2. MANUAL PENTADBIRAN INSTRUMEN SARINGAN MEMBACA TAHUN 1.pdf

(1)

KEMENTERIAN PENDIDIKAN MALAYSIA

NKRA - PENDIDIKAN

LINUS2.0 (LITERASI BAHASA INGGERIS)

MANUAL

PENTADBIRAN INSTRUMEN

LITERASI MEMBACA

TAHUN 1

2015

(SARINGAN 1)

(2)

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 - 15



Konstruk



Arahan Guru

(3)

Manual Pentadbiran Instrumen Saringan Literasi Membaca

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 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.

(4)

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 _KuasaiBelum Menulis Kuasai _KuasaiBelum Kuasai _KuasaiBelum

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  

(5)

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

Saringan 1 Penguasaan Saringan 1

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  

(6)

 Murid yang memasuki Arus Perdana

o Menguasai kesemua konstruk 1 hingga konstruk 12 Contoh:

Konstruk

Saringan 1 Penguasaan Saringan 1

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  

(7)

PENTADBIRAN INSTRUMEN TUGASAN

(KONSTRUK) ARAHAN GURU TINDAKAN MURID

C1: Able to identify and distinguish letters of the alphabet

Explanation:

The ability to identify and distinguish the shapes of letters

Teacher guides the pupil by reading the example.

.

Pupil reads the given letters correctly.

Note:

This item carries 4 marks.

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

(8)

C2: Able to associate sounds with the

letters of the alphabet. Explanation:

The ability to say aloud the sounds of the phonemes

Teacher points to the alphabet and prompts the pupil to say the sounds of the phonemes aloud, using the example given.

/ æ /

Pupil says aloud the sounds of the phonemes correctly. 1. / ɪ / 2. / m / 3. / p / 4. / s / Note:

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

(9)

C3: Able to blend phonemes into recognisable words. Explanation:

The 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 pupil’s response if the pupil can read the word as a whole.

Example:

/ p / / ɪ / / t / = pit

1. Pupil blends the phonemes and reads the words aloud.

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

1. /

æ

/ / n / / t / = ant 2. / s / /

ɪ

/ / t / = sit 3. / n / / æ / / p / = nap

Note:

(10)

C4: Able to segment words into phonemes. Explanation:

The ability to segment words into phonemes.

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

words aloud and sound the given phonemes by using the example given. Example:

bun = / b / / ʌ / / n /

Pupil reads the words aloud then sounds the given phonemes.

1. tin = / t / / ɪ / / n / 2. pan = / p / / æ / / n / 3. sat = / s / / æ / / t / Note:

(11)

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

Explanation:

The ability to understand and use the language at word level.

1. Teacher asks the pupil to point at the correct word and read it aloud.

2. Teacher may guide by describing the picture but not pointing out the answer.

Pupil points to the word that matches the picture given. Answers: 1. hat 2. sun 3. pin Note:

(12)

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 may guide by reading aloud the sentences in the stimulus.

Pupil reads and chooses the correct answers.

Answers:

1. Hi, I am Tina.

2. Nice to meet you, too. 3. Yes, you may.

Note:

(13)

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

Explanation:

The 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 or by describing the picture without pointing out the answers.

Pupil reads and points to the correct phrases that match the pictures.

Answers: 1. walking to school 2. three apples 3. a new cap 4. my sister Note:

(14)

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

Explanation:

The ability to understand and use the language at phrase level in non-linear texts.

Teacher asks these questions:

1. How many children are there in the picture?

2. What are they doing? 3. What are they drinking?

Pupil answers the questions by pointing to the correct answers.

Answers: 1. two children 2. going to eat 3. some lemon juice

Note:

(15)

C9: Able to read and understand

sentences. Explanation:

The ability to read

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 difficult words.

1. Pupil reads the sentences in the paragraph aloud.

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

Note:

This item carries 3 marks. Each sentence carries 1 mark.

(16)

C10: Able to understand and use the language at sentence level in non-linear texts.

Explanation:

The ability to read sentences and match to pictures given.

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 difficult words.

Pupil reads each sentence and points to the correct picture which matches the sentence.

Answers:

1. Leena wakes up early in the morning. 2. The boy plays football.

3. I have a new dress. 4. Tom is at school.

Note:

(17)

C11: Able to understand and use the language at paragraph level in linear texts.

Explanation:

The 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.

3. Teacher asks these questions: a. Who is she?

b. Is she pretty?

c. Is her hair short or long? OR

Does she have short hair or long hair?

Pupil reads the sentences in the paragraph aloud and answers the questions read by the teacher orally.

Answers:

a. She is Tasha / Tasha

b. Yes / Yes, she is / Yes, she is pretty c. Her hair is long / Long / She has long

hair / long hair

Note:

(18)

C12: Able to construct

sentences with

guidance. Explanation:

The 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 use the pictures to prompt. Example: This is a ball.

Pupil constructs sentences from the substitution table and reads them aloud. Answers:

1. It is a rat.

2. The boy is swimming. 3. She is Diana.

Note: