2. manual pentadbiran instrumen literasi membaca tahun 1.pdf

7/23/2019 2. MANUAL PENTADBIRAN INSTRUMEN LITERASI MEMBACA TAHUN 1.pdf

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KEMENTERIAN PENDIDIKAN MALAYSIA

NKRA - PENDIDIKAN

LINUS2.0 (LITERASI BAHASA INGGERIS)

MANUAL

PENTADBIRAN INSTRUMEN

LITERASI MEMBACA

TAHUN 1

2015

(SARINGAN 2)

*Sila rujuk dokumen ini sebelum, semasa dan selepas mentadbir instrumen


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Manual Pentadbiran Instrumen Saringan Literasi Membaca

Saringan 2, Tahun 1 (2015)Hak Cipta Kerajaan Malaysia 2015

KANDUNGAN

Kaedah Pentadbiran 3 - 6

Prosedur Pentadbiran Instrumen

Penggunaan Manual Tatacara Pengisian Borang Pelaporan Penguasaan Individu (BPPI)

Penetapan Murid ke Program LINUS2.0 atau Arus Perdana

Pentadbiran Instrumen 7 - 15

Konstruk Arahan Guru

Tindakan Murid


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KAEDAH PENTADBIRAN INSTRUMEN LITERASI MEMBACA

PERKARA KAEDAH PENTADBIRAN

Pentadbiran Instrumen literasi membaca mengandungi 12 konstruk. Instrumen ini ditadbir secara lisan secara berterusan semasa waktu Bahasa Inggeris. Instrumen ini ditadbir secara individu atau kumpulan kecil yang tidak melebihi tiga orang murid

serta mengikut kesediaan murid. Instrumen ini ditadbir mengikut urutan konstruk.

Setelah kesemua konstruk ditaksir, pentaksir boleh mengulang mana-mana konstruk yang belumdikuasai oleh murid.

Murid boleh memberi respons secara mengeja dan membaca. Dicadangkan murid duduk bersebelahan pentaksir ketika pentaksiran dilaksanakan.

Pentadbiran instrumen ini haruslah dilakukan secara telus dan jujur. Kesemua konstruk hendaklah ditaksir dalam tempoh yang ditetapkan.

Setiap konstruk yang disaring hendaklah diisi dalam Borang Pelaporan Penguasaan Individu(BPPI).

Penggunaan Manual

Manual Pentadbiran Instrumen Literasi Membaca ini perlu dirujuk oleh pentaksir. Manual ini merupakan panduan mentaksir 12 konstruk Literasi Membaca Tahun 1 dan skema

jawapan turut disertakan.

Pentaksir hendaklah membaca manual ini dengan teliti dan memahaminya sebelum mentadbir

instrumen.


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Cara Mengisi BorangPelaporanPenguasaan Individu(BPPI)

Pentaksir perlu melengkapkan BPPI dengan nama murid, kelas dan tahun. Pentaksir perlu mencatat penguasaan murid bagi setiap konstruk pada ruang yang disediakan.

Pada akhir tahun BPPI yang telah lengkap diisi hendaklah disimpan dalam fail peribadi muriduntuk tujuan rujukan.

BPPI hendaklah dibekalkan kepada murid yang berpindah sekolah.

Tahap penguasaan minimumbagi Literasi Membaca dan Menulis adalah seperti berikut:

KonstrukSaringan 2 Penguasaan Saringan 2

Membaca KuasaiBelumKuasai

Menulis KuasaiBelumKuasai

KuasaiBelumKuasai

13

4

34

23

4

34

32

3

23

42

3

2

3

52

3

23

62

3

23

73

4

34

82

3

23

92

3

23

103

4

3

4

112

3

23

122

3

23


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Penetapan Murid keProgram LINUS2.0atau Arus Perdana

Penguasaan konstruk dalam kedua-dua Literasi Membaca dan Menulis diambilkira bagimenentukan sama ada murid memasuki Program LINUS2.0 atau mengikuti Arus Perdana.

Murid yang memasuki Program LINUS2.0 adalah murid yang:

o Tidak menguasai mana-mana konstruk 1 hingga konstruk 12.

Contoh:

KonstrukSaringan 2 Penguasaan Saringan 2

Membaca KuasaiBelumKuasai

Menulis KuasaiBelumKuasai

KuasaiBelumKuasai

13

4

34

23

4

34

33

3

23

41

3

23

5 2 3 1 3

62

3

23

73

4

34

82

3

23

92

3

23

101

4

34

112

3

13

121

3

13


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Murid yang memasuki Arus Perdana adalah murid yang:

o Menguasai kesemua konstruk 1 hingga konstruk 12

Contoh:

Konstruk

Saringan 2 Penguasaan Saringan 2

Membaca Kuasai BelumKuasai

Menulis Kuasai BelumKuasai

Kuasai BelumKuasai

13

4

34

24

4

34

33

3

33

43

3

33

52

3

3

3

63

3

23

74

4

44

83

3

33

93

3

23

103

4

34

11

2

3

3

3

122

3

33


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PENTADBIRAN INSTRUMEN

TUGASAN

KONSTRUK)

ARAHAN GURU TINDAKAN MURID

C1: Able to identify and

distinguish letters of

the alphabet

Explanation:The ability to identify anddistinguish the shapes ofletters

Teacher guides the pupil to identify andread the letters using the example given.

Pupil identify and read the letters correctly.

Answers:

1. y

2. Q

3. T

4.

x

Note:This item carries 4marks.

Pupil needs to get a minimum score of 3out of 4to pass this contsruct.


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C2: Able to associate

sounds with the

letters of the

alphabet.

Explanation:

he ability to identifyetters in association toounds.

1. Teacher guides the pupil to identify andsay the sound of the letters.

2. Teachers may use these questions toguide the pupil:

a. What letter is this?b. What is the sound of this letter?

Example:

/s/

Pupil sounds the letters correctly.

Answers:

1.

//

2. /r/

3. /b/

4. /l/


Pupil needs to get a mininum score of 3 outof 4to pass this construct.


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C3: Able to blend

phonemes into

recognisable words.

Explanation:The ability to blend the

phonemes into legiblewords or read wholewords.

1. Teacher asks pupil to blend thephonemes into words.

2. Teacher may guide by segmentingeach individual sounds.

Note:If pupil reads the words as a whole, marksshould be awarded.

1. Pupil blends the phonemes intorecognizable words.

Answers:

1. /j/ // /g/ - jug

2. /b/ // /t/ - bit

3. /r/ / / /d/ -red




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C4: Able to segment

words into phonemes.

Explanation:The ability to spell simplewords correctly.

1. Teacher asks pupil to segment individualsounds in a word.

2. Teacher may guide by saying the wordaloud as long as the pupil segment the

individual phonemes on their owncorrectly.

Example:

pan/p/ // / n/

1. Pupil reads and segments the words intoindividual phonemes.

Answers:

1. dog - /d/ // /g/

2. kid -/k/ // /d/

3. sack - /s/ // /k/




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C5: Able to understand

and use the language at

word level.

Explanation:The ability to understand

and use the language atword level.

1. Teacher asks the pupil to read and pointto the correct word using the examplegiven.

1. Pupil points and read the correct word.

Answers:

1. snake

2. banana

3. jam




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phrase level in linear

texts.

Explanation:

The ability to understandand use the language atphrase level in lineartexts.

1. Teacher shows the pictures and phrases.

2. Teacher may guide the pupil to readthe phrase by pointing to the picture.

Pupil reads and points to the correctphrase.

Answers:

1. a happy girl

2. cold juice

3. two cats

4. a pretty flower




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phrase level in non-linear

texts.

Explanation:

The ability to showcomprehension of thelanguage at phrase levelin non-linear textsthrough answeringquestions and pointing tothe answers.

1.Teacher shows the picture and thephrases.

2. Teacher may guide the pupil to read thephrases and sentences.

3. Teacher asks these questions:

a. What is the girl doing? / What is thegrandmother doing?

b. What is the boy doing?c. Where is the father?

Note: Teacher may rephrase the questionsas necessary.

Pupil reads the phrases and points to thecorrect answer.

Answer:

1. watching television

2. playing with toy planes

3. at the door




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C9: Able to read and

understand sentences

with guidance.

Explanation:The ability to read and

understand sentences ina paragraph withprompts or guidance bythe teacher.

1. Pupil reads the sentences.

2.Teacher may guide the pupils bysegmenting the words.

Note:Only one mispronounced word in eachsentence is allowed.

1. Pupil reads the sentences correctly.

Ben has a pet duck.

Its name is Billy.

The duck is white.


Each sentence carries 1mark.



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sentence level in non-

linear texts.

Explanation:

The ability to showunderstanding throughthe use of the languageat sentence level in non-linear texts throughreading aloud andpointing to the correctpictures.

1. Teacher ask the pupil to read eachsentence aloud and point to the correctpicture.

2. Teacher may give guidance by

blending phonemes or segmentingdifficult words.

1. Pupil reads each sentence and points tocorrect picture.

Answers:

1. Danny is sleeping on the bed.

2. Prem is waiting for the bus.

3. Tom is eating a slice of cake.

4. Alia is feeding the fish.




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paragraph level in linear

texts.

Explanation:

The ability to read andunderstand sentences ina paragraph.

1. Teacher asks pupil to read the sentencesaloud.

2. Teacher provides guidance byprompting where necessary.

3. Teacher asks these questions:

a) What does Lee have?

b)

Is it a birthday gift?

c) Where is the boat?

1. Pupil reads and answers questions askedby the teacher.

Answers:

a.- boat-toy boat-He has a boat-He has a toy boat-Lee has a boat-Lee has a toy boat

b. -Yes-It is-Yes, it is

-It is a birthday gift.

c. -pond-in the pond-The boat is in the pond-It is in the pond




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C12: Able to construct

sentences with

guidance.

Explanation:The ability to connect

the words given intosentences and readthem aloud.

1. Teacher guides the pupil to read thewords in the substituition table.

2. Teacher may use the pictures andexample to prompt.

Pupil constructs sentences from thesubstitution table and reads them aloud.

Answers:

1. An ant is small.

2. The boy is happy.

3. It is my bag.



2. manual pentadbiran instrumen literasi membaca tahun 1.pdf

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