2 - About Zygy Learn

Report
LINUS 2.0
LITERACY IN ENGLISH
PROGRAMME
1
LINUS 2.0
Bahasa
Malaysia
Literacy
Numeracy
(SK - BM)
(SJKC - BC)
(SJKT – BT)
English
Language
Literacy
2
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
3
COMPARISON BETWEEN LINUS 1.0 DAN LINUS 2.0
Bil.
LINUS 1.0
LINUS 2.0
1.
•
•
2.
3 screenings per year
2 screenings per year
3.
Pupils who have acquired all the constructs in
any one screening are exempted from
sebsequent screenings.
All Level 1 pupils are to undergo a total of 6
screenings
4.
KPI:
• Literacy 100%
• Numeracy 100%
KPI:
• Bahasa Melayu Literacy100%
• Numeracy 100 %
• KPI Literacy in English : to be decided after the
baseline screening in May 2013
5.
Bahasa Malaysia remedial teachers in the
system
English language remedial teachers yet to be
appointed
6.
FasiLinus for Bahasa Melayu and Numeracy
have been appointed
•
7.
Pupils need to acquire:
• 8 Constructs for Bahasa Melayu LIteracy
• 10 Constructs for Numeracy
Pupils need to acquire:
• 12 Constructs for Bahasa Melayu Literacy
• 12 Constructs bagi Numeracy
• 12 Constructs for English Language Literacy.
8.
•
•
•
•
•
Bahasa Melayu Literacy
Numeracy
Arus Perdana
LINUS
LINUS Tegar
•
•
•
Bahasa Melayu Literacy
Numeracy
English Language Literacy
FasiLinus officers for Bahasa Melayu,
Numeracy and English Literacy have been
appointed
acquired Literacy and Numeracy
not acquired Literacy and Numeracy
4



Semua murid perlu menduduki dua saringan setiap
tahun dari Tahun 1 hingga Tahun 3 mengikut tarikhtarikh 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.
5
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
Saringan
6 Mei – 17 Mei
20 Okt – 31 Okt
6

Instrumen ditadbir oleh guru mengikut tempoh masa
yang telah ditetapkan pada waktu pengajaran dan
pemudahcaraan

Saringan Lisan ditadbir secara individu
kumpulan kecil (kurang 3 orang)

Dicadangkan guru duduk bersebelahan dengan
murid
ketika
pentaksiran
Saringan
Lisan
dilaksanakan.
atau
7

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
8

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

9

Saringan tidak
peperiksaan.
dijalankan
dalam
format
ujian
/

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.
10
Pilihan
1
2
3
Sesi
1
2
3
4
Konstruk
1–3
4–6
7–9
10 – 12
Tempoh
30 minit
30 minit
30 minit
30 minit
1
2
3
1
2
1–4
5–8
9 – 12
1–6
7 – 12
40 minit
40 minit
40 minit
60 minit
60 minit
11
12
6
Pupils go back to their original
seating places in the class after
English lessons
1
Screening to determine
pupils with literacy issues
5
(a)
Pupils who
have acquired
literacy is taught
following the
mainstream
curriculum
(b)
Pupils who
require
intervention are
taught using
Literacy in
English
Modules
2
Identify pupils who need
intervention
3
4
Teaching and Learning
according to pupil’s level
Pupils who require
intervention are specially
grouped within the same class
13
6
5
Pupils go back to their usual class
after English lessons
1
(a)
Pupils who
have acquired
literacy is
taught
following the
mainstream
curriculum
(b)
Pupils who
require
intervention are
taught using
Literacy in
English
Modules
Screening to determine
pupils with literacy
issues
2
Identify pupils who need
intervention
3
4
Teaching and Learning
according to pupil’s level
Pupils who require
intervention are placed in a
special class
14
YEAR/
COHORT
2013
2014
2015
COHORT 1
YEAR 1
YEAR 2
YEAR 3
YEAR 1
YEAR 2
COHORT 2
COHORT 3
YEAR 1
15
TEACHER’S
MODULE
RESOURCE
(BTP)
IMPLEMENTORS
(SEKOLAH )
(BPK)
LINUS 2.0
PUPIL’S
MODULE
(BPK)
CONSTRUCTS
(LP)
(EDUCATION
BLUEPRINT &
LEADER’S
TRAINING
(IAB)
GTP2.0)
TEACHER
TRAINING
(BPG)
PROMOTIONS
(BPSH)
SCREENING
(LP)
MONITORING
(JNJK/
PPD / JPN)
16
LITERACY IN ENGLSIH
CONSTRUCTS
Screening instruments prepared by the
Examination Syndicate are based on
12 Constructs.
Modules - based on the Curriculum and
Constructs.
17
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.
18





Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
19
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
20

Lesson Plan

Weekly Plan
21
Data Analysis
22
THANK YOU
23

similar documents