2. manual pentadbiran instrumen saringan membaca saringan 1_2014

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Manual Instrumen Membaca Saringan 1, Tahun 1 (2014)

Hak Cipta Kerajaan Malaysia 2014

KEMENTERIAN PENDIDIKAN MALAYSIA

NKRA PENDIDIKAN

LINUS2.02.0 (LITERASI BAHASA INGGERIS)

MANUAL

PENTADBIRAN INSTRUMEN

LITERASI MEMBACA

TAHUN 1

2014

(SARINGAN 1)

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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 - 18

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 dan bertulis secara berterusan semasa waktu Bahasa Inggeris.

Instrumen ini ditadbir mengikut urutan konstruk.

Setelah kesemua konstruk ditaksir, pentaksir boleh mengulang mana-mana konstruk yang belum dikuasai 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 Literasi Membaca ini perlu dirujuk oleh pentaksir.

Manual ini merupakan panduan mentaksir 12 konstruk Literasi Membaca dan skema jawapan disertakan.

Pentaksir hendaklah membaca manual ini dengan teliti dan memahaminya sebelum mentadbir instrumen.

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Cara Mengisi Borang Pelaporan Penguasaan 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 murid untuk tujuan rujukan.

BPPI hendaklah dibekalkan kepada murid yang berpindah.

Tahap penguasaan minimum bagi Literasi Membaca dan Menulis adalah seperti berikut:

Konstruk

Saringan 1 Penguasaan Saringan 1

Membaca Kuasai Belum Kuasai

Menulis Kuasai Belum Kuasai

Kuasai Belum Kuasai

1 3 4

3 4

2 3 4

3 4

3 2 3

2 3

4 2 3

2 3

5 2 3

2 3

6 2 3

2 3

7 3 4

3 4

8 2 3

2 3

9 2 3

2 3

10 3 4

3 4

11 2 3

2 3

12 2 3

2 3

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Penetapan Murid ke Program LINUS2.0 atau Arus Perdana

Penguasaan konstruk dalam kedua-dua literasi membaca dan menulis diambilkira bagi menentukan sama ada murid memasuki Program LINUS2.0 atau mengikuti Arus Perdana.

Murid yang memasuki Program LINUS2.0 o Tidak menguasai mana-mana konstruk 1 hingga konstruk 12.

Contoh:

Konstruk


Membaca Kuasai Belum

Kuasai Menulis Kuasai

Belum

Kuasai Kuasai

Belum

Kuasai

1 3

4

3

4

2 3

4

3

4

3 3

3

2

3

4 1

3

2

3

5 2

3

1

3

6 2

3

2

3

7 3

4

3

4

8 2

3

2

3

9 2

3

2

3

10 1

4

3

4

11 2

3

1

3

12 1

3

1

3

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Murid yang memasuki Arus Perdana o Menguasai kesemua konstruk 1 hingga konstruk 12

Contoh:

Konstruk


Membaca Kuasai Belum

Kuasai Menulis Kuasai

Belum

Kuasai Kuasai

Belum

Kuasai

1 3

4

3

4

2 4

4

3

4

3 3

3

3

3

4 3

3

3

3

5 2

3

3

3

6 3

3

2

3

7 4

4

4

4

8 3

3

3

3

9 3

3

2

3

10 3

4

3

4

11 2

3

3

3

12 2

3

3

3

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PENTADBIRAN INSTRUMEN

TUGASAN (KONSTRUK)

ARAHAN GURU TINDAKAN MURID

C1: Able to identify and distinguish letters of the alphabet. Explanation: Ability to identify and distinguish the shapes of letters.

1. Teacher guides the pupil to read the

given letters by reading the example. Example:

1. Pupil reads the given letters correctly.

1.

Note:

This item carries 4 marks.

Pupil needs to get a minimum score of 3

out of 4 to pass this construct.

2.

3. 4.

j

h g

n b

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TUGASAN (KONSTRUK)


C2: Able to associate sounds with the letters of the alphabet. Explanation: Ability to say aloud the sounds of the phonemes.

1. Teacher points to the alphabet and

prompts the pupil to say the sounds of the phonemes aloud, using the example given.

Example:

1. Pupil says aloud the sounds of the

phonemes: / p /, / m /, / a /, / s /

Note:




1.

3.

2.

4.

c

p m

a s

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TUGASAN (KONSTRUK)


C3: Able to blend phonemes into recognizable words. Explanation: Ability to blend sounds of phonemes into recognisable words.

1. Teacher guides the pupil to blend the

sounds using the example given.

2. Teacher accepts pupils response if the pupil can read the word as a whole.

Example: sat

/ s / / a / / t /

1. Pupil blends the phonemes and says

the words aloud.

2. Pupil should be allowed to say the whole word aloud without spelling it.

1.

/ s / / a / / d / 2.

/ k / / a / / p / 3.

/ t / / I / / n / Note: This item carries 3 marks. Pupil needs to get a minimum score of 2 out of 3 to pass this construct.

s a t

s a d

c a p

t i n

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TUGASAN (KONSTRUK)


C4: Able to segment words into phonemes. Explanation: Ability to segment words into phonemes.

1. Teacher shows the words to the pupil.

2. Teacher guides the pupil using the

example given.

Example:

tap / t / / a / / p /

1. Pupil says the words then sounds the

given phonemes.

2. Pupil should be allowed to say the

whole word aloud without segmenting

it.

1. map / m / / a / / p /

2. pin / p / / I / / n / 3. cat / k / / a / / t / Note: This item carries 3 marks. Pupil needs to get a minimum score of 2 out of 3 to pass this construct.

Picture of a

tap

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TUGASAN (KONSTRUK)


C5: Able to understand and use the language at word level.

Explanation: Ability to understand and use the language at word level.

1. Teacher points to the picture and asks

the pupil to point to the correct words

and read them aloud.

Example:

1.

1. Pupil points to the correct words. Pupil

reads them aloud.

1.

2.

3.

Note:




tip

tin

pin

cat

hat

mat

man

tan

pan

sit

sip

pit

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TUGASAN (KONSTRUK)


C6: Able to participate

in daily conversations

using appropriate

phrases.

Explanation:

Ability to participate in

daily conversations using

appropriate phrases.

1. Teacher asks pupil to read and choose

the correct responses.

2. Teacher provides guidance by reading

the sentences in the stimulus aloud.

Halim : Hi, I am Halim. Zeti : __________________ Halim : What is your name? Zeti : __________________ Halim : How old are you? Zeti : __________________

1. Pupil points to the correct responses

and read them aloud.

Halim : Hi, I am Halim. Zeti : Hi, nice to meet you. Halim : What is your name? Zeti : My name is Zeti. Halim : How old are you? Zeti : I am seven years old.

Note:



out 3 marks to pass this construct.

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TUGASAN (KONSTRUK)


C7: Able to understand and use the language at phrase level in linear texts. Explanation: Ability to understand and use the language at phrase level in linear texts.

1. Teacher shows the pictures and phrases.

2. Teacher may guide the pupil to read

the phrases by pointing to the picture.

3. Teacher may prompt by asking these

questions:

Picture 1: What is this?

Picture 2: What is this?

Picture 3: Who are they?

Picture 4: What is she doing?

.

1. Pupil points to the correct phrases and

read them aloud. .

Note:




a pencil

a pen

a big bin

a small can

three sisters

four brothers

drink some water

eat an apple

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TUGASAN (KONSTRUK)


C8: Able to understand and use the language at phrase level in non-linear texts. Explanation: Ability to understand and use the language at phrase level in non-linear texts.

1. Teacher asks the following questions: 1. What can you see on the mat?

2 What is the old lady doing?

3. Where are they sitting?

2. Teacher guides the pupil by pointing to

the picture when asking questions.

1. Pupil points to the correct answers and reads them aloud.

1. What can you see on the mat?

Four glasses.

2. What is the old lady doing ?

She sits.

3. Where are they sitting?

On a mat.

Note:




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TUGASAN (KONSTRUK)


C9: Able to read and understand sentences. Explanation: Ability to read aloud sentences with guidance.

1. Teacher may guide the pupil to read

the entire paragraph aloud and prompt

when necessary.

2. Teacher may give guidance by

blending phonemes and segmenting

words.

*Only one error or mispronounced word in

each sentence is accepted.

Amin has a cat.

It is a big cat.

It is a big fat cat.

1. Pupil reads the sentences in the

paragraph aloud.

Amin has a cat.

It is a big cat.

It is a big fat cat.

Note:


Each sentence carries 1 mark.



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TUGASAN (KONSTRUK)


C10: Able to understand

and use the language at

sentence level in non-

linear texts.

Explanation:

Ability to read sentences

and point to the correct

pictures that describes

them correctly.

1. Teacher asks the pupil to read each

sentence aloud and then point to the

correct picture.

2. Teacher may give guidance by

blending phonemes or segmenting

words.

Ana opens the door.

Grandmother cuts the cake.

Siti pats her cat.

Tina hugs her mother.

1. Pupil reads each sentence and points

to the correct picture.

Note: This item carries 4 marks. Each sentence carries 1 mark. Pupil needs to get a minimum score of 3 out of 4 to pass this construct.

Ana opens the door.

Grandmother cuts the

cake.

Siti pats her cat.

Tina hugs her mother.

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TUGASAN (KONSTRUK)


C11: Able to understand

and use the language at

paragraph level in linear

texts.

Explanation:

Ability to read and

understand sentences in

a paragraph.

1. Teacher asks pupil to read the

sentences aloud.

2. Teacher provides guidance by

prompting where necessary.

This is Amir.

He is a good boy.

He likes football.

3. Teacher asks these questions:

1. Who is this? 2. What does he like? 3. Is he a good boy?

1. Pupil reads the sentences in the

paragraph aloud and answers the

questions read by the teacher orally.

1. Who is this? Answers : He is Amir. This is Amir. Amir. *Any acceptable answers.

2. What does he like? Answers : Football. Play football. He likes football. He likes to play football. *Any acceptable answers.

3. Is he a good boy? Answers : Yes, he is. Yes. He is a good boy. *Any acceptable answers.

Note:




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TUGASAN (KONSTRUK)


C12: Able to construct sentences with guidance. Explanation: Ability to string words given into sentences and read them aloud.

1. Teacher guides the pupil to read the

words in the substitution table.

2. Teacher may guide the pupil by

pointing to the words and the picture

given.

3. Teacher may use the picture to prompt.

Example: It is a cat.

1. Pupil constructs sentences by using the

substitution table.

It is a table. She is Mimi. He is Ahmad. Note:


Pupil needs to get a minimum score of 2 out 3 marks to pass this construct.

It

is

Mimi.

She a table.

He Ahmad.

2. manual pentadbiran instrumen saringan membaca saringan 1_2014

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