HOW TO IMPLEMENT SCHOOL LITERACY
ENHANCEMENT ADVANCEMENT PROGRESS TEST OR GRADING SCHOOL ADVANCEMENT LEAP TEST G-SALT?
ORGANISING GENIUS - WORKFORCE LITERACY LEARNERS AS COACHES
FOR SCHOOL LITERACY ENHANCEMENT ADVANCEMENT PROGRESS TEST CALLED
Linus Coach-a-coach Express Games
The road to reading fluency and correct grammar could only be paved using correct linguistic rules and practice and the constant brush with the four pillars necessary to language mastery- listening, reading, writing and speech. If school-leavers who choose to either further their studies or enter the job market are to be given a second chance to acquiring language mastery, it is most effective through a 2 component WORKFORCE Refresher English programme.
The first component is Remedial and requires the screening for fluency and correct grammar, and grading or fact-finding of actual student competency level. It is language skills acquisition stage requiring a screening of the four skills. Its test is reading fluency and understanding. The practice is structured along remedial-enforcement-enrichment linguistic sequence, as a Refresher course prerequisite to the Workforce Literacy modules.
Post-SPM learners having 'repaired and corrected ' these basic skills will have no difficulty in running the School literacy enhancement modules, with the added impetus from income earned as literacy coaches.
These literacy coaches while assisting in the school literacy enhancement drive proceed to completing the second component in the WORKFORCE literacy, on usage and practice. Or learning English for a purpose modules where the practice target is writing and speech, and is aimed at the minimum, Intermediate Mastery.
These literacy coaches while assisting in the school literacy enhancement drive would have attained enough language mastery, be employable and equipped with language learning habits formed from frequent practice.
REGRADING THE GRADING SYSTEM
Regrading the grading* system means the school set a target of raising literacy level 30% above other schools using National Grade Average written examinations results outcome, AND designating another test for outcomes in the form of an ADVANCEMENT TEST where the grading is outcome of EFFORT, FREQUENCY, FLUENCY, CORRECT GRAMMAR.
The outcome EFFORT is gauged on the hours allotted by schools to the LATIHAN KELAB sessions against the minimum 3000 minutes. So schools set a guarantee the Literacy Enhancement Drive (Skim Pembacaan Inisiatif Kelab SPiK) shall be not less than 3000 practice minutes.
The test is on the schools.
The outcome FREQUENCY is gauged on the hours of students practice time AND the level of achievement as reflected by module level. It shall not be less than 3000 practice minutes, students own time.
The test is on the Facilitator/Coach
The outcome FLUENCY is gauged on Coaching Group level of achievement as reflected by module level AND with peer approved audio-recording as proof.
The test is on the Coaching Group.
The outcome CORRECT GRAMMAR is gauged on each student's level of achievement as reflected by module level AND with peer-marked proof of completion of all written exercises/Grammatical items.
The test is on the student.
GRADING SCHOOLS
Grading schools refer to the quantification of time and place slotted, or EFFORT in implementing an interventionist measure, plus the final tally for FREQUENCY, FLUENCY, CORRECT GRAMMAR.
The grading is to be done by education ministry inspectorates (Standard Kualiti Pendidikan Malaysia (SKPM)) and school PTA's.
The ADVANCEMENT TEST for schools is to measure progress, practice effort and time set aside to complete programme modules.
The four grief areas for LINUS post practice screening
are Bahasa Melayu Standard Rumi/Jawi, Bahasa Arab, Bahasa Inggeris, Sains & Matematik.
Modules based on learner literature# graded Level books for completion through group practice, conducted by literacy coaches (a.k.a. reading instructors led by school's programme facilitator)shall be the syllabus for the ADVANCEMENT TEST for students.
The ADVANCEMENT TEST are for students to compete for 1st to 10th placing in any of the following categories-
BEST
The road to reading fluency and correct grammar could only be paved using correct linguistic rules and practice and the constant brush with the four pillars necessary to language mastery- listening, reading, writing and speech. If school-leavers who choose to either further their studies or enter the job market are to be given a second chance to acquiring language mastery, it is most effective through a 2 component WORKFORCE Refresher English programme.
The first component is Remedial and requires the screening for fluency and correct grammar, and grading or fact-finding of actual student competency level. It is language skills acquisition stage requiring a screening of the four skills. Its test is reading fluency and understanding. The practice is structured along remedial-enforcement-enrichment linguistic sequence, as a Refresher course prerequisite to the Workforce Literacy modules.
Post-SPM learners having 'repaired and corrected ' these basic skills will have no difficulty in running the School literacy enhancement modules, with the added impetus from income earned as literacy coaches.
These literacy coaches while assisting in the school literacy enhancement drive proceed to completing the second component in the WORKFORCE literacy, on usage and practice. Or learning English for a purpose modules where the practice target is writing and speech, and is aimed at the minimum, Intermediate Mastery.
These literacy coaches while assisting in the school literacy enhancement drive would have attained enough language mastery, be employable and equipped with language learning habits formed from frequent practice.
REGRADING THE GRADING SYSTEM
Regrading the grading* system means the school set a target of raising literacy level 30% above other schools using National Grade Average written examinations results outcome, AND designating another test for outcomes in the form of an ADVANCEMENT TEST where the grading is outcome of EFFORT, FREQUENCY, FLUENCY, CORRECT GRAMMAR.
The outcome EFFORT is gauged on the hours allotted by schools to the LATIHAN KELAB sessions against the minimum 3000 minutes. So schools set a guarantee the Literacy Enhancement Drive (Skim Pembacaan Inisiatif Kelab SPiK) shall be not less than 3000 practice minutes.
The test is on the schools.
The outcome FREQUENCY is gauged on the hours of students practice time AND the level of achievement as reflected by module level. It shall not be less than 3000 practice minutes, students own time.
The test is on the Facilitator/Coach
The outcome FLUENCY is gauged on Coaching Group level of achievement as reflected by module level AND with peer approved audio-recording as proof.
The test is on the Coaching Group.
The outcome CORRECT GRAMMAR is gauged on each student's level of achievement as reflected by module level AND with peer-marked proof of completion of all written exercises/Grammatical items.
The test is on the student.
GRADING SCHOOLS
Grading schools refer to the quantification of time and place slotted, or EFFORT in implementing an interventionist measure, plus the final tally for FREQUENCY, FLUENCY, CORRECT GRAMMAR.
The grading is to be done by education ministry inspectorates (Standard Kualiti Pendidikan Malaysia (SKPM)) and school PTA's.
The ADVANCEMENT TEST for schools is to measure progress, practice effort and time set aside to complete programme modules.
The four grief areas for LINUS post practice screening
are Bahasa Melayu Standard Rumi/Jawi, Bahasa Arab, Bahasa Inggeris, Sains & Matematik.
Modules based on learner literature# graded Level books for completion through group practice, conducted by literacy coaches (a.k.a. reading instructors led by school's programme facilitator)shall be the syllabus for the ADVANCEMENT TEST for students.
The ADVANCEMENT TEST are for students to compete for 1st to 10th placing in any of the following categories-
BEST
- STORYTELLER
- READER
- SPELLER
- MIMIC
- HANDWRITING
- NARRATOR
- AUDIO RECORDING
- COACH
- GROUP
- ACHIEVER
*True grading for streaming purposes; for first language
mastery, for reading fluency, for correct grammar, and for group camaraderie. Confucius
said many hands make light work (orang tua-tua bilang mau-pakat membawa
berkat).
#Learner literature books are grouped as practice module
COMPONENTS (listening, reading. writing,speaking skills) used on regular basis
in group listening/audio recording, reading and writing sessions.
NOTE:-
Linus Coach-a-coach Express Games as examples of the Lesson Plans as supplement to, and for supporting the National Curriculum.
- KERAP Bahasa Melayu Amali
Kaedah Ekstensif Regu Amalan Pembacaan
[Modul TEBAS - Teknik Expresi Bahasa Amalan Standard]
[Modul TEBAS - Teknik Expresi Bahasa Amalan Standard]
- CERAP Bahasa Inggeris Amali
Coach-a-Coach Extensive Reading Assistance Plan
[Modul BILAS - Bahasa Inggeris Latihan & Ajar Semula]
[Modul BILAS - Bahasa Inggeris Latihan & Ajar Semula]
- SERAP Sains & Matematik
Science Extensive Reading Assistance Plan [EST- English for
Science & Technology]
[Modul SMISTI - Skim Mampan Inggeris Sains,Teknologi & Informasi]
[Modul SMISTI - Skim Mampan Inggeris Sains,Teknologi & Informasi]
- TERAS Bahasa Arab & Jawi
Tunas Ehsan Rancangan Abjad Sejawi
Modul FAHMA [Fasih Amal Hafal Makhraj Abjad]
Modul FAHMA [Fasih Amal Hafal Makhraj Abjad]
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