LITERACY IN ENGLISH PROGRAMME LINUS 2.0 LITERACY IN ENGLISH PROGRAMME

Bahasa Malaysia Literacy English Language Literacy LINUS 2.0 Bahasa Malaysia Literacy English Language Literacy Numeracy (SK - BM) (SJKC - BC) (SJKT – BT)

Provide extra support to enable pupils acquire literacy in English AIM Improve literacy rates among all Level 1 primary pupils except those with special needs Provide extra support to enable pupils acquire literacy in English OBJECTIVE

COMPARISON BETWEEN LINUS 1.0 DAN LINUS 2.0 Bil. LINUS 1.0 LINUS 2.0 1. Bahasa Melayu Literacy Numeracy English Language Literacy 2. 3 screenings per year 2 screenings per year 3. Pupils who have acquired all the constructs in any one screening are exempted from sebsequent screenings. All Level 1 pupils are to undergo a total of 6 screenings 4. KPI: Literacy 100% Numeracy 100% Bahasa Melayu Literacy100% Numeracy 100 % KPI Literacy in English : to be decided after the baseline screening in May 2013 5. Bahasa Malaysia remedial teachers in the system English language remedial teachers yet to be appointed 6. FasiLinus for Bahasa Melayu and Numeracy have been appointed FasiLinus officers for Bahasa Melayu, Numeracy and English Literacy have been appointed 7. Pupils need to acquire: 8 Constructs for Bahasa Melayu LIteracy 10 Constructs for Numeracy 12 Constructs for Bahasa Melayu Literacy 12 Constructs bagi Numeracy 12 Constructs for English Language Literacy. 8. Arus Perdana LINUS LINUS Tegar acquired Literacy and Numeracy not acquired Literacy and Numeracy

TATACARA PELAKSANAAN DAN TAKRIFAN TAHAP PENGUASAAN MURID UNTUK LINUS2 TATACARA PELAKSANAAN DAN TAKRIFAN TAHAP PENGUASAAN MURID UNTUK LINUS2.0 MULAI TAHUN 2013 Semua murid perlu menduduki dua saringan setiap tahun dari Tahun 1 hingga Tahun 3 mengikut tarikh- tarikh yang ditetapkan. Murid akan dikategorikan kepada Menguasai dan Tidak Menguasai. Mereka tidak lagi dikategorikan sebagai murid Arus Perdana, LINUS dan LINUS Tegar. Murid Menguasai ditakrifkan sebagai murid yang melepasi konstruk 12 pada setiap saringan yang dijalankan bagi Literasi Bahasa Melayu, Literasi Bahasa Inggeris dan Numerasi.

JADUAL PERLAKSANAAN SARINGAN 1 DAN 2 LITERASI DAN NUMERASI BAGI TAHUN 2014 AKTIVITI SARINGAN 1 SARINGAN 2 Saringan Membaca 9 Mac – 18 April 1 Sept – 3 Okt Saringan Menulis 21 April – 30 April 7 Okt – 17 Okt Memasukkan Data Saringan 6 Mei – 17 Mei 20 Okt – 31 Okt

Pentadbiran Saringan Instrumen ditadbir oleh guru mengikut tempoh masa yang telah ditetapkan pada waktu pengajaran dan pemudahcaraan Saringan Lisan ditadbir secara individu atau kumpulan kecil (kurang 3 orang) Dicadangkan guru duduk bersebelahan dengan murid ketika pentaksiran Saringan Lisan dilaksanakan.

sambungan Jika semua konstruk telah ditaksir, pentaksir boleh kembali mentaksir mana-mana konstruk yang belum dikuasai oleh murid dalam Saringan Lisan sahaja.(pengulangan tidak lebih daripada 2 kali) Saringan Bertulis ditadbir secara kelas. Bagi murid yang lambat, boleh dijalankan secara individu atau kumpulan kecil

sambungan Guru tidak boleh mentaksir semula konstruk yang tidak dikuasai oleh murid dalam Saringan Bertulis. Tanda Instrumen Saringan Bertulis semua murid. Guru boleh memberi panduan kepada murid seperti : a. Membaca arahan b. Cara menjawab c. Menyebut grafik bagi item d. Memahamkan maksud item

sambungan Saringan tidak dijalankan dalam format ujian / peperiksaan. Instrumen ditadbir mengikut urutan item / Konstruk. Murid ditaksir dengan telus dan jujur. Catat pencapaian murid dalam Borang Prestasi Individu dan Borang Pelaporan Penguasaan Individu. Baca dan akur dengan arahan dalam Manual Am dan Manual Pentadbiran Instrumen Saringan. Sepanjang tempoh Saringan, proses pengajaran dan pembelajaran berjalan seperti biasa.

Cadangan Pentadbiran Saringan Pilihan Sesi Konstruk Tempoh 1 2 3 4 1 – 3 4 – 6 7 – 9 10 – 12 30 minit 1 – 4 5 – 8 9 – 12 40 minit 1 – 6 7 – 12 60 minit

IMPLEMENTATION- MODEL1 SIN-KL0182-20110919 SIN-KL0182-20110919 Identify pupils who need intervention Screening to determine pupils with literacy issues 1 2 (b) Pupils who require intervention are taught using Literacy in English Modules 4 Pupils who require intervention are specially grouped within the same class 3 (a) Pupils who have acquired literacy is taught following the mainstream curriculum 5 Pupils go back to their original seating places in the class after English lessons 6 Teaching and Learning according to pupil’s level 13 13

IMPLEMENTATION - MODEL 2 SIN-KL0182-20110919 SIN-KL0182-20110919 Teaching and Learning according to pupil’s level Identify pupils who need intervention Screening to determine pupils with literacy issues 1 2 (b) Pupils who require intervention are taught using Literacy in English Modules 4 Pupils who require intervention are placed in a special class 3 (a) Pupils who have acquired literacy is taught following the mainstream curriculum 5 Pupils go back to their usual class after English lessons 6 14 14

IMPLEMENTATION SCHEDULE (2013 hingga 2015) YEAR/ COHORT 2013 2014 2015 COHORT 1 YEAR 1 YEAR 2 YEAR 3 COHORT 2 COHORT 3

LINUS 2.0 (EDUCATIONBLUEPRINT & GTP2.0) IMPLEMENTORS (SEKOLAH ) TEACHER’S MODULE (BPK) PUPIL’S MODULE (BPK) CONSTRUCTS (LP) SCREENING (LP) MONITORING (JNJK/ PPD / JPN) PROMOTIONS (BPSH) TEACHER TRAINING (BPG) LEADER’S TRAINING (IAB) IMPLEMENTORS (SEKOLAH ) RESOURCE (BTP)

LITERACY IN ENGLSIH CONSTRUCTS Screening instruments prepared by the Examination Syndicate are based on 12 Constructs. Modules - based on the Curriculum and Constructs.

K1 Able to identify and distinguish letters of the alphabet. K2 Able to associate sounds with the letters of the alphabet. K3 Able to blend phonemes into recognisable words. K4 Able to segment words into phonemes. K5 Able to understand and use the language at word level. K6 Able to participate in daily conversations using appropriate phrases. K7 Able to understand and use the language at phrase level in linear texts. K8 Able to understand and use the language at phrase level in non-linear texts. K9 Able to read and understand sentences with guidance. K10 Able to understand and use the language at sentence level in non-linear texts. K11 Able to understand and use the language at paragraph level in linear texts. K12 Able to construct sentences with guidance.

5 Elements of English Literacy Phonemic Awareness Phonics Fluency Vocabulary Comprehension

Differentiated Instruction Strategies 1. Differentiation by task Use of prompts Use of differentiated targets 2. Differentiation by outcome Using differentiated assessment criteria Expecting different products/assignments/projects 3. Guided Instruction Flexible grouping Work stations Differentiated questioning Choice of activities 4. Peer-Assisted Learning Strategies (PALS) Peer-tutoring Mixed-ability Grouping Buddy System

Lesson Plan Weekly Plan

Data Analysis

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