Reflective Journal Week 1 Tittle: Lack of students’ involvement. 1. Focussed Issues: This week's focus is on overcoming poor student involvement in class. During the teaching and learning (PdP) process, few pupils responded. The remaining kids refused to respond. 2. Focused Issue Analysis (Cause and Effect): The reason for low student involvement is because most students lack of bravery. This prompts pupils to remain mute rather than refuse to respond. Students who do not actively follow PdP are at risk of getting behind. 3. Previous studies (literature review) opposed to issues (experience or past studies) Based on University of Sydney studies on some important outcomes (including achievement in literacy and numeracy) courage was as effective an approach as confidence. On other outcomes, confidence was more effective, however, courage was a very close second. 4. Troubleshooting Suggestions and Ideas: Ways to reduce fear of failure and anxiety in schoolwork include teaching students that mistakes are opportunities for learning and to see their academic performance in terms of personal progress and improvement. For example, Professor Martin's previous research has found that focusing on personal best goals can be a way of reducing anxiety in competitive educational situations. 5. Settlement Time Period: 1 week 6. Follow Up Actions: Before starting the session, the teacher took the initiative to make the pupils happy. The teacher always conducts a dancing or singing session as an introduction to PdP. 7. Date of Follow-Up Action Implemented: 25 March – 29 March 2024 8. Effectiveness of Proposed Measures: Some pupils are willing to reply to PdP questions while others enjoy participating in English class activities. 9. Conclusion / Reflection (Effects of Actions (Necessary) and Obstacles (If Any): When pupils began to respond in my lesson, I felt joyful and fulfilled. I hope that the other pupils would also give their best in the future class. 10. References: University of Sydney. (2011). How courage can help students learn and achieve. School Psychology Quarterly: Vol 26, No 2. 145-160.
Reflective Journal Week 2 Tittle: Teaching aids (BBM) have a less clear display. 1. Focussed Issues: This week, I'd like to focus on the teaching aids (BBM), which I might provide a less clear presentation. This issue arises during the PdP of the English for year 2 pupils. I created an interactive flashcard in teaching. However, when I exhibited the flashcard, I saw some shielded and small text for pupils to view. 2. Focused Issue Analysis (Cause and Effect): The BBM I created has unclear wording and tiny lettering, making it difficult for pupils to read. This leads kids to have difficulty reading the material. During my lesson, one of the pupils expressed difficulty reading the writing on the flashcards. This issue occurred because I did not test before class. 3. Previous studies (literature review) opposed to issues (experience or past studies) Producing high-quality BBM is crucial for effective teaching. Nurul Haniza, Princess Roslina, and Salinah (2017) identified six key factors to consider while selecting materials for BBM: nature and type of content, advanced learning rate, movement, colour, editing, and portability. To address the issue, I need to alter the flashcards to improve clarity for pupils. 4. Troubleshooting Suggestions and Ideas: To address the difficulty of utilising BBM, I plan to re-edit and test the flashcards before using them in the classes. 5. Settlement Time Period: 1 week 6. Follow Up Actions: Make changes to the flashcards and test them first. 7. Date of Follow-Up Action Implemented: 27 March 2024 8. Effectiveness of Proposed Measures: The altered flashcards are easier for pupils to view when studying. 9. Conclusion / Reflection (Effects of Actions (Necessary) and Obstacles (If Any): I am very satisfied with the action taken. Students will be able to see the BBM I produce better and make learning more organized. 10. References: Nurul Haniza Samsudin, Puteri Roslina Abdul Wahid & Salinah Ja’afar. (2017). Pembelajaran Bahasa Melayu kanak-kanak pemulihan khas: pembinaan bahan bantu mengajar. Jurnal Pengajian Melayu, 28, 164-193.
Reflective Journal Week 3 Tittle: Time management during PdP 1. Focussed Issues: This week, I want to focus on communicating the importance of time management throughout PdP. 2. Focused Issue Analysis (Cause and Effect): The issue I encounter is time management when teaching. This issue happened while I was teaching English Year 2. The allocated time frame is insufficient, leading me to go over by 5 minutes. This issue occurred while I waited for the pupils to return to class after the break, resulting in a delayed start time. Due to time constraints, I had to do all scheduled activities quickly and efficiently. This leads to rushed and low-quality instruction. 3. Previous studies (literature review) opposed to issues (experience or past studies) Muhammad Syahir Mansor (2015) found that effective time management and planning lead to more systematic and high-quality learning. 4. Troubleshooting Suggestions and Ideas: To improve time management, I recommend arriving to class early after the student break time, setting a defined wait time, and starting class when that time is up. 5. Settlement Time Period: 1 week 6. Follow Up Actions: Set a defined wait time for students in class and stick to it. 7. Date of Follow-Up Action Implemented: 5 April 2024 8. Effectiveness of Proposed Measures: Classes execute more methodically, and time is better managed with this implementation. 9. Conclusion / Reflection (Effects of Actions (Necessary) and Obstacles (If Any): I am pleased with the steps performed. I can teach more patiently and without rush. 10. References: Muhammad Syahir Mansor dalam Noriati A. Rashid et.al. (2014). Budaya dan Pembelajaran.Edisi Kemas kini. Selangor: Oxford Fajar Sdn. Bhd.
Reflective Journal Week 4 Tittle: Teacher communication in the classroom 1. Focussed Issues: This week, I want to focus on teacher communication in the classroom. Communication includes both verbal and nonverbal communication; however, for the sake of this week, I would want to focus on verbal communication first. Effective verbal communication is crucial for instructors since it serves as a primary means of imparting course information to pupils. However, I discovered an issue with my vocal intonation when instructing. 2. Focused Issue Analysis (Cause and Effect): The issue I have is that my intonation while instructing is less varied. My voice's intonation is almost always the same, despite the fact that I should be utilising varied intonations depending on the occasion, such as an eager voice while sharing a narrative about something fantastic. Inconsistent vocal intonation can lead to decreased enjoyment and excitement during class activities. 3. Previous studies (literature review) opposed to issues (experience or past studies) Farah and Maslida (2015) suggest that tone, intonation, and word prominence in instructor directions should align with the intended message. This strategy focuses on the teacher's emphasis and manner of instruction, ensuring it is correct, accurate, clear, and relevant to the issue at hand. It helps pupils understand the meaning of the teacher's instructions. 4. Troubleshooting Suggestions and Ideas: To improve my less varied voice intonation, I need to practice utilising proper intonation for each scenario. 5. Settlement Time Period: 1 week 6. Follow Up Actions: Practice utilising varied vocal intonations based on the situation. 7. Date of Follow-Up Action Implemented: 19 April 2024 8. Effectiveness of Proposed Measures: Although my vocal intonation has improved, I still need to practise effectively communicating. 9. Conclusion / Reflection (Effects of Actions (Necessary) and Obstacles (If Any): I am pleased with the steps performed. As a teacher, I must maintain consistency and improve my communication skills. 10. References: Farah Nur A. Hamid & Maslida Yusof. (2015). Analisis struktur fokus dalam komunikasi arahan guru dalam bilik darjah. Jurnal Bahasa Melayu, 14(2), 346-361.
Reflective Journal Week 5 Title: Class cleanliness 1. Focussed Issues: My main goal is to address the problems and maintain class cleanliness. This is because classroom environment and sanitation have become crucial parts of learning. Teachers must maintain a clean and conducive classroom environment for effective learning. 2. Focused Issue Analysis (Cause and Effect): This issue may stem from kids' inadequate awareness of classroom cleanliness and happiness. The relevance of class and personal cleanliness for learning is extremely missing in all pupils. Each student has no inherent obligation to keep the classroom tidy. Students have a lazy attitude toward cleaning the classroom. Students' casual attitude towards classroom cleaning. 3. Previous studies (literature review) opposed to issues (experience or past studies) According to Rosnini and Ramlah (1998), classroom environment and climate can impact student learning and teaching outcomes. A positive classroom climate requires careful consideration of the physical environment. Research indicates that the classroom environment influences student learning outcomes. Before beginning a school session, teachers should organize the classroom layout and provide suitable equipment for learning. 4. Troubleshooting Suggestions and Ideas: After greeting the pupils, I will instruct students to pick rubbish from under the table and surrounding areas. I gave the students two minutes to tidy up the classroom and prepare for the teaching and learning sessions. Inform pupils about the necessity of keeping hygiene while teaching. I motivate and raise awareness for pupils about the importance of hygiene in the academic process and their daily lives. 5. Settlement Period: 1 week 6. Follow Up Actions: Maintain a constant focus on classroom cleanliness development. 7. Date of Follow-Up Action Implemented: 25 April 2024 8. Conclusion / Reflection (Effects of Actions (Necessary) and Obstacles (If Any): I'm glad that students are starting to value classroom hygiene more. 9. References: Ragbir. (2011). Panduan Ilmu Pendidikan Komprehensif untuk KPLI (Sekolah Rendah). UG.Press Selangor. Kamarudin Hj Husin (1993) Pedagogi 3 Penggunaan Psikologi dalam Bilik Darjah. Selangor Darul Ehsan: Longman Malaysia Sdn. Bhd
Reflective Journal Week 6 Title: Teacher-student communication in English class 1. Focussed Issues: This week, I want to focus on communication between teachers and pupils in English class. Effective communication fosters stronger bonds between teachers and pupils. 2. Focused Issue Analysis (Cause and Effect): I struggle with limited interaction with pupils during English class. While teaching, I must communicate with my pupils in English to ensure that they understand and can speak English. Communication becomes tough due to their low comprehension. As a result, they are experiencing delays in receiving information from me to carry out scheduled learning activities. 3. Previous studies (literature review) opposed to issues (experience or past studies) Khairul Anuar (2012) emphasizes the need to master verbal and nonverbal communication skills for teachers since they deal with diverse parties throughout their careers. 4. Troubleshooting Suggestions and Ideas: To address this restricted communication challenge, I need to find a medium that is simple to use. Effective communication involves brief instructions, simple language, and visual aids such as photos or videos. 5. Settlement Period: 1 week 6. Follow Up Actions: Communicate with pupils who have difficulty getting the needed information. 7. Date of Follow-Up Action Implemented: 3 May 2024 8. Effectiveness of Proposed Measures: Simple language allows students to better comprehend the instructions or needed information. 9. Conclusion / Reflection (Effects of Actions (Necessary) and Obstacles (If Any): I am pleased with the steps performed. Effective communication with every pupil is crucial for facilitating their desired learning. 10. References: Khairul Anuar A. Rahman. (2012). Disposisi Guru Berkesan: Personaliti dan Kemahiran Komunikasi (Effective Teacher Dispositions: Personality Traits and Communication Skills). Journal of Southeast Asia Social Sciences and Humanities, 8(2).
Reflective Journal Week 7 Title: Students submitting low-quality homework 1. Focussed Issues: The focus for this week is on students who submit unsatisfactory tasks from their learning experiences. 2. Focused Issue Analysis (Cause and Effect): Some students are not submitting their current tasks on time, which concerns me. This issue arises when I ask pupils to complete tasks requiring physical writing. However, some pupils are lagging in submitting homework. This issue may occur when students lack parental supervision or assistance at home. As a result, students occasionally fail to deliver their assignments. As a result, I find it impossible to determine whether or not pupils grasp what is being taught. 3. Previous studies (literature review) opposed to issues (experience or past studies) Yeo Kee and Ainul Hakimah (2011) found that students' home environments might hinder their ability to study and complete homework. 4. Troubleshooting Suggestions and Ideas: To address the issue of unsatisfactory work, I recommend assigning tasks that may be completed throughout the learning process. 5. Settlement Period: 1 week 6. Follow Up Actions: Create group assignments, quizzes, and worksheets that may be performed during the teaching period. 7. Date of Follow-Up Action Implemented: 10 May 2024 8. Effectiveness of Proposed Measures: While it is less complicated for pupils to accomplish activities, some might complete tasks late related to learning issues. 9. Conclusion / Reflection (Effects of Actions (Necessary) and Obstacles (If Any): I need to work more to make sure that more pupils submit homework. 10. References: Yeo Kee Jiar & Ainul Hakimah Karim (2011). Hubungan Antara Kerja Rumah Dengan Pencapaian Akademik Dalam Kalangan Pelajar Dari Kelas Premier di Dua Buah Sekolah Menengah. Journal of Educational Psychology and Counseling, 2, 28-50.
Reflective Journal Week 8 Title: Teacher's understanding of topic matter 1. Focussed Issues: This week's focus is on teachers understanding the subject taught at school. 2. Focused Issue Analysis (Cause and Effect): The challenge is that I am unfamiliar with Year 2 English. This problem derives from a lack of exposure to the topic during my academic studies. I struggle to provide detailed explanations to pupils on this topic. I can only afford it. Provide just basic explanations to pupils. 3. Previous studies (literature review) opposed to issues (experience or past studies) Mohamad Nurul Azmi et al. (2017) found that English teachers have limited topic understanding and need to improve their pedagogical abilities in the English curriculum to teach and learn in the classroom effectively. 4. Troubleshooting Suggestions and Ideas: To address teacher knowledge gaps, attending webinars and conducting extra research on the topic at hand is recommended. 5. Settlement Period: 1 month 6. Follow Up Actions: Attend relevant webinars and study about the techniques to teach the topics. 7. Date of Follow-Up Action Implemented: 14 May 2024 – 14 June 2024 8. Effectiveness of Proposed Measures: This week's evaluation helped me increase my programming expertise regularly. 9. Conclusion / Reflection (Effects of Actions (Necessary) and Obstacles (If Any): I need to strengthen my topic understanding to better teach pupils. 10. References: Mohamad Nurul Azmi Mat Nor, Nurzatulshima Kamarudin, Umi Kalthom Abdul Manaf; Mohd Hazwan Mohd Puad. (2017). Pengetahuan Kandungan Dan Kemahiran Pedagogi Guru Dalam Matapelajaran Bahasa Inggeris: Analisis Kajian Rintis. Conference: Graduate Research in Education (GREDUC) 2017 Seminar at Faculty of Educational Studies, Universiti Putra Malaysia.
Reflective Journal Week 9 Title: Class Management during PdP. 1. Focussed Issues: This week, I want to focus on the issue of class control. A teacher's ability to control class is crucial for effective and flawless teaching. However, due to various problems, I struggled to maintain control of the class on certain days. 2. Focused Issue Analysis (Cause and Effect): During teaching time, students tend to talk as I talk, nor does which can lead to class control issues. This issue arises when pupils are overly fatigued after PJ time or during the final hour of school. My lack of control in this class has resulted in some interruptions to the teaching process. It's time to remind pupils to remain quiet and focused on learning. 3. Previous studies (literature review) opposed to issues (experience or past studies) This class control issue is no longer unfamiliar to teachers, as Ngu (2012) stated that it is the most pressing issue she has to contend with in the classroom. According to her, class control is tough because students engage in problematic behaviour such as not listening to the teacher's directions, creating noise, and a variety of other behaviours that disturb the smooth flow of the learning process. 4. Troubleshooting Suggestions and Ideas: To address the issue of class control, I need to involve students with engaging activities and instructional approaches. 5. Settlement Period: 1 week 6. Follow Up Actions: Every day, I try fresh teaching strategies that will capture my students' interest. 7. Date of Follow-Up Action Implemented: 24 May 2024 8. Effectiveness of Proposed Measures: Implementing these activities improves classroom management and reduces noise levels. 9. Conclusion / Reflection (Effects of Actions (Necessary) and Obstacles (If Any): I am delighted with the action taken. Improved class management allows for more effective delivery of instruction to pupils. 10. References: Ngu Mee Kok. (2012). Meningkatkan Keberkesanan Kawalan Kelas Menggunakan Kaedah Ganjaran dan Hukuman Untuk Murid-Murid Tahun 3. Seminar Penyelidikan Tindakan IPG KBL Tahun 2012, 132-146.
Reflective Journal Week 10 Title: Diversify the teaching and learning activities. 1. Focussed Issues: During my ten-week teaching of English Year 2 Gigih, I noticed a lack of diverse teaching and learning activities in the classroom. 2. Focused Issue Analysis (Cause and Effect): I have difficulty identifying teaching and learning activities in the classroom. This is due to an absence of innovative ideas for engaging kids in enjoyable activities. Lack of engaging PdP activities might make students feel bored during class and hinder their learning. 3. Previous studies (literature review) opposed to issues (experience or past studies) NACCCE (1999) defines creative teaching as using active and adaptable tactics to engage students across age ranges, situations, and persons, with a focus on relevance. This is an experience that the student can manage. 4. Troubleshooting Suggestions and Ideas: To address this issue, I recommend creating a learning environment that engages students to a greater extent. In addition, the teacher chooses the method and technique that best matches the student's growth and delivers engaging activities that are appropriate for the occasion. Furthermore, consult with the supervising lecturer and the guiding teacher. 5. Settlement Period: 1 week 6. Follow Up Actions: Every day, I try fresh teaching strategies that will capture my students' interest. 7. Date of Follow-Up Action Implemented: 7 June 2024 8. Effectiveness of Proposed Measures: Implementing these activities improves classroom management and reduces noise levels. 9. Conclusion / Reflection (Effects of Actions (Necessary) and Obstacles (If Any): I am delighted with the action taken. Improved class management allows for more effective delivery of instruction to pupils. 10. References: National Advisory Committee on Creative and Cultural Education (NACCCE). (1999). All Our Futures: Creativity, Culture, and Education. Department of Culture, Media and Sport.
YEAR 2 TRANSIT FORM FOR CLASSROOM ASSESSMENT WRITING SKILLS TEACHER’S NAME: SHARRLININAIR ATCHUGAN CLASS: 2GH NO STUDENT’S NAME LEARNING STANDARD 4.2.1 4.2.2 4.2.3 4.2.4 4.2.5 4.3.1 4.3.2 4.3.3 1 AMNI ZULAIKHA BINTI HAIRUL AKHMAL / 2 ANNUR SOFEA AZ ZAHRA BINTI ZULKIFLI / 3 ARIAANA QALESYA BINTI MOHD SHAHZUAN / 4 ILHAM ZIAULHAQ BIN SHAMAROL IDHA / 5 INTAN NUR ZULIANA BINTI KHAIRUL AZRIN / 6 KAISARA AISYAH BINTI MOHD ROSTAM / 7 MUHAMMAD ADAM BIN NOOR FAIZAL 0 8 MUHAMMAD AKHIL FAHRI BIN MUHAMMAD SAFWAN / 9 MUHAMMAD ANEEQ AZRIF BIN MURAD / 10 MUHAMMAD AZMIRUL QAYYUM BIN YAKUB / 11 MUHAMMAD FARHAN HADI BIN MUHAMMAD FAIZ / 12 MUHAMMAD FIRAS BIN ZAKARIA / 13 MUHAMMAD HARRAZ BIN MUHAMMAD ZAMRI / 14 MUHAMMAD HARRAZ RAYYAN BIN ROSLAN / 15 MUHAMMAD HAZIQ BIN MOHD HAZIZI / 16 MUHAMMAD ILHAM BIN MOHD ARIF / 17 MUHAMMAD IRFAN BIN HASANUDDIN / 18 MUHAMMAD LUTH ANAQI BIN UMAR / 19 MUHAMMAD MUAZ EL IMAN BIN HEIRI ISKANDAR /
*PERFORMANCE STANDARDS GUIDE FOR YEAR 2 LANGUAGE ARTS IS NOT PROVIDED IN THE YEAR 2 DSKP 20 MUHAMMAD RIZQIE ANAQIE BIN ZULYUSRI / 21 MUHAMMAD WAZIF HUZAIR BIN MOHD FADZIL / 22 NUR ADRIAN NAUFAL BIN NUR FAIZUN / 23 NUR ADRIANA ARMEL BINTI MOHAMAD FAHMI / 24 NUR AISYAH HILMIYAH BINTI MOHD HAFIDZ / 25 NUR ALTHAFUNISA UMAIRA BINTI MOHD FAIRUS / 26 NUR ARINA BALQIS BINTI ABDUL HAKIM / 27 NUR BATRISYIA BINTI PAZLI / 28 NUR FATEEMAH BINTI MOHD FAKHRUL RAZI / 29 NUR QASEH AULIA BINTI ABDUL MALEK / 30 NUR QISYA LIYANA BINTI MISBANI / 31 NUR SYAFIA NAURAH BINTI MOHD SYAHIR / 32 NURAUNI UMAIRAH BINTI HANAPI / 33 NURUL AUNI BINTI AZHAR / 34 PUTERA TUAH AYDEN BIN MOHD ASRIN / 35 SITI NUR SYAQILLAH BINTI AMIRUDDIN / 36 SITI NURALISYA UMAIRA BINTI MUHAMMAD ALIF ANUAR / 37 UMMUL FARIZAH BINTI HALISMAN 0 38 WAN AHMAD HILMI BIN WAN ADNAN / 39 WARDAH HUMAIRA BINTI MOHD AZRUL / 40 ZAHRA INSYIRAH BINTI ZAIRUL AZHAR /
YEAR 2 TRANSIT FORMS 2024 CLASS: 2 GIGIH TEACHER’S NAME: SHARRLININAIR ATCHUGAN ENGLISH LANGUAGE
PERFORMANCE STANDARDS GUIDE FOR YEAR 2 LISTENING SKILLS PERFORMANCE LEVEL DESCRIPTORS FOR LISTENING SKILLS NOTES 1 Hardly recognises and reproduces some target language phonemes. • Hardly understands simple questions, instructions and main ideas of the texts even with a lot of support from the teacher. Requires support to achieve curriculum target (A1 Low) 2 • Recognises and reproduces some target language phonemes with a lot of support from the teacher. • Understands a few simple questions, instructions and main ideas of the texts with a lot of support from the teacher. On track to achieve curriculum target (A1 Low) 3 • Recognises and reproduces target language phonemes with support from the teacher. • Understands simple questions, instructions, main ideas and supporting details of the texts with support from the teacher. • Understands messages using visual clues with support from the teacher. Achieves expectations of curriculum target (A1 Low) 4 • Recognises and reproduces target language phonemes with minimal support from the teacher. • Understands simple questions, instructions, main ideas and supporting details of the texts with minimal support from the teacher. • Understands messages using visual clues with minimal support from the teacher. Working towards exceeding expectations (A1 Mid) 5 • Recognises and reproduces target language phonemes appropriately. • Understands simple questions, instructions, main ideas and supporting details of the texts without hesitation. • Understands messages using visual clues promptly. On track to exceed expectations (A1 Mid) 6 • Recognises and reproduces target language phonemes appropriately and independently. • Understands simple questions, instructions, main ideas and supporting details of the texts independently. • Understands messages using visual clues independently. Exceeds expectations (A1 Mid)
LISTENING SKILLS (YEAR 2) CONTENT STANDARD FOCUS LEARNING STANDARD 1.1 Recognise and reproduce target language sounds Recognise and reproduce target language phonemes intelligibly 1.1.1 Recognise and reproduce with support a range of high frequency target language phonemes 1.2 Understand meaning in a variety of familiar contexts Understand the main idea when listening to texts on familiar topics 1.2.1 Understand with support the main idea of simple sentences Understand specific details when listening to texts on familiar topics 1.2.2 Understand with support specific information and details of simple sentences Understand narratives on familiar topics 1.2.3 Understand with support very short simple narratives Understand classroom instructions 1.2.4 Understand an increased range of short basic supported classroom instructions Understand questions on familiar topics 1.2.5 Understand an increased range of short supported questions 1.3 Use appropriate listening strategies in a variety of contexts Use appropriate strategies to understand meaning 1.3.1 Understand the message the teacher or classmate is communicating by using visual clues when they are speaking
YEAR 2 TRANSIT FORM FOR CLASSROOM ASSESSMENT LISTENING SKILLS TEACHER’S NAME: SHARRLININAIR ATCHUGAN CLASS: 2 GH NO STUDENT’S NAME LEARNING STANDARD 1.1.1 1.2.1 1.2.2 1.2.3 1.2.4 1.2.5 1.3.1 1 AMNI ZULAIKHA BINTI HAIRUL AKHMAL / / 2 ANNUR SOFEA AZ ZAHRA BINTI ZULKIFLI / / 3 ARIAANA QALESYA BINTI MOHD SHAHZUAN / / 4 ILHAM ZIAULHAQ BIN SHAMAROL IDHA / / 5 INTAN NUR ZULIANA BINTI KHAIRUL AZRIN 0 0 6 KAISARA AISYAH BINTI MOHD ROSTAM / 0 7 MUHAMMAD ADAM BIN NOOR FAIZAL 0 0 8 MUHAMMAD AKHIL FAHRI BIN MUHAMMAD SAFWAN / / 9 MUHAMMAD ANEEQ AZRIF BIN MURAD / / 10 MUHAMMAD AZMIRUL QAYYUM BIN YAKUB / / 11 MUHAMMAD FARHAN HADI BIN MUHAMMAD FAIZ / / 12 MUHAMMAD FIRAS BIN ZAKARIA / / 13 MUHAMMAD HARRAZ BIN MUHAMMAD ZAMRI / 0 14 MUHAMMAD HARRAZ RAYYAN BIN ROSLAN / / 15 MUHAMMAD HAZIQ BIN MOHD HAZIZI / / 16 MUHAMMAD ILHAM BIN MOHD ARIF / / 17 MUHAMMAD IRFAN BIN HASANUDDIN / / 18 MUHAMMAD LUTH ANAQI BIN UMAR 0 0 19 MUHAMMAD MUAZ EL IMAN BIN HEIRI ISKANDAR / / 20 MUHAMMAD RIZQIE ANAQIE BIN ZULYUSRI / / 21 MUHAMMAD WAZIF HUZAIR BIN MOHD FADZIL / / 22 NUR ADRIAN NAUFAL BIN NUR FAIZUN / / 23 NUR ADRIANA ARMEL BINTI MOHAMAD FAHMI / / 24 NUR AISYAH HILMIYAH BINTI MOHD HAFIDZ / 0 25 NUR ALTHAFUNISA UMAIRA BINTI MOHD FAIRUS / 0 26 NUR ARINA BALQIS BINTI ABDUL HAKIM / / 27 NUR BATRISYIA BINTI PAZLI / 0 28 NUR FATEEMAH BINTI MOHD FAKHRUL RAZI / / 29 NUR QASEH AULIA BINTI ABDUL MALEK / / 30 NUR QISYA LIYANA BINTI MISBANI / / 31 NUR SYAFIA NAURAH BINTI MOHD SYAHIR / / 32 NURAUNI UMAIRAH BINTI HANAPI / / 33 NURUL AUNI BINTI AZHAR / / 34 PUTERA TUAH AYDEN BIN MOHD ASRIN / / 35 SITI NUR SYAQILLAH BINTI AMIRUDDIN 0 / 36 SITI NURALISYA UMAIRA BINTI MUHAMMAD ALIF ANUAR / / 37 UMMUL FARIZAH BINTI HALISMAN 0 0 38 WAN AHMAD HILMI BIN WAN ADNAN / / 39 WARDAH HUMAIRA BINTI MOHD AZRUL / / 40 ZAHRA INSYIRAH BINTI ZAIRUL AZHAR 0 /
PERFORMANCE STANDARDS GUIDE FOR YEAR 2 SPEAKING SKILLS PERFORMANCE LEVEL DESCRIPTORS FOR SPEAKING SKILLS NOTES 1 • Hardly produces simple information even with a lot of support from the teacher. • Hardly asks and answers straightforward questions using fixed phrases even with a lot of support from the teacher. Requires support to achieve curriculum target (A1 Low) 2 • Produces a few simple information with a lot of support from the teacher. • Asks and answers a few straightforward questions using fixed phrases with a lot of support from the teacher. On track to achieve curriculum target (A1 Low) 3 • Produces and comprehends simple information on very familiar topics with support from the teacher. • Asks and answers straightforward questions using fixed phrases with support from the teacher. • Participates and manages simple interactions on familiar topics using words, phrases and non-verbal responses with support from the teacher. Achieves expectations of curriculum target (A1 Low) 4 • Produces and comprehends simple information on very familiar topics with minimal support from the teacher. • Asks and answers straightforward questions using fixed phrases with minimal support from the teacher. • Participates and manages simple interactions on familiar topics using words,phrases and non-verbal responses with minimal support from the teacher. Working towards exceeding expectations (A1 Mid) 5 • Produces and comprehends simple information on very familiar topics confidently. • Asks and answers straightforward questions using fixed phrases with increasing confidence and selfreliance. • Participates and manages simple interactions on familiar topics using words, phrases and non-verbal responses confidently. On track to exceed expectations (A1 Mid) 6 • Produces and comprehends simple information on very familiar topics confidently and independently. • Asks and answers straightforward questions using fixed phrases with ease and great confidence. • Participates and manages simple interactions on familiar topics using words, phrases and non-verbal responses independently. • Displays exemplary model of language use to others. Exceeds expectations (A1 Mid)
SPEAKING SKILLS (YEAR 2) CONTENT STANDARD FOCUS LEARNING STANDARD SPOKEN INTERACTION 2.1 Communicate simple information intelligibly Communicate simple information about themselves clearly 2.1.1 Give simple personal information using basic statements Find out simple information from others 2.1.2 Find out about personal information by asking basic questions Communicate simple information clearly 2.1.3 Give a short sequence of basic instructions Communicate simple information clearly 2.1.4 Ask about and express ability Describe people and things clearly 2.1.5 Describe objects using suitable words and phrases 2.2 Use appropriate communication strategies Manage interaction appropriately 2.2.1 Keep interaction going in short exchanges by using suitable non-verbal responses Manage classroom tasks appropriately 2.2.2 Ask for attention or help from a teacher or classmate by using suitable statements and questions SPOKEN PRODUCTION 2.3 Communicate appropriately to a small or large group Communicate information, events and stories clearly to an audience 2.3.1 Introduce self and others to an audience using fixed phrases
YEAR 2 TRANSIT FORM FOR CLASSROOM ASSESSMENT SPEAKING SKILLS TEACHER’S NAME: SHARRLININAIR ATCHUGAN CLASS: 2 GH NO STUDENT’S NAME LEARNING STANDARD 2.1.1 2.1.2 2.1.3 2.1.4 2.1.5 2.2.1 2.2.2 2.3.1 1 AMNI ZULAIKHA BINTI HAIRUL AKHMAL / 0 2 ANNUR SOFEA AZ ZAHRA BINTI ZULKIFLI 0 0 3 ARIAANA QALESYA BINTI MOHD SHAHZUAN / 0 4 ILHAM ZIAULHAQ BIN SHAMAROL IDHA / 0 5 INTAN NUR ZULIANA BINTI KHAIRUL AZRIN 0 0 6 KAISARA AISYAH BINTI MOHD ROSTAM 0 / 7 MUHAMMAD ADAM BIN NOOR FAIZAL 0 0 8 MUHAMMAD AKHIL FAHRI BIN MUHAMMAD SAFWAN / / 9 MUHAMMAD ANEEQ AZRIF BIN MURAD / / 10 MUHAMMAD AZMIRUL QAYYUM BIN YAKUB / / 11 MUHAMMAD FARHAN HADI BIN MUHAMMAD FAIZ / / 12 MUHAMMAD FIRAS BIN ZAKARIA / / 13 MUHAMMAD HARRAZ BIN MUHAMMAD ZAMRI 0 0 14 MUHAMMAD HARRAZ RAYYAN BIN ROSLAN / / 15 MUHAMMAD HAZIQ BIN MOHD HAZIZI / / 16 MUHAMMAD ILHAM BIN MOHD ARIF / / 17 MUHAMMAD IRFAN BIN HASANUDDIN / / 18 MUHAMMAD LUTH ANAQI BIN UMAR / / 19 MUHAMMAD MUAZ EL IMAN BIN HEIRI ISKANDAR / / 20 MUHAMMAD RIZQIE ANAQIE BIN ZULYUSRI / / 21 MUHAMMAD WAZIF HUZAIR BIN MOHD FADZIL / / 22 NUR ADRIAN NAUFAL BIN NUR FAIZUN / / 23 NUR ADRIANA ARMEL BINTI MOHAMAD FAHMI / / 24 NUR AISYAH HILMIYAH BINTI MOHD HAFIDZ / / 25 NUR ALTHAFUNISA UMAIRA BINTI MOHD FAIRUS 0 / 26 NUR ARINA BALQIS BINTI ABDUL HAKIM / / 27 NUR BATRISYIA BINTI PAZLI 0 0 28 NUR FATEEMAH BINTI MOHD FAKHRUL RAZI / / 29 NUR QASEH AULIA BINTI ABDUL MALEK 0 / 30 NUR QISYA LIYANA BINTI MISBANI 0 / 31 NUR SYAFIA NAURAH BINTI MOHD SYAHIR 0 / 32 NURAUNI UMAIRAH BINTI HANAPI / / 33 NURUL AUNI BINTI AZHAR / / 34 PUTERA TUAH AYDEN BIN MOHD ASRIN / / 35 SITI NUR SYAQILLAH BINTI AMIRUDDIN / /
6 • Reads simple sentences independently. • Understands main ideas, specific information and details of simple sentences independently. • Uses appropriate word attack skills and monolingual dictionary to understand specific meaning independently. Exceeds expectations (A1 Mid)
READING SKILLS (YEAR 2) CONTENT STANDARD FOCUS LEARNING STANDARD 3.1 Recognise words in linear and non linear texts by using knowledge of sounds of letters Identify and distinguish the letters of the alphabet* *Preliterate children will need more support to achieve this Learning Standard, literate children more challenge and less support 3.1.1 Identify, recognise and name the letters of the alphabet Distinguish and articulate beginning, medial and final sound words* *Preliterate children will need more support to achieve this Learning Standard, literate children more challenge and less support 3.1.2 Recognise and sound out with some support beginning, medial and final sounds in a word Blend phonemes to recognise words* *Preliterate children will need more support to achieve this Learning Standard, literate children more challenge and less support 3.1.3 Blend phonemes (CVC, CCVC, CVCV, CCV) Segment words into phonemes to spell* *Preliterate children will need more support to achieve this Learning Standard, literate children more challenge and less support 3.1.4 Segment phonemes (CVC, CCVC, CVCV, CCV) 3.2 Understand a variety of linear and non linear print and digital texts by using appropriate reading strategies Understand the main idea in a variety of text types on familiar topics 3.2.1 Understand the main idea of simple sentences Understand specific details in a variety of text types on familiar topics 3.2.2 Understand specific information and details of simple sentences Use appropriate word attack skills to understand specific meaning 3.2.3 i) Reread a word, phrase or sentence to understand meaning ii) Ignore unknown words in order to understand a phrase or sentence Use appropriate basic dictionary skills 3.2.4 Use a picture dictionary to find, list and categorise words from Year 2 topics and theme 3.3 Read independently for information and enjoyment Read and understand a variety of fiction and non-fiction texts with confidence and enjoyment 3.3.1 Read and enjoy simple print and digital games at sentence level
MAKLUMAT INOVASI PDP 1. Spin The Wheel 2. PPT Quiz: ‘A or B’ 3. Pictionary Game 4. PPT Games: ‘Route to the Ocean’