gr-5-term-1-2023-psrip-efal-management-document

First Additional Language
Grade 5
Management Document
Term 1
Edition 5, 2023
Contents
Introduction and Guidelines for the PSRIP EFAL SLP 1
Term 1 Curriculum Tracker & Textbook Activities 3

Weeks 1-2 3
Weeks 3-4 3
Weeks 5-6 8
Weeks 7-8 12
Weeks 9-10 16
Term 1 Programme of Formal Assessment 20
Term 1 Assessment Tasks, Tools & Memoranda 21

TERM 1 TASK 3 RESPONDS TO TEXTS 24
TERM 1 TASK 3 RESPONDS TO TEXTS MEMORANDA 30
Term 1 Reading Worksheet Memoranda 32

Dear Grade 5 EFAL Teachers,
Welcome to the Primary School Reading Improvement Programme (PSRIP).
The PSRIP is a structured learning programme for EFAL. This means that a programme has been
carefully designed for you to follow on a day-by-day basis as you teach EFAL to your learners. This
includes lesson plans, learner books, resources, curriculum trackers and assessments.
Using a Structured Learning Programme (SLP) has many benefits for teachers and for learners.
At first, it may seem a little overwhelming, but please keep trying. Once you are familiar with the
routine and core methodologies, your pacing will improve and your life will definitely get easier!
Please look after the resources that you have been given.
Please also try to source a variety of reading resources for your learners and encourage them to do
as much independent reading as possible.
Best wishes for a great term,
The PSRIP Team
Introduction 1
Guidelines for the PSRIP EFAL SLP
This structured learning programme is designed to teach EFAL at intermediate phase level, in a
South African context. The programme is CAPS aligned, and assessment tasks are aligned to the
CAPS ATPs.
It is important to fully understand the concepts embedded in this approach.
STRUCTURED LEARNING PROGRAMME

• A structured learning programme provides day-by-day lesson plans, together with all the
required resources.
• For this SP EFAL programme, a routine has been designed to teach each component of
language in a 10-hour cycle, that extends across two weeks. In the first week, the lessons
focus on receptive language skills; and in the second week the lessons facilitate expressive
language skills.
• Within this routine, selected pedagogies, or ‘core methodologies’ have been included to
teach different aspects of literacy and language. These core methodologies are used over and
over, in every two-week cycle. This allows teachers to become experts in the delivery of these
lessons, and to focus on the content. It also helps learners to focus on the content, once they
understand the structure of each lesson.
• Content is developed around a theme, and each theme runs for two-weeks, as per the cycle
routine.
• As per policy, the programme’s lessons and resources use the following approaches to teach
reading and viewing, writing and presenting, listening, speaking and LSCs: text-based,
communicative, integrated and process orientated.
• In addition, the programme is designed to support the development of technical reading
skills and comprehension skills in a structured, explicit manner.
2 Grade 5 • Term 1 • English First Additional Language

Term 1 Curriculum Tracker & Textbook
Activities
Weeks 1-2
ORIENTATION
PSRIP WEEK 1: ORIENTATION

• Week 1: Orientation
PSRIP WEEK 2: ORIENTATION
L&S • Week 2: Orientation
R&V The focus of the orientation programme is to teach learners the routines and
procedures of the programme, and to establish and practice using class rules.
W&P However, the orientation also includes activities related to:
• Answering simple questions
• Giving a simple recount
• Reading a story
• Writing a personal recount
• Creating a personal dictionary
LSC LSC is not covered in the orientation weeks.
Weeks 3-4
Week 3: Sharks
Day CAPS content, concepts, skills Date completed
Monday Activity 1: Oral activities
• Introduce theme: Sharks
• Teach song/rhyme/poem
• Teach theme vocabulary
• Question of the day
• Use personal dictionaries
Monday Activity 2: Listening Activity
• Listening Text: Sonto’s beach adventure
• Genre: Story
• Three read
• Model comprehension skill: Make evaluations
• Oral comprehension
Tuesday Activity 1: Speaking Activity
• Re-read Text: Sonto’s beach adventure
• Genre: Story
• Small group discussions to respond to text
Tuesday Activity 2: Phonics Review
• Word find with /r/ /a/

Week 3: Sharks
Tuesday Activity 3: Shared Reading: Pre-Read
• DBE Workbook 1 page 26: Sharks matter
• Genre: Information text
• Discuss and predict
Wednesday Activity 1: Oral Activities
Wednesday Activity 2: Shared Reading: First Read
• Model comprehension skill: I wonder / make
inferences
Thursday Activity 1: Shared Reading: Second Read
• Model comprehension skill: I wonder / make
inferences
• Formulate a question about the text
Thursday Activity 2: Teach the Comprehension Strategy
• Teach: Make inferences
Friday Activity 1: Shared Reading: Post-Read
• Written comprehension
• Comprehension strategy: Summarise / make
inferences
Friday Activity 2: Teach the Genre
• Newspaper article / factual recount
• SMS
• Sample text: Shark warning for empty beach
Week 4: Sharks
Monday Activity 1: Writing: Planning
• Genre: Newspaper article & SMS
• Topic: Write a newspaper article about an incident at
the beach
• Topic: Write an SMS invitation
• Planning Strategy: Write lists

Week 4: Sharks
Monday Activity 2: Group Guided Reading
• Class: Worksheet Weeks 3&4
• Group 1
Tuesday Activity 1: Oral Activities
Tuesday Activity 2: Group Guided Reading
• Group 2
Wednesday Activity 1: LSC & Writing: Drafting
• LSC: Past tense
• Use plan to draft a newspaper article & an SMS
Wednesday Activity 2: Group Guided Reading
• Class: Worksheet 4
• Group 3
Thursday Activity 1: Oral Activities
Thursday Activity 2: Group Guided Reading
• Group 4
Friday Activity 1: Writing: Editing and Publishing
• Edit newspaper article & SMS using checklist
• Publish and share newspaper article & SMS
Friday Activity 2: Group Guided Reading
• Group 5
Friday Activity 3: Conclusion
Weeks 3&4 SUPPLEMENTARY TEXTBOOK ACTIVITIES

Week 3: Reading and Viewing
Supplementary Reading Activity:
Textbook Date Completed
Reads information text, e.g. factual recount/news report
SUCCESSFUL OXFORD Read and view facts about South Africa, 20
Oxford Read and view an event in the Free State, 24
STUDY & MASTER Look at the book over and contents page, 20
Cambridge Read this extract from Car designs silently, 22

INTERACTIVE ENGLISH Read a class timetable, 19
St Mary’s Interactive Read the newspaper article, 20
Learning Read the personal text, 21
VIA AFRICA Read information texts with visuals, 16
Via Africa Read a map, 18
HEAD START Read a visual text such as a photograph with captions, 16
Oxford Read factual information in a map, 18
SOLUTIONS FOR ALL Read a factual text, 18
Macmillan Education
PLATINUM Read about another country, 14
Pearson
TOP CLASS Read a mind map, 11
Shuter & Shooter
Week 4: LSC
Supplementary LSC Activity:
Past Tense
SUCCESSFUL OXFORD Verbs and tenses, 43
Oxford Future and the past, 63
STUDY & MASTER Past tense, 169
Cambridge
INTERACTIVE ENGLISH Present and past tenses, 12, 22, 118
St Mary’s Interactive Past tense, 55
Learning
VIA AFRICA Past tense, using the verb ‘to be’ after ‘have’ or ‘has’, 75
Via Africa
HEAD START Past tense, 8
Oxford Using the verb ‘to be’, 64
SOLUTIONS FOR ALL Past and present tenses, 19
Macmillan Education Past, present and future tenses, 79
PLATINUM Simple past tense, 129
Pearson
TOP CLASS Using the verb ‘to be’, 30/ 74
Shuter & Shooter Past tense 36
Week 4: Writing
Supplementary Writing Activity: Writes a factual
Textbook recount/writes about a news event based on personal Date Completed
experience
SUCCESSFUL OXFORD Write and present a map, 19
Oxford
STUDY & MASTER Copy the mind map, 21
Cambridge

INTERACTIVE ENGLISH Write a factual recount about events, 24
St Mary’s Interactive
Learning
VIA AFRICA Write a recount, 22
Via Africa
HEAD START Write a factual recount, 20
Oxford
SOLUTIONS FOR ALL Writing a factual recount, 24
Macmillan Education
PLATINUM Write a factual recount, 18
Pearson
TOP CLASS Write about a sports match, athletics meeting or gala, 13
Shuter & Shooter
Theme Reflection: Sharks
1 What went well this cycle?
2 What did not go well this cycle?

How can you improve on this?
3 Did you cover all the work for

the cycle? If not, how will you get
back on track?
4 Do you need to extend or further

support some learners?
5 In which area / activity? How will

you do this?
SMT Comment
SMT name and signature Date

Weeks 5-6
Week 5: Overcoming barriers
Monday Activity 1: Oral Activities
• Introduce theme: Overcoming barriers
Listening Text: Sindiswa’s secret
Genre: Story
Three read
Model comprehension skill: Make inferences
Oral comprehension
Tuesday Activity 1: SPEAKING
Re-read Text: Sindiswa’s secret
Genre: Story
Small group discussions to respond to text
Word find with /c/ /u/and /x/
DBE Workbook 1 page 6: The story of my life
Genre: Non-fiction story
Discuss and predict
Teach song/rhyme/poem
Teach theme vocabulary
Question of the day
Use personal dictionaries
Model comprehension skill: I wonder / make inferences
Oral comprehension
Model comprehension skill: I wonder / make inferences
Oral comprehension
Formulate a question about the text
Teach: Make inferences

• DBE Workbook 1 page 6: The story of my life
• Genre: Non-fiction story
• Oral recount
• Comprehension strategy: Summarise
• Descriptive essay
• Sample text: Sindiswa’s secret

• Genre: Descriptive essay
• Topic: Pretend you are Helen Keller. Write a
descriptive essay about walking down the path in the
sunshine feeling the water from the pump.
• Planning Strategy: Write a list
• Group 1
• Group 2
• LSC: Adjectives
• Use plan to draft a descriptive essay
• Group 3
• Class: Worksheet Week 6
• Group 4

• Edit descriptive essay using checklist
• Publish and share descriptive essay.
• Group 5

Supplementary Reading Activity:
Reads a story
SUCCESSFUL OXFORD MacNamara’s Band, 30
Oxford
STUDY & MASTER Read a diary entry, 31
Cambridge
INTERACTIVE ENGLISH Greening in Alexandra, 29
St Mary’s Interactive Learning
VIA AFRICA Sailors of long ago, 26
Via Africa
HEAD START Clean up time, 22
Oxford
SOLUTIONS FOR ALL The tired witch, 31
Macmillan Education
PLATINUM Achmat is upset, 22
Pearson
TOP CLASS Zak’s hero, 18
Shuter & Shooter
Week 6: LSC
Supplementary LSC Activity:
Adjectives
SUCCESSFUL OXFORD Adjectives, 55
Oxford Adjectives showing temperature, 128
STUDY & MASTER Comparative adjectives, 49, 112
Cambridge Adjectives, 54, 69, 95
INTERACTIVE ENGLISH Adjectives, 67, 191
VIA AFRICA Adjectives in comparisons, 47
Via Africa
HEAD START Adjectives, 46, 51, 101
Oxford

SOLUTIONS FOR ALL Adjectives, 27, 46, 176
Macmillan Education
PLATINUM Adjectives, 70
Pearson
TOP CLASS Adjectives, 36, 45, 124
Shuter & Shooter
Week 6: Writing
Supplementary Writing Activity:
Textbook Writes a simple description of people / Writes a short Date Completed
descriptive message
SUCCESSFUL OXFORD Write and present an invitation, 35
Oxford
STUDY & MASTER Write a paragraph describing the girl, 33
Cambridge
INTERACTIVE ENGLISH Write a paragraph A planned event, 36
VIA AFRICA Write paragraphs, 31
Via Africa
HEAD START Write descriptions, 26
Oxford
SOLUTIONS FOR ALL Write an invitation, 37
Macmillan Education
PLATINUM Write descriptions of people, 25
Pearson Write a short message, 25
TOP CLASS Writing a message, 21
Shuter & Shooter Write a paragraph, 21
Theme Reflection: Overcoming barriers

back on track?
you do this?
SMT Comment

Weeks 7-8
Week 7: Growing plants
• Introduce theme: Growing plants
• Listening Text: Kruti’s tomatoes
• Genre: Story with a procedure
• Three read
• Model comprehension skill: Search the text
Tuesday Activity 1: Speaking
• Re-read Text: Kruti’s tomatoes
• Genre: Story with a procedure
• Group discussions to respond to text
• Word find with /ck/ /o/ and /sh/
• DBE Workbook 1 page 64: How to grow a tree
• Genre: Information text/instructions
• Teach: Search the text

• Written comprehension
• Comprehension strategy: Search the text
• Information text: instructions
• Sample text: How to grow tomatoes

• Genre: Instructions
• Topic: Choose one topic and write instructions that
tell someone exactly how to do it. Try to choose the
topic that you think you know how to do best!
• Planning Strategy: Make a list
• Group 1
• Group 2
• LSC: Imperative
• Use plan to draft instructions
• Class: Worksheet 8
• Group 3
• Group 4

• Edit instructions using checklist
• Publish and share instructions
• Group 5

Textbook Supplementary Reading Activity: Date Completed
Reads procedural texts
SUCCESSFUL OXFORD Read instructions for making a drum, 44
Oxford
STUDY & MASTER Read a recipe, 45
Cambridge
INTERACTIVE ENGLISH Read a procedural text, 39
VIA AFRICA Read a procedural text, 35
Via Africa
HEAD START Read instructions, 32
Oxford
SOLUTIONS FOR ALL Read an experiment, 44
Macmillan Education
PLATINUM Read instructions, 30
Pearson
TOP CLASS Read how to make a friendship bracelet, 25
Shuter & Shooter
Week 8: LSC
Textbook Supplementary LSC Activity: Date Completed
Imperative
SUCCESSFUL OXFORD Using, ‘must’, ‘have to’ and ‘should’, 96
Oxford
STUDY & MASTER Using, ‘can’, ‘may’ and ‘must’, 27
Cambridge
INTERACTIVE ENGLISH Using, ‘can’, ‘may’ and ‘must’, 23
VIA AFRICA Using, ‘can’, ‘may’ and ‘must’, 22
Via Africa
HEAD START Using, ‘can’, ‘may’ and ‘must’, 19
Oxford

SOLUTIONS FOR ALL Using, ‘must’, ‘have to’ and ‘should’, 94
Macmillan Education
PLATINUM Using, ‘can’ and ‘may’, 156
Pearson
TOP CLASS Using-,’can’, ‘may’ and ‘must’, 14
Shuter & Shooter
Week 8: Writing
Textbook Supplementary Writing Activity: Date Completed
Writes instructions / Writes account of procedure
SUCCESSFUL OXFORD Write and present instructions for a dance, 47
Oxford
STUDY & MASTER Write a set of instructions for cooking something, 47
Cambridge
INTERACTIVE ENGLISH Write instructions on how to set up a ‘Giving Back’
St Mary’s Interactive Learning club, 45
VIA AFRICA Write instructions, 40
Via Africa
HEAD START Write a recount of instructions, 34
Oxford
SOLUTIONS FOR ALL Write instructions on how to take a bath, 41
Macmillan Education
PLATINUM Write instructions, 33
Pearson Write how you decorate your sock puppet, 34
TOP CLASS Write your own instructions, 27
Shuter & Shooter
Theme Reflection: Growing plants

back on track?
you do this?
SMT Comment

Weeks 9-10
Week 9: Amazing elephants
• Introduce theme: Amazing Elephants
• Listening Text: Bantu’s big trip!
• Genre: Story
• Three read
• Model comprehension skill: Visualise/ Evaluate
Tuesday Activity 1: Speaking
• Re-read Text: Bantu’s big trip!
• Group discussions to respond to text
• Word find with /bl/ and /ar/
• DBE Workbook 1 page 25: Untitled
• Genre: Poem
• Genre: Poem
• Model comprehension skill: Visualise / Evaluate
• Model comprehension skill: Visualise / Evaluate
• DBE Workbook 1 page 24: Elephant facts
• Teach: Visualise / Evaluate

Friday Activity 1: LITERATURE Post-Read
• Genre: Poem
• Complete text illustration
• Comprehension strategy: Visualise/ Evaluate
Friday Activity 2: Writing: Teach the genre
• Poem (Haiku)
• Sample text: Elephant Haikus

• Genre: Poem
• Topic: Write a poem (Haiku) about your favourite
animal
• Planning Strategy: Use a mind-map
• Class: Worksheet Week 9&10
• Group 1
• Group 2
• LSC: Simile
• Use plan to write a draft poem (haiku) about your
favourite animal
• Group 3
• Group 4

• Edit poem (haiku) using checklist
• Publish and share poem (haiku)
• Group 5
Weeks 9 &10 SUPPLEMENTARY TEXTBOOK ACTIVITIES

Textbook Supplementary Reading Activity: Date
Reads poem/poems Completed
SUCCESSFUL OXFORD Excuse me, Miss, 58
Oxford
STUDY & MASTER Spaghetti, 53
Cambridge
INTERACTIVE ENGLISH Friendship, 51
VIA AFRICA The Little Village, 46
Via Africa
HEAD START The Lion, 40
Oxford
SOLUTIONS FOR ALL Animal Facts, 54
Macmillan Education
PLATINUM The Balloon, 38
Pearson
TOP CLASS The Dry Grass Sings, 32
Shuter & Shooter
Week 10: Writing
Textbook Supplementary Writing Activity: Date
Writes a simple poem/s with a frame or rhyming Completed
sentences. Writes about poem.
SUCCESSFUL OXFORD Write and present a poem, 64
Oxford
STUDY & MASTER Write a poem about an animal, 62
Cambridge
INTERACTIVE ENGLISH Write a poem, 55
VIA AFRICA Write a poem with a frame, 45
Via Africa
HEAD START Write a poem, 44
Oxford

Weeks 9 &10 SUPPLEMENTARY TEXTBOOK ACTIVITIES
SOLUTIONS FOR ALL Write a poem, 53
Macmillan Education
PLATINUM Write a poem, 42
Pearson
TOP CLASS Write your own poem, 35
Shuter & Shooter
Theme Reflection: Amazing elephants

back on track?

you do this?
SMT Comment

Term 1 Programme of Formal
Assessment
1 There are three formal assessment tasks for Grade 5 Term 1.
2 Please complete these tasks as detailed below.
GRADE 5 TERM 1 PROGRAMME OF FORMAL ASSESSMENT

DATE
TASK ACTIVITY MARKS WEEK DAY LESSON
COMPLETED
Commence with this task in Term 1 and
conclude in Term 2 when the mark will
Read aloud be recorded.
1 20
(see rubric below) Listen to individual learners read aloud
throughout the term during group
guided reading lessons.
Writes an essay
2 20 6 Mon, Wed, Fri Writing
(see rubric below)
Response to text
Group
(see assessment task
3 40 8 Mon - Fri Guided
and memoranda
Reading
below)

Term 1 Assessment Tasks, Tools &
Memoranda
TASK 1 READ ALOUD
MARKS Maximum total of 20
OBJECTIVE Demonstrates oral reading fluency
IMPLEMENTATION • Listen to individual learners read aloud throughout Term 1
• Do this during Group Guided Reading
ACTIVITY 1 During Group Guided Reading, settle the group to read a text silently.
2 Next, listen to each learner read aloud from DBE Workbook 1, page 44,
Banding Together.
3 Explain that the learner will have 1 minute to read.
4 Instruct the learner to read this text out loud to you.
5 Time the learner. Take note of the number and type of errors made.
6 When 1 minute is up, instruct the learner to stop reading and assess using the
rubric below.
7-8 5-6 3-4 1-2
PACING The learner reads The learner reads The learner reads The learner reads
110 words or more 90 - 110 words 70 - 90 words less than 70 words
correctly in a correctly in a correctly in a correctly in a
minute. minute. minute. minute.
4 3 2 1
DECODING SKILLS The learner The learner The learner The learner
comfortably comfortably decodes some struggles
decodes most decodes many phonetically to decode
phonetically phonetically regular words phonetically
regular words regular words and common regular words
and common and common sight words and common
sight words sight words independently. sight words
independently. independently. independently.
4 3 2 1
VOLUME & The learner reads The learner reads The learner reads The learner reads
EXPRESSION with varied volume with volume in a quiet voice. in a quiet voice.
and expression. and expression. The reading The reading does
The learner Sometimes the sounds natural in not sound natural
sounds like they learner slips into part of the text, like talking to a
are talking to a expressionless but the reader friend.
friend with their reading and does does not always
voice matching the not sound like they sound like they are
interpretation of are talking to a talking to a friend.
the passage. friend.

TASK 1 READ ALOUD
4 3 2 1
PHRASING The learner The learner reads The learner reads The learner reads
reads with good with a mixture of in two or three word-by-word in a
phrasing; adhering run-on sentences, word phrases, monotone voice.
to punctuation, mid-sentence not adhering to
stress and pauses for punctuation, stress
intonation. breath, and some and intonation.
choppiness. There
is reasonable
stress and
intonation.
TASK 2 DESCRIPTIVE ESSAY

OBJECTIVE Writes a descriptive essay of 3 paragraphs
IMPLEMENTATION • In Week 6 the process writing task requires learners to write a descriptive
essay of 3 paragraphs
ACTIVITY 1 Write a descriptive essay pretending you are Helen Keller walking down the
path in the sunshine and feeling the water from the pump.
2 Work through the process writing lessons as per the lesson plan.
3 Collect learners’ essays at the end of the week for formal assessment.
CONTENT 5 4 3 2 1
The learner’s The learner’s The learner’s The learner’s The learner’s
response is response is response is response is response is
interesting interesting relevant to the not totally irrelevant to
and exceeds and relevant topic. relevant to the the topic.
expectations. to the topic. topic.
STRUCTURE 5 4 3 2 1
The essay is The essay is The essay has The essay has The essay is
well organised organised 3 paragraphs, attempted not organised
and has used 3 and has 3 but they to use into 3
well structured paragraphs. are not fully paragraphs. paragraphs
paragraphs. The ideas are developed. But many There is no
The ideas connected, The ideas are ideas seem to connection
are well and the essay not totally be missing. in the ideas
connected, flows well. connected. The ideas presented.
and the are not
essay flows connected.
excellently.

TASK 2 DESCRIPTIVE ESSAY
PLANNING 5 4 3 2 1
The learner The learner The learner The learner The learner
makes a plan makes a plan makes a plan makes a plan does not make
before writing. before writing. before writing. before writing. a plan OR the
The learner The learner The learner The learner learner’s plan
uses the plan uses their plan uses some attempts to is irrelevant.
to inform their well to inform ideas from use their plan.
drafting and their drafting. their plan to
expands on inform their
the plan with drafting.
corrections
and creativity.
EDITING / LSC 5 4 3 2 1
The learner The learner The learner The learner The learner
uses 2 or more uses 2 uses 2 has only used has not used
adjectives and adjectives and adjectives and 1 adjective adjectives or
describes how has described has described and has tried described how
things smell, two or more one or more to describe things smell,
taste and feel. senses. The of the senses. the senses. taste or feel.
The learner learner edits The learner The learner The learner
successfully their own work edits their attempts does not edit
edits their and mostly own work to edit their their own
own work corrects their to correct own work, work.
to correct grammar, grammar, but there are
grammar, spelling and spelling and many errors
spelling and punctuation. punctuation, remaining.
punctuation. but there are
still some
errors.
TASK 3 RESPONDS TO TEXT

OBJECTIVE • Literary/Non- literary text (15 marks)
• Visual text (10 marks)
• Language Structures and Conventions (15 marks)
IMPLEMENTATION • These assessments do not have to be written in one session.
• The assessments can be administered during group guided reading time in
Week 8.
ACTIVITY 1 Hand out the assessment tasks to learners.
2 Read through the texts and papers once and explain what is required of
learners.
3 Collect the assessments after each session and mark them using the
memoranda provided.

Term 1 Task 3 Responds to Texts
QUESTION 1: READING COMPREHENSION TEXT
NAME _________________________________________
Instructions:
• Read the story below twice.
• The numbers on the left-hand side
are the paragraph numbers.
• Answer the questions that follow.
Showing Kindness
1 There was a girl at school named Thandeka. Thandeka used to bully me. Thandeka was
in Grade 7 and I was only in Grade 5. She was much bigger and stronger than me. Every
day, she would push me onto the ground, open my schoolbag and steal my lunch. Then,
Thandeka would throw my bag into the air, and laugh as my books fell all over the ground.
She would run to her friends with my lunch, shouting ‘I got us snacks from that stupid
Grade 5 girl!’ Every day, I felt frustrated, embarrassed and lonely.
2 One day, I decided to tell mother that Thandeka was stealing my lunch.
‘Instead of hurting her back, you should shock her with kindness. Maybe Thandeka is very
hungry, and that is why she is bullying you, Nkosinathi’ said my mother.
3 The next day, before Thandeka could hurt me, I went straight up to her, and put a
sandwich into her hand, ‘This is for you, Thandeka,’ I said. I stared her in the eyes.
I was scared that Thandeka was going to hit me. But instead, she gave me a small smile
and quietly said, ‘Thanks.’ I could see there were tears in her eyes.
‘I will bring you something to eat every day.’ I whispered. Thandeka never bullied anyone
again.

QUESTIONS:
1 What are the differences between Thandeka and Nkosinathi? (2)
The differences between the girls are _____________________________________________
___________________________________________________________________________.
2 Why did Nkosinathi feel frustrated, embarrassed and lonely? (2)
Nkosinathi felt frustrated, embarrassed and lonely because___________________________
___________________________________________________________________________.
3 Do you think Nkosinathi’s mother’s idea a good plan? Why or why not? (2)
Her mother’s plan was ___________________ because ______________________________
___________________________________________________________________________
4 What can you infer from the tears in Thandeka’s eyes? (2)
I can infer that Thandeka was ___________________________________________________
___________________________________________________________________________
5 Why do you think Thandeka had been bulling Nkosinathi? (2)
She bullied Nkosinathi because _________________________________________________
___________________________________________________________________________
6 What would you do if you were being bullied? (2)
If I were being bullied I would ___________________________________________________
___________________________________________________________________________
7 Find a word in paragraph 1 that means irritated. (1)
___________________________________________________________________________
8 If you were Thandeka, what would you have done when Nkosinathi gave you the
sandwich? (1)
If I were Thandeka, I __________________________________________________________
___________________________________________________________________________
9 This story teaches us that: (Choose the correct one) (1)
a The strongest always wins.
b Think about others before yourself.
c Always try to understand the other person’s situation.
___________________________________________________________________________
Marks: 15

QUESTION 2: VISUAL COMPREHENSION
NAME: ________________________________________
80
Why do children bully?
70
60
Percentage of children who bully
50
40
30
20
10
0
To make To look They’re They’re To escape
themselves tough and being bullied jealous or their own
popular powerful or hurt at insecure problems
home
QUESTIONS:
1 What is a bully? (2)
A bully is someone who _______________________________________________________
___________________________________________________________________________.
2 Why do most children bully? (1)
Most bullies bully others because ________________________________________________
___________________________________________________________________________.
3 Why do fewest children bully? (1)
Fewest bullies bully others _____________________________________________________
___________________________________________________________________________.
4 What percent (%) of children bully others because they are being bullied at home? (1)
___________________________________________________________________________

5 Why do more children bully, because they’re being hurt at home or to escape their own
problems? (1)
More children bully ___________________________________________________________.
6 What would you do if your friend was being bullied? (2)
If my friend were being bullied, I would ___________________________________________
___________________________________________________________________________
7 What ideas do you have to stop bullying in school? (2)
___________________________________________________________________________
___________________________________________________________________________.
Marks 10

QUESTION 3: LANGUAGE STRUCTURES AND CONVENTIONS
NAME: ________________________________________
Instructions:
• Read the story ‘A dream of university’.
• Answer the questions that follow.
A dream of university
1 Sihle’s mother worked very hard to provide for her family. She worked as a nurse at a
hospital in town, and she often worked long, exhausting hours.
2 Sihle was grateful for everything that his mother did for him and his two younger sisters.
Sihle was most grateful for the fact that his mother opened a savings account for him.
Every month, she unfailingly put some money into the savings account.
3 Sihle’s mother was determined to send Sihle to university one day. Sihle dreamed of
going to university, so he was thankful that his mother was saving money.
4 Sihle tried to help his mother as best he could. His mother was exhausted when she got
home from work. Sihle helped her by cooking supper some nights. He also helped to
clean the house and to put his little sisters into bed.
5 Sihle put in a lot of effort at school and did his homework every day. In his exams, he got
excellent marks. He knew that this made his mother very proud. Sihle and his mother
both worked very hard for his future!
1 Find an example of the following parts of speech:

a one proper noun (paragraph 4) _______________________ (1)
b one compound noun (paragraph 5) ____________________ (1)
c connector (paragraph 3) _____________________________ (1)
d one adjective (paragraph 4) __________________________ (1)
e one adverb (paragraph 2) ____________________________ (1)
f one pronoun (paragraph 2) ___________________________ (1)

2 Rewrite this sentence – fill in all the punctuation marks. (4)
‘Dont worry, Mama,i will make supper tonight, said sihle.
___________________________________________________________________________
3 a Underline the connecting word that shows contrast: (2)

Sihle’s sisters wanted to help but they were too little.

b Underline the connecting word that shows reason:
Sihle worked hard because he wanted to achieve and go to university.
4. Underline the imperative verb: (1)

If you want to go to university, work in class every day.
5. Change the following into the past tense: (2)

Sihle and his sisters are very helpful at home.
___________________________________________________________________________
His mother goes to work early each morning.
___________________________________________________________________________
15 MARKS

Term 1 Task 3 Responds to Texts Memoranda
QUESTION 1: READING COMPREHENSION MEMORANDUM

1 Thandeka is older / bigger / stronger than Nkosinthi./ Thandeka – Gr7 and Nkosinathi – Gr 5/
Thandeka does not have food and Nkosinathi does. [any 2] (2)
2 Nkosinathi felt frustrated, embarrassed and lonely because Thandeka was bullying her and she
didn’t know what to do / She felt stupid and helpless and humiliated / She didn’t know who to
speak to, so she felt alone was lonely. (2)
3 Her mother’s plan was a good plan because she understood why Thandeka was bullyig and
she was able to stop her being a bully. OR Her mother’s plan was a bad plan because Thandeka
could have hurt and embarrassed her more. (any suitable reason) (2)
4 I can infer that Thandeka was grateful to Nkosinathi and felt bad / sorry /ashamed/
embarrassed that she had been so horrible / mean to her. (2)
5 She bullied Nkosinathi because she was embarrassed that she didn’t have enough to eat. So,
she acted strong / tough and pretended to hate her, but she actually needed the food every
day. She was too ashamed to say she needed help. (Any suitable response) (2)
6 I would tell my parents / my teacher / try talk to the bully / show the bully kindness. (2)
7 frustrated(1)
8 If I were Thandeka, I would say thank you / I would give her a hug / I would turn away so she
couldn’t see me crying (any suitable answer) (1)
9 Always try to understand the other person’s situation. ✓ (1)
Marks: 15
QUESTION 2: VISUAL COMPREHENSION MEMORANDUM

1 A bully is someone who hurts / frightens / says mean things / teases / steals from others. A
bully has power over others and makes others afraid. (2)
2 Most bullies bully others because they’re jealous or insecure. (1)
3 Fewest bullies bully others to make themselves popular. (1)
4 35%(1)
5 More children bully to escape their own problems. (1)
6 If my friend were being bullied, I would tell support my friend and let them know they are safe
with me. I could tell a teacher / my parents. Other suitable answers. (2)
7 Speakers to talk about bullying / posters around the school / awareness campaign / support
system / Learners’ own suitable ideas. (2)
Marks 10
QUESTION 3: LANGUAGE STRUCTURES AND CONVENTION MEMORANDUM

1 Question 1:
a one proper noun (paragraph 4) Sihle (1)
b one compound noun (paragraph 5) homework (1)
c connector (paragraph 3) so (1)
d one adjective (paragraph 4) exhausted / little (1)
e one adverb (paragraph 2) unfailingly (1)
f one pronoun (paragraph 2) his / him / she (any 1) (1)
2 ‘Don’t worry, Mama, I will make supper tonight,’ said Sihle. (4)

3 a Sihle’s sisters wanted to help but they were too little. (2)
b Sihle worked hard because he wanted to go to university and achieve a lot.
4 If you want to go to university, work in class every day. (1)
5 Sihle and his sisters were very helpful at home. (2)
His mother went to work early each morning.
15 MARKS

Term 1 Reading Worksheet Memoranda
WEEKS 1 & 2 MEMORANDUM
DECODABLE TEXT: MY PET HEN IS ILL

1 Where did the vet set the hen?
The vet set the hen on the bed.
2 How did the vet test my hen?
The vet tested my hen with a pin.
3 Who are the pills for?
The pills are for the ill hen.
DECODABLE TEXT: PEOPLE SWAM WITH SHARKS

1 Who goes to the beach?
People and children go to the beach.
2 What does the shark do?
The shark rammed the little children.
3 Who ran back into the water?
The men ran back into the water.
GROUP GUIDED REDAING TEXT: NOMSA’S DREAM

1 What does Nomsa dream of doing?
Nomsa dreams of going on a boat.
2 What does Sihle dream of doing?
Sihle dreams of playing with lions.
3 What inference can you make about how Sihle feels about sharks?
I can infer that Sihle feels scared because he is worried the sharks will jump on the boat and eat
Nomsa. (See learners’ answers).
4 Which would you rather experience: seeing a shark or seeing lions? Give a reason for your
answer.
I would rather experience seeing… because… (See learners’ answers).
5 Write the sentence below in the past tense:
What is your dream, Sihle?
What was your dream, Sihle?

6 Write the sentence below in the negative past tense:
I am safe on my beautiful boat.
I was not safe on my beautiful boat.
7 Complete the comparative and superlative adjectives for these three syllable words:
dangerous; more dangerous; most dangerous
beautiful; more beautiful; most beautiful
frustrating; more frustrating; most frustrating
NON-FICTION TEXT: THE GREAT WHITE SHARK

1 Which type of shark is very common in South Africa?
The Great White Shark
2 How do more people die than of shark attacks?
More people die from falling out of bed than from shark attacks.
3 An abbreviation is a shortened form of a word. Write the abbreviations for the following words:
• The abbreviation for kilogram is kg.
• The abbreviation for centimetre is cm.
• The abbreviation for millimetre is mm.
4 Punctuate the sentence below to show direct speech:
I saw a shark’s fin near me, so I swam as fast as I could! exclaimed Kuhle.
‘I saw a shark’s fin near me, so I swam as fast as I could!’ exclaimed Kuhle.
NON-FICTION TEXT: BE SAFE IN THE OCEAN

1 What does it mean if the flag is green?
If the flag is green, it means it is safe to go in the water because there are no sharks.
2 What can you infer (work out) if everyone suddenly runs out of the sea?
If everyone suddenly runs out of the sea, it could mean that someone saw a shark. (See
learners’ answers).
3 Add the prefix ’un’; to change the meaning of the word safe.
The opposite of safe is unsafe.
4 Complete the sentence below:
When the flag is red you must not go into the water because there is a shark.
5 ‘The sky is grey…’. What is another way to say this? (choose one from the list below)
• It is overcast
VISUAL TEXT: SHARKS IN SOUTH AFRICAN OCEANS

1 What is the longest a Tiger Shark can grow?
The longest a Tiger shark can grow is 6m/6 meters.

2 How do you think the Tiger Shark got its name?
I think the Tiger shark got its name because it has stripes/markings/colour on it like a tiger.
3 Look at the poster carefully and choose shark names that will make the sentence below true:
The Hammerhead Shark is bigger than the Tiger Shark, but smaller than the Great White Shark.
(Learners can choose any combination which makes sense).
4 Use the antonym of tiny in the sentence below:
The Whale shark is a huge/enormous/massive shark.
SUMMARY: THE GREAT WHITE SHARK
Summary: The Great White Shark

1 These sharks have grey skin and eight fins.
2 They use their fins and tails to swim.
3 They eat other sea animals/meat.
4 They are dangerous but only attack people very rarely.

DECODABLE TEXT: HELPING PEOPLE WITH BARRIERS

1 When can we help people with barriers?
We can help people with barriers when they ask for help.
2 What are some barriers that people have?
Some barriers that people have are blindness, deafness, and other challenges.
3 Do you have a barrier? Or do you know anyone with a barrier? Write two sentences about this.
(See learners’ answers)
GROUP GUIDED READING TEXT: WHAT A YEAR!

1 Why was Lesedi looking forward to going back to school? (Give 2 reasons)
Lesedi was looking forward to going back to school because she wants to hug her friends and
play netball again.
2 What happened that made this school year different?
The thing that happened was a pandemic started because of a virus called COVID-19.
3 Name three things that changed for Lesedi.
Three things that changed for Lesedi were that she had to do schoolwork at home, wear a mask
and socially distance.
4 Did you find the school year during the pandemic difficult? Give at least two reasons for your
answer.
I found the year difficult because…
I did not find this year difficult because…(See learners’ answers).
5 Find antonyms in the text for the words below:
• happy-unhappy
• different-normal
• shorter-longer
• remember-forget
6 Punctuate the sentence below to show direct speech:
Lesedi said, my teacher is Miss Lepheane. She seems very nice.
Lesedi said, ‘My teacher is Miss Lepheane. She seems very nice.’
FICTION TEXT: I WISH HE WOULD STOP!

1 Why does the writer of the poem hate to go to class?
The writer of the poem hates to go to class because he gets bullied.
2 Name two things that bully does to the writer of the poem.
Two things the bully does to the writer of the poem are pulling his hair and glues his chair.

3 What should you do if you are being bullied at school?
If you are being bullied at school, you should … (See learners’ answers)
4 List all the words in the poem that rhyme with:
hair – chair, stair
me – be, knee
sad - glad
NON-FICTION TEXT: THE PARALYMPIC GAMES

1 What are the Paralympic Games?
The Paralympic Games is a sports competition for people with disabilities.
2 Name two of the disabilities the people who take part in the games might have?
Two of the disabilities that people who take part in the games might have are in wheelchairs
and are blind (or other answers).
3 Which sports do these athletes take part in? (Name three)
Three sports that they take part in are cycling, rowing and swimming.
VISUAL TEXT: ACCESS TO CLEAN WATER

1 How many people globally do not have safe water at home?
The number of people globally that do not have safe water at home is 2.1 billion.
2 Name two sources of surface water.
Two sources of surface water are streams and lakes.
3 How much time do 263 million people spend collecting water each day?
Each day 263 million people spend more than 30 minutes collecting water.
4 Find three common nouns in the infographic.
Common nouns are: water, stream, lake, people, home. Any 3
SUMMARY: THE PARALYMPIC GAMES
Summary: The Paralympic Games

1 The Paralympic games is a sports competition for people with disabilities.
2 Disabilities can include being blind, missing limbs, being in a wheelchair or having issues with
the muscles.
3 Some of the sports are swimming, rowing soccer and many other sports.
4 It started in 1948.

DECODABLE TEXT: GROWING PLANTS

1 What should plants have to grow?
Plants should have soil, water, and sunlight to grow.
2 What does the writer’s wish? List three things.
The writer wishes that we all have water, shade, and plants.
GROUP GUIDED READING TEXT: KAMO’S GIFT

1 What is South Africa’s national flower?
South Africa’s national flower is a Protea.
2 What are two things Kamo liked about his flower?
Kamo liked the way the spikey leaves looked and the colour of the bright pink flower.
3 Why do you think Kamo named his protea Maria?
I think Kamo named his plant Maria because his best friend’s name is Maria.
4 Write an instruction on keeping your plant healthy using the imperative verb: water. (Start with
the verb.)
Water your plant every day.
5 Rewrite the following sentence filling the missing apostrophes:
Kamos plant looked beautiful and he always watered it to make sure it didnt die.
Kamo’s plant looked beautiful and he always watered it to make sure it didn’t die.
FICTION TEXT: BOITUMELO’S DREAM

1 What was the first thing Boitumelo saw in her dream?
The first thing Boitumelo saw in her dream was a large field, covered in thick, green grass.
2 Why do you think the writer called the tree wise?
I think the writer called the tree wise because it looked very old/ it had seen a lot.
3 A homonym is a word that sounds the same but has two different spellings and two different
meanings. Write two sentences that show you understand the meaning of flour and flower.
Flour: I used the rest of the flour to bake a chocolate cake.
Flower: My favourite flower is a rose.
4 Change the following commands into negative commands
a Don’t /Do not touch the trees and plants.
b Don’t /Do not pick the flowers
c Don’t/ Do not lie on the grass.

NON-FICTION TEXT: AMAZING FACTS ABOUT PLANTS
1 Where are most plants found?
Most plants are found in the ocean.
2 What can we do with the African wild potato?
We can use it to help heal a cut or sore.
3 Rewrite the sentence below into three sentences using the verbs in the imperative form. (Start
with the verbs)
Remember to be quiet around your plants and to make sure they are in the correct
environment and always water them.
• Be quiet around your plants.
• Make sure they are in the correct environment.
• Water them.
4 ‘Take time to smell the flowers’ - this is an idiom that means ‘slow down and appreciate the
good things in life.’
Match the following idioms with their correct meanings:
Needle in a haystack - Almost impossible to find something

Barking up the wrong tree - Completely misunderstood something
Olive branch - To try and make peace
Through the grapevine - Heard it from gossip/other people
VISUAL TEXT: HOW LONG IT TAKES VEGETABLES TO GROW

1 Which vegetables all take the same number of days to grow?
The vegetables that take the same number of days to grow are broccoli, cabbage and carrot.
2 How many days do beans take to grow?
Beans take 60 days to grow.
3 Write two sentences to show you understand the meanings of homonyms, ‘been’ and ‘bean’.
Been: I have already been to the shops.
Bean: I love green beans and steak.
4. Use the information on the graph to complete the sentence below:

The broccoli takes longer to grow than the beetroot, but the cauliflower takes the longest to
grow.
SUMMARY: BOITUMELO’S DREAM
Summary: Boitumelo’s dream

1 First Boitumelo saw a large field, covered in green grass.
2 Next Boitumelo saw a patch of pink flowers.
3 Lastly Boitumelo saw a large old tree.

DECODABLE TEXT: WE NEED TO HELP THE ELEPHANTS

1 Why do the elephants need our help?
The elephants need our help because the poachers are killing them for their tusks.
2 Why do poachers want the elephants’ tusks?
Poachers want the elephants’ tusks for their ivory tusks/to take to the market.
3 How do you think we can help the elephants?
I think we can help the elephants by keeping the poachers off our game farms.
GROUP GUIDED READING TEXT: FACTS ABOUT ELEPHANTS

1 Name two species of elephants.
Two species of elephant are the Asian elephant and the African forest elephant.
2 Who is usually the leader of the herd?
The leader of the herd is usually the oldest female elephant.
3 How do you think the bulls feel when they have to leave the herd?
I think the bulls feel sad/scared/lonely/excited etc. when they leave the herd.
4 Some nouns have different gender forms. Male elephants are called bulls. Female elephants are
called cows. Complete the table below:
Male Female
a king queen
b cock/rooster hen
c uncle aunt
d lion lioness
e grandfather grandmother
5 Complete the sentence below using a simile:

When I see an elephant, it looks as big as a mountain/truck/whale etc.
FICTION TEXT: MEETING AN ELEPHANT

1 Try to visualise the stressed elephant. What was she doing?
The stressed elephant was swinging its trunk and flapping its ears.
2 If you see a stressed elephant, do you think it is better to move away or just stay very quiet?
Why would you make that choice?
I think it is better to…because… (See learners’ answers).
3 ‘My mom slowly reversed the car. Then we carefully drove away.’ Slowly and carefully are
adverbs telling us more about the verbs. Complete the sentence below using an adverb to tell
us how the elephant moved:

The mother elephant angrily/worriedly/quickly etc. moved past the car with her calf.
4 Complete the sentences below by replacing the underlined word with its antonym.
Example: We saw a very large animal. We saw a very small animal.
a My mother drove quickly.
b The trip was boring.
NON-FICTION TEXT: ELEPHANT POACHING

1 What is an elephant poacher?
An elephant poacher is somebody who kills elephants for their tusks.
2 How does it make you feel that more than 100 elephants are killed every day?
It makes me feel... (See learners’ answers).
3 What do you think is a suitable (correct) punishment for an elephant poacher?
I think a suitable punishment for an elephant poacher is…(See learners’ answers).
4 Choose from these prefixes to give the words below the opposite meaning: dis-/ im-/ non-/un-/
mis-
• behave –misbehave
• sense –nonsense
• comfortable – uncomfortable
• agree – disagree
• possible - impossible
VISUAL TEXT: MAP SHOWING WHERE ELEPHANTS LIVE

1 Name the places where elephants can be found.
The countries where elephants can be found are Africa, India, Thailand, Sri Lanka and
Indonesia.
2 a How many elephants are there in Africa? 415 000
a How many elephants are there in Asia? 40500
3 a Which place has the most elephants? Africa
b Which place has the least elephants? Indonesia
4 Complete the sentence below with the correct adjective. Look at this example: Elephants from
Africa are African elephants.
Tigers from India are Indian tigers.
Bears from America are American bears.
SUMMARY: MEETING AN ELEPHANT
Summary: Meeting an Elephant

1 First, we saw a large elephant in the road.
2 Then, it started swinging its trunk and flapping its ears.
3 Next, my mom slowly reversed the car away.
4 Lastly, we waited for the elephant and its calf to cross the road.

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First Additional Language

Term 1 Curriculum Tracker & Textbook Activities 3

Term 1 Programme of Formal Assessment 20

Term 1 Assessment Tasks, Tools & Memoranda 21

Term 1 Reading Worksheet Memoranda 32

Welcome to the Primary School Reading Improvement Programme (PSRIP).

Best wishes for a great term,

The PSRIP Team

STRUCTURED LEARNING PROGRAMME

2 Grade 5 • Term 1 • English First Additional Language

PSRIP WEEK 1: ORIENTATION

Term 1 Curriculum Tracker & Textbook Activities 3

4 Grade 5 • Term 1 • English First Additional Language

Weeks 3&4 SUPPLEMENTARY TEXTBOOK ACTIVITIES

Term 1 Curriculum Tracker & Textbook Activities 5

6 Grade 5 • Term 1 • English First Additional Language

Theme Reflection: Sharks

1 What went well this cycle?

2 What did not go well this cycle?

3 Did you cover all the work for

4 Do you need to extend or further

5 In which area / activity? How will

SMT name and signature Date

Term 1 Curriculum Tracker & Textbook Activities 7

8 Grade 5 • Term 1 • English First Additional Language

Week 6: Overcoming barriers

Term 1 Curriculum Tracker & Textbook Activities 9

Weeks 5&6 SUPPLEMENTARY TEXTBOOK ACTIVITIES

10 Grade 5 • Term 1 • English First Additional Language

Theme Reflection: Overcoming barriers

1 What went well this cycle?

2 What did not go well this cycle?

SMT name and signature Date

Term 1 Curriculum Tracker & Textbook Activities 11

12 Grade 5 • Term 1 • English First Additional Language

Week 8: Growing plants

Term 1 Curriculum Tracker & Textbook Activities 13

Weeks 7&8 SUPPLEMENTARY TEXTBOOK ACTIVITIES

14 Grade 5 • Term 1 • English First Additional Language

Theme Reflection: Growing plants

1 What went well this cycle?

2 What did not go well this cycle?

SMT name and signature Date

Term 1 Curriculum Tracker & Textbook Activities 15

16 Grade 5 • Term 1 • English First Additional Language

Week 10: Amazing elephants

Term 1 Curriculum Tracker & Textbook Activities 17

Weeks 9 &10 SUPPLEMENTARY TEXTBOOK ACTIVITIES

18 Grade 5 • Term 1 • English First Additional Language

Theme Reflection: Amazing elephants

1 What went well this cycle?

2 What did not go well this cycle?

5 In which area / activity? How will

SMT name and signature Date

Term 1 Curriculum Tracker & Textbook Activities 19

GRADE 5 TERM 1 PROGRAMME OF FORMAL ASSESSMENT

20 Grade 5 • Term 1 • English First Additional Language

Term 1 Assessment Tasks, Tools & Memoranda 21

TASK 2 DESCRIPTIVE ESSAY

22 Grade 5 • Term 1 • English First Additional Language

b one compound noun (paragraph 5) ____________________ (1)

c connector (paragraph 3) _____________________________ (1)

d one adjective (paragraph 4) __________________________ (1)

e one adverb (paragraph 2) ____________________________ (1)

f one pronoun (paragraph 2) ___________________________ (1)

3 a Underline the connecting word that shows contrast: (2)

4. Underline the imperative verb: (1)

5. Change the following into the past tense: (2)