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
oReading
oWriting

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.

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

Belum
Kuasai

2
8

3
4

2
3

2
3

2
3

2
3

Belum
Kuasai

3
4

Kuasai

Menulis
3

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

2
3

3
4

2
3

1
3

Belum
Kuasai

2
5

Kuasai

2
3

1
4

Belum
Kuasai

3
4

Kuasai

Menulis
3

Penguasaan Saringan 1

Eligibility for Mainstream T&L

Mastered all 12 constructs. For

example:
Saringan 1

Konstruk

Membaca

Kuasai

Belum
Kuasai

3
6

3
3

3
8

2
3

4
7

3
3

Belum
Kuasai

3
3

Kuasai

3
3

Belum
Kuasai

4
4

Kuasai

Menulis
3

Penguasaan Saringan 1

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.