201501281301015252_LINUS 2.0 Screening talk

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LINUS2.0 : LITERASI BAHASA INGGERIS EN LEE HUAN YIK FBI SEGAMAT

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Transcript of 201501281301015252_LINUS 2.0 Screening talk

  • LINUS2.0 : LITERASI BAHASA INGGERIS

    EN LEE HUAN YIKFBI SEGAMAT

  • A tool to retrieve data on pupils English language literacy levelThe screening does NOT carry high stakes Try your very 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 instrumentsReadingWriting

    Administered by the English language teacherIn the classroom / Suitable environmentDuring lessons / suitable time

    Teachers MUST refer to the manual when administering the reading instrument and when marking the writing instrument.

    CONCEPT

  • Able to identify and distinguish the shapes of the alphabetAble to associate sounds with the letters of the alphabetAble to blend phonemes into recognisable wordsAble to segment words into phonemesAble to understand and use the language at word levelAble to participate in daily conversations using appropriate phrasesAble to understand and use the language at phrase level in linear textsAble to understand and use the language at phrase level in non-linear textsAble to read and understand sentences with guidanceAble to understand and use the language at sentence level in non-linear textsAble to understand and use the language at paragraph level in linear textsAble to construct sentences with guidanceCONSTRUCTS

  • Able to associate sounds with the letters of the alphabetAble to blend phonemes into recognizable wordsAble to segment words into phonemesAble to understand and use the language at word levelAble to understand and use the language at phrase level in linear textsAble to understand and use the language at phrase level in non-linear textsAble to read and understand sentences with guidanceAble to understand and use the language at sentence level in linear textsAble to understand and use the language at paragraph level in non-linear textsAble to participate in daily conversations using simple sentence structures.Able to understand, respond to and give simple instructions and directions.Able to construct sentences with guidance.CONSTRUCTS (NEW)

  • 12 constructsOne-on-one / face-to-faceIndividual or small groups (not more than 3)Oral responsesAdministered within the time frame givenPupils can repeat the constructs maximum twice.With guidanceREADING

  • 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.

    POSSIBLE GUIDANCE (FOR LINUS STUDENTS)

  • Construct 5Not necessarily reading aloud.We can guide through blending of the phonemes.Teacher can go through all the words with the pupils. OrPupils 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.

    CONTINUATION

  • 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 cant read,we dont penalise them.-Dont 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.

  • 12 constructsWritten workAdministered during lessonsWith minimal guidanceWRITING

  • Construct 2Teacher can articulate the phonemes given.Teacher can give examples of different 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 9The 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 10Teacher 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

    OPTIONSESSIONCONSTRUCTSSUGGESTED TIME111 4 30 mins25 830 mins39 1230 mins211 660 mins27 12 60 mins

  • 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 first, 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 short 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)

    KEY REMINDERS

  • Must be read and used as a reference before and when administering the screening instrumentsContents: Manual Am: policy, constructs, dates, etc.Manual Pentadbiran Instrumen: administration methods, suggested answers, scoring guideMANUAL AM, MANUAL PENTADBIRAN INSTRUMEN

  • 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.REMINDERS

  • Filled during / after screening instruments are administeredUse ball pens (NO pencils allowed)Scores should be given fairly and with integrityScores should be keyed into NKRA portal within the given time frame.Scores in the portal need to tally with the BPPI scores/instruments.BORANG PELAPORAN PENGUASAAN INDIVIDU

  • Minimum Scores for Mastery of Constructs - Example

    KonstrukSaringan 1Penguasaan Saringan 1MembacaKuasaiBelum KuasaiMenulisKuasaiBelum KuasaiKuasaiBelum Kuasai1 3 4 3 42 3 4 3 43 2 3 2 34 2 3 2 35 2 3 2 36 2 3 2 37 3 4 3 48 2 3 2 39 2 3 2 310 3 4 3 411 2 3 2 312 2 3 2 3

  • Have not yet mastered any one or more of the 12 constructs. For example:ELIGIBILITY FOR LINUS2.0 PROGRAMME:

    KonstrukSaringan 1Penguasaan Saringan 1MembacaKuasaiBelum KuasaiMenulisKuasaiBelum KuasaiKuasaiBelum Kuasai1 3 4 3 42 3 4 3 43 2 3 2 34 1 3 2 35 2 3 1 36 2 3 2 37 3 4 3 48 3 3 2 39 2 3 2 310 2 4 3 411 1 3 1 312 1 3 1 3

  • Mastered all 12 constructs. For example:ELIGIBILITY FOR MAINSTREAM T&L

    KonstrukSaringan 1Penguasaan Saringan 1MembacaKuasaiBelum KuasaiMenulisKuasaiBelum KuasaiKuasaiBelum Kuasai1 3 4 3 42 4 4 4 43 3 3 3 34 3 3 3 35 2 3 3 36 3 3 2 37 4 4 4 48 3 3 3 39 3 3 2 310 3 4 3 411 2 3 3 312 2 3 3 3

  • Receive CD from LPPrint: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 schoolInspection and observation of the implementation of screenings in schools

    PPDS ROLES

  • 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 MenulisSCHOOLS SHOULD RECEIVE:

  • Saringan 1 Tahun 1, Tahun 2 dan Tahun 3 (2015)Saringan Membaca : March April 2015Saringan Bertulis : April 2015Data Key-in : May 2015

    Saringan 2 Tahun 1, Tahun 2 dan Tahun 3 (2015)Saringan Membaca : September October 2015Saringan Menulis : October 2015Data key-in : October 2015

    IMPORTANT DATES

  • THANK YOU

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