INTRODUCTION TO THE MODULE The LINUS2.

0 Programme

The English Language Literacy Programme has been planned meticulously to increase English literacy rates amongst level 1 pupils except pupils with special needs. Two screenings will be held in a year to determine the number of pupils who have not attained literacy. These pupils will either be placed in a separate group in their own class or placed in a separate class. A special module has been developed to aid the teacher to provide remedial support to help these pupils acquire basic literacy in English Language.

Objective of the Module

The English Language literacy programme aims at ensuring all pupils attain basic literacy. This module has been developed for teachers to use during English language lessons to help pupils who are struggling to read. It adheres closely to the principles of the KSSR curriculum, which is back to basics and the skills that need to be taught are: listening and speaking; phonics for reading; and penmanship.

The teacher as we know, is an important person in the language classroom whose role is as follows:

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a role model of a good language user Role of the teacher

expose pupils to good language

build a strong foundation of language skills amongst pupils

Content of the Module

This module uses contexts that are familiar and in which pupils can relate to. In order to make language learning more meaningful and purposeful, language input is presented under themes and topics. The teaching of basic literacy is addressed through phonics with the teaching of phonemes and graphemes. Lessons in the module have been developed based on the need for pupils to develop all four language skills: listening, speaking, reading and writing and language arts. This follows the modular configuration as stipulated in the English Language Curriculum Standards and is presented as follows:

KSSR modular configuration

themes & topics

29 phonemes phonics 29 graphemes

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The phonics structure outlined in the English Language Curriculum Standards should be followed through systematically in the correct sequence. The Ministry of Educations recommendation is for teachers to teach one sound at a time and all 44 sounds of the English Language are covered in two years in National Schools and three years in National Type schools. The synthetic approach to teaching phonics places emphasis on: pronouncing phonemes correctly; hearing and identifying phonemes; and using auditory, visual and kinesthetic learning styles.

How to use the module?

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Planning Lessons

In planning a lesson, teachers should look at the lessons in the module closely and be aware of: the proficiency levels of their pupils; the suitability of the lessons presented to the pupils proficiency level; and the need to fully adopt the lessons or to adapt the lessons to suit their pupils. lessons suitable Planning lessons based on the module lessons not suitable use lessons suggested

adapt the lessons to suit learners develop own lessons based on pupils needs

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ii.

Other Resources

In order to meet the needs of pupils with different learning styles, a variety of digital materials can be obtained online. Online digital resources which can be

obtained and used for teaching and learning are as follows:

http://spp.moe.edu.my/ http://www.emse.com.my/

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Reflection

After every lesson, teachers should reflect on the strategies they have used in the classroom. Reflection allows teachers to further improve their teaching strategies in order to help their pupils.

Questions I ask myself: Was my lesson suitable for my pupils? Did I meet the objective(s) of the lesson? Was my lesson pupil-centred? How did my pupils respond to my lesson? Did I inject the fun element in teaching and learning? How can I further help my pupils?

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Alternatives

For pupils who are not responding to phonics, teachers can use other strategies such as the whole word method to help pupils acquire literacy. The ultimate aim is to help all pupils acquire literacy except pupils with special needs.

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Assessment

An important aspect of KSSR is formative assessment which is school-based. This assessment aims at gauging pupils learning progress and at the same time helps teachers to better formulate their teaching and learning strategies and techniques for effective teaching and learning. Summative assessment can be conducted at the end of a term. These enable teachers to build a profile of their pupils language development in order to help them attain literacy.