LINUS2.0 (LITERASI BAHASA INGGERIS) MANUAL PENTADBIRAN INSTRUMEN LITERASI MEMBACA

Transcription

1
KEMENTERIAN PENDIDIKAN MALAYSIA
NKRA – PENDIDIKAN
LINUS2.0 (LITERASI BAHASA INGGERIS)
MANUAL
PENTADBIRAN INSTRUMEN
LITERASI MEMBACA
TAHUN 2
2014
(SARINGAN 2)
*Sila rujuk dokumen ini sebelum dan semasa mentadbir instrumen
Manual Instrumen Membaca
Saringan 2, Tahun 2 (2014)
© Hak Cipta Kerajaan Malaysia 2014
2
KANDUNGAN
Kaedah Pentadbiran
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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
 Konstruk
 Arahan Guru
 Tindakan Murid
7 - 18
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KAEDAH PENTADBIRAN INSTRUMEN LITERASI MEMBACA
PERKARA
Pentadbiran
KAEDAH PENTADBIRAN
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Penggunaan Manual
Instrumen literasi membaca mengandungi 12 konstruk.
Instrumen ini ditadbir secara lisan 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).
 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.
4
Cara Mengisi Borang
Pelaporan
Penguasaan Individu
(BPPI)
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Borang Pelaporan Penguasaan Individu adalah dokumen rasmi dan wajib diisi oleh pentaksir
dengan jelas dan telus. Borang ini mestilah diisi menggunakan dakwat kekal (pen).
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
1
2
3
4
5
6
7
8
9
10
11
12
Membaca
3
4
3
4
2
3
2
3
2
3
2
3
3
4
3
4
3
4
3
4
2
3
2
3
Kuasai
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Saringan 2
Belum
Menulis
Kuasai
3
Kuasai
4
3
4
2
3
2
3
2
3
2
3
3
4
2
3
2
3
3
4
2
3
2
3
Belum
Kuasai
Penguasaan Saringan 2
Belum
Kuasai
Kuasai
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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
3
1
4
3
2
4
2
3
4
5
6
7
8
9
10
11
12
3
Kuasai
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3
2
3
3
4
3
4
3
4
1
4
1
3
1
3
3
4
2
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3
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3
Kuasai
4
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1
2
Saringan 2
Belum
Menulis
Kuasai
3
2
3
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2
3
3
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4
2
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3
2
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3
3
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4
1
3
1
3
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3
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Belum
Kuasai
Kuasai
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1
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Belum
Kuasai
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 Murid yang memasuki Arus Perdana
o Menguasai kesemua konstruk 1 hingga konstruk 12
Contoh:
Konstruk
1
2
3
4
5
6
7
8
9
10
11
12
Membaca
3
4
3
4
2
3
2
3
2
3
2
3
3
4
3
4
3
4
3
4
2
3
2
3
Kuasai
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






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Saringan 2
Belum
Menulis
Kuasai
3
Kuasai
4
3
4
3
3
3
3
3
3
2
3
4
4
3
3
2
3
3
4
3
3
3
3
Belum
Kuasai
Belum
Kuasai
Kuasai
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7
PENTADBIRAN INSTRUMEN
TUGASAN
(KONSTRUK)
C1: Able to identify and
distinguish letters of
the alphabet.
Explanation:
Ability to identify and
distinguish the shapes of
letters.
ARAHAN GURU
TINDAKAN MURID
1. Teacher reads the example given.
2. Teacher asks pupil to read the underlined
letters in the given words.
Example:
lamp
l
1. Pupil reads the underlined letters in the
given words
wave
w
strong
r
friend
f
mix
x
Note:
This item carries 4 marks.
Pupil needs to get a minimum score of 3
out of 4 to pass this construct.
8
C2: Able to associate
sounds with the letters of
the alphabet.
Explanation:
Ability to say aloud the
sounds of the phonemes.
1. Teacher says the sound of the underlined Pupil says the sounds of the underlined
letter in the example given.
letters.
2. Teacher points to underlined letters and
pupil says the sounds.
Example:
bag -
-/b/
maze
-
/z/
sing
-
/ŋ/
shine
teeth
- /ʃ/
- /θ/
Note:
9
C3: Able to blend
phonemes into
recognisable words.
1. Teacher reads the example given.
Pupils reads the words given.
2. Teacher guides the pupil by pointing to
the segmented word.
Explanation:
Ability to blend sounds of
phonemes into
Example:
recognisable words.
se ven
1.
shop
shop
2.
ro bot
robot
qu ee n
queen
Note: Full mark is awarded if pupil is able to
read the whole word aloud without 3.
segmenting it.
Note:
10
C4: Able to segment
words into phonemes.
1.Teacher reads the example given and 1. Pupil reads and segments the words into
segments it.
phonemes.
Explanation:
Ability to segment words
into phonemes.
1.
basket
=
bas
ket
2.
August
=
Au
gust
Example:
pencil
=
pen cil
3.
banana
=
ba
na
na
Note:
11
C5: Able to understand
and use the language at
word level.
1. Teacher points to the picture in the 1. Pupil looks at the picture given and
example given and says the word aloud.
points to the correct word.
Explanation:
Ability to understand and Example:
use the language at
word level.
2. Pupil says the word aloud.
1. cupcake
socks
2. doctor
2. Teacher points to the pictures given and
asks pupil to point to and read aloud the
correct word.
3. eraser
Note:
12
C6: Able to participate
in daily conversations
using appropriate
phrases.
1. Teacher asks pupil to read and choose 1. Pupil reads and chooses the correct
the correct responses.
responses.
2. Teacher may guide by describing the
pictures.
1. Happy Birthday! =
Explanation:
Ability to participate in
daily conversations using
appropriate phrases.
2. Well done!
=
3. Get well soon.
=
Note:
13
phrase level in linear
texts.
1. Teacher asks pupil to read the phrases 1. Pupil reads the phrases and points to the
and point to the correct picture.
correct pictures.
1. buying vegetables
=
2. holding a balloon
=
Explanation:
Ability to understand and
use the language at
phrase level in linear
texts.
3. sleeping under a table =
4. reading a book
=
Note:
14
phrase level in nonlinear texts.
1.Teacher asks pupil to look at the picture 1. Pupil looks at the picture given.
given.
2. Pupil answers the questions.
2.Teacher asks questions based on the
picture and pupil answers them
Explanation:
Ability to understand and Questions:
use the language at
phrase level in non-linear 1. Where do you think this is?
texts.
2. What is the boy doing?
Answers:
1. in the garden
2. sweeping the leaves
3. What is the man doing?
3. watering the plants
4. What is the woman doing?
4. planting some flowers
Note: Teacher can rephrase or simplify the
question where necessary.
Note:
15
C9: Able to read and
understand sentences.
1.Teacher asks the pupil to read the 1. Pupil reads the paragraph aloud.
paragraph given.
Explanation:
Ability to
sentences
guidance.
read
aloud
with
Azmi visits his grandparents in
Johor. He swims in the river. He
eats a lot of fruits. Azmi loves his
grandparents very much.
Note:
This item carries 4 marks. (Every correctly
read sentence is awarded one mark.Only
one error or mispronounced word in each
sentence is accepted). Pupil needs to score
a minimum of 3 out of 4 to pass this
construct.
16
sentence level in nonlinear texts.
Explanation:
Ability to read sentences
and point to the correct
pictures that describe
them correctly.
1. Teacher asks pupil to read the sentences
given and point to the correct pictures.
1.Pupil reads the sentences and points to
the correct pictures.
1.
Mr. Chong drives to work every day.
2.
Nita likes dancing.
3.
Kumar catches a fish.
4.
Halim plays football in
the school field.
Note:
17
paragraph level in linear
texts.
1.Teacher asks pupil to look at the picture 1. Pupil looks at the picture given and reads
given.
the paragraph aloud.
2.Teacher asks pupil to read the paragraph
2. Pupil answers the questions.
and then answer the questions below.
Explanation:
3. Teacher chooses only three questions to
Ability to read and ask the students.
understand sentences in
a paragraph.
Questions:
1. Who is Miss Yuna?
Miss Yuna is a teacher. She teaches
English in my school. She lives in
Kuala Lumpur. She drives to school
every day. We love Miss Yuna very
much.
Answers:
2. What does she teach?
1. Teacher / A teacher / Miss Yuna is a
teacher / English teacher
3. Where does she live?
2. English / She teaches English.
4. How does she go to school?
3. Kuala Lumpur / She lives in Kuala Lumpur
/ KL
4. car / drives / she drives to school / in a
car
Note:
18
C12: Able to construct 1. Teacher asks pupil to make sentences 1. Pupil looks at the pictures given and
sentences
with with the given phrases.
makes sentences.
guidance.
2. Teacher asks pupil to read the sentences 2. Pupil reads the sentences aloud.
Explanation:
aloud.
Ability to string words
given into sentences and
Answers:
read them aloud.
1. A doctor works in a hospital.
2. A baker works in a bakery.
3. A fishmonger works in a market.
Note:

LINUS2.0 (LITERASI BAHASA INGGERIS) MANUAL PENTADBIRAN INSTRUMEN LITERASI MEMBACA

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