REMEDIAL YEAR 1

COACHING AND MENTORING

HOW TO MANAGE LINUS2.0

SCREENING?

LINUS2.0 : LITERASI
BAHASA INGGERIS

SARI
NGA
N

CONCEPT
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
o

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.

Group Work

List out the constructs for LBI

Group 1 Constructs 1-3
Group 2 Constructs 4-6
Group 3 Constructs 7-9
Group 4 Constructs 10-12

CONSTRUCTS
1.Able to identify and distinguish the shapes of the alphabet
2.Able to associate sounds with the letters of the alphabet
3.Able to blend phonemes into recognsiable 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

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
With guidance

Concept of instruments
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

Reading
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
Construct 9
It is considered mastered if only one word
mispronounced .
Teacher is not allowed to help the pupils
go through the text
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
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, give the name to the GPK, may be
something wrong with him or her

Writing
12 constructs
Written work
Administered during lessons
With minimal guidance

writing
Teacher can use a little bit of Malay, Chinese and Tamil
language for instructions
Teacher can make the sound of the letter and pupils
write
If the pupils are weak just focus on the words, ignore
the full sentence
Teacher may read the words given to the pupils to
know the picture

Writing
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
Teacher have always to remind the pupils
to write the capital letters for names and full
stops at the end of the sentences

writing
Construct 10
Do not penalized on spelling
Correct it as long as the pupils write at the correct
pictures
E.T Cetera
Teacher may let the excellent pupils do the written
screening on their own
Suggestion for BPPI to be improvised and use pen
Use the KSSR Curriculum to teach pupils

Writing Suggested time period

OPTION

SESSION

CONSTRUCTS

SUGGESTED
TIME

14

30 mins

58

30 mins

9 12

30 mins

16

60 mins

Manual am, Manual pentadbiran

instrumen
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

Borang Pelaporan Penguasaan Individu

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

Minimum Scores for Mastery of Constructs Example

Saringan 1
Konstruk

Membaca

Kuasai

2
8

3
4

2
3

2
3

2
3

Belum
Kuasai

2
3

Kuasai

3
4

Menulis
3

Belum
Kuasai

Penguasaan Saringan 1
Belum
Kuasai
Kuasai

2
3

Eligibility for LINUS2.0 programme:

Not yet mastered any one or more of the 12 constructs. For example:
Saringan 1
Konstruk

Membaca

Kuasai

Belum
Kuasai

2
3

3
4

2
3

2
6

Belum
Kuasai

1
3

Kuasai

2
3

Belum
Kuasai

2
3

Kuasai

3
4

Menulis
3

Penguasaan Saringan 1

Eligibility for Mainstream T&L

Mastered all 12 constructs. For example:

Saringan 1
Konstruk

Membaca

Kuasai

3
6

3
3

3
8

2
3

4
7

3
3

Kuasai

3
3

Belum
Kuasai

3
3

Kuasai

4
4

Menulis
3

Belum
Kuasai

Penguasaan Saringan 1

Belum
Kuasai

PPDs 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

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

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

Aimi Mahfuzah Mohd. Kamalludeen

Lembaga Peperiksaan
aimikamalludeen@gmail.com

Thank you
24

MANAGING THE DATA

Make informed decisions:
Data collection
Data analysis

LETS UNDERSTAND:Data collection : As a teacher ,how

would you collect data? What
would your data be?
Data analysis : What does the data
help the teacher identify?

HOW? WHY? DATA

COLLECTION

Walk throughs
Third party information
Student data
Meetings
Lesson plans
Observation
Teacher reflections
Notes to parents
Other

HOW? WHY? DATA ANALYSIS

Identify strong instructional models,attributes and strategies
Identify areas of concerns
Provide quality feedback
* Informal
* Notes
* Conversations
*Walk throughs
*Formal
* Conferences
* Documentation

NKRA PORTAL

RESOURCES FROM BTP

PLANNING AND
IMPLEMENTING
PROGRAMS IN YOUR
DISTRICTS/SCHOOLS

LINUS2.0 : LITERASI
BAHASA INGGERIS

LINU
S2.0

PLANNING &
IMPLEMENTATION
o Study the data
o Plan programs to improve the screening results
o Workshop
o i-THINK maps
o JU guides CPS Assessment to evaluate and improve
o Presentation

COLLABORATION AND
SUPPORTING PROGRAMS
1.Use i-THINK maps to illustrate what is
collaboration and why is it important to
teachers?

COLLABORATION AND
SUPPORTING PROGRAMS
Group CPs according to their districts(criterias-small
groups/mixed ability levels/option-non optionist
Discuss what are are the programs that can be
planned for their collaborative groups.(PLC)
Action plan
Presentation
Show videos of programs done
Linus outside the classroom

Group work
In groups discuss suitable programs that
can be carried out in the classroom or in
your district.
Do an assessment on the planned
programs
Show and tell.