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Republic of the Philippines
Department of Education
Region X
Division of Lanao del Norte
Bacolod District
ESPERANZA ELEMENTARY SCHOOL
ACTION PLAN ON READING INTERVENTION FOR STRUGGLING READERS (RISR)
S.Y. 2018-2019
(A Whole year remedial reading program intended to make the struggling readers be proficient readers)
Phases of the
Institutionalization
Goals and
Objectives
Activities/Strategies Persons
Involved
Resources Needed Time Frame Success
Indicator
Phase I: Pre-
Implementation
SELECTION
(Conceptualization
of the Remedial
Reading and
ORIENTATION
(Orientation and
Introduction of the
one-week
remedial reading
program)
To assess the
reading level
of the students
through Phil-
Iri
2. To give
orientation on
the nature,
scope, and
rationale of the
remedial
reading to
students and
parents for
familiarity and
to stimulate
students love
for reading.
Assessment of students’
reading level by Phil-iri
1. Selection and
Classification of students
who will undergo on the
whole year Remedial
Reading Class
2. Information
dissemination and
Orientation of parents and
students through personal
conversation.
Remedial
Reading
Teacher,
and
Students
Principal,
Teacher in
English,
Filipino
Grade __
Teachers,
and
Remedial
Reading
Teacher
Phil-Iri Materials
Letter to Parents
Contact Number
July 2018
July 2018
Reports on
Reading
Diagnosis
Level of
Support to the
Program
Level of
Acceptability
Phase II:
Implementation
Proper
CONDUCT
(Actual
Implementation of
the Remedial
Reading Program)
Teach the
pupils to
recognize,
sound and
form the 26
letters of the
alphabet-
upper and
lower cases
To develop
social, motor
and other
Readiness
skills
To develop
phonemic
awareness
Teach the four skills of
Phonemic Awareness
- Rhyming Sounds
- Blending Sounds
e.g. b-a-t
-Matching Sounds
-Segmenting Sounds
Remedial
Reading
Teacher,
and
Students
Remedial
Reading
Teacher,
and
Students
Remedial
Reading
Teacher,
and
Students
flashcards/chart
flashcards/chart
flashcards/chart
books
July 2018
July-
August.2018
August-
Sept.2018
pupils can
hear and
recognize
words with
the same
initial sound
and words
with the
same ending
sound
 Pupils can
hear a word
and clap the
number of
syllables
To develop
skills in
decoding
 Decode words by
word families
- short vowel
sounds short e, a,
i, o, u in CVC
pattern
- long vowel words
with silent e
ending in CVCe
pattern
- words with vowel
diphthongs ay, ai,
oa
- consonant
digraphs ch, sh
- consonant blends
(initial and final)
consonant clusters
 Decode words
- Word sorting and
hunting
- Reading/writing
rhymes
- Manipulation of
onset/rime
Building words and
manipulating their
beginning, middle and
ending phonemes using
finger and blocks
Remedial
Reading
Teacher,
and
Students
Remedial
Reading
Teacher,
and
Students
chart,flashcard,big
books,small books
chart,flashcard,big
books,small books
October -
December
2018
January-
February
2018
 Pupils can
sound, blend
and read
words in
CVC, CVCe
, CVCC
pattern
Pupils can
read
phrases,
sentences, a
3-5 sentence
story and
answer
questions
about the
story
 Pupils can
sort and hunt
words
 Pupils can
read and
write rhymes
 Pupils can
manipulate
phonemes to
build words
To encourage a
sense of
personal
responsibility
for one’s own
progress
Embracing reading even at
home with the guidance of
the parents, sisters, or
brothers, etc.
parents,
teacher,
pupils,
relatives
Maximum
Participation
of the
students
Phase III: Post-
Implementation
FINAL
EVALUATION
(Diagnosis)
1. To evaluate
the
improvement
of the
students’
reading
proficiency
1.Evaluation of students’
reading level
Remedial
Reading
Teacher
and
Students
Furnish Post Test:
Oral and Written
Reading Test
through Phil Iri
March, 2018 Report on
Mean and
Proficiency
Level
Prepared by: MARISSA C. BALONGKIT
Remedial Reading Teacher
Noted by: Claribel G. Crisol
principal

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ACTION_PLAN_ON_READING_INTERVENTION_FOR.docx

  • 1. Republic of the Philippines Department of Education Region X Division of Lanao del Norte Bacolod District ESPERANZA ELEMENTARY SCHOOL ACTION PLAN ON READING INTERVENTION FOR STRUGGLING READERS (RISR) S.Y. 2018-2019 (A Whole year remedial reading program intended to make the struggling readers be proficient readers) Phases of the Institutionalization Goals and Objectives Activities/Strategies Persons Involved Resources Needed Time Frame Success Indicator Phase I: Pre- Implementation SELECTION (Conceptualization of the Remedial Reading and ORIENTATION (Orientation and Introduction of the one-week remedial reading program) To assess the reading level of the students through Phil- Iri 2. To give orientation on the nature, scope, and rationale of the remedial reading to students and parents for familiarity and to stimulate students love for reading. Assessment of students’ reading level by Phil-iri 1. Selection and Classification of students who will undergo on the whole year Remedial Reading Class 2. Information dissemination and Orientation of parents and students through personal conversation. Remedial Reading Teacher, and Students Principal, Teacher in English, Filipino Grade __ Teachers, and Remedial Reading Teacher Phil-Iri Materials Letter to Parents Contact Number July 2018 July 2018 Reports on Reading Diagnosis Level of Support to the Program Level of Acceptability
  • 2. Phase II: Implementation Proper CONDUCT (Actual Implementation of the Remedial Reading Program) Teach the pupils to recognize, sound and form the 26 letters of the alphabet- upper and lower cases To develop social, motor and other Readiness skills To develop phonemic awareness Teach the four skills of Phonemic Awareness - Rhyming Sounds - Blending Sounds e.g. b-a-t -Matching Sounds -Segmenting Sounds Remedial Reading Teacher, and Students Remedial Reading Teacher, and Students Remedial Reading Teacher, and Students flashcards/chart flashcards/chart flashcards/chart books July 2018 July- August.2018 August- Sept.2018 pupils can hear and recognize words with the same initial sound and words with the same ending sound  Pupils can hear a word and clap the number of syllables
  • 3. To develop skills in decoding  Decode words by word families - short vowel sounds short e, a, i, o, u in CVC pattern - long vowel words with silent e ending in CVCe pattern - words with vowel diphthongs ay, ai, oa - consonant digraphs ch, sh - consonant blends (initial and final) consonant clusters  Decode words - Word sorting and hunting - Reading/writing rhymes - Manipulation of onset/rime Building words and manipulating their beginning, middle and ending phonemes using finger and blocks Remedial Reading Teacher, and Students Remedial Reading Teacher, and Students chart,flashcard,big books,small books chart,flashcard,big books,small books October - December 2018 January- February 2018  Pupils can sound, blend and read words in CVC, CVCe , CVCC pattern Pupils can read phrases, sentences, a 3-5 sentence story and answer questions about the story  Pupils can sort and hunt words  Pupils can read and write rhymes  Pupils can manipulate phonemes to build words
  • 4. To encourage a sense of personal responsibility for one’s own progress Embracing reading even at home with the guidance of the parents, sisters, or brothers, etc. parents, teacher, pupils, relatives Maximum Participation of the students Phase III: Post- Implementation FINAL EVALUATION (Diagnosis) 1. To evaluate the improvement of the students’ reading proficiency 1.Evaluation of students’ reading level Remedial Reading Teacher and Students Furnish Post Test: Oral and Written Reading Test through Phil Iri March, 2018 Report on Mean and Proficiency Level Prepared by: MARISSA C. BALONGKIT Remedial Reading Teacher Noted by: Claribel G. Crisol principal