Sepedi HL Grade 3

DIAGNOSTIC
ASSESSMENT
SEPEDI
home
language
GRADE 3
TABLE OF
CONTENTS
SECTION 01
SECTION
1. INTRODUCTION........................... 1
2. PURPOSE OF THE DIAGNOSTIC
ONE
TEST ITEMS .................................... 2
3. THE STRUCTURE OF THE
DIAGNOSTIC TEST ITEMS ........... 3
4. PROPOSED USE OF THE
LANGUAGE ITEMS........................ 3
5. DESIGN .......................................... 4
6. MARKING GUIDELINES ............. 6
7. MODERATION.............................. 8
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.
MCQs designed for the diagnostic questions included in this booklet, include a
breakdown of learners’ understanding through the incorrect responses. All distractors
are written not only to focus the attention of the teacher on those learners who are
able to identify the correct response, but also to assist the teacher in identifying and
understanding the misconceptions captured in the incorrect responses.
Grade 3 Sepedi HL Grade 3 Sepedi HL
GRADE 3 SEPEDI HOME LANGUAGE PAGE 1 GRADE 3 SEPEDI HOME LANGUAGE PAGE 2
3. THE STRUCTURE OF THE DIAGNOSTIC TEST ITEMS
5. DESIGN
Items are framed to direct teachers to possible misconceptions which could be as a
result of an earlier grade knowledge deficit, erroneous conceptual knowledge or lack
Table 1 lists and describes the types of errors that correspond to each of the four
of comprehension.
levels of understanding encapsulated in the Language MCQs. The distractor rationale
MCQs are constructed in such a way that each distractor provides information on as advocated by Pearson, 2004, forms the basis for diagnosing misconceptions. The
whether the learner has mastered the skill/concept or whether there is a taxonomies and cognitive levels as stipulated in CAPS (for Grades R-9) are
misconception. The distractors are graded according to four levels of understanding. incorporated into the levels of understanding to provide the teacher with holistic
Levels one, two and three enlighten the teacher about the nature of the information about the level of performance.
misconception. Level four is the correct response, see Table 1 for further clarity.
A more detailed unpacking of the nature of the misconceptions is addressed in the
Items are constructed to assess reading, viewing, language structures and marking guidelines of each diagnostic item.
conventions, writing skills and application.
4. PROPOSED USE OF THE LANGUAGE ITEMS

Table 1: Levels of Understanding MCQs
Levels of
Error analysis/diagnosis
4.1 A teacher may select a text type and use some of the items for that text at Performance
different intervals i.e. as a revision activity, formative task, etc.
 Makes errors that reflect focus on decoding and
4.2 Items may also be used as a baseline assessment if administered prior to retrieving facts or details that are not necessarily related
teaching a particular lesson. A teacher may want to establish whether learners to the text or question.
meet the basic skills and knowledge acquired from the previous grades. This  Learner invokes prior knowledge related to the general
Level 1 topic being tested, but response is not text-based.
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  These errors indicate that the learner is grabbing bits and
pieces of information related to the text as he or she
meet the conceptual knowledge for the new grade/phase. understands them, but the pieces are unrelated to the
4.4 Certain items, per sub-skill assessed, may be selected from a section to information required by the question being asked.
compile a shorter activity.  Makes errors that reflect initial understanding of facts or
4.5 Items may be selected according to levels of difficulty and can be used to details in the text, but is unable to relate them to the
components in the question.
support learning according to different cognitive demands. Diagnostic items can
also be selected according to cognitive levels.  They apply their limited knowledge as an
Level 2 overgeneralisation and therefore come to a weak
4.6 The teacher should decide when, where and how the assessment may be used conclusion or inference.
to enhance teaching and learning.
 The learner may focus on literal/superficial aspects of a
text and makes superficial connections to arrive at weak
responses.
Levels of
Error analysis/diagnosis
Levels of
difficulty
Performance Bloom’s Descriptors from both Barrett’s
Taxonomy taxonomies Taxonomy
 Makes errors that reflect analysis and interpretation, but
conclusions or inferences arrived at are secondary or
assemble, collect,
weaker ones than required for correct response.
Level 3 categorise, select, recognise,
 A distractor may be related to the correct response in supply, separate, isolate
meaning, but be too narrow or broad given the
circumstances. Predict, infer, guess,
translate, summarise,
Correct response.
Moderate
Application interpret, understand, Inferential
 consistently apply knowledge and reasoning skills and Analysis rewrite, apply, demonstrate, comprehension
required in the question; illustrate, investigate,
Level 4  apply their understanding and knowledge in a variety of diagnose
relatively complex situations and explain their reasoning;
 draw a conclusion from given context and justify their Analyse, appraise, evaluate,
conclusion. justify, reason, criticise,
Difficult
Evaluating and Evaluation and
 Etc. judge, comment, appreciate,
Creating Appreciation
create, derive, combine,
construct, devise, synthesise
Each level of understanding is captured in the distractors of all the multiple-choice
questions. An item will include distractors that correspond to each level of
understanding set out in the Table 1. 6. MARKING GUIDELINES
When learner responses are analysed the diagnostic distractors will reveal patterns in 6.1 Multiple Choice Questions (MCQs): One mark is allocated per item. However,
a learner’s understanding of the content being tested. The teacher is thus guided the focus of these assessments is not on scoring the learner, but rather on what
towards instruction that specifically addresses a learner’s understanding of a concept the learner is able to achieve/not achieve.
in the specific content. 6.2 The marking guideline has columns indicating the item number, expected
answer per item, the diagnosis or clarification, the level of understanding, the
The three levels of difficulty are explained in Table 2 which are informed by both
level of difficulty and the mark allocation. The mark allocation is merely a guide
Barret and Blooms Taxonomies. Descriptors (verbs) that may be used for each of the
for the learner response and should not be the focus of the task.
difficulty level are summarised.
6.3 Open ended (OE) items: These items require an opinion and a reason as a
Table 2: Levels of difficulty that incorporate the two Taxonomies response. A scoring guide has been included to guide teachers in identifying
scores of 0/1/2 or more. The teacher is assisted in identifying and
Levels of
difficulty
Bloom’s Descriptors from both Barrett’s understanding the misconception and the level of skill development required to
Taxonomy taxonomies Taxonomy
improve cognition and performance.
6.4 Transactional and essay writing diagnostic rubric: The assessment criteria are
Remembering Label, list, name, relate, Literal
comprehension/ Content, Language Construction and Format, Length and Planning. The
Easy
and recall, repeat, state, classify,

Understanding Reorganisation competency descriptors have been developed according to grade levels and
re-group, rearrange,
are useful in informing the teacher of how learners should be scored and
awarded scores for each criterion. The teacher would be able to collect and
7. MODERATION
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
Internal moderation is important in assuring that the marking criteria/guideline is
during the writing lessons.
consistently applied, and that there is a shared understanding of the academic
The teacher is able to diagnose the strengths and weaknesses of the learners
standards learners are expected to achieve. There should be processes in place for
according to the assessment criteria set out in the rubrics. Teachers can then
assuring comparability of marks for alternative assessments. Schools may therefore
focus on those aspects of writing that are problematic.
determine the format for moderation as a standardisation and quality-assurance
6.5 Language structures and conventions: These items require learners to apply
measure.
grammar skills in context to demonstrate their level of knowledge and
understanding of all language aspects assessed. This stems from the Moderation should focus on the following aspects amongst others:
assumption that grammar is taught for constructing texts in their context of use
where real language is required. As a result, the application of grammar is not a) Content coverage: The alignment of the to the revised ATP content for the
restricted to the analysis of isolated sentences as it explains the way in which subject,
sentences are structured to construct whole texts that learners learn to read b) Quality of individual items: The validity, fairness and practicability of each item
and write. The marking guidelines provide insight on how to mark the test using within a test or task,
scoring guides. The learner performance levels would assist the teacher to c) Clarity of the instructions for specific items,
identify learners’ strengths and weaknesses and thus provide corrective d) Biasness and clarity of diagrams and pictures
measures and interventions for improved grammar usage. e) Ensuring that what is assessed is in line with what the learner has been exposed
to
Table 3: Example of the Marking Guideline (for a MCQ)
f) The appropriateness of the language level of the learners for which it is designed,
1. What is the main idea of the article? g) Coverage of cognitive skills: The consistency of the level of development of the
learner regarding the cognitive levels of the test or task.
UNDERSTANDING
h) Technical criteria: sufficient time allocation per item/test/task, layout, correct

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

LEVEL OF
LEVEL OF
MARK
considered.
1.1 A It is important to connect A superficial connection is made to the

2
with many people on contents of paragraph 1, but it does not relate
Facebook. to the purpose of the text. 8. DATA ANALYSIS AND UTILISATION
B Not all contacts on The correct response.
1 4 M
Facebook are friends that
you know.  The teacher would be able to collect data on an individual learner, a class or for the
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. entire grade and report at each level. Further data can be collected per
D The Internet is required to The response is not text-based. 1
topic/skill/content area. The teacher is also able to use the class or grade test/task to
connect to Facebook.
identify the knowledge deficit is. Since this is an exercise in assessment for learning,
targeted interventions can be designed to address strengths and weaknesses. by two (2), e.g. the median of 76, 57, 49 and 45 is calculated by adding 57 and
Teachers would be able to give feedback to parents on learning gaps, deficits and 49 and dividing the sum by two, i.e. (57 + 49)/2 = 106/2 = 52. As can be
strengths per learner. observed, 52 is not one of the four given scores but it is the median score that
sits half-way between the extreme scores, viz. 76 and 45. The median does not
8.1 Purpose of the data analysis
show what the extreme scores are, i.e. the highest and the lowest scores;
c. maximum is the highest score obtained by a learner in a test;
After administering a test/task the teacher can do his/her own diagnostic analysis to
d. minimum is the lowest score obtained by a learner in a test; and
identify:
e. range is the difference between the maximum and the minimum scores. The
a. the overall level of performance of the class/grade or school;
larger the range, the more diverse the ability levels of the test takers. A
b. individual learners or schools that need special intervention;
relatively small range indicates that the class of test takers has a relatively
c. groups of learners or schools who need special support; and
homogeneous ability profile.
d. sub-skills that require priority attention in teaching and learning.
8.3 Available tools for data analysis

8.2 Use of basic statistics for analysis
Tools that are available for analysis of data include pre-programmed computer
Basic statistics that can be used to summarise the data from a test include the software such as the SA-SAMS in schools, the Microsoft Excel programme and
following: even hand calculators. The Microsoft Excel programme, which comes with
almost every computer software, is a reasonably easy-to-use tool for
a. mean (often called average) – calculated by adding the scores of all the
performing item-level diagnostic analysis of test data. An Excel spreadsheet is
learners and dividing the sum by the number of learners. The mean is one
arranged in columns and rows.
score that is used to summarise all the scores obtained by learners in a
test/task. A high mean score represents high performance and a low mean
8.4 Preparing data for analysis on Excel
score represents low performance. However, the mean score does not indicate
how learner scores are spread from the highest to the lowest and thus is not Excel makes available useful formulae to calculate basic statistics. To prepare
adequate for identifying individuals who either over-perform or under-perform; for analysis of data from an administered test, do the following:
b. median (or middle score) – calculated by first arranging the scores from the a. mark the test and write the scores obtained by each learner next to the relevant
highest to the lowest and then determining the score that divides the data into question/item number in their books or scripts;
halves. Half of the learners who wrote a test will have scores above the median b. enter learner names and other particulars (e.g. the gender of each learner) in
score and the other half will have scores below the median score. If the number the rows, one after another;
of learners is an odd number the median will be a real score that sits half-way c. enter test item numbers in the columns, one after another;
between the extreme scores, e.g. 76, 57, 49, 45 and 39 have 49 as the median d. enter the score of each learner on each item in the correct cell (i.e. where the
score. However, if the number of learners is an even number the median will be relevant column and row meet);
a score that may not belong to any of the learners calculated by adding the two e. check if all data has been entered correctly (i.e. do thorough data cleaning);
adjacent scores that are half-way between the extremes and dividing their sum f. use correct formulae to calculate the statistics that you want to use to
summarize and analyse the test data; and
c. Individual learner differences in performance
g. interpret the statistics in terms of what they suggest about performance of
individuals in your class, performance of identifiable groups of learners (e.g.
Individual learners who were identified to be particularly at risk have
boys and girls) and performance in specific content areas.
been indicated with e.g. red colour coding. They obtained scores below
40% and thus fall within the “Not achieved” and “Elementary
8.5 Analysis and interpretation
achievement” levels. They require special attention in terms of teaching
To summarise the data, calculate the average percentage score, the median, strategies and learning opportunities.
maximum and minimum score percentages and you may do this separately for
d. Group differences in performance
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
Analysis was done at two group levels, viz. boys and girls. All the
range of colour codes) and also represent findings with appropriate graphs to
summary statistics indicate that the boys performed much lower than the
enhance visual impressions to aid decision-making on where to focus
girls. Their mean score was 49,3% against the 60% mean score
improvement interventions. For instance, the following observations can be
obtained by girls. The median score for the boys was 4% lower than that
made from the analysis that has been done:
of the girls, viz. 52% against 56%. Boys’ scores ranged between 8% and
88%, while the lowest score for the girls was 32% and the highest was
a. Overall performance
100%. It is evident that in this class boys require a different or more
focused intervention than the girls.
Overall performance in this class, measured through the mean score,
may be e.g. 54,4% which is relatively acceptable but still leaves room for
e. Performance in specific topics or skills
improvement. The median score for the class may be 56% which means
that half of the learners obtained scores above 56% and another half The percentage scores per item indicate the items and, therefore, the
obtained scores below 56%. topic or skill where interventions must focus. The analysis and diagnosis
(from 8.5a – e) identifies:
b. Performance spread
i. learners who need special attention; and
Although the mean and median scores were both above 50%, learner
ii. components that require special focus.
scores may range between 8% and 100% which is a fairly wide range
The analysis also suggests what materials will be required to
that suggests diverse abilities in this class. This implies that intervention
improve on the identified areas, what extra support the teacher will
strategies will have to be diversified to the learning needs of different
need (if necessary), whether additional time will be required, who
learners, i.e. a one-size-fits-all improvement strategy will not work in this
else should be involved in the interventions and a host of other
class.
possibilities that the data analyser may see fit in their context.
9.2.1 Read the question carefully. Understand the question and be sure of what
8.6 Diagnostic or error analysis is expected of you. Underline the key words in the question. You may
need to read the question more than once.
Error analysis is the study of errors in learners' responses with a view to look for 9.2.2 Try to answer the question before you check out the options. You may be
possible explanations for these errors. It provides specific information about the required to work out the answer before you are able to choose the correct
relative skill proficiency or misconception a learner has in his/her response, in option.
order to understand what the learner can or cannot do. It is a multifaceted 9.2.3 Read each option cautiously. Delete the options that you are sure is
activity, for the teacher, because it involves analysis of the correct, partially incorrect, until you are left with the correct option.
correct and incorrect thought processes of the learners’ individual responses and 9.2.4 Make sure that the option you have chosen matches what the question
thinking about possible remediating interventions that might work well. requires.
9.2.5 Often there will be an option that will obviously be wrong. Eliminate this
Understanding the errors, that learners make will determine how learners are
option.
grouped for intervention purposes to enhance effective teaching.
9.2.6 Two options may sound alike. However, one of the options may be
partially correct; it may be a partial answer to the question. Re-read the
9. HOW TO ANSWER MULTIPLE CHOICE QUESTIONS (MCQS) question to make sure that the option fully answers the question.
9.2.7 If you are unsure of which options are incorrect, leave the question and
move to the questions you are sure of. However, make sure that you
9.1 The Structure of an MCQ
come back to the question. Don’t leave blanks. Choose an option for
An example of the structure of the MCQ item is exemplified below. every question.
What direction does the sun set? STEM 9.2.8 There will be only ONE correct option.
A East
B South DISTRACTORS
Note to the learner!
C North
D West KEY
 There is no pattern in which
the answers are arranged.
Explanation:
 Check your work. If you
 A stem is the question or statement to respond to. made a mistake, strike out
 Distractors are incorrect options that are plausible the incorrect option and
 A key is the correct answer circle the correct answer.
9.2 Strategies for answering MCQs
SECTION
TWO
ASSESSMENT
Texts
Text 1: Story - A clever answer
Text 2: Recipe - Banana Bread
Text 3: Story - Maya’s new school bag
Text 4: Poster - Class Rules
Text 5: Story - Thato’s Holiday
Text 6: Poem - Lebo saw his teacher
Text 7: Story - Max
Grade 3 Sepedi HL
GRADE 3 SEPEDI HOME LANGUAGE PAGE 16

Reading and Shared Comprehension: Sequencing Literal E MCQ 1
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Reading and Shared Comprehension: Reading Sequencing Reorganisation M MCQ 3

Component Skill Sub Skill Content Cognitive Level of Question Term Phonics reading comprehension
Level Difficulty Type
Reading and Shared Comprehension: Identify the main Literal E MCQ 1
Phonics reading Reading character
comprehension
,
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Writing Independent Grammar Identify Applicatio M MCQ 2
Writing adjectives n
Reading and Shared Comprehension Answer higher Evaluation D MCQ 1
Phonics reading : Reading order questions
comprehension š
Reading Phonics Word Rhyming Literal Moderate MCQ 2

Writing Independent Tense Future Tense Application M MCQ 3 and Recognition Words
Writing Phonics
š ‘ ’
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Writing Independent Grammar Conjunctions Application D MCQ 4

Writing Independent Spelling Plurals Application M MCQ 1 Writing
Writing
š š š .
Reading and Shared Comprehension: Identify details Literal E MCQ 3
šš Phonics reading Reading comprehension in the text
šš
Hlakanya swikiri le potoro Tšhela mae le maswi Tswakanya dipanana tše

3, tša go butšwa
Reading and Shared Comprehension: Reading Details in the Literal E MCQ 3
Phonics reading comprehension text
1¼ komiki ya mae a 2
swikiri
½ komiki ya maswi
½ komiki ya š š š
Tšhela lehwana
potoro le 1 la banila
š š
Tšhela metswako ya go oma Paka metsotso ye e š

Hlakanya
gabotse
ka bago ye 30 - 35
2½ dikomiki tša
š
Tšhela
š
Lehwana le 1 la
motswako
letswai ka gare ga
Lehwana le 1 la pane ya
makhura Reading and Shared Comprehension: Reading Higher order Inference D MCQ 3
lerojana la go paka
Phonics reading comprehension questions
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Reading and Shared Comprehension: Sequencing Reorganisation D MCQ 3
Phonics reading Reading comprehension Reading and Phonics Sound Vowel Digraph- Literal E MCQ 3
Phonics Recognition ‘silent e’
š š š
š ’
Writing Independent writing Spelling Plurals Application M MCQ 3 Writing Independent Punctuation Capital Letters, Commas Literal M MCQ 3
Writing and full stops
š š
š š š š
š
š
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Reading and Phonics Letter sound Rhyming Literal M MCQ 3
Phonics recognition words
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Writing agreement
Writing Independent Grammar Alphabetical Reorganisation D SR 3

Writing order
šš Writing Independent Grammar Alphabetical Application M MCQ 1
writing order
šš
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, š š Reading and Shared Comprehension: Details in the Literal M SR 2

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

Phonics reading : Reading the text
comprehension
Writing Independent Writing Grammar Plurals Application E MCQ 1
š š ‘
Reading and Shared Comprehension: Describe the setting Literal M MCQ 3
Phonics reading Reading comprehension Writing Independent Writing Grammar Synonym Application M MCQ 1
š ‘ ’.
š š
Reading and Shared Rhyming words Letter sound Literal M MCQ 1

Writing Independent Writing Grammar Punctuation Application E MCQ 1 Phonics reading recognition
Writing Independent Writing Grammar Tenses Application M MCQ 1
š š š
š š
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š š
šš
Reading and Shared Comprehension: Interpret Literal E MCQ 1
Phonics reading Reading comprehension graphical text
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Reading and Shared Comprehension: Interpret graphical Literal E MCQ 1

Phonics reading Reading comprehension text
Reading and Shared Comprehension: Interpret Inference M MCQ 1
‘ š
š š
š š
š Š
š š
Writing Independent Grammar Use of Application Moderate MCQ 3
Reading and Shared Comprehension: Reading Interpret graphical text Inference M SR 1 Writing conjunctions
Phonics reading comprehension
š
Reading and Phonics Vowel Letter sound Literal E MCQ 1
Phonics Digraphs- ea recognition š
š
š ... š
Writing Independent Grammar Antonyms Application M MCQ 4

Writing
š ‘ ’
Writing Independent Writing Grammar Identify Verbs Literal M MCQ 1
Writing Indepe Grammar Identify Literal M SR 3

ndent adverbs
Writing
š š
Reading and Phonics Word Rhyming Application E MCQ 1
Phonics Recognition words
š ‘ ’
šš Reading and Shared Comprehension: Identify the main Literal E MCQ 1
Phonics reading Reading comprehension character
šš
– š
š š
š š š š š š š
š š š
š Reading and Shared Comprehension Key details Literal E MCQ 1
Phonics reading : Reading about the Comprehe
comprehension text nsion
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Reading and Shared Comprehension: Details from Reorganisation E MCQ 1

Reading and Shared Comprehension Identify the Literal E MCQ 1 Phonics reading Reading comprehension the text
Phonics reading : Reading main idea
comprehension
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Reading and Shared Comprehension: Discusses cause and Evaluation D MCQ 1 Reading and Shared Comprehension Answer higher order Details in the M MCQ 3
Phonics reading Reading comprehension effect Phonics reading : Reading questions based on the text
comprehension text
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Reading and Shared Comprehension: Answers a range of higher Inference D MCQ 2

Phonics reading Reading order questions about the Reading and Phonemic Consonant sh Applying M SR 1
comprehension text Phonics Awareness digraph
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Writing Independent Writing Tense Present Present progressive D MCQ 2

Tense tense
Reading and Shared Comprehension: Sequence the Literal E MCQ 1

Phonics reading Reading comprehension events in the story
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šš Reading and Shared Comprehension: Details in the text Literal E MCQ 1
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Reading and Shared Comprehension: Identify the setting of the Literal E MCQ 1
Phonics reading Reading comprehension text
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Reading and Shared Comprehension: Reading Sequencing Literal M MCQ 1

š
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Reading and Shared Comprehension: Higher order Inference D MCQ 3
Reading and Shared Comprehension: Reading Punctuation Literal D MCQ 1

...
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! š ?
š š
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š !
š
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Reading and Shared Comprehension: Grammar Literal M MCQ 1 Reading and Shared Comprehension: Tenses Literal M MCQ 1
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Reading and Shared Comprehension: Opposites Literal E MCQ 1
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Reading and Shared Comprehension: Reading Identify the main Evaluation M MCQ 1
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Reading and Shared Comprehension: Reading Key details in the Literal E MCQ 1
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Maemo atsebo
performanceM
DIAGNOSTIC MARKING GUIDELINE
Meputso
Kotara
SEPEDI HOME LANGUAGE No. Karabo ye e letetšwego Phekolo/Go fetleka diphošo
Maemo a
GRADE 3
boima
Dingwalwa Levels of D O hlalefeditšwe ke Phukubje. E ka ba karabo, eupša ga se 2
difficulty moanegwa wa maleba.
Sengwala sa 1: Kanegelo – Karabo ye bohlale E: Easy
Sengwala sa 2: Resipi M: Moderate
Sengwala sa 3: Kanegelo – Mokotla wo moswa wa D: Difficult
Lesedi wa sekolo 1.4. A Tau ya tshadi, Tonki le Nkwe Talelano ya maleba, fela go tlogetswe 2
Sengwala sa 4: Phoustara – Melao ya phapoši moanegwa o tee.
Phukubje, Nkwe le Tonki Talelano ga se ya maleba, e bile go
Sengwala sa 5: Kanegelo – Maikhutšo aThato B 1
tlogetšwe moanegwa o tee.
Sengwala sa 6: Sereto - Lebo o bone morutiši wa gagwe Nkwe, Tonki, Tau ya tshadi le
Sengwala sa 7: Kanegelo- Matome C Talelano ga se ya maleba. 3
Phukubje
Tau ya tshadi, Tonki, Nkwe le 1 Karabo e nepagetše. M 4 3
D
Phukubje
Maemo atsebo
performanceM
1.5. A Phukubje 1 Karabo e nepagetše. D 4 1
Meputso
Kotara
No. Karabo ye e letetšwego Phekolo/Go fetleka diphošo Nkwe E ka ba karabo, fela Nkwe o boletše
Maemo a
B 3
maaka.
boima
C Tonki O hlakanya bohlale le nnete. 2
D Tau ya tshadi Ga a kwešiši potšišo. 1
SENGWALWA SA MATHOMO: Karabo ye bohlale
1.6 A Tau e tla rorela godimo. 1 Karabo e nepagetše. M 4 3
1.1 A Tau ya tshadi Yo mongwe wa baanegwadi, fela ga se 3 1
kgoši ya diphoofolo. Tau e ile ya rorela godimo. O hlakanya lebaka le lefetile tšweledi le
B 2
B Tau 1 Karabo e nepagetše. E 4 le le tlago.
Tau e roretše godimo. O hlakanya lebaka le le fetilego le le le
C Phukubje Phukubje ke phoofolo ya bohlale fela 2 C 2
tlago.
ga se kgoši ya diphoofolo. Tau e rorela godimo.
D Nkwe Nkwe ke yo mongwe wa baanegwa fela 1 D O hlakanya lebaka la bjale le le le tlago. 2
ga se kgoši ya diphoofolo. 1.7 A Tau ya tshadi O hlakanya bong le bontši. 3
1.2. A O edimotše. 1 Karabo e nepagetše. E 4 1
B ditua O hlakanya mopeleto wa (au le ua). 2
B O rorile. E ka ba karabo, eupša ga se tiro ya 3
C ditau 1 Karabo e nepagetše. M 4 1
mathomo.
C O befetšwe. Go kopanya go kwata le go rora. 2 ditau tše ditshadi
D O hlakanya bong le bontši. 1
D O roretše Tau ya Tshadi. E ka ba karabo, fela ga se e rorele go 1 1.8 senkgišamonate
A O hlakanya leina le lehlaodi. 2
tau ye tshadi.
1.3. A E be e le kgoši ya diphoofolo. E ka ba karabo, fela ga se ya maleba. 3 monate Karabo ga se ya nepagala ebile ga e
B 1
mo sengwalweng.
B O be a thabile. O hlakanya maikutlo a lethabo le go 1 bjalo
C O hlakanya bong le bontši. 2
belaela.
C O rogilwe. 1 Karabo e nepagetše. D 4 2 D bose 1 Karabo e nepagetše. M 4 2
1.9 gonne Morumokwano ga se wa maleba, ga o
A 3
mo segwalweng.
maatla Ga a kwešiši morumokwano wa
B 1
mantšu.
Maemo atsebo
Maemo atsebo
performanceM
performanceM
Meputso
Meputso
Kotara
Kotara
No. Karabo ye e letetšwego Phekolo/Go fetleka diphošo No. Karabo ye e letetšwego Phekolo/Go fetleka diphošo
Maemo a
Maemo a
boima
boima
C rorile 1 Karabo e nepagetše. M 4 2 dipanana ya go butšwa O na le bokowa bja go šomiša bontši
B 2
bja mantšu.
botšišitše O hlakanya medumo ya mafelong a dipanana tša go butšwa Karabo e nepagetše.
D 2 C 1 M 4 3
lentšu le morumokwano wa mantšu.
panana ya go butšwa O bontšha go se kwešiše bontši bja
1.10 ka gore Karabo e nepagetše. D 1
A 1 M 4 4 mantšu.
2.6 koko Morumokwano ga se o nepagale e bile
B ka fao A 3
ga o sengwalweng.
O bontšha tšhomišo ye e fošagetšego B paka 1 Karabo e nepagetše. M 4 3
C e fela 2
makopanyi.
goba C lefelo O bontšha go se kwešiše ga medumo. 1
D
hlakanya Ga a kwešiši morumokwano wa
SENGWALWA SA BOBEDI: Resipi D 2
mantšu.
2.1 borotho bjo botsotho Tswalano ka kakaretso ya mehuta ya 2.7 ae
A 1 A 1 Karabo e nepagetše. E 4 3
borotho, ga e mo sengwalweng.
borotho bja panana Karabo e nepagetše. B ie Bokowa bja tsebo ya go ripaganya
B 1 E 4 3
C oe medumo go ya ka dinoko. 2
borotho bja potoro O hlakanya ditswaki le mohuta wa
C 2 D ue
borotho.
borotho bja radinkgwa O hlakanya seswantšho sa rasenkgwa 2.8 Radinkgwa o hlakanya Karabo e nepagetše.
D 3
le mohuta wa borotho. swikiri, maswi, dipanana tša
A 1 M 4 3
2.2 A tša go butšwa 1 Karabo e nepagetše. E 4 3 go butšwa, metswako ya go
oma le lerojana la go paka.
B tša makhura O hlakanya karabo ya maleba le taelo. 3 Radinkgwa o hlakanya
tše monate E ka ba karabo, fela ga e mo swikiri, maswi, butšwa,
C 1 B
sengwalweng. dipanana, metswako, oma,
D tša potoro O hlakanya karabo le ditswaki. 2 le, lerojana, paka.
2.3 O hlakanya swikiri le potoro. O hlakanya karabo ya maleba le taelo Radinkgwa o hlakanya
A 3 O bontšha kwešišo ya maswaodikga
ya mathomo. swikiri, maswi, dipanana,
C fela ga a kgone go a beakanya ka 2
O hlakanya metswako ya go butšwa, oma, metswako le
B O hlakanya tatelano ya ditaelo. 2 tshwanelo.
oma. lerojana, paka.
O kgoboketša metswako ka Karabo e nepagetše. Radinkgwa o hlakanya
C 1 D 4 2 swikiri, maswi, dipanana tša
moka. D
O paka borotho. O hlakanya mathomo le mafelelo a go butšwa, metswako ya go
D 1 oma, le, lerojana la go paka.
ditaelo.
2.4 swikiri, potoro, mae, maswi, Karabo e nepagetše. 2.9 Radinkgwa ba pakatše/ paka Karabo e nepagetše.
A 1 D 4 3 M 4 3
dipanana, folouru le letswai borotho bja panana.
swikiri, potoro, diapola, 2.10 dipanana, folouru, lerojana la Karabo e nepagetše.

B go paka, letswai, mae, D 4 3
folouru le letswai
swikiri, mae, borotho, maswi, potoro, swikiri
C SENGWALWA SA BORARO: Mokotla wo moswa wa Lesedi wa sekolo
dipanana le letswai O hlakanya tatelano ya maleba ya
borotho, diapola, maswi, 2 2
ditswaki. 3.1 A Mohumagadi Magoro 1 Karabo e nepagetše. E 4 1
D letswai, banila, swikiri le B Mohumagatšana Magoro O hlakanya dithaetlele 2
dipanana (Mohumagatšana ka Mohumagadi).
2.5 panana tša go butšwa C Morena Magoro O hlakanya bong. 2
A Ga a kwešiši leina ka bontši. 3
Maemo atsebo
Maemo atsebo
performanceM
performanceM
Meputso
Meputso
Kotara
Kotara
Maemo a
Maemo a
boima
boima
D Mohumagatšana Morogo O hlakanya difane (Magoro ka Morogo). 1 C Ge a eja letena. E ka ba karabo, fela ga e mo 1
sengwalweng.
3.2 A segomaretši sa go phadima, 2 D Ge a namela bolao. 1 Karabo e nepagetše. M 4 3
dikherayone, sekero,
3.7 A naa Lesedi o tla paka kae 2
O bontšha go kwešiša maswaodikga
diphentshele
diphentshele, dikherayone le gannyane, e fela ga a kgone go a
B dikherayone, sekero, O bontšha bokowa bja bokgoni bja
sekero? šomiša ka tshwanelo.
tatelano ya alfabeta.
diphensele, segomaretši sa
B Naa Lesedi o tla paka kae 1 Karabo e nepagetše. E 4 1
go phadima
diphentshele, dikherayone le
C diphentshele, segomaretši sa sekero?
go phadima, dikherayone,
sekero C Naa lesedi o tla paka kae 2
D dikherayone, diphentshele, 1 Karabo e nepagetše. M 4 1 diphentshele, dikherayone le gannyane, eupša ga a kgone go a
sekero, sekgomaretši sa go sekero? šomiša ka tshwanelo.
phadima,
D naa lesedi o tla paka kae 2
3.3 O tla šomiša dingwalelo tša 1 Karabo e nepagetše. E 4 2 diphentshele, dikherayone le gannyane, eupša ga a kgone go a
gagwe tše diswa le mokotla
sekero? šomiša ka tshwanelo.
wa sekolo.
3.4 A Go dira karata ya mogwera 1 Karabo e nepagetše. E 4 1 3.8 A O ngwaditše dikanegelo tše O hlakanya bontši le lebaka le le 1
wa gagwe wa potego. dintši. fetilego.
B Go dira karata ya O hlakanya ditabakgolo tša sengwalwa. 3
B O ngwadile dikanegelo tše 1 Karabo e nepagetše. M 4 1
morutišigadi wa gagwe. dintši.
C Go dira karata ya taletšo. E ka ba karabo, fela ga e mo 1
sengwalweng. C O ngwala dikanegelo tše O hlakanya lebaka la bjale le le le 2
D Go dira gore mokotla wa Kamano ye e nyefilego ya ditaba tša 2 dintši. fetilego.
gagwe o phadime. sengwalwa.

D O ngwalile dikanegelo tše Tšhomišo ye bokowa ya lebaka le le 3
3.5 A mekotla ya dikolo O šomišitše bontši go mantšu kamoka. 2 dintši. fetilego.
B mokotla wa dikolo O šomišitše bontši go phetolo ya leina e 3 3.9 A silibera Kopano ye bokowa le go phadima. 3
sego go leina.
C mekotla ya sekolo 1 Karabo e nepagetše. M 4 1 B nyenyane O hlakanya morumokwano wa mantšu 1
le mahlalosetšagotee.
D mokotla wa sekolo O bontšha go se kwešiše bontši. 1
C kganya 1 Karabo e nepagetše. M 4 1
3.6 A Ge a nagana ka dingwalelo O hlakanya dintlha tša bohlokwa tša 3
D bodutu O hlakanya mahlalosetšagotee le 2
tša gagwe tše diswa. sengwalwa.
malatodi.
B Ge a nagana ka yunifomo ya O hlakanya dintlha tša sengwalwa. 2 3.10 A morutišigadi Ga a kwešiši morumokwano wa 3
mantšu.
gagwe ye mpsha.
B phadima 1 Karabo e nepagetše. M 4 1
Maemo atsebo
Maemo atsebo
performanceM
performanceM
Meputso
Meputso
Kotara
Kotara
Maemo a
Maemo a
boima
boima
C lebotlelo Ga a kwešiši morumokwano wa 2 C bontšha
mantšu. D botho 1 Karabo e nepagetše. E 4 1
D matlakala O na le bokowa bja kwešišo ya 1 4.9 Theeletša ka kelohloko le ge
morumokwano wa mantšu. A
SENGWALWA SA BONE: Melao ya phapoši e le gore o latela melao.
4.1 bagwera le ba lelapa Ga a kwešiši sengwalwa. Ga e Theeletša ka kelohloko ka
A 1 Bokowa bja tšhomišo ya makopanyi. 2
nyalelane le sengwalwa. B
batswadi le barutiši O kopanya batswadi le batho ba ba gore o latela melao.
B 3
dirago melao. Theeletša ka kelohloko, e
barutiši le barutwana Karabo e nepagetše. C
C 1 M 4 1 fela o latele melao.
barutwana le bagwera O ngwadile karabo fela ka ntle le Theeletša ka kelohloko Karabo e nepagetše.
D 2
kwešišo ya sengwalwa. D 1 E 4
4.2 Go theeletša gomme o latele melao.
A O hlakanya ditaba le thaetlele. 3
Melao Karabo e nepagetše. 4.10 A tshwenyana
B 1 E 4 1
Diresipi B botho O hlakanya madiri le leina. 2
C O hlakanya mehuta ya dingwalwa. 1
C hlompha
D Dinomoro O hlakanya ditaba mo phoustareng. 2
D bagwera 1 Karabo e nepagetše. M 4 4
4.3 A Molao wa bo 7 Ga a kwešiši potšišo le phoustara 1 4.11 kelohloko 1 Karabo e nepagetše. M 4 3
Molao wa bo 5 O hlakanya go abelana le go se SENGWALWA SA BOHLANO: Maikhutšo a Thato
B 2
tshwenyane. 5.1 O hlakanya mešongwana ya
Molao wa bo 3 A Go reka dibapadišwa 3
C O hlakanya melao. 3 sengwalwa ka ntle ga tabakgolo.
Molao wa bo 2 Karabo e nepagetše. B Maikhutšo a Selemo 1 Karabo e nepagetše. E 4 1
D 1 E 4 1
4.4 A Latela ditaeletšo O hlakanya pele le morago. 3 Difilimi tša dipoko O hlakanya dintlha tša sengwalwa le
C tabakgolo. Ga e tswalane le 2
Melao ya phapoši O hlakanya thaetlele ya phoustara le
B 2 sengwalwa.
diteng.
Go reka dithuthupe Tswalanya dithuthupe le filimi. Ga e
C Šoma ka maatla 1 Karabo e nepagetše. E 4 1 D 1
tswalane le sengwalwa.
Hlwekiša phapoši Go ka kgonega gore e be molao, fela 5.2
D 1 A Thato 1 Karabo e nepagetše. E 4 1
ga o mo sengwalweng.
B Riaan Hlakanya baanegwa ba sengwalwa le
4.5 Ka phapošing 1 Karabo e nepagetše. M 4 1
C Lindo moanegwathwadi. 2
4.6 A ae O bontšha bokowa bja kgopolo ya D Tate
B ie mopeleto. 2 5.3 Ba be ba rutha ka bodibeng Karabo e nepagetše.
ee A 1 E 4
C bja boRiaan. 1
D ao 1 Karabo e nepagetše. E 4 1 B Ba lebeletše difilimi. Hlakanya dintlha tša sengwalwa. 2
4.7 bagwera Ba jele aesekhirimi. E ka ba karabo ya maleba eupša ga se
A O hlakanya maina le madiri. 2 C 3
karabo ye e nepagetšego.
B abelana 1 Karabo e nepagetše. M 4 1 Ba badile dupuku. E ka ba karabo eupša ga e tswalane le
D 1
C wago O hlakanya mašala le madiri. sengwalwa.
2 5.4
D ka O hlakanya madiri le leina. A Dikanegelo tša dipoko 1 Karabo e nepagetše. M 4 3
4.8 A wago Ga a kgone go lemoga morumokwano O hlakanya dintlha tša bohlokwa
2 B Boso 2
wa mantšu sengwalweng.
B kaone
Maemo atsebo
Maemo atsebo
performanceM
performanceM
Meputso
Meputso
Kotara
Kotara
Maemo a
Maemo a
boima
boima
O hlakanya mešongwana ya ka ntle Ka matšatši a go fišago, 4 2
C Maswika a gauta 3
sengwalweng.
B bagwera ba rutha ka 1 Karabo e nepagetše. D
D Pitsa O hlakanya ditiragalo sengwalweng. 2
5.5 Ba be ba nyaka go beša bodibeng.
A Ga a kwešiša potšišo. 1
malekere a dimašemelo. Ka matšatši a go fišago, 2
Ba be ba nyaka go lebelela E ka ba karabo eupša ga se lebaka la
B 3 bagwera ba tla rutha ka
dikanegelo tša dipoko. maleba. C Hlakanya lebaka la bjale le le letlago.
Maemo a boso a be a sa Karabo e nepagetše. 1 bodibeng.
C 1 D 4
kgahliše.
Go ja pitsa. O tšea sephetho se bokowa magareng 2 Ka matšatši a go fišago, 3
D
ga dintlha tša sengwalwa. bagwera ba tlile go rutha ka
D Hlakanya lebaka la bjale le le letlago.
5.6 Go be go na le boto ya go Karabo e nepagetše.
swinya le setheledi sa bodibeng.
A 1 D 4 2
meetse. SENGWALWA SA BOTSHELELA: Lebo o bone morutiši wa gagwe
6.1 Tswalano e bokowa le baanegwa ba
Go be go na le boto ya go O tšea sephetho se bokowa magareng 3 A hlogo ya sekolo 2
B sengwalwa.
swinya le lefelo la go haekha. ga dintlha tša sengwalwa. B morutiši. 1 Karabo e nepagetše. E 4 1
Ba be ba kgona go bogela 2 Tswalano ya go fokola ebile gay a
C Ga a kwešiša potšišo. C mogwera 1
difilimi ba le bodibeng. tswalana le sengwalwa.
Bodiba bo be bo tebile ebile 1 Ke yo mongwe wa baanegwa eupša ga
E ka ba karabo eupša ga e tswalane le D mma 3
D bo le sephara. se karaba ye e nepagetšego.
sengwalwa.
6.2 A boralokelong
5.7 Ba ile go rutha. Hlakanya ditiragalo tša pele ga le tša 3 Tswalano ya go fokola le sekolo le
A B bokgobapukung 1
morago ga. lefelo.
C sekolong
Ba anegile dikanegelo tša 2
D lebenkeleng 1 Karabo e nepagetše. M 4 1
B dipoko. Hlakanya tatelano ya ditiralo.
6.3 dijo, borotho, dijeke,
A Karabo e nepagetše. M 4 1
Ba ile ba epa ba nyakana le bolekana
Tswalano e bokowa eupša gay a borotho, dijeke, bolekana,
C maswika. 1 B
tswalana le sengwalwa. dijo
D Ba jele aesekhirimi. 1 Karabo e nepagetše. E 4 1 dijeke, bolekana, dijo,
C
borotho Hlakanya tatelano ya sengwalwa 2
5.8 A dibapadišwa 1 Karabo e nepagetše. M 4 3
bolekana, dijo, borotho,
dithekethe tša filimi Tswalano e bokowa eupša gay a D
B 1 dijeke
tswalana le sengwalwa.
malekere a mašemelo E ka ba karabo eupša ga se karabo ye 3 6.4 Bona! Naa ke morutiši wa
C A 1 Karabo e nepagetše. D 4 1
maleba. ka?
Hlakanya ditiragalo tša filimi le tša 2
D pitsa Bona Naa ke morutiši wa ka? Ga a kwešiše tšhomišo ya leswao la
sengwalwa. B 2
5.9 hl- 1 Karabo e nepagetše. M 4 1 makalo.
5.10 Ka matšatši a go fišago, 2 Bona Naa ke morutiši wa ka! Ga a kwešiše tšhomišo ya leswao la
C 2
potšišo.
bagwera ba ile ba rutha ka Hlakanya lebaka le lefitilego le le
A Bona Naa ke! morutiši wa
letlago.
bodibeng. D Ga a šomiše maswaopotšišo. 3
ka?
Maemo atsebo
Maemo atsebo
performanceM
performanceM
Meputso
Meputso
Kotara
Kotara
Maemo a
Maemo a
boima
boima
6.5 Go na le melokoloko ye B nnete 1 Karabo e nepagetše. E 4 1
mentši ya dijeke le malekana fošitše Ga a kgone go fapantšha
A C 3
matlalošetšagotee le malatodi.
bjale ga go mo nka khutago. D nnyane Hlakanya mahlaodi le malatodi. 2
Go na le melokoloko ye 6.10A Mohumi
B Mohwana Kwešišo e bokowa ya khunyetšo. 2
B mentši ya dijeke le malekana Laetša tšhomišo ya go fokola ya melao
C Mohumanegi
ya popopolelo (makopanyi). 2
pele ga mo ka nkhutago. D Mohumagatšana 1 Karabo e nepagetše. M 4 1
Go na le melokoloko ye SENGWALWA SA BOŠUPA: Matome
7.1 Go bopa mmotlolo wa
mentši ya dijeke le malekana A 1 Karabo e nepagetše. M 4 1
C thabamollo
ka gore ga go mo nka
Go bopa ntlo Kakaretšo ya tswalano ya go bopa
khutago. B 2
eupša ga se Karabo ye e nepagetšego.
Go na le melokoloko ye Go raloka dipapadi tša dividio Tswalano e fokolago le yenngwe ya
C 1
dintlha tša sengwalwa.
D mentši ya dijeke le malekana, 1 Karabo e nepagetše. M 4 1
D Go etela bagwera Hlakanya dintlha tša sengwalwa. 3
eupša ga go mo nka khutago.
7.2 E ka ba karabo eupša ga se karabo ye
A eletšana 3
6.6 A sepela Ga a kwešiše mantšu a morumokwano. 1 e nepagetšego.
B dumelela 1 Karabo e nepagetše. E 4 1 Tswalano e bokowa le yenngwe ya
B kwera 2
E ka ba karabo eupša ga e tswalane le dintlha tša sengwalwa.
C myemyela 3 C bala 1 Karabo e nepagetše. E 4 1
sengwalwa.
Hlakanya mantšu a morumokwano le E ka ba karabo eupša ga e tswalane le
D ngwala 1
D segelela medumo ya ditlhakapedi tše 2 sengwalwa.
dirapagantšwego. 7.3 A Thobile Not text based. 1
6.7 tšhaba gore morutiši o tla Ke yo mongwe wa baanegwathwadi
B Lebo 3
botša mmagwe ka eupša ga se karabo ye e nepagetšego.
A 1 Karabo e nepagetše. D 4 3 C Rethabile 1 Karabo e nepagetše. E 4 2
maitshwaro a gagwe. Ke yo mongwe wa baanegwathwadi
D Matome 3
thabetše go bona morutiši wa E ka ba karabo eupša ga e tswalane le eupša ga se karabo ye e nepagetšego.
B 2 7.4 Ba šomišitše letsopa le
gagwe. sengwalwa.
C fela pelo go ya sekolong. Tswalanya morutiši le sekolo. 1 3
lekhubedu.
Karabo e nepagetše.
na le dihlong go bona
Tswalano e bokowa eupša ga se Ba pentile khatipokisi ka Ge tatelano e se ka tshwanelo gona o
D 3
morutiši. Karabo ye e nepagetšego 2 1 hlakanya tatelano ya ditiragalo tša D 4 2
mmala wo motsotho.
6.8 Ke tla bobola bjalo ka lešilo. Hlakanya lebaka le letlago le le sengwalwa.
A 1 Ba dirile manya. 4
lefitilego.
Ke be ke bobola bjalo ka Ba šomišitše khatipokisi. 1
B lešilo. 1 Karabo e nepagetše. M 4 2
7.5 Hlakanya letšatši le ba kopanego go
A Mokibelo bopa thabamollo le letšatši le ba 3
C Ke bobola bjalo ka lešilo. Hlakanya lebaka la bjale le le lefitilego. 3
išitšego projeke.
D Ke bobotše bjalo ka lešilo. Hlakanya mabaka a fitilego. 2 Hlakanya letšatši le ba kopanego go
6.9 Hlakanya modumo wa nnete le B Laboraro dira tšhate le letšatši le ba išitšego 3
A lokile 1 projeke.
malatodi.
Maemo atsebo
performanceM
Meputso
Kotara
No. Karabo ye e letetšwego Phekolo/Go fetleka diphošo
Maemo a
boima
C Mošupologo 1 Karabo e nepagetše. E 4 1
Go na le tswalano ye e tiilego le
D Labobedi matšatši a beke eupša ga se ya 1
sengwalwa.
7..6 A Matome o rata go bopa. Ga a kwešiše potšišo. 1
E ka ba karabo eupša ga se
B Ba šomile e le sehlopha. 3
lebakabaka.
Ba šomišitše pente ya mmala O tšea sephetho se bokowa ka dintlha
C 2
o motsotho. tša sengwalwa.
D Matome o rata go bala. 1 Karabo e nepagetše. D 4 2
7.7 E ka ba karabo eupša ga e tswalane le
A O na le botho. 1
sengwalwa.
B O na le tshedimošo ye ntši. 1 Karabo e nepagetše. D 4 1
O be a rata dipapadi tša O fa tlhalošo ye e sego ya maleba ka
C 2
dividio. ga dintlha tša sengwalwa.
Tswalano e bokowa ya dintlha tša
D O be a ikgantšha. 3
sengwalwa.
7.8 thabamollo, projeke, manya,
A
mmotlolo
Tsebo ye fokolago ya tatelano ya 3
manya, thabamollo,
dialfabete.
B
mmotlolo, projeke
manya, mmotlolo, projeke, Karabo e nepagetše.
C 1 E 4 3
thabamollo
projeke, manya, mmotlolo,
Tsebo ye fokolago ya tatelano ya
D 3
thabamollo dialfabete.
7.9 A se Hlakanya diathikele le mahlathi. 1
B thaba 1 Karabo e nepagetše. M 4 3
C abelana Hlakanya madiri le mahlathi. 3
D sehlopha Hlakanya maina le mahlathi. 2
7.10 -ng 1 Karabo e nepagetše. D 4 3
7.11 A tshe - di - mo - šo 1 Tatelano ye e nepagetšego. D 4 4
B tshedi - mo - šo
C tshedimo - šo Laetša mabokgoni a fokolago a dinoko. 2
D tshe - dimo - šo
7.12 A le 1 Karabo e nepagetše. E 4 3
B o
C go Tšhomišo ye fokolago ya matlema. 3
D ka
Grade 3 Sepedi HL
DIAGNOSTIC ASSESSMENT
SEPEDI HOME LANGUAGE
GRADE 3
DEPARTMENT OF BASIC EDUCATION
222 Struben Street, Pretoria, 0001
Private Bag X895, PRETORIA, 0001,
SOUTH AFRICA
Tel: (012) 357 3000 Fax: (012) 323 0601
Hotline: 0800 202 933
www.education.gov.za www.facebook.com/BasicEd www.twitter.com/dbe_sa

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DIAGNOSTIC

2. PURPOSE OF THE DIAGNOSTIC

3. THE STRUCTURE OF THE

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

4. PROPOSED USE OF THE

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

8. DATA ANALYSIS AND

9. HOW TO ANSWER MULTIPLE CHOICE

QUESTIONS ( MCQS )..... 13

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

Grade 3 Sepedi HL Grade 3 Sepedi HL

4. PROPOSED USE OF THE LANGUAGE ITEMS

Grade 3 Sepedi HL Grade 3 Sepedi HL

and recall, repeat, state, classify,

h) Technical criteria: sufficient time allocation per item/test/task, layout, correct

numbering, the memorandum/marking guideline matches the item, etc. must be

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

Grade 3 Sepedi HL Grade 3 Sepedi HL

8.3 Available tools for data analysis

Grade 3 Sepedi HL Grade 3 Sepedi HL

9.2 Strategies for answering MCQs

Grade 3 Sepedi HL Grade 3 Sepedi HL

GRADE 3 SEPEDI HOME LANGUAGE PAGE 16

Reading and Shared Comprehension: Reading Sequencing Reorganisation M MCQ 3

Grade 3 Sepedi HL Grade 3 Sepedi HL

Reading Phonics Word Rhyming Literal Moderate MCQ 2

Writing Independent Grammar Conjunctions Application D MCQ 4

Grade 3 Sepedi HL Grade 3 Sepedi HL

Hlakanya swikiri le potoro Tšhela mae le maswi Tswakanya dipanana tše

Tšhela metswako ya go oma Paka metsotso ye e š

Grade 3 Sepedi HL Grade 3 Sepedi HL

š Writing Independent Grammar Subject verb Evaluation M SR 3

Writing Independent Grammar Alphabetical Reorganisation D SR 3

Grade 3 Sepedi HL Grade 3 Sepedi HL

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

[ Gotšwa: www.pinterest.com 11.12.19]

Reading and Shared Comprehension Details in Literal E MCQ 1

Grade 3 Sepedi HL Grade 3 Sepedi HL

Reading and Shared Rhyming words Letter sound Literal M MCQ 1

Writing Independent Writing Grammar Tenses Application M MCQ 1

Grade 3 Sepedi HL Grade 3 Sepedi HL

š Reading and Shared Comprehension: Interpret Literal E MCQ 1

[Gotšwa: DBE 11.12.19]

Reading and Shared Comprehension: Interpret graphical Literal E MCQ 1

Grade 3 Sepedi HL Grade 3 Sepedi HL

Writing Independent Grammar Antonyms Application M MCQ 4

Writing Independent Writing Grammar Identify Verbs Literal M MCQ 1

Writing Indepe Grammar Identify Literal M SR 3

Grade 3 Sepedi HL Grade 3 Sepedi HL

[Gotšwa: ‘Teacher’s Friend: A Scholastic Company’ for DBE 11.12.19]

Reading and Shared Comprehension: Details from Reorganisation E MCQ 1

Grade 3 Sepedi HL Grade 3 Sepedi HL

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

Writing Independent Writing Tense Present Present progressive D MCQ 2

Reading and Shared Comprehension: Sequence the Literal E MCQ 1

Grade 3 Sepedi HL Grade 3 Sepedi HL

Reading and Shared Comprehension: Reading Sequencing Literal M MCQ 1

Grade 3 Sepedi HL Grade 3 Sepedi HL

Reading and Shared Comprehension: Reading Punctuation Literal D MCQ 1