Manual Pentadbiran Instrumen Saringan Literasi Membaca Tahun 3 Saringan 1 2016.pdf

7/24/2019 Manual Pentadbiran Instrumen Saringan Literasi Membaca Tahun 3 Saringan 1 2016.pdf

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KEMENTERIAN PENDIDIKAN MALAYSIA

NKRA - PENDIDIKAN

LINUS 2.0 (LITERASI BAHASA INGGERIS)

MANUALPENTADBIRAN INSTRUMEN

LITERASI MEMBACATAHUN 3

2016

(SARINGAN 1)

*Sila rujuk dokumen ini sebelum, semasa dan selepas mentadbir instrumen


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Manual Pentadbiran Instrumen Saringan Literasi Membaca

Saringan 1, Tahun 3 (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 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 mentadbirinstrumen.


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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 2 3 2

3

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 2 3 2

3

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 3 3 2

3

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.

Pupil reads the given letters correctly.

Answers:

1. k

2. a

3. w

4. G

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 associatesounds with the letters ofthe alphabet.

Explanation:

The ability to say aloudthe sounds of thephonemes

Teacher points to the letters and promptsthe pupil to say the sounds of thephonemes aloud, using the example given.

Example:

book = /b/

Pupil says aloud the sounds of thephonemes correctly.

Answers:

1. boil = / /2. whale = /w/

3. far = / : /

4. tie = / a /


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


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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 accepts pupils 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. peach = /pi: /

2. rain = /r e n/

3. stray = /str e /




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C4: Able to segmentwords 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 thewords aloud and sound the givenphonemes by using the example given.

Pupil reads the words aloud then sound thegiven phonemes.

Answers:

1. sir = /s/ / 3 :/2. fork = /f/ / : / /k/3. barn = /b/ / : / /n/




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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.

2.

3.




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C6: Able to participatein daily conversationsusing appropriatephrases.

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

Teacher asks pupil to read and choose thecorrect responses.

Pupil reads and chooses the correctanswers.

Answers:

1. Well done, Hana.2. Yes, you may.

3. Youre welcome.




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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 readthe phrases by pointing to the pictures.

Pupil reads the phrases and points to thecorrect pictures.

Answers:

1.

2.

3.

4.




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

Explanation:The ability to show theircomprehension of thelanguage at phrase levelin 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 family?

b. What is the girl doing?

c. What is the man doing / drinking?

d. Where are they sitting?

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. at the park

b. smelling the flowers

c. drinking a cup of coffee

d. sitting around a 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 readthe entire paragraph aloud and promptwhen necessary using the examplebelow.

2. Teacher may give guidance byblending 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.


Each sentence carries 1 mark.



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C10: Able to understandand use the language atsentence 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 point to the correctpicture.

2. Teacher may give guidance by

blending phonemes or segmentingdifficult words.

Pupil reads each sentence and points tothe correct picture.

Answer:

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 thesentences aloud.

2. Teacher provides guidance byprompting where necessary.

3. Teacher asks any three of thesequestions:

a. What does Mr Chong Fatt do? / What isMr Chong Fatts occupation?

b. What does he do every day?

c. What does he do before going home?

d. Where does he put all his tools?

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

Possible answers:

a. a mechanic / mechanicHe is a mechanic.He works as a mechanic.repairs carsHe repairs cars.

b. repairs carsHe repairs cars.Mr Chong Fatt repairs cars.cleans his shopHe cleans his shop.puts all his tools in the toolbox

c. cleans his shopHe cleans his shop.puts all his tools in the toolbox

d. toolboxin the / his toolboxHe puts all his tools in the toolbox.

*Accept other correct answers.




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C12: Able to constructsentences withguidance.

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.

Pupil constructs sentences from thesubstitution table and reads them aloud.

Answers:

1. A coconut tree is very tall.2. It usually grows by the seaside.

3. The tree has long leaves.



Manual Pentadbiran Instrumen Saringan Literasi Membaca Tahun 3 Saringan 1 2016.pdf

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