S

LINUS2.0 : LITERASI A
BAHASA INGGERIS R
I
EN LEE HUAN YIK N
FBI SEGAMAT G
A
N
 CONCEPT

 A tool to retrieve data on pupils’ English language literacy level

 The screening does NOT carr y high stakes – Tr y your ver y best!
 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 English language 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.
 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 recognisable words
4.Able to segment words into phonemes
5.Able to understand and use the language at word level
6.Able to par ticipate 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
 CONSTRUCTS (NEW)
1.Able to associate sounds with the letters of the alphabet
2.Able to blend phonemes into recognizable words
3.Able to segment words into phonemes
4.Able to understand and use the language at word level
5.Able to understand and use the language at phrase level in linear texts
6.Able to understand and use the language at phrase level in non -linear
texts
7.Able to read and understand sentences with guidance
8.Able to understand and use the language at sentence level in linear
texts
9.Able to understand and use the language at paragraph level in non -
linear texts
10.Able to par ticipate in daily conversations using simple sentence
structures.
11.Able to understand, respond to and give simple instructions and
directions.
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
 Pupils can repeat the constructs maximum twice.
 With guidance
 POSSIBLE GUIDANCE
(FOR LINUS STUDENTS)
 Construct 2
-Teachers are allowed to translate.
-Be 100% sure about the instructions given. Teacher can
read and explain the instructions to the students.
-Practise using the example given.
-Flexibility to use other words with the same phoneme
during screening.
-Teacher knows if the pupils really recognise the
phonemes/sounds.
-Teacher can use the Jolly Phonics/ KSSR or any other actions
associated to the sounds to guide the pupils.
 CONTINUATION

 Construct 5
- Not necessarily ‘reading aloud’.
- We can guide through blending of the phonemes.
- Teacher can go through all the words with the pupils.
Or
- Pupils can point to the correct answer and teacher guides
them to read the word.
- Teacher cannot hint through tone of voice or facial
expressions the correct answer.
 Construct 9
-focuses on the common sight words & unfamiliar words.
-Skip unfamiliar words if they have not been taught
-Not all the words used in the instrument are from the
KSSR word list.
- Allowed one error in each sentence
-Teachers are NOT allowed the read and students repeat
after the teacher.
- Assess pupils’ reading ability (check the manual)
-NOT supposed to pre-teach the constructs before the screening
 Construct 10
-Teacher can read the sentences.

-If the pupils can’t read,we don’t penalise them.

-Don’t penalise the pupils if they are afraid (esp. Year 1 & 2)

-Teacher can guide the pupils with unfamiliar words. Give them
a chance to try and read the sentences.

-Teacher may not necessarily assess the pupils according to the

order of the questions in a construct.

-Teacher can also explain the pictures given first before asking the
pupils to choose the correct answers.
 Construct 11
1) One-word answers are acceptable.
2) ’Yes’ or ‘No’ responses may be accepted depending on
the contexts but pupils should always be guided to
respond appropriately based on the questions asked.
 Construct 12

Teacher can read the words first. Pupils can then point to the
words/phrases to form correct sentences without having to read
them aloud.
 WRITING

 12 constructs
 Written work
 Administered during lessons
 With minimal guidance
 Construct 2
- Teacher can articulate the phonemes given.
- Teacher can give examples of dif ferent words associated to
the phonemes.

 Construct 5
-Teacher can read the options given.
-Teacher should not read the options according to the order of
the answers.
-Teacher can ask the pupils to check their spelling.
 Construct 9
- The first capital must be capitalised. There must be a
full-stop at the end of the sentence.
- Teacher can ask the pupils to check their spelling
and punctuation.

Construct 10
- Teacher can read the sentences given.
- Teacher should not read the options according to the order
of the answers.
- If the pupils are not focused, the remaining constructs can be
completed in the next session.
 WRITING – SUGGESTED TIME PERIOD

OPTION SESSION CONSTRUCTS SUGGESTED TIME

1 1–4 30 mins

1 2 5–8 30 mins

3 9 – 12 30 mins

1 1–6 60 mins
2
2 7 – 12 60 mins
 KEY REMINDERS
 Teacher has to ensure there is no copying for writing.

 Writing screening needs to be as a whole-class activity.

 Allowed to do the screening with non -LINUS pupils fir st, then focus
on LINUS students in the class (For reading and writing ).

 NOT required to stick religiously to the SUGGESTED model in

the manual.
e.g.: You may need more time with LINUS pupils but the non -LINUS
pupils can complete the screening within a shor t period
of time.
 KEY REMINDERS

- Always ensure classroom is under control. Non-LINUS can be

given some other tasks while teachers attend to LINUS pupils
during screening.
- Other teachers can be roped in to help with the administration
of screening.
- Screening should not be conducted in the form of an
examination/test. Pupils should be relaxed and treat the
screening just like any other exercises .

- Screening should be conducted during classroom contact

hours whenever possible. However, due to time constraint in
some schools, READING screening can be done outside
classroom contact hours by the class teacher.
 KEY REMINDERS

-P&P should be conducted in every lesson BUT teacher has

the flexibility to decide time allocated for P&P and screening .

-For lesson planning purpose, include under ‘IMPAK/REFLEKSI’:

e.g.: Reading screening is conducted on five students .

-Plan the administration of the screening accordingly so that

both reading and writing screening can be completed within the
stipulated time frame. (Busy teachers/ absenteeism/class size )
 MANUAL AM, MANUAL PENTADBIRAN
INSTRUMEN
 Must be read and used as a reference before and when
administering the screening instruments
 Contents:
 Manual Am: policy, constructs, dates, etc.
 Manual Pentadbiran Instrumen: administration methods, suggested
answers, scoring guide
 REMINDERS

 Ensure the names of the pupils are written clearly.

 Ensure all writing instruments have been marked and signed

by the school administrators.

 Ensure all instruments are marked using red ink.

 Ensure the instruments are kept safely by the school

authorities.
 BORANG PELAPORAN PENGUASAAN
INDIVIDU

 Filled during / after screening instruments are administered

 Use ball pens (NO pencils allowed)
 Scores should be given fairly and with integrity
 Scores should be keyed into NKRA portal within the given time
frame.
 Scores in the portal need to tally with the BPPI
scores/instruments.
 Minimum Scores for Mastery of Constructs -
Example
Saringan 1 Penguasaan Saringan 1
Konstruk Belum Belum Belum
Membaca Kuasai Menulis Kuasai Kuasai
Kuasai Kuasai Kuasai
3 3
1   
4 4
3 3
2   
4 4
2 2
3   
3 3
2 2
4   
3 3
2 2
5   
3 3
2 2
6   
3 3
3 3
7   
4 4
2 2
8   
3 3
2 2
9   
3 3
3 3
10   
4 4
2 2
11   
3 3
2 2
12   
3 3
 E LI GI BI LI T Y FOR LI N US2 .0 PROGRA MME :
 Have not yet mastered any one or more of the 12
constructs. For example:
Saringan 1 Penguasaan Saringan 1
Konstruk Belum Belum Belum
Membaca Kuasai Menulis Kuasai Kuasai
Kuasai Kuasai Kuasai
3 3
1   
4 4
3 3
2   
4 4
2 2
3   
3 3
1 2
4   
3 3
2 1
5   
3 3
2 2
6   
3 3
3 3
7   
4 4
3 2
8   
3 3
2 2
9   
3 3
2 3
10   
4 4
1 1
11   
3 3
1 1
12   
3 3
 E LI GI BI LI T Y FOR M A I N STREAM T & L
 Mastered all 12 constructs. For example:

Saringan 1 Penguasaan Saringan 1

Konstruk Belum Belum Belum
Membaca Kuasai Menulis Kuasai Kuasai
Kuasai Kuasai Kuasai
3 3
1   
4 4
4 4
2   
4 4
3 3
3   
3 3
3 3
4   
3 3
2 3
5   
3 3
3 2
6   
3 3
4 4
7   
4 4
3 3
8   
3 3
3 2
9   
3 3
3 3
10   
4 4
2 3
11   
3 3
2 3
12   
 PPD’S 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
THANK YOU