manual pentadbiran instrumen saringan literasi membaca tahun 4 saringan 1 2016

7/25/2019 Manual Pentadbiran Instrumen Saringan Literasi Membaca Tahun 4 Saringan 1 2016

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Manual Pentadbiran Instrumen Saringan Literasi Membaca

Saringan Khas 1, Tahun 4 (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 - 12

Konstruk Arahan Guru Tindakan Murid


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KAEDAH PENTADBIRAN INSTRUMEN LITERASI MEMBACA

PERKARA KAEDAH PENTADBIRAN

Pentadbiran Saringan Khas 1 Tahun 4 2016 ditadbir kepada murid yang tidak menguasai mana-mana konstrukdalam Saringan 2 Tahun 3 2015.

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 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 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 murid

untuk 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 Kuasai BelumKuasai Menulis KuasaiBelumKuasai Kuasai

BelumKuasai

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 3 4 3

4

9 3 4 2

4

10 34

34

11 2 3 2

3

12 2 3 2

3


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

Contoh:



BelumKuasai

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 3 4 3

4

9 3 4 3

4

10 1 4 3

4

11 2 3 1

3

12 1 3 1

3


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Murid yang memasuki Arus Perdana adalah murid yango Menguasai kesemua konstruk 1 hingga konstruk 12

Contoh:



BelumKuasai

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 4 4 4

4

9 4 4 3

4

10 3 4 3

4

112

3 3

3 12 2 3

33


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PENTADBIRAN INSTRUMEN

TUGASANKONSTRUK) ARAHAN GURU TINDAKAN MURID

C1: Able to identify and

distinguish letters ofthe alphabet.

Explanation:The ability to identify anddistinguish the shapes ofletters.

Teacher guides the pupil to say aloud the

given letters by reading the example given.Note:This item carries 4 marks.

Pupil needs to get minimum score of 3 out of4 to pass this contsruct.

Pupil reads the given letters correctly.

Answers:

1. A

2. d

3. t

4. x

C2: Able to associatesounds with the letters ofthe alphabet.

Explanation:The ability to say aloudthe sounds of thephonemes

Teacher points to the letters and prompts thepupil to say the sounds of the phonemesaloud, using the example given.

Note:This item carries 4 marks.

Pupil needs to get a mininum score of 3 out

of 4 to pass this construct.

Pupil says aloud the sounds of thephonemes correctly.

Answers:

1. stack = / k /

2. thing = / /

3. snip = / /

4. lagoon = / u:/


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C3: Able to blendphonemes intorecognisable words.

Explanation:

The ability to blendsounds of phonemes intorecognisable words.

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

2. Teacher accep ts pupils response if thepupil can read the word as a whole.


Pupil needs to get a mininum score of 2 outof 3 to pass this construct.

1. Pupil blends the phonemes and readsthe words aloud.

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

Answers:

1. fell = /fl /

2. cheek = / i:k /

3. brain = / br e n /

C4: Able to segmentwords into phonemes.

Explanation:The ability to segmentwords into phonemes.

1. Teacher shows the words to the pupil.2. Teacher guides the pupil to read the

words aloud and sound the givenphonemes by using the example given.


Pupil needs to get a mininum score of 2 out

of 3 to pass this construct.

Pupil reads the words aloud then sound thegiven phonemes.

Answers:

1. lie = /l/ / a /

2. star = /s/ /t/ / : / (r)

3. cream = /k/ /r/ /i:/ /m/


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C5: Able to understandand use the language atword level.

Explanation:

The ability to understandand use the language atword level.

1. Teacher reads the word and point to thecorrect picture using the example given.



Pupil reads the words aloud and then pointsto the correct pictures.

Answers:

1. net2. crown

3. seahorse

C6: Able to participatein daily conversationsusing appropriate

phrases.Explanation:The ability to read,answer or participate withappropriate phrases indaily conversations.

1. Teacher asks pupil to read and choose thecorrect responses.



Pupil reads and chooses the correctanswers.

Answers:1. Yes, I would love to

2. It will be on Wednesday.

3. Thank you.


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C7: Able to understandand use the language atphrase level in lineartexts.

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 read thephrases by pointing to the pictures.



Pupil reads the phrases and points to thecorrect pictures.

Answers:

1. 2.

3. 4.

C8: Able to understandand use the language atphrase level in non-lineartexts.

Explanation:The ability to show theircomprehension of thelanguage at phrase level

in non linear text throughanswering questions andpointing to the answers.

1. Teacher shows the picture and phrases.

2. Teacher asks these questions:

a. Where is the teddy bear?b. What is on the wall?c. What is on the bed?d. Where is the vase of flowers?

3. Teacher may prompt by rephrasing thequestions given.



1. Pupil looks at the picture and answersthe questions given.

2. Pupil MUST point to the correct answers.

Answers:

a. on the cupboard

b. a picture framec. an open book

d. on the table


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C9: Able to read andunderstandsentences.

Explanation:

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

1. Teacher may guide the pupil to read theentire paragraph aloud and prompt whennecessary using the example below.

2. Teacher may give guidance by blending

phonemes and segmenting difficultwords.


Each sentence carries 1 mark.


1. Pupil reads the sentences in theparagraph aloud.

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

sentence is accepted.

C10: Able to understandand use the language atsentence level in non-linear texts.

Explanation:The ability to show theirunderstanding through

the 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 point to the correctpicture.

2. Teacher may give guidance by blendingphonemes or segmenting difficult words.

Note:

This item carries 4 marks.Pupil needs to get a mininum score of 3 outof 4 to pass this construct.

Pupil reads each sentence and points to thecorrect picture.

Answers:

1. 2.

3. 4.


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C11: Able to understandand use the language atparagraph level in lineartexts.

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 any three of thesequestions (Teacher may rephrase thequestions):

a. Who has a pet parrot?b. Where does she keep it?c. What does she give / feed it?d. When does she clean the cage?



Pupil reads the sentences in the paragraphaloud and answers the questions asked bythe teacher.

Possible answers:

a. Shamila.Shamila keeps a pet parrot.

b. in a cageShe keeps it in a cage.

c. seedsnutsseeds and nutsShe gives it seeds and nuts.

d. Sundayon / every SundayShe cleans the cage every Sunday.

*Accept other correct answers.

C12: Able to constructsentences 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 may use the pictures to prompt.Note:This item carries 3 marks.


Pupil constructs sentences from thesubstitution table and reads them aloud.

Answers:1. A giraffe has a long neck.

2. A turtle has a hard shell.

3. A lion has sharp claws.

manual pentadbiran instrumen saringan literasi membaca tahun 4 saringan 1 2016

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