FIRST ADDITIONAL LANGUAGE GRADE 2 TERM 1

FIRST ADDITIONAL LANGUAGE GRADE 2

Revised National Teaching Plan

GUIDELINES ON HOW TO USE THE ADJUSTED CURRICULUM FOR LANGUAGES IN FOUNDATION PHASE:
Please note the following:
1. The CAPS document for terms 1-4 ( 2020) has been combined into one document.
2. The curriculum was adjusted to address the core concepts and skills.
3. The first few weeks must be used to teach sounds / concepts that were not addressed in the previous year. This may be applicable for term 4 sounds that were not taught like j, r, w.
6. Learners will be at different levels. All schools will not be the same. If a school does not find this necessary, they should follow CAPS as from term 1 content.
7. The topics/themes and vocabulary for FAL are only suggestions and not compulsory. Teachers should use themes , applicable to the school context. Choose your vocabulary according to your theme.
9. Whenever group work is done, social distancing is to be adhered to.
Guidelines for assessment: Baseline assessment:
Should be done during the first 10 days of returning to school.
Baseline activities should not be a stand-alone but be integrating with the teaching and learning process.
Should be done informally and mostly through observation.
The assessment activities will focus on previous grade content.
The aim of the activities will be to determine the level of the learners to guide the teaching and learning process for the w ay forward.
School Based Assessment:
Assessment takes place on a continuous basis in the Foundation Phase.
A bigger focus should be on formative assessment.
Be guided by the SBA guidelines. (Rubrics and checklists are found in this guide.)
Rubrics are only suggestions.
Assessment can only take place on content taught. Assessment items to be adjusted accordingly.

THANK YOU FOR TRYING YOUR UTMOST IN PREPARING OUR LEARNERS!

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FIRST ADDITIONAL LANGUAGE GRADE 2 TERM 1

2022 Annual Teaching Plan – Term 1: ENGLISH FIRST ADDITIONAL LANGUAGE: Grade 2
Term 1
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
45 days

Getting around
Theme Consolidation program and baseline assessment Celebrating birthdays DBE workbook page 11- picture
about all the different kinds of
transportation
LISTENING AND SPEAKING
CAPS Done on Mondays Wednesdays and Fridays
Topic
• Start with a greeting
• Open-ended question (Question with no wrong answer)
• Song
• Vocabulary for the day, and the sight words.
Greeting. Greeting, let Greeting Greeting Greeting Greeting Greeting Greeting Greeting Greeting
Start with a more them greet one Teacher asks 3 – 4 Teacher: Hi, Teacher: Hello, what Ask 3-4 learners to Ask different
difficult greeting in another. learners individually. where do you is your name? respond. learners: “How old Ask different
grade 2. a. Teacher: Good live? b. Learner: Hello, my a. Teacher: Good are you?” Let the learners: “How old
a. Teacher: Good morning, how do you b. Learner: Hi, I name is __. morning, what is the day learner respond… “I are you?” Let the
Morning! How are feel today? live in c. Teacher: Nice to today? am …. years old.”. learner respond: “I
you? b. Learner: Good meet you! b. Learner: Good am …. years old.”
Core b. Learner: I am morning, I feel happy d. Learner: Nice to morning, the day today
Concepts, fine thanks, how / I feel sad meet you, too! is___.
Skills and are you?
Values Put a question on
Divide your Call a different group Ask different Ask a group to stand, Draw a three column the board related to Put a question on Put a question on Put a question on
class into 6 to stand- see groups to do ask different graph on the board with the theme and let a the board related the board related to the board related to
groups (mixed whether they know to different things, learners: “What is the names orange, green group answer. to the theme and the theme and let a the theme and let a
ability) They which group they like leopards your name?” Let the and purple at the top. There are no wrong let a group answer. group answer. group answer.
Baseline must know in belong. stand, elephants learner respond…My Ask a group to stand and or right answers. There is no wrong There is no wrong There are no wrong
assessment which group clap your hands name is….. ask “What is your For example, what or right answers. or right answers. or right answers.
they are. three times etc. Ask the class “What favourite colour?” do you like most to For example, what
(animals, is his name?” Let eat on your do you like most to
flowers etc.) the whole class birthday; cake or eat on your
Call a group to respond. ice-cream birthday; cake or
stand. ice-cream.

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FIRST ADDITIONAL LANGUAGE GRADE 2 TERM 1

Term 1
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
45 days
Names, names are Names, names are Names, names are Teach learners a Let learners get use Teach a NEW
not the same. Clap not the same. Clap not the same. Clap few attention to the attention ATTENTION Lyrics Actions Lyrics Actions Lyrics Actions Lyrics Actions
your hands and say your hands and say your hands and say getters, e.g. getters you are GETTER, e.g.: (Choose one One Hold up The Make I am Bend
your name. your name. your name. 1-2-3 EYES ON going to use . If you can hear me learner to come up little girl one wheels your wind- your arm
Let them now clap ME. clap once. to the front of the went out finger shield at your
to play,
on the hands wipers. elbow
the syllables in their 1-2 EYES ON YOU! (clap) room. Pretend it is
their birthday and At a Pretend
bus go go you’re
name, e.g. Le-ra-to 2. Instruct learners 2. Instruct learners instruct the learners birthday to put round around your
to talk to their to talk to their to sing to them. If party on a and in a fingers
neighbours. neighbours. possible, make a one birthday round, circle pointing
3. When they hear 3. When they hear birthday hat for the day. hat up
learner to wear.) Round Make This is Move
“1-2-3 EYES ON “IF YOU CAN HEAR She had Open and your
Happy Point to how I arms left
ME” they must ME CLAP ONCE” such your
round, hands go: and
birthday the enormo arms big
Song/ STOP TALKING. they must stop round go right,
to you. learner us fun,
Rhyme 4. They must say talking. you and around like
She Beckon
“1-2 EYES ON 4. They must clap have round, in a
wipers
called for
YOU.” once. chosen for someon circle Back Continu
5. They must sit 5. Do this with Happy Point to another e and e back
quietly in their seat different numbers birthday the friend to
The Make forth, and forth
to come
with their eyes on until you have the to you. learner come. wheels your back motion
you on the hands and
the teacher. attention of all Two Hold up forth,
have little two bus go go
learners. chosen In the Use
girls fingers round around rain and your
Happy Point to went out
birthday the
and in a snow. fingers
to play,
dear learner round, circle to make
At a Pretend rain /
(learner you birthday to put All around the
’s have snow
party on a town.
name). chosen one birthday
Happy Point to day. hat
birthday the Add wipers and
to you. learner They Open hooter of the bus
you had your
have such arms big
chosen enormo
us fun,
They Beckon
called for
for some-
another one
friend to to come
come.
(Repeat with
three, four, five
little girls)

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FIRST ADDITIONAL LANGUAGE GRADE 2 TERM 1

Term 1
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
45 days
Baseline Teach the word Teach learners the Teach the words Teach learners the Teach learners the birthday, celebrate, wish, secret, drive, car, bus, taxi, bright, shiny, brave,
Suggested assessment “same”, e.g. hold up word: different. same and different word “more”. word: fewer. cake, balloon, believe, gift, knife, fly, airplane, ride, transportation, trip,
Vocabulary 2 fingers and ask blow, candle, spoon, fork, motorcycle, truck, boat, bike, on foot,
a. Hold up 1-5 Same or different. a. Draw a line down present, unwrap, yummy, receive, lorry, fast, slow
them to show you here, there, move,
(Teach 4 fingers. the middle of the remember, forget, give, card, invitation
the same. a. Collect some travel
words a day chalkboard. surprise, party
b. Explain that objects, like: 2 DBE
from week 3
learners must hold workbooks, a b. Draw FOUR
onwards)
up a DIFFERENT pencil, 2 pieces of CIRCLES on one
number of chalk, an eraser. side.
fingers. b. Show learners c. Draw TWO
any two of the CIRCLE on the other
c. Repeat 4-5 times
objects. side.
c. Explain that if the d. Ask learners
objects are the which side has
SAME, learners FEWER.
should give
e. REPEAT with
THUMBS UP.
different numbers of
d. If the objects are circles.
not the same, they
should give
THUMBS DOWN.
Sight words sad, saw, sit, what, doing, play, wish, orange, brave, yellow,
friends , very sleep, happy green, help, can’t behind, front, top

Curriculum • Begins to develop an oral (listening and speaking) vocabulary using themes or topics.
Coverage • Follows and gives a short sequence of instructions.
Tracking • Understands and responds to simple questions.
• Make simple requests and statements.
• Identifies an object from a simple oral description.
• Talks about objects in a picture in response to teacher’s instruction.
• Listens to and gives a simple recount.
• Memorises and performs simple poems, action rhymes and songs.
• Plays language games.

Date
completed

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FIRST ADDITIONAL LANGUAGE GRADE 2 TERM 1

Term 1
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
45 days
CAPS Topic READING – GROUP GUIDED READING

Mondays, Tuesdays, Wednesdays, Thursdays , Fridays

Core Baseline Call learners individually to you to determine their reading Teach routines for Group Guided Reading. Listen to one group per day while the rest • Listen to one group on a day while
Concepts, assessment group. Try to divide your class into 5 groups. Have 3 texts of the class can do other activities, e.g. the rest of the class can do other
Skills and • Oral a. Appoint monitors to keep learners quiet. worksheets or work in the DBE workbook. activities, e.g. worksheets or work
ready. (One average, one easier, one more difficult. – DBE
Values reading workbooks can be used or the EGRA tool.) b. Appoint reading book monitors. in the DBE workbook.
fluency to Select text appropriate for the group. • Select text appropriate for the
determine Group 1: This learner knows no or very few words. The c. Explain the toilet pass. group.
reading learner does not seem to recognise letter-sound First revise the sight words of the week. • First revise the sight words of the
groups. relationships. week.
Teach learners how to use worksheets when you Ask individual learners to read to you. • Ask individual learners to read to
Group 2: This learner knows just a few common words. are busy with a group of learners/learner. Adhere to social distancing if necessary you. Adhere to social distancing if
He/she does not seem to recognise letter-sound and call learners one by one to come and necessary and call learners one by
relationships. This learner need a lot of help to read read to you. one to come and read to you.
previously unseen words.
Group 3: This learner knows some common words. This
learner needs help to decode previously unseen words.
Group 4: This learner knows many common words
and can decode most words. This learner occasionally
needs help to decode words.
Group 5: This learner knows many common words. This
learner can decode previously unseen words.
This learner reads with fluency and expression. This is one of
the best readers in the class.
• Reads aloud from own book in a guided reading group with the teacher. The whole group reads the same story or non-fiction text with the teacher.
Curriculum • Uses the reading strategies taught in the Home Language to make sense and monitor self when reading (phonics, context clues, structural analysis, sight words).
Coverage • Reads with increasing fluency and expression.
Tracking • Shows an understanding of punctuation when reading aloud.
• Begins to build a sight vocabulary from the guided, shared and independent reading.

Date
completed

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FIRST ADDITIONAL LANGUAGE GRADE 2 TERM 1

Term 1
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
45 days

CAPS READING – SHARED READING

Topic Tuesdays and Thursday
Core Baseline assessment: Consolidation activities: Tuesday 1 Pre Tuesday – Second Tuesday: Pre Read Tuesday: Second
Concepts, • Comprehension activities • Build vocabulary Read Read Read
Skills and • Revise sight words. Thursday: First
Values • Comprehension activities Thursday – First Thursday- Post Read Thursday: Post
Read Read Read
Curriculum • Listens to short stories, recounts or non-fiction texts told or read from a Big Book or illustrated poster.
Coverage • Understands and responds to instructions (e.g. learners point to objects in the picture/ name objects in the story).
Tracking • Answers simple literal questions about the story with short answers.
• Name some of the things in the picture in response to questions from the teacher.
• Acts out the story, using some of the dialogue.

Date
completed
CAPS Topic PHONICS
Mondays, Wednesdays , Fridays
Core Baseline Identifies all single Distinguish aurally Distinguish different -at- words: -an- words -e- words -i- words -o- words -u- words
Concepts, assessment on letter sounds. between different initial, end and ten, pen, hen, men, sit, fit, lid, tin, pin, pot, lot, rot, top, cot, fun, run, nut, bun,
Skills and phonics done in single sounds, e.g. cat, mat, fat, sat, pan, fan, can, man, pet, get, red fin dot, hot, pop, ton,
middle sounds in nun
Values Grade 1. starting sounds in pat ran, van won
simple words.
names, objects,
etc. Monday: Introduce Monday: Monday: Introduce Monday:
Monday: Monday: Introduce
the sound and Introduce the the sound and Introduce the
w Introduce the the sound and
r sound and words words words sound and words words sound and words
j Wednesday- Wednesday- Wednesday- Wednesday-
Wednesday- Wednesday-
Segmenting and Segmenting and Segmenting and Segmenting and Segmenting and Segmenting and
blending blending blending blending blending blending
Friday: After Friday: After Friday: After Friday: After Friday: After Friday: After
segmenting let segmenting let the segmenting let the segmenting let the segmenting let the segmenting let the
the learners write learners write the learners write the learners write the learners write the learners write the
the words in their words in their words in their words in their words in their words in their
books. books. books. books. books. books.

Curriculum • Distinguishes aurally between sounds that are often confused.

Coverage • Identifies letter-sound relationships of most single letters.
Tracking • Builds up and breaks down 3-letter words using sounds learnt.

Date
completed

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FIRST ADDITIONAL LANGUAGE GRADE 2 TERM 1

Term 1
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
45 days

CAPS Topic WRITING

Tuesdays and Thursdays

Core Baseline 1. Explain that 1. Explain that 1. Make a list of 1. Explain that 1. Let them draw Tuesday: Tuesday: Tuesday: I am a
Concepts, assessment: learners will learners will animals. learners will their best Surprise! It’s a ………………..
Skills and • Language draw draw their 2. Explain that draw their friend and write …………….! Things I wish for I want to
Values structures themselves feelings on the learners will home. two sentences when I blow out drive……………… 1. Explain that
informally and write two first day of draw their 2. Then, learners about their Thursday: my candles ….. learners will
taught sentences school. favourite will write two friend. Wow! Thank pretend that
• Creative about 2. Use modelling animal. sentences about 2. Use modelling you…………. I wish they are some
Writing themselves. before they 3. Then, learners their home. before the for…………… Thursday kind of
2. Use attempt to do will write two 3. Use learners Let them think what transportation.
MODELLING it. sentences MODELLING to attempt to do do they want for Thursday: I will They will write
to draw about their draw your home this. their birthday and let I wish for………… go………………… about what
yourself on the favourite on the them draw the I wish for………... ……… kind of
chalkboard. animal. chalkboard. picture before they transport they
3. Use 3. Use 4. Use use the writing Remember to would be!
MODELLING MODELLING MODELLING to frame to complete model the writing 2. Explain that
to add a to draw your add two their sentence. first. learners must
sentence to favourite sentences to think about
your drawing. animal on the your drawing. what they
chalkboard and would be if
to show them they could be
your two anything.
sentences 3. Read the
writing frame
to learners.
4. Use modelling
to show
learners that
you think
before you
write.

Tell learners some

ideas you have for
filling in the writing
frame, like: I think
I would like to be
a boat because I
like swimming.

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FIRST ADDITIONAL LANGUAGE GRADE 2 TERM 1

Term 1
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
45 days
Curriculum • Uses handwriting skills taught in Home Language.
Coverage • Writes lists with headings.
Tracking • Chooses and copies a caption to match a picture.
• With help, writes a caption for a picture.
• Completes sentences by filling in missing words.

Date
completed
DBE workbook DBE workbook DBE workbook DBE workbook
pages 3,4,5 pages 7 and 8 page 10 page 12
Extension Draw a picture of a Draw yourself at a
activities birthday cake birthday party Draw a picture of Draw a picture of
yourself in a taxi your favourite
transport
Knowledge of work done in grade 1.
Requisite Pre-
Knowledge of the theme can be a positive attribute.
Knowledge
Use questioning to determine pre-knowledge.
Resources Baseline assessment activities. Big books
(other than Flash cards
textbook) to Pictures
enhance Posters
learning Readers
Work sheets for learners to use while a group is busy with group guided reading
Realia

• The activities must be observed and assessed during daily lesson activities in Languages.
Assessment
for learning • Each skill is not meant to be an assessment activity but rather should ensure that leaners are afforded opportunities to demonstrate these skills orally and practically.
(Informal • This must be done informally and ongoing.
Assessment)
SBA • The activities must be observed and assessed during daily lesson activities in Languages.
Assessment • Each skill is not meant to be an assessment activity but rather should ensure that leaners are afforded opportunities to demonstrate these skills orally and practically.
of learning • Rubrics, checklists and writing activities can be used.
(Formal • Assessment can only take place if the concepts have been taught and learners had enough time to practice.
Assessment)

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 Learner
WEEKS:

satisfied
satisfied
X has not
✓ exceed

● partially
SKILL

▲ satisfied
KEY: FROM

performance
IMPLEMENT IN

Learners Names
OBSERVATIONS
Can point to the following in

1-3
DBE WB 1 pg 2: girl, boy, dog,
ball
Can identify an animal, person
FIRST ADDITIONAL LANGUAGE

or object after listening to a

1-3
simple oral description

Can respond to basic greeting

1-3
LISTENING & SPEAKING

Can respond to a simple oral

instruction
1-3

Can identify beginning sounds

of words
1-3

Can identify rhyming words

1-4

Segmenting sentences into

PHONICS

individual words.
1-4

Claps on syllables in familiar

words
1-4

Listens to a story and answers

GRADE 2 TERM 1

simple questions about the

ASSESSMENT

1-6

story

Identifies an animal in a story

BASELINE ASSESSMENT 2022

1-6
FIRST ADDITIONAL LANGUAGE GRADE 2 TERM 1

Can point to objects in an

READING

illustration
1-6

Recognises 20-30 familiar

words
1-6

Completes a writing frame

using own answers
1-6
WRITING

Writes a simple list

1-6
Baseline is meant for you to see where your learners are and what you have to concentrate on in the rest of the term

appropriate)
COMMENTS (When and where

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 FIRST ADDITIONAL LANGUAGE GRADE 2 TERM 1

PROGRAMME OF ASSESSMENT:

Component What skills will be assessed Form of Assessment Score Date to be completed Date completed
assessment tool (Suggestion)
Listening • Points to and name some objects in the classroom or in a picture in response to teacher’s instructions Observation/ Rubric 7 By week 9
and • Responds physically to simple oral instructions practical and
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Speaking Oral
Baseline assessment Checklist n/a
Teacher notes: Each skill is not meant to be an assessment activity, rather ensure your learners are afforded opportunities to demonstrate these skills orally in daily lessons. By week 9 you should be able to complete the checklist and
score each learner on 2 skills according to the rubric. On SASAMS we enter 1 score for listening and speaking
Phonics Reproduces sound patterns using environmental sounds Observation/ Rubric 7 By week 9
practical &
Oral Baseline Assessment Checklist n/a
Oral
Teacher notes: Each skill is not meant to be an assessment activity, rather ensure your learners are afforded opportunities to demonstrate these skills orally in daily lessons. Oral Phonic skills will be observed and assessed during daily
lessons activities. By week 9 you should be able to score each learner accordingly using the attached checklist and rubric.. On SASAMS we enter 1 score for Phonics
Reading • Answers simple oral questions about a story Observation Rubric / 7 By week 9
Oral • Baseline assessment & Oral Checklist
Teacher notes: Each skill is not meant to be an assessment activity, rather ensure your learners are afforded opportunities to demonstrate these skills orally in daily lessons. Learners will be observed and assessed on these reading skills
during your daily class activities and by week 9 you should be able to score each child according the rubric. On SASAMS we enter 1 score for listening and speaking
Writing • Draws a picture for a story that is told and write two sentences Written Classwork 32 or By week 9
• Baseline Assessment book depending on
rubric used
Teacher notes: Writing skills should be observed during shared reading lessons and by Week 9 you should be able to complete the checklist based on your observations. There is no formal writing activity and n recording on SASAMS.
TOTAL SCORE: Scores will be captured on SASAMS. The score will be converted to indicate level 1-7

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 ASSESSMENT OF LEARNING: SBA ASSESSMENT
FIRST ADDITIONAL LANGUAGE SCORESHEET GRADE 2 TERM 1

FIRST ADDITIONAL LANGUAGE GRADE 2 TERM 1

PHONICS, READING &
SKILL LISTENING & SPEAKING WRITING COMMENTS (When and where appropriate)
COMPREHENSION

WEEK 7-8 7-8 7-8

objects in the classroom or in a

Draws a picture for a story that

is told and write two sentences
Answers simple oral questions
Responds physically to simple
RATING /

using environmental sounds

Reproduces sound patterns
USE RUBRICS THAT FOLLOW

Points to and name some

oral instructions

about a story
TOTAL

TOTAL
picture

DATE

SCORE 7 7 14 7 7 14 32

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 FIRST ADDITIONAL LANGUAGE GRADE 2 TERM 1

RUBRIC EXAMPLES:
THE FOLLOWING RUBRICS ARE JUST EXAMPLES…………. THE TEACHER IS ALLOWED TO USE HER OWN

LISTENING & SPEAKING RUBRIC

OBJECTIVE 1. Learn identifies and names items in a familiar picture

2. Learners respond to a simple question
IMPLEMENTATION 1. Week 7 or 8 when the learners are settled and writing
2. Week 7 or 8 Oral: Daily question

ACTIVITY 1 Level 1 Level 2 Level 3 Level 4 Formatted Table

MARKS 1-2 3-4 5-6 7
Settle the class to complete a written activity. The learner can correctly point to one The learner can correctly point to both of The learner can correctly point to both of The learner can correctly point to both of
Then, call individual learners to your desk. Use a picture from of the items named by the teacher. the items named by the teacher. The the items named by the teacher. The the items named by the teacher. The
the big book story for the week, or from the DBE Workbook. The learner cannot name either of the learner cannot name either of the items learner correctly names one of the items learner correctly names both of the
First, ask the learner to point to 2 items that you name. Next, items that the teacher points to. that the teacher points to. that the teacher points to. items that the teacher points to.
ask the learner to name 2 items that you point to.
ACTIVITY 2 Level 1 Level 2 Level 3 Level 4
MARKS 1-2 3-4 5-6 7
Complete this during the oral daily question activity. Follow The learner cannot answer the The learner answers the question with The learner answers the question The learner answers the question
the routine of calling one group per day to answer a theme- question without total support from the some support from the teacher. independently, but is hesitant or very independently, clearly and confidently.
related question. Listen carefully as each learner answers the teacher. quiet.
question.
CALCULATION
• Add each learner’s totals out of 7 for the two activities, to get a total out of 14.
• Divide by 2 to get a rating from 1-7 to record on the report.

PHONICS, READING & COMPREHENSION RUBRIC

OBJECTIVE 1. Learner reproduces sound patterns using environmental sounds

2. Learner listens to and answers questions related to a story
IMPLEMENTATION 1. Week 7 or 8 phonics
2. Week 7 or 8 Shared Reading
ACTIVITY 1 Level 1 Level 2 Level 3 Level 4

MARKS 1-2 3-4 5-6 7

Go around the room during phonics and complete this activity with The learner cannot correctly The learner can correctly reproduce The learner can correctly reproduce The learner can correctly reproduce
small groups of learners. Tell learners to listen as you make a reproduce the sound patterns, both in only one sound pattern, or the both sound patterns, but struggles both sound patterns, with the correct
‘sound pattern’, for example: clap clap click click stamp click. Then, terms of sounds and rhythm. struggles with the rhythm on both with the rhythm on occasion. rhythm.
ask the learners to repeat the sound pattern. Listen and watch sound patterns.
carefully. Do 2 sound patterns with each group.
ACTIVITY 1 Level 1 Level 2 Level 3 Level 4
MARKS 1-2 3-4 5-6 7
Once you have read the big book story to learners, ask individual The learner cannot answer the The learner answers the question with The learner answers the question The learner answers the question
learners a basic recall question about the story. Listen carefully to question without total support from the some support from the teacher. independently, but is hesitant or very independently, clearly and confidently.
the answers. teacher. quiet.
CALCULATION

• Add each learner’s totals out of 7 for the two activities, to get a total out of 14.
• Divide by 2 to get a rating from 1-7 to record on the report.

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FIRST ADDITIONAL LANGUAGE GRADE 2 TERM 1

WRITING RUBRIC

OBJECTIVE The learner draws a picture and writes two sentence

Implementation This can be done from week 7 -9
Activity Conduct the writing lesson as usual
Collect the learners books at the end of the week
RUBRIC 1 2 3 4
Sentences Writes or draws a picture to convey a message, but may Writes or draws to convey a message. Writes 1 sentence on topic. Writes 2 sentences on topic.
not be on topic.
Capitalisation Uses uppercase and lowercase letters interchangeably Capitalises the first word inconsistently. Capitalises the first word and the pronoun I Capitalises the first word, the pronoun I and
consistently. people’s names consistently.
Punctuation Does not use end punctuation End punctuation is used incorrectly and inconsistently. End punctuation is often used correctly, but End punctuation is mostly used correctly and
is mostly limited to full stops. includes the use of question marks and
exclamation marks.
Spacing No spacing between words. Inconsistent spacing between words. Mostly correct spacing between words. Correct spacing between words.

Words Uses beginning sounds to represent words Uses beginning and end sounds to represent words. Uses familiar words or repeats words. Writes Uses familiar words correctly. Attempts to
some words phonetically. use some new words. New CVC words are
spelled phonetically.
Vowels Vowels are omitted or used incorrectly. Uses some vowels , but they are often incorrect. Uses some vowels correctly Uses most vowels correctly.

Sight words Sight words not spelled correctly. A few sight words spelled correctly. Some sight words spelled correctly. Most sight words spelled correctly.

Ideas Ideas are difficult to understand Ideas are generally understandable. Ideas are personal and original. Ideas are personal, original, and creative.
Some relevant details included.

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