzela umngani wakhe 1 Ipendulo okungiyo. E 4 1
ibisi, amabhanana avuthiweko, omkhulu ikarada.
A 1 Ipendulo okungiyo. M 4 3
iinthako ezomileko nesoda
yokubhaga. B Ukwenzela utitjhere wakhe Ukuraranisa imininingwana 3
U, mbhagi, uhlanganisa, ikarada. aqakathekileko esethekstini.
itjhukela, ibisi, vuthiweko,
B amabhanana, C Ukwenza isimemo. Ipendulo enokwenzekaibe ngiyo 1
zomileko,iinthako, ne, kodwana ayisuselwa ethekstini.
yokubhaga, isoda D Ukwenza isikhwama sakhe Ukulahlekelwa kuhlanganisa 2
Umbhagi uhlanganisa itjhukela, Kutjengisa ukuzwisisa amatshwayo neminingwana esethekstini.
ibisi, avuthiwe, amabhanana, wokufunda nokutlola kodwana ahluleke 2 sirhanyazele.
C
zomileko, iinthako ne, soda ukusetjenziswa ngendlela okungiyo. 3.5 A iinkhwama zeenkolo Kusetjenziswe imithetho yobunengi 2
yokubhaga. bamagama kiwo woke amagama.
Umbhagi uhlanganisa itjhukela,
ibisi, amabhanana avuthiweko, B isikhwama seenkolo Kusetjenzise umthetho wobunengi 3
D ebizweni elitjhugululiweko
iinthako ezomileko, ne, soda
yokubhaga. kunokuwusebenzisa ebizweni.
2.9 Umbhagi ubhaga isikwa C iinkhwama zesikolo 1 Ipendulo okungiyo. M 4 1
Ipendulo okungiyo. M 4 3
sebhanana. D isikhwama sesikolo Kutjengisa ukungazwisisi umthetho 1
2.10 bisi, bhanana, bhodere, wobunengi bamagama.
flowuru, maqanda soda 3.6 A Lokha nakacabanga Ukuraranisa imininingwana 3
yokubhaga, tjhukela, Ipendulo okungiyo.
D 4 3 eqakathekileko esethekstini.
tswayi ngeentlabagelo zakhe ezitjha.
B Lokha nakacabanga Ukuraranisa imininingwana 2
ITHEKSTI YESITHATHU: Isikhwama sesikolo esitja sakaMaya ngejinifomu yakhe etjha esethekstini.
3.1 A nguKkz. Mahlangu 1 Ipendulo okungiyo. E 4 1
yesikolo
B nguKsz. Mahlangu Ukuraranisa iinhlokwana (uKsz. 2
C Lokha nakadla isidlo sakhe Ipendulo enokwenzeka ibe ngiyo 1
noKKz.). semini sesikolo. kodwana isuselwa ethekstini.
Amamaksi
Amamaksi
lokwenza
lokwenza
lobudisi
lobudisi
Ithemu
Ithemu
Izinga
Izinga
Izinga
Izinga
D Lokha nakakhwela 1 Ipendulo okungiyo. M 4 3 4.1 bangani nomndeni Ukuzwisisa okusezingeni eliphasi
A 1
kwetheksti. Akususelwa ethekstini.
ngembhedeni.
babelethi nabotitjhere Ukuhlobanisa abantu abadala
B 3
3.7 A kukuphi lapho uMaya Kutjengisa ukuzwisisa itswayo 2 njengabantu abenza umthetho
lokufunda nokutlola kancanyana botitjhere nabafundi
azokuzipaka khona iimpesela C 1 Ipendulo okungiyo. M 4 1
kodwana alikasetjenziswa ngendlela
zakhe, amakhrayoni nesikere. bafundi nabangani
okungiyo. D Ukuzikhethela igama nje elisethekstini. 2
B Kukuphi lapho uMaya 1 E 4 1 4.2 Ukulalela
A Ukuraranisa imininingwana nesihloko. 3
azokupaka khona iimpensela Ipendulo okungiyo.
zakhe, amakhrayoni nesikere? B Imithetho 1 Ipendulo okungiyo. E 4 1
C Amaresiphi Ukuraranisa imihlobo yamatheksti. 1
C Kukuphi lapho umaya Kutjengisa ukuzwisisa mbijana 2
D Amaresiphi Ukuraranisa imihlobo yamatheksti. 2
azokupaka khona iimpensela amatshwayo wokufunda nokutlola
zakhe amakhrayoni, nesikere? kodwana akakasetjenziswa ngendlela 4.3 Mthetho we-7 Ukungazwisisi umbuzo begodu
A 1
okungiyo. nephostara.
D kukuphi lapho umaya 2 Mthetho we-5 Ukuraranisa isenzo zokwabelana
B 2
nesokuthelisa.
azokupaka iimpensela zakhe,
Mthetho we-3 Ukuraranisa amagama abonakala
amakhrayoni nesikere? C 3
afana.
3.8 A Watlolu iindatjana ezinengi. Ukuraranisa ubunengi bamagama 1 Mthetho we-2
D 1 Ipendulo okungiyo. E 4 1
nesikhathi esidlulileko
4.4 Landela iinkomatjhuba Ukuraranisa lokho okungaphapambili
B Watlola iindatjana ezinengi. 1 Ipendulo okungiyo. M 4 1 A 3
nokungemuva.
Imithetho yetlasi Ukuraranisa isihloko sephostara
C Utlola iindatjana ezinengi. Ukuraranisa isikhathi sanje nesikhathi 2 B 2
nokumumethweko.
esidlulileko. C Yenza ngokusemandleni wakho 1 Ipendulo okungiyo. E 4 1
D Watlolela iindatjana ezinengi. Ukutjengisa ikghono eliphasi 3 Gcina itlasi lihlwengekile Umthetho onokwenzeka ube ngiwo
lokusetjenziswa kwesikhathi D 1
kodwana awususelwa ethekstini.
esidlulileko. 4.5 Ngetlasini 1 Ipendulo okungiyo. M 4 1
3.9 A siliva Ukuhlobanisa okusezingeni eliphasi 3 4.6 A tsh Ukutjengisa umkhumbulo wokubona
khulu kokumanya. B th ukupeledwa kwamagama okusezingeni
B nanya Ukuraranisa ivumelwano lamagama. 1 eliphasi. 2
C ph .
C rhanyazela 1 Ipendulo okungiyo. M 4 1
D tjh 1 Ipendulo okungiyo. E 4 1
D fiphele Ukuraranisa amagama atjho okufanako 2
nalawo aphikisanako. 4.7 A abangani Ukuraranisa ibizo nesenzo. 2
3.10 A limala Ipendulo enokwenzeka kodwana 3 B yabelana 1 Ipendulo okungiyo. M 4 1
akusiyo enevumelwano magama C yakho Ukuraranisa isabizwana nesenzo.
okungilo. nge 2
D Ukuraranisa isenzo nesithomo segama.
B kusika 1 Ipendulo okungiyo. M 4 1
4.8 A suka
C sikima Ukuraranisa amatjhada akhamba 2 Ukungakghoni ukubona amagama
B lemuka 2
ngawodwana enevumelwano elifanako.
D sikima Ukuraranisa amatjhada akhamba 1 C tjengisa
ngawodwana D landela 1 Ipendulo okungiyo. E 4 1
ITHEKSTI YESINE: Imithetho yetlasi
Amamaksi
Amamaksi
lokwenza
lokwenza
lobudisi
lobudisi
Ithemu
Ithemu
Izinga
Izinga
Izinga
Izinga
4.9 Lalela ngokuyelela nanyana Amatje wegolide Ukuraranisa imisebenzi yangaphandle

C 3
A esethekstini.
landela imithetho.
Kutjengisa ukusetjenziswa D Ipitsa Ukuraranisa izehlakalo ezisethekstini. 2
2
Lalela ngokuyelela ngombana kweenhlanganisi okusezingeni eliphasi.
B 5.5 Bebafuna ukukhanzinga
landela imithetho..
A amamesh-melowusi Ukungazwisi umbuzo. 1
Lalela ngokuyelela, kodwana
C
landela imithetho Bebafuna ukubukela iindatjana Ipendulo okungaba ngiyo kodwana
Lalela ngokuyelela begodu B 3
zeempuku. akusiso isizathu esiqakathekileko.
D 1 Ipendulo okungiyo. E 4 C Ubujamo bezulu bebubumbi 1 Ipendulo okungiyo. D 4 1
landela imithetho.
Kuletha isiphetho esisezingeni eliphasi 2
4.10 A ukuthelisa D Ukuyokudla ipitsa. phakathi kwemininingwana
B ukulunga Ukuraranisa isenzo nebizo. 2 esethekstini.
C ukuhlonipha 5.6 Belinebhodi lokuthaya
A nomtjhelela wamanzi. 1 Ipendulo okungiyo. D 4 2
D abangani 1 Ipendulo okungiyo. M 4 4
4.11 ngokuyelela 1 Ipendulo okungiyo. M 4 3 Belinebhodi lokuthaya Kuletha isiphetho esisezingeni eliphasi 3
ITHEKSTI YESIHLANU: Amalanga wokuphumula kaThato B nekoloyana yokuzithabulula. phakathi kwemininingwana
5.1 Ukuthenga amathoyisi Ukuraranisa imisebenzi esethekstini esethekstini.
A kodwana akusiwo umqondo 3 Bebangabukela imuvi 2
nemidlalo C Ukungazwisisi umbuzo.
oqakathekileko. bazombelezele idamu.
Amalanga wokuphumula 1 Bebangabukela imuvi 1
D Ukungazwisisi umbuzo.
B 1 Ipendulo okungiyo. E 4 bazombelezele idamu.
wehlobo 5.7 Baya ukuyokududa Ukuraranisa izehlakalo zangaphambili 3
A
Imuvi yeempuku Ukuraranisa imininingwana esethekstini nezangemuva.
C nomqondo aqakathekileko. Ayisuselwa 2 Bacoca ngeendatjana 2
B zeempoko. Ukuraranisa ilandelano lezehlakalo.
ethekstini.
Ukuthenga amaphopkhoni Ukuhlobanisa amaphopkhoni
D 1 Bemba amatje. Ukuhlobanisa okuphasi kodwana
namamuvi. Ayisuselwa ethekstini C 1
akususelwa ethekstini.
5.2 A nguThato 1 Ipendulo okungiyo. E 4 1
D Badla i-ayisikhrimu. 1 Ipendulo okungiyo. E 4 1
B nguRiaan 5.8 Badla i-ayisikhrimu. 3
Ukuraranisa abalingisi abasethekstini A 1 Ipendulo okungiyo. M 4
C nguLindo nabalingisi abaqakathekileko. 2 amathikithi wemuvi Ukuhlobanisa okulula okusezingeni
B eliphasi kodwana akususelwa 1
D ngubaba ethekstinii.
5.3 Baduda edamini lekhabo Amamesh-melowusi Kungaba yipendulo engiyo kodwana 3
A 1 Ipendulo okungiyo. E 4 C
lakaRiaan 1 akusiyo okungiyo.
Babukela amamuvi. Ukuraranisa imininingwana ipitsa Ukuraranisa izehlakalo ezisemuvini 2
B 2 D
esetheksthini. nezehlakalo ezisethekstini.
Badla i-ayisikhrimu. Kungaba yipendulo engaba ngiyo 5.9 hl 1 Ipendulo okungiyo. M 4 1
C 3
kodwana akusiyo ipendulo okungiyo. 5.10 Ngamalanga atjhisako, 2
Bafunda iincwadi. Kungaba kupendula okungaba ngikho, A Ukuraranisa isikhathi sanje nesikhathi.
D 1 abangani babedude ngedamini.
kodwana ayisuselwa ethekstini.
5.4 A Ngeendatjana zeempuku 1 Ipendulo okungiyo. M 4 3 Ngamalanga atjhisako abangani 4 2
B 1 Ipendulo okungiyo. D
Ngobujamo bezulu Ukuraranisa imininingwana baduda edamini.
B 2
eqakathekileko esethekstini.
Amamaksi
Amamaksi
lokwenza
lokwenza
lobudisi
lobudisi
Ithemu
Ithemu
Izinga
Izinga
Izinga
Izinga
Ngamalanga atjhisako, 2 Kunemijeje yamabhodlelo

Ukuraranisa isikhathi sanje nesikhathi C namabhlegana ngombana
C abangani bazokududa
esizako. kunendawo encani yokubhaqa
ngedamini. Kunemijeje yamabhodlelo
Ngamalanga atjhisako, 3 D namabhlegana kodwana 1 Ipendulo okungiyo. M 4 1
Ukuraranisa isikhathi sanje nesikhathi
D
abangani baduda ngedamini. esidlulileko. kunendawo encani yokubhaqa.
ITHEKSTI YESITHANDATHU: ULebo wabona utitjhere wakhe 6.6 A amabhlege Ukungazwisisi igido lamagama. 1
6.1 uphrinsipala. Ukuhlobanisa okulula okusezingeni B wajika 1 Ipendulo okungiyo. E 4 1
A 2
eliphasi kwabalingisi abasethekstini.
wabona Ipendulo enokwenzeka kodwana
B utitjhere. 1 Ipendulo okungiyo. E 4 1 C 3
ayisuselwa ethekstini.
umngani. Ukuhlobanisa okusezingeni eliphasi sidlhadlha Ukuraranisa igido [amagama
C 1 D 2
kodwana akususelwa ethekstini. nokuhlukana kwabokamisa.
umma. Ngomunye wabalingisi kodwana 6.7 bekasaba bonyana utitjhere
D 3
akusiyo ipendulo okungiyo. bekazomceba ngokuziphatha
6.2 ekundleni yokudlala. A 1 Ipendulo okungiyo. D 4 3
A
Ukuhlobanisa okusezingeni eliphasi kwakhe.
B ebulungweni leencwadi 1
kwesikolo begodu nesizinda.
C esikolweni. bekathabele ukubona utitjhere Kungaba yipendulo engaba ngiyo
B 2
esitolo. wakhe. kodwana ayisuselwa ethekstini.
D 1 Ipendulo okungiyo. M 4 1
C bekafuna ukuya esikolweni. Ukuhlobanisa utitjhere nesikolo 1
6.3 igrozara, isikwa, amabhodlelo, D bekafuna ukuya esikolweni. Ukuhlobanisa utitjhere nesikolo 3
A Ipendulo okungiyo. M 4 1
amabhlege 6.8 Ngizokububula
isikwa, amabhodlelo, Ukuraranisa isikhathi esizako
B A njengesidlhadlha. 1
amabhlege, igrozara. nesikhathi esidlulileko
amabhodlelo, amabhlege,
C Ukuraranisa ilandelano elisethekstini. 2 Ngabubula njengesidlhadlha.
igrozara, isikwa B 1 Ipendulo ekungiyo M 4 2
amabhlege, igrozara, isikwa, Ngibubula njengesidlhadlha. Ukuraranisa isikhathi sanje nesikhathi
D C 3
amabhodlelo esidlulileko.
6.4 A Qala! ngutitjere wami loyo? 1 Ipendulo okungiyo. D 4 1 Ngangizokububula
Qala ngutitjhere wami loyo? Ukungazwisisi ukusetjenziswa D Ukuraranisa isikhathi esidlulileko 2
B 2 njengesidlhadlha.
kwesibabazo.
Qala ngutitjhere wami loyo! Ukungazwisisi ukusetjenziswa 6.9 kulungile Ukuraranisa amatjhada wokuthoma
C 2 A 1
kukanobuza. namatjhada okungasiwo.
Qala ngutitjhere loyo! Utitjere B iqiniso 1 Ipendulo okungiyo. E 4 1
Ukungasetjenziswa kwephawu
D 3 akukalungi Ukungakwazi ukuhlukanisa phakathi
wami? lokufunda nokutlola.
C kwamagama atjho okufanako 3
6.5 Kunemijeje yamabhodlelo namagama aphikisanako.
kuncani Ukuraranisa iimphawulo namagama
A namabhlegana bese Ukutjengisa ukusetjenziswa D 2
aphikisanako.
kunendawo encani yokubhaqa. kwemithetho yeLimi okuphasi 6.10 mino mude
2 A Ukuzwisisa okusezingeni eliphasi
(iinhlanganisi).
Kunemijeje yamabhodlelo B mino mude kweenrhunyezo. 2
B namabhlegana ngaphambili C mimino emude
kunendawo encani yokubhaqa. Umuno omude 1
D 1 Ipendulo okungiyo. M 4
ITHEKSTI YEKHOMBA: UMax
Amamaksi
Amamaksi
lokwenza
lokwenza
lobudisi
lobudisi
Ithemu
Ithemu
Izinga
Izinga
Izinga
Izinga
7.1 A Ukwakha indaba-mlilo 1 Ipendulo okungiyo. M 4 1 D Lithando lakaMax lokufunda. 1 Ipendulo okungiyo. D 4 2
Ukwakha indlu Ukuhlobanisa okujayekileko nokwakha 7.7 Bekanobuntu. Kungaba yipendulo engaba ngiyo.
B 2 A 1
kodwana akusiyo ipendulo okungiyo. kodwana ayisuselwa ethekstini.
Ukudlala ividiyo yemidlalo Ukuhlobanisa okuphasi nomniningwana Bekanelwazi elinengi. 1
C 1 B 1 Ipendulo okungiyo. D 4
owodwa osethekstini.
Ukuvakatjhela abangani Ukuraranisa imininingwana Bekathanda imidlalo yevidiyo. Ukungarhumutjhwa kuhle
D 3 C 2
esethekstini. kwemininingwana esethekstini.
7.2 ukukwabelana Kungaba yipendulo engaba ngiyo Bekazikhakhazisa. Ukuhlobanisa okulula kwemininingwana
A 3 D 3
kodwana akusiyo ipendulo okungiyo. esethekstini.
ukurhuga Ukuhlobanisa okuphasi nomniningwana 7.8 ndaba-mlilo, phrojekthi, daka
B 2 A
owodwa osethekstini lomlilo, mfaniso
ukufunda Ukuzwisisa okusezingeni eliphasi 3
C 1 Ipendulo okungiyo. E 4 1
daka lomlilo, ndaba-mlilo, kwelandelano lama-alfabhethi.
ukutlola Kungaba yipendulo engaba ngiyo B
D 1 mfaniso, phrojekthi
kodwana ayisuselwa ethekstini. daka lomlilo, mfaniso, Ipendulo okungiyo.
7.3 A lakaJoy Ayisuselwa ethekstini 1 C 1 E 4 3
phrojekthi, ndaba-mlilo
lakaLebo Ngomunye wabalingisi, kodwana
B 3
akusiyo ipendulo okungiyo. phrojekthi, daka lomlilo, Ukuzwisisa okusezingeni eliphasi
C lakaJay 1 Ipendulo okungiyo. E 4 2 D kwerhemo lama-alfabhethi. 3
mfaniso, ndaba-mlilo
lakaMax Ngomunye wabalingisi kodwana
D 3
akusikho ukuphendula okungikho 7.9 A i Ukuraranisa i-athikili nezandiso. 1
7.4 Basebenzisa umdaka
B ngokuthaba 1 Ipendulo okungiyo. M 4 3
3 Ipendulo okungiyo.
obomvu.
Nangabe ilandelano akusingilo kutjho C abelana Ukuraranisa izenzo nezandiso. 3
Bapenda ikhadibhodi
laba nzotho.
2 1 khona kbana kunokurarana D 4 2 D isiqhema Ukuraranisa amabizo nezandiso. 2
kokulandelana kwezehlakalo
Benza idaka lomlilo. 4 ezisethekstini. 7.10 -azi 1 Ipendulo okungiyo. D 4 3
Basebenzisa 7.11 A nge-lwa-zi 1 Kufuneka ilandelano okungilo. D 4 4
1
ikhadibhodi. B ngel-wa-zi
7.5 ngoMgqibelo Ukuraranisa kwelanga abahlangana Ukutjengisa amakghono aphasi
C ngelwa-zi 2
A ngalo ukwakha indaba-mlilo nelanga 3 lokuphula/isilabhifikhetjhini.
abanikela ngalo. D nge-lwaz-i
ngeLesithathu Ukuraranisa kwelanga abahlanganela 7.12 A ungaphakathi 1 Ipendulo okungiyo. E 4 3
B ngalo ukwenza iphostara nelanga 3 B ungaphezulu
abanikela ngalo. Ukusetjenziswa kwamagama
C ungaphasi 3
C ngoMvulo 1 Ipendulo okungiyo. E 4 1 asebunengini okusezingeni eliphasi.
ngeLesibili Ukuhlanganisa okungakholekiko D ungeqadi
D namalanga weveke, kodwana 1
akususelwa ethekstini.
7..6 A Lithando lakaMax lokwakha. Ukungazwisisi umbuzo. 1
Bebasebenza ngesiqhema. Kungaba yipendulo engaba ngiyo,
B kodwana akusiso isizathu 3
esiqakathekileko.
Basebenzisa ipende enzotho. Kuletha isiphetho esiphasi
C 2
esineminingwana esethekstini.
DIAGNOSTIC ASSESSMENT
ISINDEBELE HOME LANGUAGE
GRADE 3
DEPARTMENT OF BASIC EDUCATION
222 Struben Street, Pretoria, 0001
Private Bag X895, PRETORIA, 0001,
SOUTH AFRICA
Tel: (012) 357 3000 Fax: (012) 323 0601
Hotline: 0800 202 933
www.education.gov.za www.facebook.com/BasicEd www.twitter.com/dbe_sa

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DIAGNOSTIC

2. PURPOSE OF THE DIAGNOSTIC

3. THE STRUCTURE OF THE

DIAGNOSTIC TEST ITEMS ........... 3

4. PROPOSED USE OF THE

6. MARKING GUIDELINES ............. 6

8. PURPOSE OF THE DATA

9. HOW TO ANSWER MULTIPLE CHOICE

QUESTIONS ( MCQS )............. 13

adjust instructional strategies, resources, and environments effectively to help all

Grade 3 IsiNdebele HL Grade 3 IsiNdebele HL

understanding the misconception and the level of skill development required to

Bloom’s Descriptors from both Barrett’s

8. DATA ANALYSIS AND UTILISATION

1.1 A It is important to connect A superficial connection is made to the

8.3 Available tools for data analysis

Grade 3 IsiNdebele HL Grade 3 IsiNdebele HL

e. Performance in specific topics or skills

What direction does the sun set? STEM

 Check your work. If you

9.2 Strategies for answering MCQs

GRADE 3 ISINDEBELE HOME LANGUAGE PAGE 16

Component Skill Sub Skill Content Cognitive Level of Question Term

Grade 3 IsiNdebele HL Grade 3 IsiNdebele HL

Writing Independent Tense Future Tense Application M MCQ 3

Writing Independent Spelling Plurals Application M MCQ 1

Grade 3 IsiNdebele HL Grade 3 IsiNdebele HL

Reading and Shared Comprehension: Reading Details in the Literal E MCQ 3

Reading and Shared Comprehension: Reading Higher order Inference D MCQ 3

Grade 3 IsiNdebele HL Grade 3 IsiNdebele HL

Writing Independent writing Spelling Plurals Application M MCQ 3

Reading and Phonics Letter sound Rhyming Literal M MCQ 3 , , ,

Grade 3 IsiNdebele HL Grade 3 IsiNdebele HL

[Source: Adapted from www.pinterest.com 11.12.19]

Reading and Shared Comprehension Details in Literal E MCQ 1

Grade 3 IsiNdebele HL Grade 3 IsiNdebele HL

Reading and Shared Comprehension: Details in the Literal M SR 2

Reading and Shared Comprehension: Details in the Literal E MCQ 1

Writing Independent Writing Grammar Tenses Application M MCQ 1

Grade 3 IsiNdebele HL Grade 3 IsiNdebele HL

Reading and Shared Rhyming words Letter sound Literal M MCQ 1

[Source: Developed for DBE 11.12.19]

Reading and Shared Comprehension: Interpret Inference M MCQ 1

Grade 3 IsiNdebele HL Grade 3 IsiNdebele HL

Reading and Shared Comprehension: Interpret Literal E MCQ 1

Reading and Shared Comprehension: Reading Interpret graphical text Inference M SR 1

Grade 3 IsiNdebele HL Grade 3 IsiNdebele HL

Grade 3 IsiNdebele HL Grade 3 IsiNdebele HL

Reading and Shared Comprehension: Answers a range of higher Inference D MCQ 2

Reading and Shared Comprehension: Sequence the Literal E MCQ 1

Grade 3 IsiNdebele HL Grade 3 IsiNdebele HL

Reading and Phonemic Consonant sh Applying M SR 1

Writing Independent Writing Tense Present Present progressive D MCQ 2

[Source: Adapted from www. poetryminute.org 10.12.19]

Grade 3 IsiNdebele HL Grade 3 IsiNdebele HL

Reading and Shared Comprehension: Grammar Literal M MCQ 1

Reading and Shared Comprehension: Reading Sequencing Literal M MCQ 1

Reading and Shared Comprehension: Reading Rhyming words Literal E MCQ 1

Grade 3 IsiNdebele HL Grade 3 IsiNdebele HL