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The Literacy in English programme is part of the LINUS2.0 programme which
encompasses Bahasa Malaysia, English Language and Numeracy literacy. It was
conceived in the GTP2.0 Lab in May 2012. An initiative of NKRA and is an expansion
of the LINUS Bahasa Malaysia and Numeracy programme. Literacy in English is a key
feature of Shift 2 in the Malaysian Education Blueprint 2013 2025 which seeks to
ensure that every child is proficient in Bahasa Malaysia and English Language.

The objectives of the Literacy in English programme are two-pronged. The first
objective is to increase English literacy rates amongst level one primary school pupils
with the exception of pupils with special needs. The second objective is to provide
remedial support to help level one pupils acquire basic literacy in the English language.

This programme has been introduced in all primary schools since June 2013 for
pupils in Year One. In 2014, this programme will be extended to pupils in Year Two
who have yet to acquire literacy. The Ministry of Education has developed modules for
teachers and pupils of Year One. These modules will be developed in stages; namely
Book One, Two and Three to help pupils acquire literacy in stages. As phonics is a part
of the primary English Language Curriculum, it is used as a strategy in this programme
to instill basic literacy in our young. The modules adhere to the phonics method and
modules will be developed in stages to cover all 44 sounds of the English language.

It is hoped that this book will help teachers to plan lessons which are appropriate
to their pupils ability. However, teachers are advised to adapt the lessons according to
their pupils needs. I wish to thank all of you for taking this programme seriously in
eradicating illiteracy amongst our pupils.




A series of modules for both teachers and pupils are being developed in stages,
in order to help teachers with the LINUS2.0 programme. The introduction of the
Teachers Module Book 1 in Jun 2013 was to help pupils in Year One if they had
problems acquiring literacy. This has been followed by Book 2 and subsequently will be
followed by Book 3. These modules, for teaching and learning in the classroom, are
developed based on the English language curriculum for Level 1. Thus, it adheres to the
curriculum closely and uses the phonics strategy as a tool to teach literacy in English.

The teachers module aims to guide teachers in carrying out lessons in the
classroom. Book 2 of the teachers module comprises 32 units with each unit covering
4 6 lessons in one cycle of the modular approach of listening and speaking, reading,
writing and language arts. Each unit covers a particular letter-sound combination. At
the end of every four to six units is the unit on blending and segmenting of letters-
sounds learnt. In addition, each unit in the module comes complete with teachers
notes and teaching aids in the form of word and picture cars, phrase and sentence

The lessons in the modules have been developed to teach pupils progressively
from letters to words, phrases and sentences. Teachers need to follow these lessons in
sequence to ensure that learning is carried out in a progressive and developmental
manner. This module is a sequel to Book 1, if pupils have not acquired sounds
introduced in Book 1, and then teachers will have to ensure that pupils have acquired
the sounds learnt in Book 1 before progressing to Book 2. Teachers are free to adopt or
adapt the lessons to suit the needs and level of the pupils. However, if the lessons are
adapted, the sounds will still have to be taught in the sequence that has been laid out.