literasi bi baca.pdf

8/10/2019 literasi bi baca.pdf

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Manual Instrumen Membaca

Saringan 1, Tahun 1 (2013)Hak Cipta Kerajaan Malaysia 2013

KEMENTERIAN PELAJARAN MALAYSIA

NKRA PENDIDIKAN

LINUS 2.0 (LITERASI BAHASA INGGERIS)

MANUAL

PENTADBIRAN INSTRUMEN

LITERASI MEMBACA

TAHUN 1

2013

(SARINGAN 1 (BASELINE))


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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 LINUS atau Arus Perdana

Pentadbiran Instrumen 7 15

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 dan bertulis 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, membaca atau menulis.

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.


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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 KuasaiBelum

KuasaiMenulis Kuasai

Belum

KuasaiKuasai

Belum

Kuasai

13

4

3

4

23

4

3

4

32

3

2

3

42

3

2

3

52

3

2

3

62

3

2

3

73

4

3

4

82

3

2

3

9 2 3 2 3

103

4

3

4

112

3

2

3

122

3

2

3


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Penetapan Murid ke

Program LINUS atau

Arus Perdana

Penguasaan konstruk dalam kedua-dua literasi membaca dan menulis diambilkira bagi

menentukan sama ada murid memasuki Program LINUS atau mengikuti Arus Perdana.

Murid yang memasuki Program LINUS

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

Contoh:

Konstruk


Membaca KuasaiBelum


Belum

KuasaiKuasai

Belum

Kuasai

13

4

3

4

23

4

3

4

33

3

2

3

41

3

2

3

52

3

1

3

62

3

2

3

73

4

3

4

82

3

2

3

92

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:

Konstruk


Membaca KuasaiBelum


Belum

KuasaiKuasai

Belum

Kuasai

13

4

3

4

24

4

3

4

33

3

3

3

43

3

3

3

52

3

3

3

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:

The ability to identify

and distinguish the

shapes of letters

Teacher guides the pupil by reading the

example given.

Example:

Pupil reads the given letters.

C2: Able to associate

sounds with the

letters of the

alphabet.

Explanation:

The ability to say aloudthe sounds of the

phonemes

Teacher points to the letter and prompts

the pupil to say the sounds of the

phonemes aloud, using the example

given.

Example:

Pupil says aloud the sounds of the

phonemes.

n


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C3: Able to blend

phonemes into

recognizable words.

Explanation:

The ability to blend

sounds of phonemesinto recognisable

words.

Teacher points to the alphabet and pupil

says the sounds of the phonemes aloud.

1.

2.

3.

Pupil blends the phonemes and says the

words aloud.

Pupil should be allowed to say the whole

word aloud without spelling it.

1.

2.

3.

p a n

m at

a nt

m at

a nt

p a n


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C4: Able to segment

words into phonemes.

Explanation:

The ability to segment

words into phonemes.

Teacher shows the pictures and the

words to the pupil.

1. t a p

2. s a d

3. t i n

Pupil says the words then sound the givenphonemes /t/ // /p/ , /s/ // /d/ , /t/ //

/n/.

1. t a p

2. s a d

3. t i n


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C5: Able to understand

and use the language

at word level.

Explanation:

The ability to

understand and use thelanguage at word level.

Teacher describes the picture given.

1.

2.

3.

Pupil listens to the teacher, circles the

correct words and says them aloud.

1.

2.

3.pin

tin

mat


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C6: Able to participate

in daily conversations

using appropriate

phrases.

Explanation:

Ability to participate indaily conversations

using appropriate

phrases.

Teacher asks pupil to read and tick the

correct responses.

Pupil reads and ticks the correct answers.

You are welcome.

I am sorry.

I am seven years old.

I can sing.

I am fine.

My name is Peter.

Thank you

How old are you?

What is your name?

You are welcome.

I am sorry.

I am seven years old.

I can sing.

I am fine.

My name is Peter.

Thank you

How old are you?

What is your name?


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at phrase level in linear

texts.

Explanation:

The ability tounderstand and use the

language at phrase

level in linear texts.

Teacher shows the pictures and phrases.

Teacher may describe the pictures

briefly.

1.

a toy car

2.

two big bags

3.

walk to school

4.

a cup of tea

Pupil reads and matches the pictures to

the correct phrases.

1. a toy car

2. two big bags

3. walk to school

4. a cup of tea


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at phrase level in non-

linear texts.

Explanation:

The ability tounderstand and use the

language at phrase

level in non-linear texts.

Teacher shows the picture to the pupil

and asks: What do you see in thispicture?

Pupil reads the phrases aloud and ticks

the correct answers.

1.

2.

3.

a dog a bird

a cat sleeps a boy stands

two kites

three flowers

C9: Able to read and

understand

sentences.

Explanation:

The ability to read

sentences with

guidance.

Teacher may guide the pupil to read the

entire paragraph aloud and prompt

when necessary.

*Not more than three mispronounced

words in the paragraph can be

accepted and full marks should be

awarded.

Pupil reads the sentences aloud.

Tina has a bag.

It is a big bag.

It is a big blue bag.

Tina has a bag.

It is a big bag.

It is a big blue bag.


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C10: Able to

understand and use the

language at sentence

level in non-linear texts.

Explanation:

The ability to readsentences and match

to pictures given.

Teacher points to the pictures and briefly

describes them.

1.

2.

3.

4.

Sara walks to school.

She eats breakfast.

Sara wakes up early.

She brushes her teeth.

The pupil listens, reads and matches the

pictures to the correct sentences.

1.

2.

3.

4.

Sara walks to school.

She eats breakfast.

Sara wakes up early.

She brushes her teeth.


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C11: Able to

understand and use the

language at paragraph

level in linear texts.

Explanation:

The ability to read andunderstand sentences

in a paragraph.

Teacher guides the pupil to read aloud

the paragraph aloud, prompting where

necessary.

This is a cat.It is a big cat.It likes milk.

Pupil reads the paragraph and answers

the questions by ticking Yes or No.

Yes No

Is this a dog?

Is it a big cat?

Does it like milk?

C12: Able to construct

sentences withguidance.

Explanation:

The ability to string

words given into

sentences and read

them aloud.

Teacher guides the pupil to form simplesentences using the substitution table.

This

is

a book.

She Mimi.

Today Monday.

Pupil constructs sentences from thesubstitution table and reads them aloud.

1. This is a book.

2. She is Mimi.

3. Today is Monday.

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