manual pentadbiran instrumen saringan literasi membaca tahun 2 saringan 1 2016.pdf

8/17/2019 Manual Pentadbiran Instrumen Saringan Literasi Membaca Tahun 2 Saringan 1 2016.pdf

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Manual Pentadbiran Instrumen Saringan Literasi Membaca

Saringan 1, Tahun 2 (2016)© Hak Cipta Kerajaan Malaysia 2016

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 secara berterusan semasa waktu Bahasa Inggeris. Instrumen ini ditadbir secara individu atau kumpulan kecil 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 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 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 minimum bagi Literasi Membaca dan Menulis adalah seperti berikut:

KonstrukSaringan 1 Penguasaan Saringan 1

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 1 Penguasaan Saringan 1

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 1 Penguasaan Saringan 1

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 say aloud the

underlined letters by reading the examplegiven.

Example:fish s

Pupil reads the underlined letters correctly.

Answers:

1. f2. r3. h4. c

Note:This item carries 4 marks.

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


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C2: Able to associate

sounds with the

letters of the

alphabet.

Explanation:The ability to say aloudthe sounds of thephonemes

Teacher points to the alphabet andprompts the pupil to say the sounds of thephonemes aloud, using the example given.

Example:

book = /ʊ /

Pupil says the sounds of the phonemescorrectly.

Answers:

1.

petals = /ə /

2. sharp = /p/

3.

cheap = /t ʃ /

4. dish = / ʃ /


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


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C3: Able to blend

phonemes into

recognisable words.

Explanation:

The ability to blendsounds of phonemes intorecognisable words.

1. Teacher guides the pupil to blend thesounds using the example given.

2. Teacher accepts pupil’s response if thepupil can read the word as a whole.

Example:

tea = /ti:/

1. Pupil blends the phonemes and readsthe words aloud.

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

Answers:

1. ship = / ʃ ip/

2. run = /rʌn/

3. yell = /jel/




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C4: Able to segment

words into phonemes.

Explanation:The ability to segment

words into phonemes.

1. Teacher guides the pupil to read thewords aloud and sound the givenphonemes by using the example given.

Example:

girl = /g/ /3:/ /l/

Pupil reads the words aloud then sound thegiven phonemes.

Answers:

1.

bench = /b/ /e/ /n/ /ʈʃ /

2. thing = /θ / /ɪ / /ŋ /

3.

shock = / ʃ / / ɒ / /k/




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C5: Able to understand

and use the language at

word level.

Explanation:

The ability to understandand use the language atword level.

1. Teacher points to the picture in theexample given and says the wordaloud.

1.Pupil looks at the picture given and pointsto the correct word.

Answers:

1.

2.

3.




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C6: Able to participate

in daily conversations

using appropriate

phrases.

Explanation:The ability to read,answer or participatewith appropriate phrasesin daily conversations.

1.Teacher asks pupil to read and choosethe correct responses.

2.Teacher may guide the pupil to read thesentences by blending or segmenting

difficult words.

Pupil reads and chooses the correctanswers.

Answers:

1. Hi, I am Tina.

2. Yes, you may.

3. I am from Kedah.




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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 phrases by blending andsegmenting some of the words in the

phrases.

Pupil reads and points to the correctphrases.

Answers:

1.

walking to school

2. three apples

3. long train

4.

my sister




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phrase level in non-linear

texts.

Explanation:The ability to show theircomprehension of thelanguage at phrase levelin non linear text throughanswering questions andpointing to the answers.

1. Teacher asks pupils to look at thepicture given.

2. Teacher asks the questions below:

1.

Who is sitting at the table?

2. What are they doing?

3. What are they drinking?

Note:Teacher may rephrase the questions.

1. Pupil reads the phrases and answers thequestions.

2. Pupils MUST point to the correctanswers.

Answers:

1.

two children

2. having dinner

3. some lemon juice




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C9: Able to read and

understand

sentences.

Explanation:

The ability to read andunderstand sentences ina paragraph withprompts or guidance bythe teacher.

1. Teacher may guide the pupil to readthe entire paragraph aloud and promptwhen necessary.

2. Teacher may give guidance by

blending phonemes and segmentingdifficult words.

1. Pupil reads the sentences in theparagraph aloud.

2. Only one error or mispronounced word(after multiple prompts) in each

sentence is accepted.

Note:

This item carries 3 marks.

Every correctly read sentence is awardedone mark. Only one error ormispronounced word in each sentence isaccepted.

Pupil needs to score a minimum of 2 out of3 to pass this construct.


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sentence level in non-

linear texts.

Explanation:The ability to show theirunderstanding throughthe use of the languageat sentence level in nonlinear texts throughreading aloud andpointing to the correctpictures.

1. Teacher asks the pupil to read eachsentence aloud and then point to thecorrect picture.

2. Teacher may give guidance by

blending phonemes or segmentingdifficult words.

Pupil reads each sentence and points tothe correct picture.

Answers:

1.

2.

3.

4.




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paragraph level in linear

texts.

Explanation:The ability to read andunderstand sentences ina paragraph.

1. Teacher asks pupil to look at the picturegiven.

2. Teacher asks pupil to read theparagraph and answer the question

below.

3. Teacher asks these questions:

a. What day is today?

b.

What are they doing?

c. Where are they sitting?

4.

Teacher may rephrase questions whennecessary or ask the questions in adifferent order.

1. Pupil looks at the picture given andreads the paragraph aloud.

2. Pupil answers the questions.

Answers:

a. SundayToday is Sunday.

b. having lunchlunchDania’s family is / They are havinglunch.sitting at the table

Dania’s family is / They are sitting atthe table.

c.

tableat the tableThey are sitting at the table.




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C12: Able to construct

sentences with

guidance.

Explanation:

The ability to string wordsgiven into sentences andread them aloud.

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

2. Teacher asks pupil to make correct andmeaningful sentences.

3.

Teacher may prompt when necessary.

1. Pupil joins phrases to form correct andmeaningful sentences.

2. Pupil reads the correct sentences aloud.

Answers:

1. The cupcakes are sweet.

2. The boys are playing basketball.

3.

The birds are flying.



manual pentadbiran instrumen saringan literasi membaca tahun 2 saringan 1 2016.pdf

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