Manual Pentadbiran Instrumen Saringan Menulis

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Manual Instrumen Menulis

Saringan 2, Tahun 1 (2014)

Hak Cipta Kerajaan Malaysia 2014

KEMENTERIAN PENDIDIKAN MALAYSIA

NKRAPENDIDIKAN

LINUS2.0 (LITERASI BAHASA INGGERIS)

MANUAL

PENTADBIRAN INSTRUMEN

LITERASI MENULIS

TAHUN 1

2014

(SARINGAN 2)

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


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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 MENULIS

PERKARA KAEDAH PENTADBIRAN

Pentadbiran Instrumen literasi menulis mengandungi 12 konstruk. Instrumen ini ditadbir secara kelas. Pentadbiran instrumen boleh diadakan di bilik darjah atau tempat lain yang bersesuaian. Pentadbiran instrumen ini hendaklah dilakukan secara telus dan jujur. Guru boleh memberikan panduan atau bimbingan kepada murid untuk menjawab item setiap

konstruk. Jenis panduan atau bimbingan diperjelaskan dalam bahagianPentadbiran Instrumen. Setiap konstruk yang dikuasai oleh murid hendaklah diisi dalam Borang Pelaporan Penguasaan

Individu (BPPI) yang sama digunakan dalam saringan Literasi Membaca. Cadanganpentadbiran saringan instrumen menulis:

PILIHAN SESI KONSTRUK DITAKSIR MASA DICADANGKAN

11 1 - 4 30 minit2 5 - 8 30 minit3 9 - 12 30 minit

21 1 - 6 60 minit2 7 - 12 60 minit

Penggunaan Manual Manual Literasi Menulis ini perlu dirujuk oleh pentaksir.

Manual ini merupakan panduan mentaksir 12 konstruk Literasi Menulis dan skema jawapandisertakan.

Pentaksir hendaklah membaca manual ini dengan teliti dan memahaminya sebelum mentadbir

instrumen.


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Cara Mengisi BorangPelaporanPenguasaan Individu(BPPI)

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 muriduntuk tujuan rujukan. BPPI hendaklah dibekalkan kepada murid yang berpindah. Tahap penguasaan minimum bagi Literasi Membaca dan Menulis adalah seperti berikut:

KonstrukSaringan 2 Penguasaan Saringan 2

Membaca KuasaiBelumKuasai

Menulis KuasaiBelumKuasai

KuasaiBelumKuasai

13

4

34

23

4 3

4

32

3

23

42

3

23

52

3

23

62

3

23

73

4

34

82

3 2

3

92

3

23

103

4

34

112

3

23

122

3

23


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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

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

Contoh:

Konstruk

Saringan 2 Penguasaan Saringan 2

Membaca KuasaiBelum

KuasaiMenulis Kuasai

Belum

KuasaiKuasai

Belum

Kuasai

13

4

3

4

23

4

3

4

33

3

2

3

4 13

23

52

3

1

3

62

3

2

3

73

4

3

4

82

3

2

3

9

2

3

2

3

101

4

3

4

112

3

1

3

121

3

1

3


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Murid yang memasuki Arus Perdana

o

Menguasai kesemua konstruk 1 hingga konstruk 12

Contoh:

KonstrukSaringan 2 Penguasaan Saringan 2

Membaca KuasaiBelum

KuasaiMenulis Kuasai

Belum

KuasaiKuasai

Belum

Kuasai

13

4

3

4

24

4

3

4

33

3

3

3

43

3

3

3

5 23

33

63

3

2

3

74

4

4

4

83

3

3

3

93

3

2

3

103

4

3

4

112

3

3

3

122

3

3

3


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PENTADBIRAN INSTRUMEN

TUGASAN

KONSTRUK)

ARAHAN GURU TINDAKAN MURID

C1: Able to identify and

distinguish letters of

the alphabet.

Explanation:

Ability to identify anddistinguish the shapes ofletters.

1.

Teacher guides the pupil to write capitalletters by reading the example.

Example:

r R

1.

Pupil writes the capital letters correctly.

Note:

This item carries4marks.

Pupil needs to get a minimum score of 3

out of 4 to pass this construct.

1. b B

2. g G

3. i I

4. m M


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TUGASAN

KONSTRUK)


C2: Able to associate

sounds with the letters of

the alphabet.

Explanation:

The ability to identifyletters in association tosounds.

1. Teacher guides the pupil to identify theobjects in the pictures.

2. Teachers may use these questions toguide the pupil:

a. What is this?b. What is the first sound that you hear

when you say the word?

Example:

1. Pupil writes the letters according to theinitial sounds correctly.

Answers:

1. sh

2. k

3. o4. b

Note:




p


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TUGASAN

KONSTRUK)


C3: Able to blend

phonemes into

recognisable words.

Explanation:

The ability to rearrangeletters and write in neatlegible print

1.

Teacher asks pupil to rearrange the

letters to form words based on the

pictures given.

2. Teacher may guide by saying the word

aloud as long as the pupil spells the

word on their own correctly.

1.

Pupil rearranges the letters and writes

the correct words based on the pictures

given.

Answers:

1. pot

2. ring

3. sock

Note:


Pupil needs to get a minimum score of 2out of 3to pass this construct.


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TUGASAN

KONSTRUK)


C4: Able to segment

words into phonemes.

Explanation:

The ability to spell simple

words correctly.

1.

Teacher asks pupil to spell the words

based on the pictures given.

2. Teacher may guide by saying the word

aloud as long as the pupil spells the

word on their own correctly.

1.

Pupil writes the correct words based on

the pictures given.

Answers:

1. six

2. flag

3. dress

Note:


Pupil needs to get a minimum score of 2out of 3to pass this construct.


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TUGASAN

KONSTRUK)


C5: Able to understand

and use the language at

word level.

Explanation:

Ability to understand anduse the language atword level.

1. Teacher asks the pupil to read and fill

in the blanks correctly with the given

words.

2.

Teacher may guide by reading aloud

the words given.

1. Pupil reads the sentences and fills in the

blanks with the correct answers.

Answers:

1. girl

2. cot

3. family

Note:

This item carries 3 marks




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TUGASAN

KONSTRUK)


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 fill in the

blanks with the correct answers.

2.

Teacher provides guidance by reading

the sentences in the stimulus aloud.

1. Pupil reads the sentences and writes the

correct answers.

Answers:

Ranjit : Hi, I am Ranjit.

Emma : Hi, I am Emma.

Ranjit : How old are you?

Emma : I am seven years old.

Ranjit : What do you like to eat?

Emma : I like to eat apples and oranges.

Note:


Each sentence carries1 mark


out 3 marksto pass this construct.


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TUGASAN

KONSTRUK)




phrase level in linear

texts.

Explanation:The ability to use phrasesgiven to fill in blankscorrectly.

1. Teacher asks pupil to look at thepictures given and fill in the blanks with

the correct phrases.2. Teacher may guide the pupil to read

the phrases given.

1. Pupil fills in the blanks with the correctphrases.

Answers:

1. new shirt

2. big ball

3. long bench

4. short ruler

Note:





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TUGASAN

KONSTRUK)




phrase level in non-

linear texts.

Explanation:

Ability to understand anduse the language atphrase level in non-lineartexts.

1. Teacher guides the pupil to read thephrases and write the correct phrases

based on the pictures given.

2. Teacher may prompt the pupil byasking questions based on the pictures.

1. Pupil fills in the blanks with the correctphrases.

Answers:

1. long tail

2. eat fish

3. drink milk

Note:





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TUGASAN

KONSTRUK)


C9: Able to read and

understand sentences.

Explanation:

The ability to writesentences correctly.

1. Teacher guides the pupil to write the

sentences with correct punctuation

(capital letters and full stop .).

2. Teacher may guide by providing an

example to ensure that the instruction is

clear. Teacher may use this example:

i like to sing

I like to sing.

1. Pupil writes the sentences with correctpunctuation (capital letters and full stop

.).

Answers:

1. Alice loves elephants.

2. Zubir walks to school.

3. She has a red bicycle.

Note:





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TUGASAN

KONSTRUK)




sentence level in non-

linear texts.

Explanation:

The ability to write simple

sentences correctly.

1. Teacher asks the pupil to read and write

the sentences correctly based on the

pictures given.

2. Teacher may guide by reading aloud

the sentences given.

1. Pupil writes the correct sentences basedon the picture given.

Answers:

1. This is an old hut.

2. This is a small car.

3. The scissors are sharp.

4. The sharpener is round.

Note:


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


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TUGASAN

KONSTRUK)




paragraph level in linear

texts.

Explanation:

Ability to understand

sentences in a

paragraph.

1.

Teacher asks pupil to read the

sentences and answer the questions.

2. Teacher may read the paragraph aloud

with the pupil.

1.

Pupil reads the sentences in the

paragraph and writes the correctanswers to the questions.

Answers:

1. Sunday

2. in the room

3. He is sleeping. / sleeping / is sleeping /

sleep

Note:





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TUGASAN

KONSTRUK)


C12: Able to construct

sentences with

guidance.

Explanation:

The ability to constructsentences of not morethan 5 words withguidance.

1.

Teacher guides the pupil to read the

words and phrases given.

2. Teacher may use the picture to prompt.

1. Pupil constructs sentences byrearranging the words and phrasescorrectly.

Answers:

1. The cow eats grass.

2. Happy birthday to you.

3. She holds an umbrella.

Note:


Pupil needs to get a minimum score of 2out 3 marksto pass this construct.

Manual Pentadbiran Instrumen Saringan Menulis

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