DIAGNOSTIC

ASSESSMENT

XITSONGA
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 ........... 2

4. PROPOSED USE OF THE

LANGUAGE ITEMS........................ 3

5. DESIGN .......................................... 3

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

7. MODERATION.............................. 7

8. DATA ANALYSIS AND

UTILISATION ................................. 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. 3. THE STRUCTURE OF THE DIAGNOSTIC TEST ITEMS

MCQs designed for the diagnostic questions included in this booklet, include a
Items are framed to direct teachers to possible misconceptions which could be as a
breakdown of learners’ understanding through the incorrect responses. All distractors
result of an earlier grade knowledge deficit, erroneous conceptual knowledge or lack
are written not only to focus the attention of the teacher on those learners who are
of comprehension.
able to identify the correct response, but also to assist the teacher in identifying and
understanding the misconceptions captured in the incorrect responses.

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 MCQs are constructed in such a way that each distractor provides information on A more detailed unpacking of the nature of the misconceptions is addressed in the
whether the learner has mastered the skill/concept or whether there is a marking guidelines of each diagnostic item.
misconception. The distractors are graded according to four levels of understanding.
Table 1: Levels of Understanding MCQs
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. Levels of
Error analysis/diagnosis
Performance
Items are constructed to assess reading, viewing, language structures and
 Makes errors that reflect focus on decoding and
conventions, writing skills and application. retrieving facts or details that are not necessarily related
to the text or question.
4. PROPOSED USE OF THE LANGUAGE ITEMS
 Learner invokes prior knowledge related to the general
Level 1 topic being tested, but response is not text-based.

4.1 A teacher may select a text type and use some of the items for that text at  These errors indicate that the learner is grabbing bits and
pieces of information related to the text as he or she
different intervals i.e. as a revision activity, formative task, etc.
understands them, but the pieces are unrelated to the
4.2 Items may also be used as a baseline assessment if administered prior to information required by the question being asked.
teaching a particular lesson. A teacher may want to establish whether learners  Makes errors that reflect initial understanding of facts or
meet the basic skills and knowledge acquired from the previous grades. This details in the text, but is unable to relate them to the
components in the question.
will assist the teacher to know learners’ level of proficiency.
4.3 Items may be used at the beginning of a phase to establish whether learners  They apply their limited knowledge as an
Level 2 overgeneralisation and therefore come to a weak
meet the conceptual knowledge for the new grade/phase. conclusion or inference.
4.4 Certain items, per sub-skill assessed, may be selected from a section to
 The learner may focus on literal/superficial aspects of a
compile a shorter activity. text and makes superficial connections to arrive at weak
4.5 Items may be selected according to levels of difficulty and can be used to responses.

support learning according to different cognitive demands. Diagnostic items can  Makes errors that reflect analysis and interpretation, but
also be selected according to cognitive levels. conclusions or inferences arrived at are secondary or
weaker ones than required for correct response.
4.6 The teacher should decide when, where and how the assessment may be used Level 3
 A distractor may be related to the correct response in
to enhance teaching and learning.
meaning, but be too narrow or broad given the
circumstances.
5. DESIGN
Correct response.

Table 1 lists and describes the types of errors that correspond to each of the four  consistently apply knowledge and reasoning skills
required in the question;
levels of understanding encapsulated in the Language MCQs. The distractor rationale Level 4  apply their understanding and knowledge in a variety of
as advocated by Pearson, 2004, forms the basis for diagnosing misconceptions. The relatively complex situations and explain their reasoning;
 draw a conclusion from given context and justify their
taxonomies and cognitive levels as stipulated in CAPS (for Grades R-9) are
conclusion.
incorporated into the levels of understanding to provide the teacher with holistic  Etc.
information about the level of performance.
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 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
6. MARKING GUIDELINES
understanding set out in the Table 1.
6.1 Multiple Choice Questions (MCQs): One mark is allocated per item. However,
When learner responses are analysed the diagnostic distractors will reveal patterns in
the focus of these assessments is not on scoring the learner, but rather on what
a learner’s understanding of the content being tested. The teacher is thus guided
the learner is able to achieve/not achieve.
towards instruction that specifically addresses a learner’s understanding of a concept
6.2 The marking guideline has columns indicating the item number, expected
in the specific content.
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
response. A scoring guide has been included to guide teachers in identifying
Table 2: Levels of difficulty that incorporate the two Taxonomies
scores of 0/1/2 or more. The teacher is assisted in identifying and
understanding the misconception and the level of skill development required to
Levels of
difficulty

Bloom’s Descriptors from both Barrett’s

improve cognition and performance.
Taxonomy taxonomies Taxonomy
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, competency descriptors have been developed according to grade levels and
Remembering Literal
re-group, rearrange, are useful in informing the teacher of how learners should be scored and
comprehension/
Easy

and
assemble, collect,
Understanding Reorganisation awarded scores for each criterion. The teacher would be able to collect and
categorise, select, recognise,
supply, separate, isolate report data that reveals a learner’s level of competency per criterion. The
teacher would then be able to pay more attention to integrating language skills
Predict, infer, guess,
translate, summarise, during the writing lessons.
Moderate

Application interpret, understand, Inferential The teacher is able to diagnose the strengths and weaknesses of the learners
and Analysis rewrite, apply, demonstrate, comprehension
according to the assessment criteria set out in the rubrics. Teachers can then
illustrate, investigate,
diagnose focus on those aspects of writing that are problematic.
6.5 Language structures and conventions: These items require learners to apply
Analyse, appraise, evaluate,
justify, reason, criticise, grammar skills in context to demonstrate their level of knowledge and
Difficult

Evaluating and Evaluation and

judge, comment, appreciate, understanding of all language aspects assessed. This stems from the
Creating Appreciation
create, derive, combine, assumption that grammar is taught for constructing texts in their context of use
construct, devise, synthesise
where real language is required. As a result, the application of grammar is not
restricted to the analysis of isolated sentences as it explains the way in which
sentences are structured to construct whole texts that learners learn to read
and write. The marking guidelines provide insight on how to mark the test using
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 scoring guides. The learner performance levels would assist the teacher to e) Ensuring that what is assessed is in line with what the learner has been exposed
identify learners’ strengths and weaknesses and thus provide corrective to
measures and interventions for improved grammar usage.
f) The appropriateness of the language level of the learners for which it is designed,
Table 3: Example of the Marking Guideline (for a MCQ)
g) Coverage of cognitive skills: The consistency of the level of development of the
1. What is the main idea of the article? learner regarding the cognitive levels of the test or task.
h) Technical criteria: sufficient time allocation per item/test/task, layout, correct

UNDERSTANDING
numbering, the memorandum/marking guideline matches the item, etc. must be
NO. EXPECTED ANSWER DIAGNOSTIC ANALYSIS

DIFFICULTY
considered.

LEVEL OF

LEVEL OF
MARK

1.1 A It is important to connect A superficial connection is made to the 8. DATA ANALYSIS AND UTILISATION
2
with many people on contents of paragraph 1, but it does not relate
Facebook. to the purpose of the text.
B Not all contacts on The correct response.
4 M
The teacher would be able to collect data on an individual learner, a class or for the
Facebook are friends that 1
you know.  entire grade and report at each level. Further data can be collected per
C 13-year olds like to boast Related to the text, but not to the main 3
about Facebook friends. purpose that is focused in the text as a whole.
topic/skill/content area. The teacher is also able to use the class or grade test/task to
D The Internet is required to The response is not text-based. 1 identify the knowledge deficit is. Since this is an exercise in assessment for learning,
connect to Facebook.
targeted interventions can be designed to address strengths and weaknesses.
7. MODERATION Teachers would be able to give feedback to parents on learning gaps, deficits and

Internal moderation is important in assuring that the marking criteria/guideline is strengths per learner.

consistently applied, and that there is a shared understanding of the academic 8.1 Purpose of the data analysis
standards learners are expected to achieve. There should be processes in place for
assuring comparability of marks for alternative assessments. Schools may therefore After administering a test/task the teacher can do his/her own diagnostic analysis to
determine the format for moderation as a standardisation and quality-assurance identify:
measure. a. the overall level of performance of the class/grade or school;

Moderation should focus on the following aspects amongst others: b. individual learners or schools that need special intervention;
c. groups of learners or schools who need special support; and
a) Content coverage: The alignment of the to the revised ATP content for the d. sub-skills that require priority attention in teaching and learning.
subject,
b) Quality of individual items: The validity, fairness and practicability of each item 8.2 Use of basic statistics for analysis
within a test or task,
c) Clarity of the instructions for specific items, Basic statistics that can be used to summarise the data from a test include the
d) Biasness and clarity of diagrams and pictures following:

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 8.3 Available tools for data analysis

Tools that are available for analysis of data include pre-programmed computer
a. mean (often called average) – calculated by adding the scores of all the
software such as the SA-SAMS in schools, the Microsoft Excel programme and
learners and dividing the sum by the number of learners. The mean is one
even hand calculators. The Microsoft Excel programme, which comes with
score that is used to summarise all the scores obtained by learners in a
almost every computer software, is a reasonably easy-to-use tool for
test/task. A high mean score represents high performance and a low mean
performing item-level diagnostic analysis of test data. An Excel spreadsheet is
score represents low performance. However, the mean score does not indicate
arranged in columns and rows.
how learner scores are spread from the highest to the lowest and thus is not
adequate for identifying individuals who either over-perform or under-perform;
8.4 Preparing data for analysis on Excel

b. median (or middle score) – calculated by first arranging the scores from the
Excel makes available useful formulae to calculate basic statistics. To prepare
highest to the lowest and then determining the score that divides the data into
for analysis of data from an administered test, do the following:
halves. Half of the learners who wrote a test will have scores above the median
score and the other half will have scores below the median score. If the number a. mark the test and write the scores obtained by each learner next to the relevant
of learners is an odd number the median will be a real score that sits half-way question/item number in their books or scripts;
between the extreme scores, e.g. 76, 57, 49, 45 and 39 have 49 as the median b. enter learner names and other particulars (e.g. the gender of each learner) in
score. However, if the number of learners is an even number the median will be the rows, one after another;
a score that may not belong to any of the learners calculated by adding the two c. enter test item numbers in the columns, one after another;
adjacent scores that are half-way between the extremes and dividing their sum d. enter the score of each learner on each item in the correct cell (i.e. where the
by two (2), e.g. the median of 76, 57, 49 and 45 is calculated by adding 57 and relevant column and row meet);
49 and dividing the sum by two, i.e. (57 + 49)/2 = 106/2 = 52. As can be e. check if all data has been entered correctly (i.e. do thorough data cleaning);
observed, 52 is not one of the four given scores but it is the median score that f. use correct formulae to calculate the statistics that you want to use to
sits half-way between the extreme scores, viz. 76 and 45. The median does not summarize and analyse the test data; and
show what the extreme scores are, i.e. the highest and the lowest scores; g. interpret the statistics in terms of what they suggest about performance of
c. maximum is the highest score obtained by a learner in a test; individuals in your class, performance of identifiable groups of learners (e.g.
d. minimum is the lowest score obtained by a learner in a test; and boys and girls) and performance in specific content areas.
e. range is the difference between the maximum and the minimum scores. The
8.5 Analysis and interpretation
larger the range, the more diverse the ability levels of the test takers. A
relatively small range indicates that the class of test takers has a relatively
To summarise the data, calculate the average percentage score, the median,
homogeneous ability profile.
maximum and minimum score percentages and you may do this separately for
boys and girls. To make sense of the analysis it is recommended that different
colour codes be used to mark specific observations (Excel provides a wide
range of colour codes) and also represent findings with appropriate graphs to
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 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
d. Group differences in performance
grouped for intervention purposes to enhance effective teaching.

Analysis was done at two group levels, viz. boys and girls. All the
summary statistics indicate that the boys performed much lower than the
girls. Their mean score was 49,3% against the 60% mean score
obtained by girls. The median score for the boys was 4% lower than that
of the girls, viz. 52% against 56%. Boys’ scores ranged between 8% and
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 9.2.6 Two options may sound alike. However, one of the options may be
9. HOW TO ANSWER MULTIPLE CHOICE QUESTIONS (MCQS) 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.
9.1 The Structure of an MCQ 9.2.7 If you are unsure of which options are incorrect, leave the question and
move to the questions you are sure of. However, make sure that you
An example of the structure of the MCQ item is exemplified below.
come back to the question. Don’t leave blanks. Choose an option for
What direction does the sun set? STEM every question.
9.2.8 There will be only ONE correct option.
A East
B South DISTRACTORS
C North
D West KEY Note to the learner!

 There is no pattern in which

Explanation:
the answers are arranged.
 A stem is the question or statement to respond to.
 Distractors are incorrect options that are plausible  Check your work. If you
 A key is the correct answer made a mistake, strike out
the incorrect option and
circle 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.

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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

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 ’ Component Skill Sub Skill Content Cognitive Level of Question Term
Level Difficulty Type
Reading and Shared Comprehension: Identify the main Literal E MCQ 1
Phonics reading Reading character
comprehension

’
’ “ ” “
” ’ “
”
’ ’ “
” ’ Reading and Shared Comprehension: Sequencing Literal E MCQ 1
“ !” ’ “ ” ’ Phonics reading Reading comprehension

’
’ ’ ’
’ ’
“
” ’ “
” ’
’ ’
’ ’ “ ’
’
“

Reading and Shared Comprehension: Reading Higher order Inference D MCQ 2

” Phonics reading comprehension questions

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

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 Reading and Shared Comprehension: Reading Sequencing Reorganisation M MCQ 3
Phonics reading comprehension Writing Independent Spelling Plurals Application M MCQ 1
Writing

Writing Independent Grammar Identify Applicatio M MCQ 2

Reading and Shared Comprehension Answer higher Evaluation D MCQ 1 Writing adjectives n
Phonics reading : Reading order questions
comprehension

Writing Independent Tense Future Tense Application M MCQ 3 Reading Phonics Word Rhyming Literal Moderate MCQ 2
Writing and Recognition Words
Phonics

...

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 Writing Independent Grammar Conjunctions Application D MCQ 4
Writing

Hlanganisa swicherlwa swo oma

Hlanganisa
Chela matandza na
chukela na botere
masi Tshakata tibanana
1¼ khapu Matandza ti3 to vupfa. Chela
ya ma 2 eka ndhichi
chukela
½ khapu ya
½ khapu masi
Chela
ya botere
xilepuna xi1
xa vanila
Hlanganisa
Hlanganisa swicherlwa
swinene Baka eka 350° ku
swo oma
ringana 30-35 wa
2½ wa tikhapu
ta fulawuri
Chela botere eka
xilepulana xi1
pani ra xinkwa
xa soda yo kumbe pani ra
baka xilepulana timafini
xi1 xamunyu

[Source:www.pinterest.com 11.312.19]

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 Reading and Shared Comprehension: Identify details Literal E MCQ 3
Phonics reading Reading comprehension in the text Reading and Shared Comprehension: Sequencing Reorganisation D MCQ 3
Phonics reading Reading comprehension

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

Phonics reading comprehension text

Writing Independent writing Spelling Plurals Application M MCQ 3

i...

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

Phonics reading comprehension questions

Reading and Phonics Letter sound Rhyming Literal M MCQ 3

Phonics recognition words

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 Reading and Phonics Sound Vowel Digraph- Literal E MCQ 3
Phonics Recognition ‘silent e’

–
...

Writing Independent Punctuation Capital Letters, Commas Literal M MCQ 3

Writing and full stops

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

Writing Independent Grammar Subject verb Evaluation M SR 3
Writing agreement

Reading and Shared Comprehension Details in Literal E MCQ 1

Phonics reading : Reading the text
comprehension

Writing Independent Grammar Alphabetical Reorganisation D SR 3

Writing order

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 Writing Independent Grammar Alphabetical Application M MCQ 1 Reading and Shared Comprehension: Describe the setting Literal M MCQ 3
writing order Phonics reading Reading comprehension

Reading and Shared Comprehension: Details in the Literal M SR 2 Writing Independent Writing Grammar Punctuation Application E MCQ 1
Phonics reading Reading comprehension text.

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

Phonics reading Reading comprehension text

Writing Independent Writing Grammar Plurals Application E MCQ 1 Writing Independent Writing Grammar Tenses Application M MCQ 1

i ...

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 Writing Independent Writing Grammar Synonym Application M MCQ 1

– Milawu ya tlilasi

Reading and Shared Rhyming words Letter sound Literal M MCQ 1

Phonics reading recognition

i...

[Source: Developed for DBE 11.12.19

Reading and Shared Comprehension: Interpret Inference M MCQ 1

Phonics reading Reading comprehension graphical text

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 Reading and Shared Comprehension: Interpret Literal E MCQ 1 Reading and Shared Comprehension: Reading Interpret graphical text Inference M SR 1
Phonics reading Reading comprehension graphical text Phonics reading comprehension

Reading and Phonics Vowel Letter sound Literal E MCQ 1

Phonics Digraphs- ea recognition

Reading and Shared Comprehension: Interpret Literal E MCQ 1

Phonics reading Reading comprehension graphical text

Writing Independent Writing Grammar Identify Verbs Literal M MCQ 1

Reading and Shared Comprehension: Interpret graphical Literal E MCQ 1

Phonics reading Reading comprehension text

Reading and Phonics Word Rhyming Application E MCQ 1

Phonics Recognition words

...

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 Writing Independent Grammar Use of Application Moderate MCQ 3
Writing conjunctions

– Holideyi ya Ntsako

Writing Independent Grammar Antonyms Application M MCQ 4

Writing

i ...

[Source: Adapted From ‘Teacher’s Friend: A Scholastic Company’ for DBE 11.12.19]

Writing Indepe Grammar Identify Literal M SR 3 Reading and Shared Comprehension Identify the Literal E MCQ 1
ndent adverbs Phonics reading : Reading main idea
Writing comprehension

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 Reading and Shared Comprehension: Discusses cause and Evaluation D MCQ 1
Reading and Shared Comprehension: Identify the main Literal E MCQ 1 Phonics reading Reading comprehension effect
Phonics reading Reading comprehension character

i...

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

Phonics reading Reading order questions about the
Reading and Shared Comprehension Key details Literal E MCQ 1 comprehension text
Phonics reading : Reading about the Comprehe
comprehension text nsion

Reading and Shared Comprehension: Sequence the Literal E MCQ 1

Phonics reading Reading comprehension events in the story
Reading and Shared Comprehension: Details from Reorganisation E MCQ 1
Phonics reading Reading comprehension the text

Grade 3 Xitsonga HL Grade 3 Xitsonga HL

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 Reading and Shared Comprehension Answer higher order Details in the M MCQ 3
Phonics reading : Reading questions based on the text
comprehension text

Reading and Phonemic Consonant sh Applying M SR 1

Phonics Awareness digraph

Writing Independent Writing Tense Present Present progressive D MCQ 2

Tense tense

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

Grade 3 Xitsonga HL Grade 3 Xitsonga HL

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 Reading and Shared Comprehension: Details in the text Literal E MCQ 1
Phonics reading Reading comprehension Reading and Shared Comprehension: Reading Punctuation Literal D MCQ 1
Phonics reading comprehension

...

Reading and Shared Comprehension: Grammar Literal M MCQ 1

Reading and Shared Comprehension: Identify the setting of the Literal E MCQ 1 Phonics reading Reading comprehension
Phonics reading Reading comprehension text

...

Reading and Shared Comprehension: Reading Sequencing Literal M MCQ 1

Phonics reading comprehension

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

Phonics reading comprehension

...

Grade 3 Xitsonga HL Grade 3 Xitsonga HL

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 Reading and Shared Comprehension: Contractions Literal M MCQ 1
Reading and Shared Comprehension: Higher order Inference D MCQ 3 Phonics reading Reading comprehension
Phonics reading Reading comprehension

...

Reading and Shared Comprehension: Tenses Literal M MCQ 1

Phonics reading Reading comprehension

Reading and Shared Comprehension: Opposites Literal E MCQ 1

Phonics reading Reading comprehension

...

Grade 3 Xitsonga HL Grade 3 Xitsonga HL

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 Reading and Shared Comprehension: Reading Key details in the Literal E MCQ 1
Phonics reading comprehension text

- Risimati

...

Reading and Shared Comprehension: Key details in Inference E MCQ 2

Phonics reading Reading comprehension the text

[Source: www.k5learning.com 15.12.19]

Reading and Shared Comprehension: Sequence of Reorganisation D MCQ 2

Reading and Shared Comprehension: Reading Identify the main Evaluation M MCQ 1 Phonics reading Reading comprehension events in the text
Phonics reading comprehension idea

Grade 3 Xitsonga HL Grade 3 Xitsonga HL

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 Reading and Shared Comprehension Details in Literal E MCQ 1 Writing Independent Writing Grammar Alphabetical Order Application M MCQ 3
Phonics reading : Reading the text
comprehension

Xana va yisile rini phirojeke?

Muqhivela

Ravunharhu

Musumbunuko

Ravumbirhi

Reading and Shared reading Phonics Grammar Application M MCQ 3

Reading and Shared Comprehension Answers a range of higher Inference D MCQ 2 Phonics
Phonics reading : Reading order questions about the text
comprehension

Reading and Shared Comprehension Answers a range of higher Inference D MCQ 1 Writing Independent Writing Grammar Suffixes Application D SR 3
Phonics reading : Reading order questions about the text
comprehension

Writing Independent Grammar Syllabification Application D SR 4

Writing

Grade 3 Xitsonga HL Grade 3 Xitsonga HL

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 Writing Independent Grammar Prepositions Application E MCQ 3
Writing

DIAGNOSTIC XIKOMBATINHLAMULO
XITSONGA RIRIMI RA LE KAYA:
GIREDI 3
...

Switshuriwa Xiyimo xa ntikelo

Xitshuriwa 1: Xitori – Nhlamulo ya E: Easy
vuthlari
Xitshuriwa 2: Endlelo – Xinkwa xa M: Moderate
Banana
Xitshuriwa 3: Xitori – Bege ya xikolo ya D: Difficult
Nsovo leyintswha
Xitshuriwa 4: Phositara – Milawu ya
tlilasi
Xitshuriwa 5: Xitori – Holideyi ya
Ntsako
Xitshuriwa 6: Xiphato – Khenso u
vonile mudyondzisi wa yena
Xitshuriwa 7: Xitori - Risimati

matwisiselo
Xiyimo xa
Timaraka

Xiyimo xa

Kotare
No. Tinhlamulo leti languteriwaka Maxopaxopelo ya swihoxo

ntikelo
XITSHURIWA XO SUNGULA: Nhlamulo ya vutlhari
1.1 A Nkati Un’wana wa swimunhuhantwankulu 3 1
kambe ahi yena hosi ya swiharhi.
B N’wanghala 1 Nhlamulo leyi nga yona. E 4
C N’wahlolwa N’wahlolwa i xiharhi xo tlhariha 2
kambe ahi yena hosi ya swiharhi.
D N`wambhongolo N’wambhongolo i un’wana wa 1
swimunhuhatwa kambe ahi yena
hosi ya swiharhi.
1.2. A U ahlamurile 1 Nhlamulo leyi nga yona. E 4 1

B U vombile Nhlamulo leyi nga amukelekaka, 3

kambe a hi xona xiendlo xo sungula.
C U hlundzukile Hlanganisa ku hlundzuka na ku 2
vomba.
D U vomberile nkati Nhlamulo leyi nga amukelekaka, 1
kambe a nga vombelanga Nkati.
1.3. A A ri hosi ya swiharhi Nhlamulo leyi nga amukelekaka, 3
kambe ahi yona.
Grade 3 Xitsonga HL Grade 3 Xitsonga HL

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 matwisiselo

matwisiselo
Xiyimo xa

Xiyimo xa
Timaraka

Timaraka
Xiyimo xa

Xiyimo xa
Kotare

Kotare
No. Tinhlamulo leti languteriwaka Maxopaxopelo ya swihoxo No. Tinhlamulo leti languteriwaka Maxopaxopelo ya swihoxo

ntikelo

ntikelo
B A tsakile Kanganyisiwa hi switwi swa ntsako 1 U kanganyisiwa hi mahlanganisi na
C Ku tlula 2
na swa xivilelo. mahlawuri..
C A rhukaniwile 1 Nhlamulo leyi nga yona. D 4 2 D Ku tsokombela 1 Nhlamulo leyi nga yona. M 4 2
D U tlhariheriwile hi N`wahlolwa Nhlamulo leyi nga amukelekaka, 2 1.9 Ncino lowu nga wona, kambe a wu
A homu 3
kambe ahi xona ximhunhuhatwa lexi kona e ka xitshurwa.
lavekaka. Ku nga twisisi minongoti ya ncino
B hina 1
1.4. A Nkati, N’wambhongolo na Ndzandzelelano lowu nga wona, 2 wa marito.
N’wayingwe kambe ku siyiwile ximunhuhatwa C vomba 1 Nhlamulo leyi nga yona M 4 2
xin’we.
Ndzandzelelano wo ka wu nga ri Ku kanganyiseka e ka mpfumawulo
N’wahlolwa, N’wayingwe na D famba 2
B wona, ku siyiwile ximhunhuhatwa 1 wo hetelela na ncino wa marito.
N’wambhongolo
xin’we. 1.10 A hikuva 1 Nhlamulo leyi nga yona M 4 4
N’wayingwe, N’wambhongolo, Ndzandzelelano wo ka wu nga ri
C 3 B hikokwalaho
Nkati na N’wahlolwe wona.
Ku pfumala vutivi eka matirhiselo ya
Nkati, N’wambhongolo, 1 M 4 3 C kambe 2
D Nhlamulo leyi nga yona. milawu ya ririmi (mahlanganisi)
N’wayingwe na N’wahlolwa D kumbe
1.5. A N’wahlolwa 1 Nhlamulo leyi nga yona. D 4 1 XITSHURIWA XA VUMBIRHI:Endlelo-Xinkwa xa banana
Nhlamulo leyi nga amukelekaka, 2.1 Maehleketelelo ya le hansi yo
B N’wayingwe 3 A xinkwa xa buraweni anama ya tinxaka ta xinkwa, a ya 1
kambe N’wayingwe u hembile.
kona e ka xitshuriwa.
C N’wambhongolo U kanganyisa vutlhari na ntiyiso. 2
B Xinkwa xa banana 1 Nhlamulo leyi nga yona E 4 3
D Nkati ku ka a nga twisisi xivutiso. 1 U kanganyisa swicheriwa na
C Xinkwa xa botere 2
1.6 N’wanghala u ta vomba hi muxaka wa xinkwa.
A 1 Nhlamulo leyi nga yona. M 4 3 U kanganyisa xifaniso xa mubaki na
matimba. D Xinkwa xa mubaki 3
Matwisiselo ya le hansi ya nkarhi muxaka wa xinkwa.
N’wanghala u vombile hi 2.2 A To vupfa 1 Nhlamulo leyi nga yona. E 4 3
B lowu nga hundza na nkarhi lowu 2
matimba. U kanganyisa nhlamulo leyi nga
taka. B Ta mafurha 3
Matwisiselo ya le hansi ya nkarhi yona na xileriso.
N’wanghala u vombile hi Nhlamulo leyi nga amukelekaka
C lowu nga hundza na nkarhi lowu 2 C To nyanganya 1
matimba. kambe ayi kona eka xitshuriwa.
taka.
N’wanghala u vomba hi Matwisiselo ya le hansi ya nkarhi wa U kanganyisa nhlamulo leyi ku nga
D 2 D botere 2
matimba. sweswi na nkarhi lowu taka. yona na swicheriwa.
1.7 U kanganyisiwa hi rimbewu na 2.3 U kanganyisa nhlamulo leyi nga
A Nkati 3 A hlanganisa chukela na botere. 3
vunyingi. yona na xileriso xo sungula.
U kanganyisiwa hi mapeletelo ya hlanganisa swicheriwa swo U kanganyisa ndzandzelelano wa
B Van`wagala 2 B 2
rito. oma. swileriso
Hlengeleta swicheriwa
C Van`wanghala 1 Nhlamulo leyi nga yona. M 4 1 C 1 Nhlamulo leyi nga yona. D 4 2
hinkwaswo.
Confusion between gender, plural and U kanganyisa xileriso xo sungula na
D tinkati 1 D Baka xinkwa. 1
spelling rules. xo hetelela.
1.8 A Mafurha ya risuna U kanganyisa maviti na mahlawuri. 2 2.4 chukela, botere, matandza,
Nhlamulo leyi nga amukelekiki. A yi A masi, tibanana, fulawuri na 1 Nhlamulo leyi nga yona D 4 3
B nyanganya 1 munyu.
kona eka xitshuriwa.
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 matwisiselo

matwisiselo
Xiyimo xa

Xiyimo xa
Timaraka

Timaraka
Xiyimo xa

Xiyimo xa
Kotare

Kotare
No. Tinhlamulo leti languteriwaka Maxopaxopelo ya swihoxo No. Tinhlamulo leti languteriwaka Maxopaxopelo ya swihoxo

ntikelo

ntikelo
chukela, botere, maapula, XITSHURIWA XA VUNHARHU: Bege ya xikolo ya Nsovo leyintshwa
B
flawuri na munyu. 3.1 A Manana Chauke 1 Nhlamulo leyi nga yona. E 4 1
chukela, matandza, xinkwa,
C U kanganyisiwa hi nongonoko wa B N`wa Chauke U kanganyisa xiyimo (Manana na 2
tibanana na munyu. 2 2
swicheriwa.
xinkwa, maapula, masi, Nwa..).
D munyu, vhanila, chukela na C Tatana Chauke U kanganyisa rimbewu. 2
tibanana.
2.5 U tirhisa nawu wa vunyingi eka
D Malume Chaka U kanganyisa swivongo. (Chauke 1
A banana to vupfa 3 na Chaka).
rihlawuri ematshan’wini ya riviti.
U tirhisa nawu wa vunyingi eka 3.2 A Xidamarheti xo hatima, 2
B tivupfile tibanana 2
marito hinkwawo. tikhirayoni, xikero, tipenisele U kombeta vutivi lebyintsongo bya
C tibanana to vupfa 1 Nhlamulo leyi nga yona. M 4 3 B Tikhirayoni, xikero, tipenisele, nongonoko wa alifabete.
U komba ku ka a nga twisisi nawu xidamarheti xo hatima .
D banana yo vupfa 1
wa vunyingi.
C Tipenisele, xidamarheti xo
2.6 Ncino lowu ku nga wona, kambe a
A Banana 3 hatima, tikhirayoni, xikero
wu kona eka xitshuriwa.
B Baka 1 Nhlamulo leyi nga yona. M 4 3 D Tikhirayoni, xidamarheti xo 1 Nhlamulo leyi nga yona. M 4 1
C Masi Nhlamulo leyi nga yona. 1 hatima, tipenisele, xikero
Ku kala ku twisisa eka ncino wa 3.3 U ta tirhisa switsalu, swo 1 Nhlamulo leyi nga yona E 4 2
D Pani 2
marito. tsalela na bege ya yena
2.7 A Aa 1 Nhlamulo leyi nga yona E 4 3 leyintshwa.
B ii Vutivi bya le hansi bya 3.4 A A lava ku endlela munghana 1 Nhlamulo leyi nga yona. E 4 1
C oo mimpfumawulo leyi fambaka yi ri
2 wa yena khadi.
mimbirhiyi fana.
D ee B A lava ku endlela mudyondzisi U kanganyisa vuxokoxoko bya 3
2.8 Mubaki u hlanganisa chukela, wa yena khadi. mahungu ya nkoka eka xitshuriwa.
masi, tibanana to vupfa, C A lava ku endla xirhambo. Nhlamulo leyi nga amukelekaka 1
A 1 Nhlamulo leyi nga yona M 4 3
swicheriwa swo oma na soda kambe ayi kona eka xitshuriwa.
yo baka. D A lava ku khavisa bege ya Matwisiselo ya le hansi ya 2
Mu, baki, hlanganisa, chukele,
yena. xitshuriwa.
B masi, vupfa tibanana, oma,
swichelawa, na soda, yo baka. 3.5 A tibege ta swikolo U tirhisile nawu wa vunyingi e ka 2
Mubaki a hlanganisa chukele, marito hinkwawo.
U kombisa ku twisisa ka
C masi, vupfa, tibanana, oma, B bege ya swikolo U tirhisile nawu wa vunyingi eka 3
mahikahatelo kambe u tsandzeka 2
swicheriwa na soda, yo baka. rihlawuri ematshan’wini ya riviti.
ku ma tirhisa hi mfanelo.
Mubaki u hlanganisa chukela, C tibege ta xikolo 1 Nhlamulo leyi nga yona. M 4 1
masi, tibanana to vupfa,
D D bege ya xikolo A nga twisisi nawu wa vunyingi. 1
swicheriwa swo oma, na soda
yo baka. 3.6 A Loko a ehleketa hi switsalo na U kanganyisa vuxokoxoko bya 3
2.9 Mubaki u baka xinkwa xa switsalelo swa yena mahungu ya nkoka eka xitshuriwa
Nhlamulo leyi nga yona M 4 3
banana. leswintshwa.
2.10 chukela, botere, matandza,
masi, tibanana, fulawuri, soda Nhlamulo leyi nga yona D 4 3
yo baka
Grade 3 Xitsonga HL Grade 3 Xitsonga HL

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 matwisiselo

matwisiselo
Xiyimo xa

Xiyimo xa
Timaraka

Timaraka
Xiyimo xa

Xiyimo xa
Kotare

Kotare
No. Tinhlamulo leti languteriwaka Maxopaxopelo ya swihoxo No. Tinhlamulo leti languteriwaka Maxopaxopelo ya swihoxo

ntikelo

ntikelo
B Loko a ehleketa hi yunifomo ya U kanganyisa vutivi mayelana na 2 D tshika Nhlamulo leyi amukelekaka kambe 1
yena leyintshwa. mahungu eka xitshuriwa. ayi kona eka xitshuriwa.
XITSHURIWA XA VUMUNE: Milawu ya tlilasi
C Loko a dyile swakudya swa Nhlamulo leyi nga amukelekaka 1 4.1 Matwisiselo ya le hansi ya
yena swa ninhlekani swa le kambe ayi kona eka xitshuriwa. A vanghana na ndyangu xitshuriwa. Aswi kona eka 1
xikolweni. xitshuriwa.
D Loko a khandziya 1 Nhlamulo leyi nga yona M 4 3 U yelanisa vanhu lavakulu tani hi
B vatswari na vadyondzisi 3
vanhu lava endlaka milawu.
emubedweni.
C vadyondzisi na vadyonzi 1 Nhlamulo leyi nga yona. M 4 1
3.7 A Xana Nsovo u ta chela kwihi U kombisa matwisiselo ya 2
U hlawula rito rin’wana na rin’wana
tipenisele, tikhirayoni na xikero mahikahatelo kambe a nga swi koti D vadyondzi na vanghana 2
eka xitshuriwa.
xa yena. ku ma tirhisa hi mfanelo. 4.2 U kanganyisa timhaka na
A Ku yngisela 3
B Xana Nsovo u ta chela kwihi 1 E 4 1 nhlokomhaka.
tipenisele, tikhirayoni na xikero Nhlamulo leyi nga yona B Milawu ya tlilasi 1 Nhlamulo leyi nga yona. E 4 1
swa yena? U kanganyisa tinxaka ta
C Maendlelo 1
switshuriwa.
C Xana Nsovo u ta chela kwihi U kombisa ku twisisa ku ntsongo ka 2
U kanganyisa mahungu eka
tipenisele tikhirayoni, na xikero mahikahatelo kambe a nga swi koti D Tinomboro 2
phositara.
xa yena? ku ma tirhisa hi mfanelo. 4.3 A Nawu wa 7 A nga twisisi xivutiso na phositara. 1
D Xana Nsovo u ta chela kwihi U kombisa ku twisisa ku ntsongo ka 2 U kanganyisa maendlelo ya ku
B Nawu wa 5 2
tipenisele, tikhirayoni na xikero mahikahatelo kambe a nga swi koti avelana na ku karhata.
xa yena? ku ma tirhisa hi mfanelo. U kanganyisa marito lawa ya
C Nawu wa 3 3
3.8 A U tsaleterile switori swo tala. 1 yelanaka (komba na nkombe).
D Nawu wa 2 1 Nhlamulo leyi nga yona. E 4 1
B U tsarile switori swo tala. 1 Nhlamulo leyi nga yona. M 4 1 4.4 A Landzelela swikombiso U kanganyisa hi unga na endzhaku. 3
C U tsala switori swo tala. U kanganyisa nkarhi wa sweswi na 2 U kanganyisa nhlokomhaka ya
B Milawu ya tlilasi 2
lowu nga hundza. phositara na minongoti.
D U tsalela switori swo tala. Vutivi bya le hansi bya matirhiselo 3 C Tikarhate Nhlamulo leyi nga yona. E 4 1
Nawu lowu amukelekaka kambe a
ya nkarhi lowu nga hundza. D Tlilasi a yi tshame yi basile 1
wu kona eka phositara.
3.9 A Silivhere Ku ehleketa ko ka ku nga tiyangi ka 3 4.5 Endzeni ka tlilasi 1 Nhlamulo leyi nga yona. M 4 1
swihatimani. 4.6 A Ua
B Xintsongo U kanganyisa ncino wa marito na 1 Vutivi bya le hansi bya mapeletelo
B Ie 2
vamavizweni. C Ee
C Hatima 1 Nhlamulo leyi nga yona. M 4 1 D ua 1 Nhlamulo leyi nga yona E 4 1
4.7 A Vanghana U kangayisa riviti na riendli. 2
D basa U kanganyisa vamavizweni na 2
B Avelana Nhlamulo leyi nga yona. M 4 1
maritofularha.
C Va wena U kanganyisa risivi na riendli.
3.10 A Endla Hlamulo leyi nga amukelekaka 3 2
D Na U kanganyisa riendli na vun’wini.
kambe ahi ncino lowu nga wona. 4.8 A Vuselwa
B Teka 1 Nhlamulo leyi nga yona. M 4 1 U tsandzeka ku lemuka ncino wa
B Vukheta 2
marito.
C Hoxa U kanganyisa mpfumawulo wo 2 C Komba
sungula na ncino wa marito. D Landzelela 1 Nhlamulo leyi ku nga yona. E 4 1
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GRADE 3 XITSONGA HOME LANGUAGE PAGE 53 GRADE 3 XITSONGA HOME LANGUAGE PAGE 54
 matwisiselo

matwisiselo
Xiyimo xa

Xiyimo xa
Timaraka

Timaraka
Xiyimo xa

Xiyimo xa
Kotare

Kotare
No. Tinhlamulo leti languteriwaka Maxopaxopelo ya swihoxo No. Tinhlamulo leti languteriwaka Maxopaxopelo ya swihoxo

ntikelo

ntikelo
4.9 Yingisela hi vukheta hambi u A va lava ku hlalela switori swa Nhlamulo leyi nga amukelekaka
A B 3
landzelela milawu. swipuku kambe a hi xikongomelo lexikulu.
Vutivi bya le hansi bya ku tirhisa
Yingisela hi vukheta hikuva u 2 C Maxelo a ma nga ri kahle Nhlamulo leyi nga yona. D 4 1
B mahlanganisi.
landzelela milawu. Vutivi bya le hansi bya makumu ya 2
D Ku dya pitsa
Yingisela hi vukheta, kambe u xitshuriwa exikarhi ka vuxokoxoko.
C
landzelela milawu. 5.6 A ku ri na bodo ya ku nyupela
A Nhlamulo leyi nga yona. D 4 2
Yingisela hi vukheta a na swirhetemuki.
D 1 Nhlamulo leyi nga yona. E 4
landzelela milawu. A ku ri na bodo ya ku nyupela 3
Vutivi bya le hansi bya makumu ya
4.10 A
Karhata B na ndlela yo khandziya
xitshuriwa exikarhi ka vuxokoxoko.
B
Malwandla U kanganyisa maendlelo na riviti. 2 ntshava.
C
Hlonipha A va kota ku hlalela 2
D
Vanghana 1 Nhlamulo leyi nga yona. M 4 4 C tibayisikopo etlhelo ka A nga twisisangi xivutiso.
4.11 Vukheta 1 Nhlamulo leyi nga yona. M 4 3 xidan’wana.
XITSHURIWA XA VUNTHLANU: Holideyi ya Ntsakelo Xidan’wanaa xi entile xi tlhela Nhlamulo leyi nga amukelekaka 1
D
5.1 Ku xava switlangisi na U kanganyisai migingiriko eka xi anama. kambe ayi kona eka xitshuriwa.
A 3 5.7 U kanganyisa migingiriko leyi nga si 3
mintlangu xitshuriwa na xikongomelonkulu. A Va yile eku khideni.
B Holideyi ya ximumu Nhlamulo leyi nga yona. E 4 1 fikaka na ya le endzhaku.
U kanganyisa migingiriko eka Va byelana switori swa U kanganyisa hi ndzandzelelano wa 2
B
C Tibayisikopo ta swipuku xitshuriwa na xikongomelonkulu.A 2 swipuku. migingiriko.
swi kona eka xitshuriwa. Ku ehleketa ko ka ku nga tiyangi
C Va cerile maribye. 1
U fananisa mbhacha na bayisikopo. kambe aswi kona eka xitshriwa.
D Ku xava mbvacha 1 D Va dyile ayisikhirimi. 1 Nhlamulo leyi nga yona. E 4 1
A swi kona eka xitshuriwa.
5.2 A Thato 1 Correct response. E 4 1 5.8 A Switlangisi na mintlangu Nhlamulo leyi nga yona. M 4 3
B Riaan Confuses characters from the text with Ku ehleketa ko ka ku nga tiyangi
B Mathikiti ya bayisikopo 1
C Lindo the main character. 2 naswona a swi kona eka xitshuriwa.
D Dad Nhlamulo leyi nga amukelekeke 3
C Timaximelo
5.3 A va khida eka xidan’wana xi kambe ayi yona nhlamulo.
A 1 Nhlamulo leyi nga yona. E 4 1 U kanganyisa migingiriko ya le 2
khidela xa ka va Mixo
U kanganyisa vuxokoxoko bya D Pitsa bayisikopeni na migingiriko eka
B A va hlalela ti bayisikopo 2 xitshuriwa.
hungu ra nkoka eka xitshuriwa
5.9 ti- 1 Nhlamulo leyi nga yona M 4 1
Nhlamulo leyi amukelekaka kambe
C A va dya ayisikhirimi 3 5.10 Loko ku hisa, vanghana a va U kanganyisa nkarhi wa sweswi na 2
ahi yona. A
Nhlamulo leyi amukelekaka kambe khida exidan’wanini. nkarhi lowu nga hundza.
D A va hlaya tibuku 1 Loko ku hisa, vanghana va 4 2
ayi kona eka xitshuriwa. B Nhlamulo leyi nga yona. D
5.4 A Switori swa swipuku 1 Nhlamulo leyi nga yona. M 4 3 khida exidan’wanini.
U kanganyisa vuxokoxoko bya Loko ku hisa, vanghana va ta U kanganyisa nkarhi wa sweswi na 2
B Maxelo 2 C
hungu ra nkoka eka xitshuriwa khida exidan’wanini. nkarhi lowu taka.
U kanganyisa hi vutivi bya Loko ku hisa, vanghana va U kanganyisa nkarhi wa sweswi na 3
D
C Maribye ya nsuku migingiriko ya le handle eka 3 khida exidan’wanini. nkarhi lowu nga hundza.
xitshuriwa. XITSHURIWA XA NTSEVU: Khenso u vonile mudyondzisi wa yena
U kanganyisa hi migingiriko ya le ka 6.1 Vutivi bya le hansi hi
D Pitsa 2 A nhloko ya xikolo 2
xitshuriwa. swimunhuhantwa eka xitshuriwa
5.5 A A va lava ku oxa timaximelo A nga twisisangi xivutiso. 1 B mudyondzisi Nhlamulo leyi nga yona. E 4 1

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GRADE 3 XITSONGA HOME LANGUAGE PAGE 55 GRADE 3 XITSONGA HOME LANGUAGE PAGE 56
 matwisiselo

matwisiselo
Xiyimo xa

Xiyimo xa
Timaraka

Timaraka
Xiyimo xa

Xiyimo xa
Kotare

Kotare
No. Tinhlamulo leti languteriwaka Maxopaxopelo ya swihoxo No. Tinhlamulo leti languteriwaka Maxopaxopelo ya swihoxo

ntikelo

ntikelo
Vutivi bya le hansi, a swi kona eka 6.7 chava leswaku mudyondzisi
C munghana 1
xitshuriwa. A uta n’wi pota hikokwalaho ka Nhlamulo leyi nga yona. D 4 3
Un’wana wa swimunhuhantwa matikhomelo ya yena.
D manana 3
kambe a hi yona nhlamulo. nyanyukile ku vona Nhlamulo leyi nga amukelekaka
B 2
6.2 A Rivaleni ra mitlangu. mudyondzisi wa yena. kambe ayi kona eka xitshuriwa.
Vutivi bya le hansi hi xikolo na
B Layiburari. 1 C U tsakela ya ku exikolweni U fananisa mudyondzisi na xikolo. 1
mbango.
C Xikolweni. Matwisiselo ya le hansi kambe ahi
D tingana eka mudyondzisi 3
D Vhengeleni. Nhlamulo leyi nga yona. M 4 1 yona nhlamulo.
6.3 swakudya, xinkwa, mabodlela, 6.8 Ndzi ta vulavulela ehansi ku U kanganyisa nkarhi lowu taka na
A Nhlamulo leyi nga yona. M 4 1 A 1
swikotele fana na xiphukuphuku. nkarhi wa sweswi.
xinkwa, mabodlela, swikotele, A ndzi vulavulela ehansi ku U kanganyisa nkarhi wa sweswi
B B M 4 2
swakudya fana na xiphukuphuku. nkarhi lowu nga hundza.
mabodlela, swikotele, U kanganyisa hi ndzandzelelano U kanganyisa nkarhi lowu nga
C 2 Ndzi vulavulela ehansi ku fana
swakudya, xinkwa eka xitshuriwa. C hundza na nkarhi lowu nga 3
na xiphukuphuku.
swikotele, swakudya, xinkwa, hundza.
D
mabodlele Ndzi vulavulerile ehansi ku U kanganyisa mpfumawulo lowo
D 2
6.4 Vona! I mudyondzisi wa mina fana na xiphukuphuku. sungula na marito fularha.
A Nhlamulo leyi ku nga yona. D 4 1
luya? 6.9 U kanganyisa mpfumawulo lowo
A Kahle 1
Vona I mudyondzisi wa mina U tsandzeka ku tirhisa mahikahatelo sungula na marito fularha.
B 2
luya? ya xivutiso B Ntiyiso Nhlamulo leyi nga yona. E 4 1
Vona I mudyondzisi wa mina U tsandzeka ku tirhisa mahikahatelo U tsandzeka ku hambanisa
C 2 C Xihoxo 3
luya! ya rihlamari. vamavizweni na maritofularha.
Vona I mudyondzisi! wa mina A nga tirhisi mahikahatelo hi U kanganyisa mahlawuri na
D 3 D xintsongo 2
luya? mfanelo. maritofularha.
6.5 Tilayini to tala ta mabodlele na 6.10 A languta Matwisiselo ya le hansi ya
A swikotele kutani a ku na B Tsipa matirhiselo ya ririmi 2
ndhawu yo tumbela. C Holela
Tilayini to tala ta mabodlele na D honoka Nhlamulo leyi nga yona. M 4 1
U kombisa matwisiselo ya le hansi
swikotele ku nga si fika XITSHURIWA XA NKOMBO:Risimati
B ya milawu ya ririmi (mahlanganisi). 2
mudyondzisi a ku na ndhawu 7.1 A Ku aka vholikheno 1 Nhlamulo leyi nga yona. M 4 1
yo tumbela. Swi fambelana na ku aka kambe ahi
Tilayini to tala ta mabodlele na B Ku aka yindlu 2
yona nhlamulo.
C swikotele hikuva a ku na Matwisiselo ya le hansi ya
ndhawu yo tumbela. Ku tlangisa mintlangu ya
C vuxokoxoko bya mauhungu eka 1
Tilayini to tala ta mabodlele na tivhidiyo
xitshuriwa.
D swikotele kambe a ku na Nhlamulo leyi nga yona. M 4 1 Kanganyisa hi vuxokoxoko bya
ndhawu yo tumbela. D Ku endzela vanghana 3
matirhiselo ya ririmi eka xitshuriwa.
6.6 A Fana A nga twisisa ncino wa marito. 1 7.2 Ku nga va nhlamulo leyi nga yona
A Ava 3
B Tolo Nhlamulo leyi nga yona. E 4 1 kambe a yi kona eka tsalwa
Nhlamulo leyi nga amukelekaka Matwisiselo ya le hansi ya
C Tumbela 3
kambe ayi kona eka xitshuriwa. B Vungunya vuxokoxoko bya mahungu eka 2
D kona U kanganyisa hi ncino wa marito 2 xitshuriwa.
C Hlaya 1 Nhlamulo leyi nga yona. E 4 1

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GRADE 3 XITSONGA HOME LANGUAGE PAGE 57 GRADE 3 XITSONGA HOME LANGUAGE PAGE 58
 matwisiselo

matwisiselo
Xiyimo xa

Xiyimo xa
Timaraka

Timaraka
Xiyimo xa

Xiyimo xa
Kotare

Kotare
No. Tinhlamulo leti languteriwaka Maxopaxopelo ya swihoxo No. Tinhlamulo leti languteriwaka Maxopaxopelo ya swihoxo

ntikelo

ntikelo
D tsala
Ku nga va nhlamulo leyi nga yona
1 lavha, xikombiso, phurojeke, Nhlamulo leyi ku nga yona.
kambe a yi kona eka tswalwa. C 1 E 4 3
vholikheno
7.3 A Ntsako Ayi kona eka xitshuriwa. 1 Matwisiselo ya le hansi ya
Un’wana wa swimunhuhatwa kambe phurojekiti, lavha, xikombiso,
B Khenso 3
D nongonoko wa alifabete. 3
ahi yona nhlamulo. vholikheno
C Saki 1 Nhlamulo leyi nga yona. E 4 2 7.9 U kanganyisa mahungu na
A Wu 1
Un’wana wa swimunhuhatwa kambe maengeteri.
D Risimati 3
ahi yona nhlamulo. B Nyanyuka 1 Nhlamulo leyi nga yona. M 4 3
7.4 Va tirhisile vumba byo U kanganyisa maendli na
3 Nhlamulo leyi nga yona. C Avelana 3
tshwuka. maengeteri.
Va pendile khadibokisi D Ntlawa U kanganyisa maviti na maengeteri. 2
hi muhlovo wa 2 1 Loko ndzandzelelano wu hoxekile ku na D 4 2 7.10 -wa 1 Nhlamulo leyi nga yona. D 4 3
ku kanganyiseka ka ndzandzelelano wa
buraweni. 7.11 A ma-hu-ngu 1 Nhlamulo leyi nga yona D 4 4
mahungu eka xitshuriwa.
Va endlile lavha. 4 B mah-u-ngu
Va tirhisile khadibokisi. 1 U kombisa matwisiselo ya le hansi
C mahu-ngu 2
7.5 U kanganyisa siku leri va nga yak u ava mimpfumawulo.
D ma-hung-u
A muqhivela hlangana ku aka vhoilikheno na siku 3 7.12 A a 1 Nhlamulo leyi nga yona E 4 3
leri va nga heleketa ntirho ha rona. B ri
U kanganyisa siku leri va nga Matirhiselo ya xiyimo xa le hansi xa
C wa 3
B Ravunharhu hlangana ku endla phositara na siku 3 vundhawu.
D Rimati
ra ku heleketa ntirho.
C Musumbhunuku 1 Nhlamulo leyi nga yona. E 4 1
Vuxaka byo ka byi nga ri byona
D Ravumbirhi exikarhi ka masiku ya vhiki, 1
naswona a swi kona eka xitshuriwa.
7..6 Rirhandzu ra Risimati ra ku
A A nga twisisanga xivutiso. 1
aka.
Nhlamulo leyi yi nga amukelekaka
B Va tirhile hi ntlawa. 3
kambe ahi xona xivangelonkulu.
Vutivi bya le hansi bya makumu ya
C Va tirhisile pende ya buraweni. 2
xitshuriwa na vuxokoxoko.
Rirhandzu ra Risimati ra ku 2
D 1 Nhlamulo leyi nga yona. D 4
hlaya.
7.7 Nhlamulo leyi nga amukelekaka
A A ri na xinakulobye. 1
kambe ayi kona eka xitshuriwa.
B A ri na mahungu yo tala. Nhlamulo leyi nga yona. D 4 1
A rhandza mintlangu ya Matwisiselo yo ka ya nga ri wona
C 2
vhidiyo. eka xitshuriwa.
Vuxaka bya le hansi na vuxokoxoko
D A ti nyungubyisa 3
eka xitshuriwa.
7.8 vholikheno, phurojeke, lavha,
A
xikombiso Matwisiselo ya le hansi ya
3
lavha, vholikheno, xikombiso, nongonoko wa alifabete.
B
phurojekiti
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GRADE 3 XITSONGA HOME LANGUAGE PAGE 59 GRADE 3 XITSONGA HOME LANGUAGE PAGE 60
 DIAGNOSTIC ASSESSMENT
XITSONGA 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

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