1. LINUS2.0 : LITERASI BAHASA INGGERIS

2.  A tool to retrieve data on pupils’ English language literacy level  The screening does NOT carry high stakes – should not push for 100% passes  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 o Reading o Writing  Administered by the teacher o In the classroom / Suitable environment o During lessons / suitable time  Teachers MUST refer to the manual when administering the reading instrument and when marking the writing instrument. CONCEPT

3. 1.Able to identify and distinguish letters of the alphabet 2.Able to associate sounds with the letters of the alphabet 3.Able to blend phonemes into recognisable words 4.Able to segment words into phonemes 5.Able to understand and use the language at word level 6.Able to participate in daily conversations using appropriate phrases 7.Able to understand and use the language at phrase level in linear texts 8.Able to understand and use the language at phrase level in non-linear texts 9.Able to read and understand sentences with guidance 10.Able to understand and use the language at sentence level in non- linear texts 11.Able to understand and use the language at paragraph level in linear texts 12.Able to construct sentences with guidance CONSTRUCTS

4. KPI LITERASI BAHASA INGGERIS Saringan 1Saringan 2 Tahun 159%67% Tahun 275%84% Tahun 392%100%

5.  12 constructs  One-on-one  Individual or small groups (not more than 3)  Oral responses  Administered within the time frame given  With guidance With guidance READING

6.  Do not use the instruments to teach pupils because the instrument is just basic and low level lesson  If needed the teacher may bring the pupils out of the classroom  The teacher must refer to manual before screening  The teacher must be trained enough to do the screening  Pupils are allowed to repeat answering the construct maximum of three times  Teacher can translate to the pupils to their language (if possible ) can contextualized for pupils  Teacher may do actions as long as the teacher do not make the sound of the letters.  Teacher can help as much as possible for the pupils to understand instructions CONCEPT OF INSTRUMENTS

7. CONSTRUCT 1  Teacher guides the pupil to say aloud the given letters by reading the example given. READING

8. CONSTRUCT 2  Teacher points to the alphabet and prompts the pupil to say the sounds of the phonemes aloud, using the example given. READING

9. CONSTRUCT 3  Teacher guides the pupil to blend the sounds using the example given.  Teacher accepts pupil’s response if the pupil can read the word as a whole. READING

10. CONSTRUCT 4  Teacher shows the words to the pupil.  Teacher guides the pupil to read the words aloud and sound the given phonemes by using the example given. READING

11. Construct 5  The teacher explains the instrument and shows the pictures  Teacher is allowed to guide the pupils to spell the words (segmenting and blending)  Teacher goes through the words and pupils show the pictures is acceptable as long as they can point or match to the words. Pupils show their understanding, and not necessarily to say aloud (enough if indirectly) READING

12. CONSTRUCT 6  Teacher asks pupil to read and choose the correct responses.  Teacher can prompt by describing the pictures.

13. CONSTRUCT 7  Teacher shows the pictures and phrases.  Teacher may guide the pupil to read the phrases by pointing to the pictures.

14. CONSTRUCT 8  Teacher shows the picture and phrases.  Teacher asks the questions  Teacher may prompt by rephrasing the questions given.

15. Construct 9  It is considered mastered if only one word mispronounced.  Teacher is not allowed to help the pupils go through the text (reading the paragraph first) READING

16. Construct 10  Teacher reads and the pupils repeat  Pupils point to the correct pictures  If the pupils show wrong answer at first, move to the next sentences, then move again to the first one  Give a lot of guidance, if the child cannot be taught, do not force. READING

17. CONSTRUCT 11  Teacher asks pupil to read the sentences aloud.  Teacher provides guidance by prompting where necessary.  Teacher asks the questions.  Accept one word answers.

18. CONSTRUCT 12  Pupils have to construct the sentences  If the pupils just point to the pictures and read a little bit but they can construct the sentences by their own it is acceptable READING

19.  12 constructs  Written work  Administered during lessons  With minimal guidance With minimal guidance WRITING

20.  Teacher can use a little bit of mother tongue language for instructions  Teacher may read the words given to the pupils to make them understand the pictures  Construct 2- Teacher can make the sounds of the letters and pupils write Construct 2  Construct 2, 3 and 4 – teacher can name the pictures. Construct 2, 3 and 4  Construct 5- if pupils are very weak, focus on words and pictures. Construct 5  Construct 5& 6- Teacher can describe the picture. Guide pupils to read and understand Construct 5& 6-  Construct 7- Guide pupils to understand key words. Construct 7  Construct 8- Guide pupils to read the words and match using the example. Construct 8 WRITING

21. Construct 9 (Penmanship)  Teacher gives instructions carefully  Teacher may go to the pupils and ask him or her either to write or spell the words correctly  Teachers have always to remind the pupils to write the capital letters for names and full stops at the end of the sentences  Focus on the use of punctuation (capital letters and full stop) accept minor spelling mistakes WRITING

22. Construct 10  Do not penalize on spelling  Correct it as long as the pupils write at the correct pictures WRITING

23. CONSTRUCT 11  Teacher guides the pupils through reading aloud.  Teacher may prompt by describing the picture.

24. CONSTRUCT 12  Teacher guides pupils by reading and pointing to the words.  Teacher may prompt by describing the picture but not saying the complete sentence.

25. OPTIONSESSIONCONSTRUCTSSUGGESTED TIME 1 11 – 430 mins 25 – 830 mins 39 – 1230 mins 2 11 – 660 mins 27 – 1260 mins WRITING – SUGGESTED TIME PERIOD

26.  Must be read and used as reference before and when administering the screening instruments  Contents:  Manual Am: policy, constructs, dates, etc.  Manual Pentadbiran Instrumen: administration methods, suggested answers, scoring guide Manual Pentadbiran Instrumen MANUAL AM, MANUAL PENTADBIRAN INSTRUMEN

27.  Filled during / after screening instruments are administered  Scores should be given fairly and with integrity  Scores should be keyed into NKRA portal within the given time frame BORANG PELAPORAN PENGUASAAN INDIVIDU

28. Konstruk Saringan 1 Penguasaan Saringan 1 MembacaKuasai Belum Kuasai MenulisKuasai Belum Kuasai Kuasai Belum Kuasai 1 3 4 3 4 2 3 4 3 4 3 2 3 2 3 4 2 3 2 3 5 2 3 2 3 6 2 3 2 3 7 3 4 3 4 8 2 3 2 3 9 2 3 2 3 10 3 4 3 4 11 2 3 2 3 12 2 3 2 3 Minimum Scores for Mastery of Constructs - Example

29.  Not yet mastered any one or more of the 12 constructs. For example: ELIGIBILITY FOR LINUS2.0 PROGRAMME: Konstruk Saringan 1 Penguasaan Saringan 1 MembacaKuasai Belum Kuasai MenulisKuasai Belum Kuasai Kuasai Belum Kuasai 1 3 4 3 4 2 3 4 3 4 3 2 3 2 3 4 1 3 2 3 5 2 3 1 3 6 2 3 2 3 7 3 4 3 4 8 3 2 3 9 2 3 2 3 10 2 4 3 4 11 1 3 1 3 12 1 3 1 3

30.  Mastered all 12 constructs. For example: ELIGIBILITY FOR MAINSTREAM T&L Konstruk Saringan 1 Penguasaan Saringan 1 MembacaKuasai Belum Kuasai MenulisKuasai Belum Kuasai Kuasai Belum Kuasai 1 3 4 3 4 2 4 4 3 3 3 4 3 3 5 2 3 3 6 3 2 3 7 4 4 8 3 3 9 3 2 3 10 3 4 3 4 11 2 3 3 12 2 3 3

31.  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 PPD’S ROLES

32.  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 SCHOOLS SHOULD RECEIVE: