MANAGING

LINUS2.0
Literasi Bahasa Inggeris
 LINUS 2.0 is part of the National Education
Blueprint
Students in Year One to Three will be screened
twice a year to determine if they are progressing in
English literacy at an expected pace. Those who fall
behind will be given coaching until they catch up.

Ministrys Curriculum Development Division deputy director

Samuri Sujak (December 3, 2012)
Surat Siaran / Enpowerment
Surat 2010
Surat 2013
Surat 2016
LBI : Pupils Module
LBI : Pupils Module
LBI: Teachers Module
Screening Tools
PANDUAN PENTADBIRAN SARINGAN
LINUS2.0 (LBM/LBI/NUMERASI)
INSTRUMEN LITERASI BAHASA
INGGERIS TAHUN 1,2,3 DAN 4
LINUS2.0: Literasi Bahasa Inggeris
To impart the basic literacy skills of the
language
which are covered in form of 12 basic
CONSTRUCTS.
To ensure the Level One primary school pupils
are able to master the 12 basic constructs
These 12 basic constructs are screened
through reading and writing screening.
 These 12 basic constructs are screened again
again from Year One to Year Three, progressing
in the level of difficulty from one screening to
another.

The constructs are driven from the Learning

Standard spelt out in the Primary School
English Language Syllabus
 The 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 recognizable
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
Difficulties in Mastering the Constructs
Now knowing the 12 constructs, let us look at the
difficulties pupils face in mastering them.
Examples :
- Not knowing the alphabets
- Cant identify the alphabets
- Cant associate sounds with alphabets
- Can say but cant write the alphabets

* What we are dealing now is known as Learning

and Literacy Difficulties
LEARNING AND
LITERACY
DIFFICULTIES
Pupils face difficulties in learning
the language.
TASK 1:
List the common difficulties you come across
while teaching your pupils.
Are they common ?
How you as a teacher address them ?
WHAT TO DO when pupils whose difficulties in
learning English persist.
Activities to assist pupils
TASK 2
Feedback from CPs (Sticky Notes)
So
Why it is important for you as teachers to know
about your pupils who are underperforming?
The disorder or the label?
The specific learning process thats affected?
Factors affecting the learning?

Think about it!

Generally
Teachers do not really need to know the exact
label.
Rather, teachers need to know what they can
change and improve.
However, if we have a label or name of the
difficulty, we can predict some problems and
solutions.
Then again, because there is variability within each
condition, teachers still need to know the learning
process thats affected and what can be done in the
classroom.
Children with processing difficulties,
often
Have invisible difficulty.
Are labeled as being lazy and/or having a bad
attitude.
Fall through the crack because they have
average to above average IQ.
Some Causes
Results of Accident or Assaults
Genetic or hereditary
Biochemical abnormalities (current clinical
evidence does not support dietary restrictions or
vitamin deficiencies as contributing to learning
disabilities)
Environmental possibilities (smokers / drug
abuse)
Types Of Disabilities
Let s watch and learn
Dyslexia
Not cause by problems with phonological processing.
Not a problem with seeing but with manipulating
language.
Is a neurological specific part of brain are different
Is genetic.
Life long but skills can be improved with appropriate
multisensory teaching.
Dysgraphia
Affects writing
Can lead to problems with spelling, poor handwriting
and putting thoughts on paper.
Can have trouble organizing letters, numbers and
words on a line or page.
Can result partly from trouble processing what the eye
sees and trouble processing what the ear hears.
Is a lifelong challenge
Dyspraxia
Generally illegible writing (despite appropriate time and
attention given the task).
Inconsistencies : mixtures of print and cursive, upper and
lower case, or irregular sizes, shapes, or slant of letters.
Cramped or unusual grip, especially
Holding the writing instrument very close to the paper, or
holding thumb over two fingers and writing from the wrist.
Strange wrist, body, or paper position.
Talking to self while writing, or carefully watching the hand
that is writing.
Slow or labored copying or writing - even if it is neat and
legible.
ADHD
Problems with inattention, hyperactivity and
impulsetivity
Inattentive or hyperactivity/impulse or combined type
Extends through adulthood
Medical condition/ Biological
Affects looking and listening (attending properly),
processing new information (remembering) and
interacting with others (remembering)
Most have average to above average IQ
Autism
A developmental disability affecting verbal and
nonverbal communication and social interaction.
Engagement in repetitive activities and stereotyped
movements.
Resistance to environmental change or change in
daily routines.
Unusual responses to sensory experiences.
Neurological
Asperger Syndrome
Developmental disorder falling within the autistic
spectrum.
Affecting two-way social interaction, verbal and non
verbal communication.
A reluctant to accept change.
Inflexibility of thought.
Have all absorbing narrow areas of interest.
Is a neurological disorder.
Is usually associated with a problem with social
interaction, unusual speech, and even obsessions with
certain topics.
Tips to teach Dyslexic child
Dyslexic is a learning disability that causes an
individual to struggle with reading and writing. It can
also affect other areas of a person's life: focus, memory
skills, and organization.
When you understand how to teach a dyslexic child,
you can help build their self-awareness as well as their
cognitive skills by using teaching methods with a multi-
sensory approach.
This will help them not only in the classroom, but for
the rest of their lives.
Tips to teach dyslexic child
a) Utilize a multi-sensory approach to teaching.
(touch,sight,sound and movement)
1) Incorporate fun activities into
their learning time. Games and
other creative activities get the
dyslexic child more involved in
the learning process. It gives
them a sense of
accomplishment.
2) Write note cards. Having them read the
note card out loud also engages their motor
and auditory skills.
3) Make sand trays. Students can use these to
spell words or draw pictures in the sand. This
engages their sense of touch.
4) Use colour intentionally. Visual cues help
individuals with dyslexia to understand written
material. Use colour on the blackboard or
marker board
b) Use time wisely
1) Repeat yourself often. Since dyslexic children may
struggle with short-term memory, it is challenging for
them to remember what you say
2) Use appropriate time limits. It takes dyslexic children
longer to complete assignments other students may
have no problem completing. Allow dyslexic students
more time to take exams and quizzes and to complete
homework so they do not feel rushed.
c) Provide hand outs
1) Write homework instructions directly on the
assignment so they know what is expected.

d) Model organizational structures.

1) Use folders to separate different classes or class
topics. This makes homework assignments and
hand outs easier to find. Colour-code these if
possible.
e) Utilize other resources
1) Encourage peer tutoring. Peer resources and social
support are probably one of the strongest resources
you can offer. Students can read aloud to each
other, review notes, or conduct lab experiments
together.
2) Utilize appropriate technology.
Games, word processors,
voice activated software, and
digital voice recording can all
be very useful for a child with
dyslexia
 TIPS TO TEACH DYSGRAPHIA
PUPILS
a) Air Writing Strategy
1) Practice writing letters and numbers in the air with
big arm movements
2) Practice writing letters and numbers with smaller
hand or finger motions
b) Make a sand tray activity
Students can practice to write and spell words
in the sand.
c) Use appropriate time limits
Allow extra time for writing activities.

d) Positive appraisal
Reinforce the positive aspects of students
effort.
TIPS TO TEACH ASPERGER / ADHD
& AUTISM PUPILS
a) Visual Learning
- use visual methods of teaching to help the child
with Asperger better understanding.

b) Peer buddy support

- Develop
c) Try to provide a predictable schedule. Although
this is sometimes difficult to do, children with
Asperger thrive on routine.

d) Maintain a safe environment. This means

controlling other students who would be a distraction
or a problem for the child with Asperger.
 In some cases, cooperative learning groups will
not only improve social skills but also allow the
child to exhibit his abilities in certain subjects.
Choose the cooperative groups carefully, and
continue to monitor the behaviour of the student
and his peers.
Break assignments and projects down into small
sections that can be completed one at a time so
that the child does not feel overwhelmed with the
work.
Create fewer transitions throughout the day. For
example, try to create a schedule that eliminates
unnecessary movement from one location to
another.
The challenge
Including all students in all activities.
Special needs inclusion classrooms must be
able to involve its students in all classroom
activities. Teachers need to address how the
classroom will communicate with each other
and encourage participation.
Differentiating curriculum
Changing mindsets
Philosophies
What are the implications for you as teachers?
Focus on what you can do
Find a different way to do things by making
adjustments
Surround yourself by high quality people
Keep moving forward, opening new doors and doing
new things
Theres a bright future ahead
Acknowledge challenges
Believe that you can influence and affect others
SCREENING
Conducting the screening.
For Year 1 to Year 3 (* Year 4)
Carried out twice a year.
- March & September
Only involves the whole class
Screening involves all the 12 constructs
Not Performance Based Exit

(Screening for all those who have mastered or

have not mastered in the previous screening )
 The procedures of conducting the
screening.
The manuals are the guide / reference in caring out
the screening.
Conducted in the classroom during your English
lessons
Carried out in the given period of time
Carried out strictly using the screening materials
provided by LP
All instructions and regulations set in the manuals and
screening materials must be followed.
 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.
Teachers MUST refer to the manual when
administering the reading instrument and when
marking the writing instrument.
Teachers MUST refer to the manual when
administering the reading instrument and when
marking the writing instrument.
 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
Not to be conducted like a test
 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 (Only in special
conditions)
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 two times (Reading
only).
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
MANAGING LINUS2.0
SCREENING
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 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
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
Writing
12 constructs
Written work
Administered during lessons
With minimal guidance
Writing
Teacher can use a little bit of 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
to write or spell the words correctly
Teacher can 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

Teacher may let the excellent pupils do the written

screening on their own
Borang Pelaporan Penguasaan Individu
(BPPI)
Filled during / after screening instruments are
administered
State the dates
Scores should be given fairly and with integrity
Scores should be keyed into NKRA portal within
the given time frame
Post Screening
L
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2
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PLANNING & IMPLEMENTATION
Study the data and :-
Plan programs to improve the
screening results
Workshop
i-THINK maps
Presentation
Interventions
TASK 3
What you can do to help the under
achievers: