LINUS 2.

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LITERACY IN ENGLISH
PROGRAMME

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 LINUS 2.0

Bahasa Numeracy English

Malaysia (SK - BM) Language
Literacy (SJKC - BC) Literacy
(SJKT – BT)

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 AIM

Improve literacy rates among all Level 1 primary pupils

except those with special needs

OBJECTIVE

Provide extra support to enable pupils acquire

literacy in English

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 COMPARISON BETWEEN LINUS 1.0 DAN LINUS 2.0
Bil. LINUS 1.0 LINUS 2.0
1. • Bahasa Melayu Literacy • Bahasa Melayu Literacy
• Numeracy • Numeracy
• English Language Literacy
2. 3 screenings per year 2 screenings per year

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

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 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 6 Mei – 17 Mei 20 Okt – 31 Okt

Saringan

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 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.

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 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

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 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

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 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.

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

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12
 6 Pupils go back to their original
seating places in the class after
English lessons
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1
Screening to determine
pupils with literacy issues

(b)
(a)
Pupils who 2
Pupils who
require Identify pupils who need
have acquired
intervention are intervention
literacy is taught
taught using
following the
Literacy in
mainstream
English
curriculum
Modules
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4 Pupils who require

intervention are specially
Teaching and Learning
grouped within the same class
according to pupil’s level

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 6 Pupils go back to their usual class
after English lessons

1
5 Screening to determine
(a) (b)
pupils with literacy
Pupils who Pupils who
issues
have acquired require
literacy is intervention are
taught taught using
Literacy in 2
following the
mainstream English Identify pupils who need
curriculum Modules intervention

4 3
Pupils who require
Teaching and Learning intervention are placed in a
according to pupil’s level special class

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 YEAR/
2013 2014 2015
COHORT

COHORT 1 YEAR 1 YEAR 2 YEAR 3

COHORT 2 YEAR 1 YEAR 2

COHORT 3 YEAR 1

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 TEACHER’S
MODULE
RESOURCE (BPK) PUPIL’S
(BTP) MODULE
(BPK)

IMPLEMENTORS CONSTRUCTS
(SEKOLAH ) LINUS 2.0 (LP)
(EDUCATION
BLUEPRINT &
LEADER’S
GTP2.0) SCREENING
TRAINING
(LP)
(IAB)

TEACHER MONITORING
TRAINING (JNJK/
(BPG) PPD / JPN)
PROMOTIONS
(BPSH)

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

Modules - based on the Curriculum and

Constructs.

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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.

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 Phonemic Awareness
 Phonics
 Fluency
 Vocabulary
 Comprehension

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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

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 Lesson Plan

 Weekly Plan

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Data Analysis

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THANK YOU

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