LINUS2.02.0 (LITERASI BAHASA INGGERIS) MANUAL PENTADBIRAN INSTRUMEN

Transcription

1
KEMENTERIAN PENDIDIKAN MALAYSIA
NKRA – PENDIDIKAN
LINUS2.02.0 (LITERASI BAHASA INGGERIS)
MANUAL
PENTADBIRAN INSTRUMEN
LITERASI MEMBACA
TAHUN 1
2014
(SARINGAN 1)
Manual Instrumen Membaca
Saringan 1, Tahun 1 (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 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).
 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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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
2
3
2
3
3
4
2
3
2
3
Kuasai
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Saringan 1
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 1
Belum
Kuasai
Kuasai
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Penetapan Murid ke
Program
LINUS2.0
atau Arus Perdana
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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
1
2
3
4
5
6
7
8
9
10
11
12
Membaca
3
4
3
4
3
3
Kuasai
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3
2
3
3
4
2
3
2
3
1
4
2
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 1
Belum
Menulis
Kuasai
3
2
3
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1
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2
3
3
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4
2
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3
2
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3
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3
4
1
3
1
3
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3
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Belum
Kuasai
Belum
Kuasai
Kuasai
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6
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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
4
4
3
3
3
3
2
3
3
3
4
4
3
3
3
3
3
4
2
3
2
3
Kuasai
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Saringan 1
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.
ARAHAN GURU
1. Teacher guides the pupil to read the
given letters by reading the example.
TINDAKAN MURID
1. Pupil reads the given letters correctly.
1.
Explanation:
Ability to identify and
distinguish the shapes of
letters.
Example:
g
2.
h
4.
b
j
3.
n
Note:
This item carries 4 marks.
Pupil needs to get a minimum score of 3
out of 4 to pass this construct.
8
TUGASAN
(KONSTRUK)
C2: Able to associate
sounds with the letters of
the alphabet.
Explanation:
Ability to say aloud the
sounds of the phonemes.
ARAHAN GURU
TINDAKAN MURID
1. Teacher points to the alphabet and
prompts the pupil to say the sounds of
the phonemes aloud, using the example
given.
1. Pupil says aloud the sounds of the
phonemes: / p /, / m /, / a /, / s /
Example:
1.
2.
p
m
c
3.
4.
a
s
Note:
9
TUGASAN
(KONSTRUK)
C3: Able to blend
phonemes into
recognizable words.
ARAHAN GURU
TINDAKAN MURID
1. Teacher guides the pupil to blend the
sounds using the example given.
1. Pupil blends the phonemes and says
the words aloud.
2. Teacher accepts pupil’s response if the
pupil can read the word as a whole.
2. Pupil should be allowed to say the
whole word aloud without spelling it.
Explanation:
Ability to blend sounds of
phonemes into
recognisable words.
Example:
s
1.
a
t
s
a
d
/s/ /a/ /d/
sat
2.
c
a
p
/s/ /a/ /t/
/k/ /a/ /p/
3.
t
i
n
/t/ /I/ /n/
Note:
10
TUGASAN
(KONSTRUK)
C4: Able to segment
words into phonemes.
ARAHAN GURU
1. Teacher shows the words to the pupil.
TINDAKAN MURID
1. Pupil says the words then sounds the
given phonemes.
2. Teacher guides the pupil using the
Explanation:
Ability to segment words
into phonemes.
example given.
2. Pupil should be allowed to say the
whole word aloud without segmenting
Example:
it.
tap / t / / a / / p /
Picture of a
tap
1.
map / m / / a / / p /
2.
pin
3.
/p//I//n/
cat / k / / a / / t /
Note:
11
TUGASAN
(KONSTRUK)
ARAHAN GURU
TINDAKAN MURID
C5: Able 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.
1. Pupil points to the correct words. Pupil
reads them aloud.
1.
Example:
Explanation:
Ability to understand and
use the language at 1.
word level.
mat
cat
hat
pin
tip
tin
2.
man
pan
tan
3.
sit
pit
sip
Note:
12
TUGASAN
(KONSTRUK)
C6: Able to participate
in daily conversations
using appropriate
phrases.
Explanation:
Ability to participate in
daily conversations using
appropriate phrases.
ARAHAN GURU
TINDAKAN MURID
1. Teacher asks pupil to read and choose
the correct responses.
1. Pupil points to the correct responses
and read them aloud.
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 : 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.
Halim : How old are you?
Zeti : __________________
Note:
out 3 marks to pass this construct.
13
TUGASAN
(KONSTRUK)
phrase level in linear
texts.
ARAHAN GURU
TINDAKAN MURID
1. Teacher shows the pictures and phrases.
1. Pupil points to the correct phrases and
read them aloud.
2. Teacher may guide the pupil to read
a pencil
the phrases by pointing to the picture.
Explanation:
use the language at
phrase level in linear
texts.
a pen
3. Teacher may prompt by asking these
.
questions:
a big bin
Picture 1: What is this?
a small can
Picture 2: What is this?
Picture 3: Who are they?
three sisters
Picture 4: What is she doing?
four brothers
drink some water
eat an apple
.
Note:
14
TUGASAN
(KONSTRUK)
phrase level in nonlinear texts.
ARAHAN GURU
1. Teacher asks the following questions:
TINDAKAN MURID
1. Pupil points to the correct answers and
reads them aloud.
1. What can you see on the mat?
Four glasses.
Explanation:
use the language at
phrase level in non-linear
texts.
2. What is the old lady doing ?
She sits.
3. Where are they sitting?
1. What can you see on the mat?
On a 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.
Note:
15
TUGASAN
(KONSTRUK)
C9: Able to read and
understand sentences.
Explanation:
Ability to read aloud
sentences with
guidance.
ARAHAN GURU
TINDAKAN MURID
1. Teacher may guide the pupil to read
the entire paragraph aloud and prompt
1. Pupil reads the
paragraph aloud.
sentences
in
the
when necessary.
2. Teacher
may
give
guidance
by
blending phonemes and segmenting
words.
Amin has a cat.
*Only one error or mispronounced word in
It is a big cat.
each sentence is accepted.
It is a big fat cat.
Amin has a cat.
It is a big cat.
Note:
It is a big fat cat.
Each sentence carries 1 mark.
16
TUGASAN
(KONSTRUK)
sentence level in nonlinear texts.
Explanation:
Ability to read sentences
and point to the correct
pictures that describes
them correctly.
ARAHAN GURU
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.
TINDAKAN MURID
1. Pupil reads each sentence and points
to the correct picture.
Ana opens the door.
Ana opens the door.
Grandmother cuts the cake.
Grandmother cuts the
cake.
Siti pats her cat.
Siti pats her cat.
Tina hugs her mother.
Tina hugs her mother.
Note:
Each sentence carries 1 mark.
17
TUGASAN
(KONSTRUK)
paragraph level in linear
texts.
ARAHAN GURU
1. Teacher asks pupil to read
sentences aloud.
2. Teacher
provides
guidance
prompting where necessary.
TINDAKAN MURID
the
by
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.
Explanation:
Ability to read and
understand sentences in
a paragraph.
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?
2. What does he like?
Answers : Football.
Play football.
He likes football.
He likes to play football.
3. Is he a good boy?
Answers : Yes, he is.
Yes.
He is a good boy.
Note:
18
TUGASAN
(KONSTRUK)
C12: Able to construct
sentences
with
guidance.
Explanation:
Ability to string words
given into sentences and
read them aloud.
ARAHAN GURU
TINDAKAN MURID
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.
1. Pupil constructs sentences by using the
substitution table.
Example:
It is a cat.
It
She
He
Mimi.
is
a table.
Ahmad.
It is a table.
She is Mimi.
He is Ahmad.
Note:

LINUS2.02.0 (LITERASI BAHASA INGGERIS) MANUAL PENTADBIRAN INSTRUMEN

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