SEKOLAH JENIS KEBANGSAAN TAMIL METHODIST

JALAN MADRAS, 30100 BUNTONG.

TAHUN 2
BORANG TRANSIT
2022
BAHASA MELAYU

CLASS: 2 PAGALAVAN

TEACHER’S NAME: PUAN THAMAYANTHI

1.0 KEMAHIRAN MENDENGAR DAN BERTUTUR

 STANDARD KANDUNGAN STANDARD PEMBELAJARAN

1.1 Mendengar dan memberikan

respons

Murid boleh:
1.1.1 Mendengar, mengecam, memahami dan menyebut;
(i) frasa
(ii) ayat tunggal
(iii) ayat majmuk dengan betul dan tepat

1.1.2 Mendengar, memahami, dan memberikan respons terhadap;

(i) soalan
(ii) suruhan
(iii) pesanan
(iv) permintaan

1.1.3 Mendengar, dan memberikan respons dengan membuat tafsiran terhadap;

(i) soalan bercapah
(ii) pesanan

1.2 Bertutur untuk menyampaikan

maklumat dan idea bagi pelbagai
tujuan

1.2.1 Bertutur untuk menjelaskan sesuatu perkara secara bertatasusila mengikut

konteks.
1.2.2 Bertutur dan menjelaskan maklumat yang tersurat dan tersirat dengan
menggunakan idea yang kritis dan kreatif

STANDARD PRESTASI KEMAHIRAN MENDENGAR DAN BERTUTUR

TAHAP
PENGUASAAN PENYATAAN
1

Memberikan respons terhadap pelbagai soalan, suruhan, pesanan, permintaan serta menyampaikan
maklumat
dan idea yang kritis dan kreatif secara bertatasusila pada tahap sangat terhad.
 2

Memberikan respons terhadap pelbagai soalan, suruhan, pesanan, permintaan serta menyampaikan
maklumat
dan idea yang kritis dan kreatif secara bertatasusila pada tahap terhad.

Memberikan respons terhadap pelbagai soalan, suruhan, pesanan, permintaan serta menyampaikan
maklumat
dan idea yang kritis dan kreatif secara bertatasusila pada tahap memuaskan.

Memberikan respons terhadap pelbagai soalan, suruhan, pesanan, permintaan serta menyampaikan
maklumat
dan idea yang kritis dan kreatif secara bertatasusila pada tahap kukuh.

Memberikan respons terhadap pelbagai soalan, suruhan, pesanan, permintaan serta menyampaikan
maklumat
dan idea yang kritis dan kreatif secara bertatasusila pada tahap terperinci.

Memberikan respons terhadap pelbagai soalan, suruhan, pesanan, permintaan serta menyampaikan
maklumat
dan idea yang kritis dan kreatif secara bertatasusila pada tahap sangat terperinci, konsisten, dan
menjadi
model teladan.

TAHUN 2 BORANG TRANSIT UNTUK KELAS

MENDENGAR DAN BERTUTUR

NAMA GURU: TAHUN :

NO NAMA STANDARD PEMBELAJARAN

1.1.1 1.2.1 1.2.2 1.2.3 1.2.4 1.2.5 1.3.1
1 SAASVEGAN A/L SILVA KUMAR
2 SHAVION A/L NADARAJA
3 DARSHAAN A/L THIRUKUMARAN
 4 DANUSH A/L RANJIT
5 DARWINRAJ A/L SAKTHIVEL
6 KEERTHIGA NUZIS
7 FERDINAND DHARSHAN A/L FEETER
8 MUHAMMAD SYAHIR BIN ABDULLAH
9 SANJEEVAN A/L SHANMUGANATHAN
10 SAMARA ANNE A/P MUGANESWARAN
11 SACHINE A/L PATHMANATHAN
12 KAAVYA A/P SELVAM
13 VINASHNI KAALI A/P THANARAJ
14 MISHALINI A/P PERUMAL
15 RASHIKA A/P SELVAM
16 YALINI GANESAN
17
18
19
20
21
22
23
24
25
26
27
28
29

2.0 KEMAHIRAN MEMBACA

STANDARD KANDUNGAN STANDARD PEMBELAJARAN
2.1 Asas membaca dan memahami
Murid boleh:
2.1.1 Membaca dengan sebutan yang betul dan intonasi yang sesuai;
(i) perkataan
(ii) ayat
(iii) perenggan
(iv) petikan
2.1.2 Membaca dan memahami;
 (i) perkataan
(ii) ayat
(iii) perenggan
(iv) petikan
2. 2 Membaca, memahami, dan
menaakul bahan grafik dan bukan
grafik
2.2.1 Membaca, memahami dan mengenal pasti
(i) kosa kata
(ii) isi tersurat
(iii) isi tersirat
2.3 Membaca dan mengapresiasi
karya sastera dan bukan sastera
2.3.1 Membaca, mengenal pasti dan menyatakan nilai daripada bahan sastera dan
bahan bukan sastera;
(i) lagu kanak-kanak
(ii) cerita
(iii) pantun
(iv) petikan
2.3.2 Membaca dan mempersembahkan karya sastera dan bukan sastera dengan
sebutan yang betul dan intonasi yang sesuai;
(i) lagu kanak-kanak
(ii) cerita
(iii) pantun
(iv) petikan bukan sastera

STANDARD PRESTASI KEMAHIRAN MEMBACA

TAHAP
PENGUASAAN PENYATAAN

1
Membaca, memahami kandungan dan mengenal pasti nilai dalam bahan sastera dan bahan bukan sastera serta
mempersembahkan karya sastera pada tahap sangat terhad.
2
Membaca, memahami kandungan dan mengenal pasti nilai dalam bahan sastera dan bahan bukan sastera serta
mempersembahkan karya sastera pada tahap terhad.
3
Membaca, memahami kandungan dan mengenal pasti nilai dalam bahan sastera dan bahan bukan sastera serta
mempersembahkan karya sastera pada tahap memuaskan.
 4
Membaca, memahami kandungan dan mengenal pasti nilai dalam bahan sastera dan bahan bukan sastera serta
mempersembahkan karya sastera pada tahap kukuh.
5
Membaca, memahami kandungan dan mengenal pasti nilai dalam bahan sastera dan bahan bukan sastera serta
mempersembahkan karya sastera pada tahap terperinci.
6
Membaca, memahami kandungan dan mengenal pasti nilai dalam bahan sastera dan bukan sastera serta
mempersembahkan karya sastera pada tahap sangat terperinci, konsisten, dan menjadi model teladan.

TAHUN 2 2.0 KEMAHIRAN MEMBACA

STANDARD KANDUNGAN
NO STUDENT’S NAME 2.3.1
2.1.1 2.1.2 2.2.1 2.2.2 2.3.2
1 SAASVEGAN A/L SILVA KUMAR
2 SHAVION A/L NADARAJA
3 DARSHAAN A/L THIRUKUMARAN
4 DANUSH A/L RANJIT
5 DARWINRAJ A/L SAKTHIVEL
6 KEERTHIGA NUZIS
7 FERDINAND DHARSHAN A/L FEETER
8 MUHAMMAD SYAHIR BIN ABDULLAH
9 SANJEEVAN A/L SHANMUGANATHAN
10 SAMARA ANNE A/P MUGANESWARAN
11 SACHINE A/L PATHMANATHAN
12 KAAVYA A/P SELVAM
13 VINASHNI KAALI A/P THANARAJ
14 MISHALINI A/P PERUMAL
15 RASHIKA A/P SELVAM
16 YALINI GANESAN
17
18
19
20
21
22
23
24
25
26
27
28

PERFORMANCE STANDARDS GUIDE FOR YEAR 2 READING SKILLS

PERFORMANC
E DESCRIPTORS FOR READING SKILLS NOTES
LEVEL

1
 Hardly identifies, recognises and names the letters of the Requires support to
alphabet even with a lot of support from the teacher. achieve
 Hardly blends and segments words (CVC, CCVC, CVCV, curriculum target
CCV) even with a lot of support from the teacher. (A1 Low)

 Identifies, recognises and names the letters of the alphabet

2
with a lot of support from the teacher.
On track to achieve
 Blends and segments a few words (CVC, CCVC, CVCV,
curriculum target
CCV) with a lot of support from the teacher.
(A1 Low)
 Hardly understands main ideas of simple sentences even after
repeated readings.
 Identifies, recognises and names the letters of the alphabet
with minimal support from the teacher.

3
 Blends and segments words (CVC, CCVC, CVCV, CCV) Achieves
with support from the teacher. expectations of
 Understands main ideas, specific information and details of curriculum target
simple sentences. (A1 Low)
 Uses picture dictionary and appropriate word attack skills to
understand specific meaning with support from the teacher.

4
 Blends and segments words (CVC, CCVC, CVCV, CCV) Working towards
without hesitation. exceeding
 Understands main ideas, specific information and details of expectations (A1
simple sentences appropriately. Mid)
 Uses picture dictionary and appropriate word attack skills to
understand specific meaning with minimal support from the
teacher.
  Uses phonics to read words and identify word families

5
confidently.
On track to exceed
 Understands main ideas, specific information and details of
expectations (A1
simple sentences confidently.
Mid)
 Uses picture dictionary and appropriate word attack skills to
understand specific meaning confidently.

6
 Reads simple sentences independently.
 Understands main ideas, specific information and details of Exceeds
simple sentences independently. expectations
 Uses appropriate word attack skills and monolingual (A1 Mid)
dictionary to understand specific meaning independently.
 READING SKILLS (YEAR 2)
CONTENT FOCUS LEARNING STANDARD
STANDARD
Identify and distinguish the letters of
the alphabet* 3.1.1 Identify, recognise
*Preliterate children will need more support and name the letters of the
to achieve this Learning Standard, literate alphabet
children more challenge and less support
Distinguish and articulate beginning,
3.1.2 Recognise and sound
3.1 medial and final sound words*
out with some support
Recognise words in linear *Preliterate children will need more support
beginning, medial and final
and non linear texts by to achieve this Learning Standard, literate
sounds in a word
using knowledge of children more challenge and less support
sounds of letters Blend phonemes to recognise words*
3.1.3 Blend phonemes
*Preliterate children will need more support
(CVC, CCVC, CVCV,
to achieve this Learning Standard, literate
CCV)
children more challenge and less support
Segment words into phonemes to spell*
3.1.4 Segment phonemes
*Preliterate children will need more support
(CVC, CCVC, CVCV,
to achieve this Learning Standard, literate
CCV)
children more challenge and less support
Understand the main idea in a variety of text types 3.2.1 Understand the main
on familiar topics idea of simple sentences
3.2.2 Understand specific
Understand specific details in a variety of text
information and details of
types on familiar topics
3.2 simple sentences
Understand a variety of 3.2.3
linear and non i) Reread a word, phrase or
linear print and digital sentence to
Use appropriate word attack skills to understand
texts by using understand meaning
specific meaning
appropriate reading ii) Ignore unknown words
strategies in order to understand a
phrase or sentence
3.2.4 Use a picture
dictionary to find, list and
Use appropriate basic dictionary skills
categorise words from Year
2 topics and theme
3.3
Read and understand a variety of 3.3.1 Read and enjoy
Read independently for
fiction and non-fiction texts with simple print and digital
information and
confidence and enjoyment games at sentence level
enjoyment
 YEAR 2 TRANSIT FORM FOR CLASSROOM ASSESSMENT
READING SKILLS
TEACHER’S NAME: CLASS:

NO STUDENT’S NAME LEARNING STANDARD

3.1.1 3.1.2 3.1.3 3.1.4 3.2.1 3.2.2 3.2.3 3.2.4 3.3.1
1 SAASVEGAN A/L SILVA KUMAR
2 SHAVION A/L NADARAJA
3 DARSHAAN A/L THIRUKUMARAN
4 DANUSH A/L RANJIT
5 DARWINRAJ A/L SAKTHIVEL
6 KEERTHIGA NUZIS
7 FERDINAND DHARSHAN A/L FEETER
8 MUHAMMAD SYAHIR BIN ABDULLAH
9 SANJEEVAN A/L SHANMUGANATHAN
10 SAMARA ANNE A/P MUGANESWARAN
11 SACHINE A/L PATHMANATHAN
12 KAAVYA A/P SELVAM
13 VINASHNI KAALI A/P THANARAJ
14 MISHALINI A/P PERUMAL
15 RASHIKA A/P SELVAM
16 YALINI GANESAN
17
18
19
20
21
22
23
24
25
26
 PERFORMANCE STANDARDS GUIDE FOR YEAR 2 WRITING SKILLS

PERFORMANC
E DESCRIPTORS FOR WRITING SKILLS NOTES
LEVEL

1
 Hardly writes simple sentences by using appropriate language Requires support to
form and style even with a lot of support from the teacher. achieve
 Hardly organises basic information even with a lot of support curriculum target
from the teacher. (A1 Low)

2
 Writes simple sentences by using appropriate language form
On track to achieve
and style with a lot of support from the teacher.
curriculum target
 Organises basic information with a lot of support from the (A1 Low)
teacher.

3
 Writes simple sentences by using appropriate language form Achieves
and style with support from the teacher. expectations of
 Organises basic information using correct punctuation and curriculum target
spelling with support from the teacher. (A1 Low)

4
 Writes simple sentences by using appropriate language form Working towards
and style with minimal support from the teacher. exceeding
 Organises basic information using correct punctuation and expectations (A1
spelling with minimal support from the teacher. Mid)

5
 Writes simple sentences by using appropriate language form
On track to exceed
and style confidently.
expectations (A1
 Organises basic information using correct punctuation and Mid)
spelling without hesitation.

6
 Writes simple sentences by using appropriate language form
and style independently. Exceeds
 Organises basic information using correct punctuation and expectations
spelling independently. (A1 Mid)
 Displays exemplary model of language use to others.
 WRITING SKILLS (YEAR 2)
CONTENT FOCUS LEARNING STANDARD
STANDARD
Develop prewriting skills*
4.1.1 No learning standard
*Preliterate children only
4.1 Form letters and
words in neat legible
Develop early writing
print using cursive writing
skills* 4.1.2 No learning standard
*all children

Communicate basic 4.2.1 Ask for and give basic personal information
personal information using
clearly basic questions and statements
4.2 Communicate basic Communicate basic
4.2.2 Express simple ability
information intelligibly information clearly
for a range of purposes in Communicate basic
4.2.3 Write short familiar instructions
print and digital media information clearly
Describe people and things 4.2.4 Describe objects using suitable words and
clearly phrases
Organise basic information 4.2.5 Connect words and phrases using basic
appropriately coordinating conjunctions
4.3 Punctuate texts 4.3.1 Use capital letters and full stops
Communicate with appropriately appropriately in guided writing at sentence level
appropriate language form Spell high frequency words 4.3.2 Spell a narrow range of familiar high
and style for a range of accurately frequency words accurately in guided writing
purposes in print and Plan, draft and edit work
digital media appropriately on familiar 4.3.3 Plan, draft and write simple sentences
topics

YEAR 2 TRANSIT FORM FOR CLASSROOM ASSESSMENT

WRITING SKILLS
TEACHER’S NAME: CLASS:
 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 SAASVEGAN A/L SILVA
KUMAR
2 SHAVION A/L
NADARAJA
3 DARSHAAN A/L
THIRUKUMARAN
4 DANUSH A/L RANJIT
5 DARWINRAJ A/L
SAKTHIVEL
6 KEERTHIGA NUZIS
7 FERDINAND
DHARSHAN A/L
FEETER
8 MUHAMMAD SYAHIR
BIN ABDULLAH
9 SANJEEVAN A/L
SHANMUGANATHAN
10 SAMARA ANNE A/P
MUGANESWARAN
11 SACHINE A/L
PATHMANATHAN
12 KAAVYA A/P SELVAM
13 VINASHNI KAALI A/P
THANARAJ
14 MISHALINI A/P
PERUMAL
15 RASHIKA A/P SELVAM
16 YALINI GANESAN
17
18
19
20
21
22
23
24
25
26

*PERFORMANCE STANDARDS GUIDE FOR YEAR 2 LANGUAGE ARTS IS NOT

PROVIDED IN THE YEAR 2 DSKP
 LANGUAGE ARTS (YEAR 2)
CONTENT FOCUS LEARNING STANDARD
STANDARD
5.1.1
i) simple chants and raps
Demonstrate appreciation through non
ii) simple rhymes
verbal responses to:
5.1 Enjoy and appreciate iii) simple action songs
rhymes, poems iv) simple songs
and songs 5.1.2
Say the words in simple texts, and sing i) simple chants and raps
simple songs with intelligible ii) simple rhymes
pronunciation, rhythm and intonation iii) simple action songs
iv) simple songs
5.2.1
5.2 Express personal
Identify, analyse and respond to Name people, things, actions, or places
responses to literary
elements in texts of interest in
texts
texts
5.3.1
Respond imaginatively and intelligibly
5.3 Express an
Plan, prepare and produce creative through
imaginative response to
work with a focus on language use creating simple short chants or raps
literary texts
Other imaginative responses as
appropriate

YEAR 2 TRANSIT FORM FOR CLASSROOM ASSESSMENT

LANGUAGE ARTS
TEACHER’S NAME: CLASS:

NO STUDENT’S NAME LEARNING STANDARD

5.1.1 5.1.2 5.2.1 5.3.1
1 SAASVEGAN A/L SILVA KUMAR
 2 SHAVION A/L NADARAJA
3 DARSHAAN A/L THIRUKUMARAN
4 DANUSH A/L RANJIT
5 DARWINRAJ A/L SAKTHIVEL
6 KEERTHIGA NUZIS
7 FERDINAND DHARSHAN A/L FEETER
8 MUHAMMAD SYAHIR BIN ABDULLAH
9 SANJEEVAN A/L SHANMUGANATHAN
10 SAMARA ANNE A/P MUGANESWARAN
11 SACHINE A/L PATHMANATHAN
12 KAAVYA A/P SELVAM
13 VINASHNI KAALI A/P THANARAJ
14 MISHALINI A/P PERUMAL
15 RASHIKA A/P SELVAM
16 YALINI GANESAN
17
18
19
20
21
22
23
24
25
26