INTRODUCTION

TO THE TEACHER
AND PUPILS LBI
MODULE BOOK 3

LINUS2.0
Literacy in English is a key
feature of Shift 2 in the
Malaysian Education
Blueprint 2013 2025 which
seeks to ensure that every
child is proficient in Bahasa
Malaysia and English
Language.

OBJECTIVES
to increase English literacy rates
amongst level one primary school
pupils with the exception of pupils
with special needs.
to provide remedial support to help
level one pupils acquire basic
literacy in the English language.

Teacher and Pupils Module

These modules have been developed in
stages; namely Book One, Book Two and
Three to help pupils acquire literacy in stages.
The LBI modules are based on the English
Language Curriculum for Level 1. Adheres
closely to the curriculum and uses the
phonics strategy as a tool to teach literacy in
English
All 44 sounds of the English language are
covered in stages.

Sound it Right!

Our Journey This Session

1: Revisiting the 44 phonemes
2: More practice on the 44
sounds
3: Exploring magic e
4: Modelling onset and rime
5: Revisiting phonemic awareness

Lets revisit the 44 phonemes

Lets Practise More

Inner outer Circle

I Know and I Remember

IMF TIME!
Lets create Initial, Medial
and Final (IMF) words

Lets Meet Magic e

cub

cub
e

Onset & Rime

Phonemic Awareness

Teacher and Pupils Module

Focuses on the core back to

basics needs of low literacy pupils
and provide this remedial support
within the context of the KSSR
curriculum and supplementary to
the KSSR textbook.
The English Language Literacy
Programme should be seen as a
part of the KSSR curriculum.

Module Structure
Book 3 - 32 units with each unit covering
4 lessons in one cycle of the modular
approach of listening and speaking,
reading, writing and language arts.
Each unit covers a particular letter-sound
combination. At the end of every four to
six units, there is blending and
segmenting of letters-sounds learnt.
Each unit in the module is complete with
teachers notes and materials in the
form of word and picture cards, phrase
and sentence strips.

Content of the module

This module uses contexts that are
familiar to the pupils which they
can relate to. In order to make
language learning more meaningful
and purposeful, language input is
presented under themes and
topics. The teaching of basic
literacy is addressed using phonics:
with the teaching of phonemes and
graphemes to develop phonemegrapheme correspondence and
decoding skills.

MODULE FRAMEWORK
Activities in the module have been developed based
on the need for pupils to also develop in all four
language skills (listening, speaking, reading and
writing) and Language Arts. This follows the
modular configuration as stipulated in the English
Language Curriculum Standards and is presented as
follows:
themes & topics
22 graphemes
15 phonemes (the graphemes [oo],[ue] and [u-e]
all have the same phoneme /u:/)
In addition, there are review units in order to assess
the progress of the pupils focusing on phonemegrapheme correspondence, blending and
segmenting and the acquisition of important sight
words (taken from the KSSR Word List).

HOW TO USE THE MODULE

In planning a lesson, teachers should
look at the materials and activities in
the module closely and be aware of:
the proficiency levels of their pupils
the suitability of the activities
presented to the pupils proficiency
level
the need to fully adopt or to adapt
the activities to suit their pupils

HOW TO USE THE MODULE

The materials and activities in the
module should be seen as
supplementary to KSSR. Do not and
teach two separate lesson plans for the
same class period but plan one lesson
which incorporates some additional or
other activity or activities for those
pupils who need close remedial
support using the resources provided
in this module.

HOW TO USE THE MODULE

When planning a lesson, consider the following:
what you plan to cover from the KSSR curriculum
for your non-remedial pupils;
how that relates to the activities in this module for
your remedial pupils;
how you can incorporate the activities in this
module into your regular lesson;
how you can group pupils in your class so that you
can work with your remedial pupils for a certain
amount of time of the lesson using the activities and
materials in this module.
For example, setting up a station/remedial
table; using the same material but grading the
activities up or down accordingly for your
regular group and your remedial group.

HOW TO USE THE MODULE

Book 3 is the final book in the series of the
LINUS module.
Teachers should ensure that pupils have
acquired the sounds learnt in Book 1 before
progressing to Book 2 and then Book 3.
Activities in the module are suggested
activities and teachers should adopt or
adapt them to suit the needs and level of
their pupils.
If activities are adapted, the sounds will still
have to be taught in the sequence that has
been laid out.

SKILLS

REFLECTIONS
After every lesson, teachers should reflect on the
following in order to evaluate how each child is
progressing in accordance with the objectives
set out in the National Curriculum, and this
Module:
the strategies they have used in the classroom;
the materials and activities they have used and
the grading of those according to the abilities of
the general classroom population and the
remedial group within the class;
the integration of the Module with KSSR in terms
of activity planning, activity progression and
implementation.

QUESTIONS FOR
REFLECTION
Questions for reflection in regard to Linus
pupils:
Were the activities suitable for the various needs of
my pupils?
Were there pupil-centred activities in the lesson?
How did my pupils respond to my lesson?
Did I inject a fun element in teaching and learning?
How can I further help my pupils?
How much of what I introduced today needs to be
reinforced with further presentation, practice,
reinforcement, etc.? When should that take place?

ASSESSMENT
An important aspect of KSSR is formative
assessment which is school-based. This
assessment aims at gauging each pupil's
learning progress from everyday classroom
activities and at the same time helps teachers
to better formulate their teaching and learning
strategies and techniques to be more effective.
Within this Module there are 4 intermediate
assessments which focus on the previous 5 - 6
units of input and an end of the Module full
assessment covering phonemes and
graphemes and sight/high frequency words, all
of which have been previously presented to
the pupils in the Module.