1. LINUS2.0 : LITERASI BAHASA INGGERIS EN LEE HUAN YIK FBI SEGAMAT
SARINGAN
LINUS2.0 : LITERASI BAHASA INGGERIS EN LEE HUAN YIK FBI SEGAMAT

2. CONCEPT Reading Writing
A tool to retrieve data on pupils’ English language literacy level
The screening does NOT carry high stakes – Try your very best!
Data should be used to help teachers identify literacy issues and the instrument format should not be used to teach or train the pupils.
Two instruments
Reading
Writing
Administered by the English language teacher
In the classroom / Suitable environment
During lessons / suitable time
Teachers MUST refer to the manual when administering the reading instrument and when marking the writing instrument.

3. CONSTRUCTS Able to identify and distinguish the shapes of the alphabet
Able to associate sounds with the letters of the alphabet
Able to blend phonemes into recognisable words
Able to segment words into phonemes
Able to understand and use the language at word level
Able to participate in daily conversations using appropriate phrases
Able to understand and use the language at phrase level in linear texts
Able to understand and use the language at phrase level in non-linear texts
Able to read and understand sentences with guidance
Able to understand and use the language at sentence level in non-linear texts
Able to understand and use the language at paragraph level in linear texts
Able to construct sentences with guidance

4. CONSTRUCTS (NEW)
Able to associate sounds with the letters of the alphabet
Able to blend phonemes into recognizable words
Able to segment words into phonemes
Able to understand and use the language at word level
Able to understand and use the language at phrase level in linear texts
Able to understand and use the language at phrase level in non-linear texts
Able to read and understand sentences with guidance
Able to understand and use the language at sentence level in linear texts
Able to understand and use the language at paragraph level in non-linear texts
Able to participate in daily conversations using simple sentence structures.
Able to understand, respond to and give simple instructions and directions.
Able to construct sentences with guidance.

5. Reading 12 constructs One-on-one / face-to-face
Individual or small groups (not more than 3)
Oral responses
Administered within the time frame given
Pupils can repeat the constructs maximum twice.
With guidance

6. Possible guidance (FOR Linus students)
Construct 2
-Teachers are allowed to translate.
-Be 100% sure about the instructions given. Teacher can
read and explain the instructions to the students.
-Practise using the example given.
-Flexibility to use other words with the same phoneme
during screening.
-Teacher knows if the pupils really recognise the phonemes/sounds.
-Teacher can use the Jolly Phonics/ KSSR or any other actions associated to the sounds to guide the pupils.

7. continuation Construct 5 Not necessarily ‘reading aloud’.
We can guide through blending of the phonemes.
Teacher can go through all the words with the pupils. Or
Pupils can point to the correct answer and teacher guides them to read the word.
Teacher cannot hint through tone of voice or facial expressions the correct answer.

8. Construct 9
-focuses on the common sight words & unfamiliar words.
-Skip unfamiliar words if they have not been taught
-Not all the words used in the instrument are from the
KSSR word list.
-Allowed one error in each sentence
-Teachers are NOT allowed the read and students repeat
after the teacher.
-Assess pupils’ reading ability (check the manual)
-NOT supposed to pre-teach the constructs before the screening

9. Construct 10
-Teacher can read the sentences.
-If the pupils can’t read,we don’t penalise them.
-Don’t penalise the pupils if they are afraid (esp. Year 1 & 2)
-Teacher can guide the pupils with unfamiliar words. Give them
a chance to try and read the sentences.
-Teacher may not necessarily assess the pupils according to the order of the questions in a construct.
-Teacher can also explain the pictures given first before asking the pupils to choose the correct answers.

10. Construct 11
1) One-word answers are acceptable.
2) ’Yes’ or ‘No’ responses may be accepted depending on
the contexts but pupils should always be guided to
respond appropriately based on the questions asked.

11. Construct 12
Teacher can read the words first. Pupils can then point to the words/phrases to form correct sentences without having to read them aloud.

12. Writing 12 constructs Written work Administered during lessons
With minimal guidance

13. Construct 2
Teacher can articulate the phonemes given.
Teacher can give examples of different words associated to the phonemes.
Construct 5
-Teacher can read the options given.
-Teacher should not read the options according to the order of the answers.
-Teacher can ask the pupils to check their spelling.

14. Construct 9
The first capital must be capitalised. There must be a
full-stop at the end of the sentence.
Teacher can ask the pupils to check their spelling
and punctuation.
Construct 10
Teacher can read the sentences given.
Teacher should not read the options according to the order
of the answers.
If the pupils are not focused, the remaining constructs can be
completed in the next session.

15. Writing – Suggested time period
OPTION
SESSION
CONSTRUCTS
SUGGESTED TIME 1
1 – 4
30 mins 2
5 – 8 3
9 – 12
1 – 6
60 mins
7 – 12

16. Key reminders Teacher has to ensure there is no copying for writing.
Writing screening needs to be as a whole-class activity.
Allowed to do the screening with non-LINUS pupils first, then focus on LINUS students in the class (For reading and writing).
NOT required to stick religiously to the SUGGESTED model in
the manual.
e.g.: You may need more time with LINUS pupils but the non-LINUS
pupils can complete the screening within a short period
of time.

17. Key reminders
Always ensure classroom is under control. Non-LINUS can be given some other tasks while teachers attend to LINUS pupils during screening.
Other teachers can be roped in to help with the administration
of screening.
Screening should not be conducted in the form of an examination/test. Pupils should be relaxed and treat the screening just like any other exercises.
Screening should be conducted during classroom contact hours whenever possible. However, due to time constraint in some schools, READING screening can be done outside classroom contact hours by the class teacher.

18. Key reminders
-P&P should be conducted in every lesson BUT teacher has the flexibility to decide time allocated for P&P and screening. -For lesson planning purpose, include under ‘IMPAK/REFLEKSI’: e.g.: Reading screening is conducted on five students. -Plan the administration of the screening accordingly so that both reading and writing screening can be completed within the stipulated time frame. (Busy teachers/ absenteeism/class size)

19. Manual am, Manual pentadbiran instrumen
Must be read and used as a reference before and when administering the screening instruments
Contents:
Manual Am: policy, constructs, dates, etc.
Manual Pentadbiran Instrumen: administration methods, suggested answers, scoring guide

20. reminders Ensure the names of the pupils are written clearly.
Ensure all writing instruments have been marked and signed by the school administrators.
Ensure all instruments are marked using red ink.
Ensure the instruments are kept safely by the school authorities.

21. Borang Pelaporan Penguasaan Individu
Filled during / after screening instruments are administered
Use ball pens (NO pencils allowed)
Scores should be given fairly and with integrity
Scores should be keyed into NKRA portal within the given time frame.
Scores in the portal need to tally with the BPPI scores/instruments.

22. Minimum Scores for Mastery of Constructs - Example
Konstruk
Saringan 1
Penguasaan Saringan 1
Membaca
Kuasai
Belum Kuasai
Menulis 1 3 4  2 5 6 7 8 9 10 11 12

23. ELIGIBILITY FOR LINUS2.0 PROGRAMME:
Have not yet mastered any one or more of the 12 constructs. For example:
Konstruk
Saringan 1
Penguasaan Saringan 1
Membaca
Kuasai
Belum Kuasai
Menulis 1 3 4  2 5 6 7 8 9 10 11 12

24. Eligibility for Mainstream T&L
Mastered all 12 constructs. For example:
Konstruk
Saringan 1
Penguasaan Saringan 1
Membaca
Kuasai
Belum Kuasai
Menulis 1 3 4  2 5 6 7 8 9 10 11 12

25. PPD’s roles Receive CD from LP Print:
One copy of Instrumen Saringan Literasi Menulis and Borang Pelaporan Pencapaian Individu for each pupil in the schools.
Three copies of the Instrumen Saringan Literasi Membaca, Manual Am, Manual Pentadbiran Instrumen Literasi Membaca and Manual Pentadbiran Instrumen Literasi Menulis for each school
Inspection and observation of the implementation of screenings in schools

26. Schools should receive:
One copy of Instrumen Saringan Literasi Menulis and Borang Pelaporan Pencapaian Individu for each pupil.
Three copies of Instrumen Saringan Literasi Membaca, Manual Am, Manual Pentadbiran Instrumen Saringan Literasi Membaca and Manual Pentadbiran Instrumen Saringan Literasi Menulis

27. Important dates Saringan 1 Tahun 1, Tahun 2 dan Tahun 3 (2015)
Saringan Membaca : March – April 2015
Saringan Bertulis : April 2015
Data Key-in : May 2015
Saringan 2 Tahun 1, Tahun 2 dan Tahun 3 (2015)
Saringan Membaca : September – October 2015
Saringan Menulis : October 2015
Data key-in : October 2015

28. Thank you