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    Merungkai DSKP Bahasa Inggeris KSSR Semakan (Cefr-Aligned Curriculum) Tahun 1

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    Yan Sith
    The document outlines the curriculum standards for teaching English phonics to Year 1 students in Malaysia, including learning standards, content focus, and assessment methods. It details four content standards relating to recognizing letters, sounds, and blending/segmenting phonemes. Assessment would evaluate students' ability to identify letters, distinguish sounds, and blend/segment phonemes with decreasing support. Differentiation strategies are suggested to support students' varying needs and abilities.

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    Merungkai DSKP Bahasa Inggeris KSSR Semakan (Cefr-Aligned Curriculum) Tahun 1

    Uploaded by

    Yan Sith
    128 views6 pages
    The document outlines the curriculum standards for teaching English phonics to Year 1 students in Malaysia, including learning standards, content focus, and assessment methods. It details four content standards relating to recognizing letters, sounds, and blending/segmenting phonemes. Assessment would evaluate students' ability to identify letters, distinguish sounds, and blend/segment phonemes with decreasing support. Differentiation strategies are suggested to support students' varying needs and abilities.

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    Original Title

    PERUNGKAIAN BI EXAMPLER

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    The document outlines the curriculum standards for teaching English phonics to Year 1 students in Malaysia, including learning standards, content focus, and assessment methods. It details four content standards relating to recognizing letters, sounds, and blending/segmenting phonemes. Assessment would evaluate students' ability to identify letters, distinguish sounds, and blend/segment phonemes with decreasing support. Differentiation strategies are suggested to support students' varying needs and abilities.

    Copyright:

    © All Rights Reserved
    Download as XLSX, PDF, TXT or read online from Scribd
    Download as xlsx, pdf, or txt
    128 views6 pages

    Merungkai DSKP Bahasa Inggeris KSSR Semakan (Cefr-Aligned Curriculum) Tahun 1

    Uploaded by

    Yan Sith
    The document outlines the curriculum standards for teaching English phonics to Year 1 students in Malaysia, including learning standards, content focus, and assessment methods. It details four content standards relating to recognizing letters, sounds, and blending/segmenting phonemes. Assessment would evaluate students' ability to identify letters, distinguish sounds, and blend/segment phonemes with decreasing support. Differentiation strategies are suggested to support students' varying needs and abilities.

    Copyright:

    © All Rights Reserved
    Download as XLSX, PDF, TXT or read online from Scribd
    Download as xlsx, pdf, or txt
    of 6

    MERUNGKAI DSKP BAHASA INGGERIS KSSR SEMA

    CURRICULUM
    CURRICULUM CONTENT CLASSRO

    CONTENT STANDARD LEARNING STANDARD FOCUS WHAT TO ASSESS

    3.1 Recognise words in 3.1.1 Identify and recognise the Identify and distinguish the Whether pupils
    linear and nonlinear texts letters of the alphabet* can:
    by using knowledge of shapes of the letters in the - identify and
    sounds of letters alphabet *Preliterate children will need recognise all
    more support to achieve this shapes of the
    Learning Standard, literate letters in the
    children more challenge and less alphabet.
    support - blend and
    segment
    phonemes (CVC,
    CCVC) with
    support from the
    teacher.

    3.1.2 Recognise and sound out with


    support beginning, medial and final Distinguish and articulate
    sounds in a word beginning, medial and final
    sound words*
    *Preliterate children will need
    more support to achieve this
    Learning Standard, literate
    children more challenge and less
    support

    3.1.3 Blend phonemes (CVC, CCVC) Blend phonemes to recognise


    words*
    *Preliterate children will need
    more support to achieve this
    Learning Standard, literate
    children more challenge and less
    support
    3.1.4 Segment phonemes (CVC,
    CCVC) Segment words into phonemes
    to spell*
    *Preliterate children will need
    more support to achieve this
    Learning Standard, literate
    children more challenge and less
    support
    GGERIS KSSR SEMAKAN (CEFR-ALIGNED CURRICULUM) TAHUN 1
    NOTES
    CLASSROOM ASSESSMENT

    ASSESSMENT ASSESSMENT ASSESSMENT 21ST CENTURY LEARNING / TEACHING


    LEVEL INSTRUMENTS APPROACH (4C1V)

    *Can identify and Level 1: Hardly Oral: Q&A, Quizzes CRITICAL THINKING (HOTS):
    recognise shapes of the can ….even with a Observation: Group / Questions
    letters in the alphabet lot of support Individual Tasks Classroom Tasks
    even with a lot of Level 2: Can… Written: Worksheets
    support from the with a lot of COLLABORATION:
    teacher. support Pair/Group work
    *Can blend and Level 3: *Can Gallery walk
    segment phonemes Identify and Project-based learning
    (CVC, CCVC) even with recognise all
    a lot of support from shapes of the COMMUNICATION:
    the teacher. letters in the Talking Chips
    alphabet. Round Robin
    * Can blend and Simulations
    segment
    phonemes (CVC, CREATIVITY:
    CCVC) with Drawing / Designing
    support from the
    teacher VALUE:
    Level 4: Can Cooperations
    blend and Respects
    segment
    phonemes (CVC,
    CCVC) without
    hesitation.
    Level 5: Can use
    phonics to read
    words and
    identify word
    families
    confidently.
    Level 6: Can use
    phonics to read
    words and
    identify word
    families
    independently.

    CRITICAL THINKING (HOTS)


    COLLABORATION:
    COMMUNICATION:
    CREATIVITY;
    VALUE:

    CRITICAL THINKING (HOTS)


    COLLABORATION:
    COMMUNICATION:
    CREATIVITY;
    VALUE:
    CRITICAL THINKING (HOTS)
    COLLABORATION:
    COMMUNICATION:
    CREATIVITY;
    VALUE:

    CRITICAL THINKING (HOTS)


    COLLABORATION:
    COMMUNICATION:
    CREATIVITY;
    VALUE:

    CRITICAL THINKING (HOTS)


    COLLABORATION:
    COMMUNICATION:
    CREATIVITY;
    VALUE:

    CRITICAL THINKING (HOTS)


    COLLABORATION:
    COMMUNICATION:
    CREATIVITY;
    VALUE:

    CRITICAL THINKING (HOTS)


    COLLABORATION:
    COMMUNICATION:
    CREATIVITY;
    VALUE:
    NOTES

    DIFFERENTIATION STRATEGY TEACHING AND LEARNING CROSS CURRICULAR ELEMENTS


    STRATEGIES

    Strategy 1: Differentiate by Contextual learning Values


    the task Mastery learning Creativity and Innovation
    Strategy 2: Differentiate by
    the type and amount of
    support provided
    Strategy 3: Differentiate by
    the outcome expected from
    pupils
    Strategy 4: Differentiate by
    the time pupils are given to
    complete a task
    Strategy 5: Differentiate by
    supporting individual
    learning preferences and
    needs
    Strategy 6:Differentiate by
    the types of questions asked
    Stragegy 7: Differentiate by
    the feedback given

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