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Action Plan On Reading Remediation

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IAN TAGADIAD
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0% found this document useful (0 votes)
39 views

Action Plan On Reading Remediation

Uploaded by

IAN TAGADIAD
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
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‘Republic ofthe Phitippines ‘Department of Eoucation [REGION X- NORTHERN MINDANAO ‘SCHOOLS DIVISION OF BUKIDNON "MANOLO FORTICH IN DISTRICT CAMP 1 ELEMENTARY SCHOOL ACTION PLAN ON READING REMEDIATION FOR STRUGGLING READERS SY: 2023-2024 Phase I: To conduet 1. Selection and EGRA, 95% ofthe diagnostic test Identification of | Head, and | Phil-tri Reading 2023 | reading level SELECTION on reading students who | Class’ | Passages, of the pupils and (Oral reading will undergoon | Adviser | Developing Reading hhave been ORIENTATION with the Remedial Power Reading identified comprehension Reading Class Materials and Test question) eta ‘Questionnaire 2 To give 2 Orientation of — | Class October 2023 | 100% of the orientation and parentsand | Adviser | Letter to Parents parents and background on students Master | Contact Details students the remedial through sending | Teacher - | Pictorials, ACR & oriented and reading to communication | Students, | attendance familiarized students and letters and ‘on the parents to Parents reading ‘support and rogram stimulate students love for reading"To prepare 3. Printing, lass] Printer, bond paper, 100% ofthe ‘multi-tevel compilingand | Adviser | ink, Reading reading reading creating the | Master | passages (Phil RI & materials ‘materials for reading ‘Teacher | DRP) were struggling materials for | School | MTB-MLE Reading compiled and readers from grade1to6 — | Head —_| Materials for key printed e grade 1106 | stage 1 mits Toset schedule | Group learners Glass | Listoflearners | October 2023 | 10006 ofthe forthe conduct | according totheir | Adviser learners ofremedial | readinglevel Master were reading, Scheduling oflearners | Teacher informed of instruction School their = Head schedule Phase Ii Toassessthe | 1. Assessmentof | School | Pre-Test Weekly | Reports and reading level of students’ Head, | Questionnaire | Students ‘conpucr the identified reading level by | Teacher | Phil-tri Materials Profile on students siving Pre-Test | and ‘© Oral reading Reading through giving Students ofthe story Diagnosis Prectest ‘+ Answering of comprehensi Toincrease 2. Adoption of | Class ‘on Questions and improve Reading Adviser, | a, Basie ight 10096 levet the reading Intervention | Parents Words on of proficiency of such as: and Charts Participation Students by Students |b, Printed story ofthe presenting ¥ Vowelsfor | Remedial materials students and engaging books Reading |< Reading cooperation activities ¥ Marungko Teacher materials of parents ¥ Tove Reading | and and story in Program Students booklet S ¥ APageAday | 4d. Utilization of EsY Marangko Approach ¥ Audio video lesson ‘Teacher the four skills of Phonemic Awareness > Rhyming Sounds > Blending Sounds eg bat > "Matching Sounds > Segmenting Sounds Decode words byword families = Short vowel sounds short e, 1.0, in CVC, pattern + Long vowel words with silent ¢ ending in CVC patterns = Words with vowel diphthongs ay, Remedial Reading Teacher, and Students Remedial Reading Teacher Students TWeaudio video lesson fasheards/e hart Flashards/chart Books Chart, asheard, big books, small books:TE WOOT | FOZ APRON | “Sjooq MuIpeR | “AUapRAS | — AUIsN pUERUIPIOK | —ARURUTOL y souioad sonnme sions pouea _punsp pu ors Buusea| 10 Brown ‘an Aq seuineut | sonneyoy | sioqioug‘siasis Teuosiod paoueua ‘upeas poenjeag | pue| sumed ap yo.asuas tiaag a0 pur omog | sare | joaaueprd ony weafiemooua sys Sapead Supeoy Surdojanog)| sasapy | apt Aephsan9 pue samme siudnd sauasjeuoweut| —ssey) ‘Suspeou ‘uypeas a1nso%qo0r | Abye2m Supeas pouns | swopms | ___Supmmeid “e Asano “e sy00q ews 4004 ‘9pora pue soy Bsn Sig preoysey ey sououogd Burpua ue appr uuu80q : as Bueoduew puespior Suping um /iasuo swwopms | souonerndiuey, - ue sou soypeay,| Bunuay/Buppeny Suipeoy | Sununy pue rerpauy | Suuos pio, - spiom pero & ‘siaisnp aueuosuo. (eay pue ream spuoqa Tweuosuo) -the support the printed short Glass short stories and Participation and stories and other Adviser, | other literacy types ofthe cooperation of | literacy types of Parents’ | of additional students and parents and | additional instructional | and instructional cooperation guardian on | materialsathome | Relatives | materials of parents the reading ___program 2 is "To conduct monthly | To wack pupils reading | Chass | Suited reading Weekly 2023 | 100% of | ORAL READING TEST | performance through | Adviser, | materials, Dk learners Home Visitation School | Developing Reading ‘were tested Head, | Power and Master | Evaluated reading 100% of the ‘Teacher | materials by the twachers school and district submitted | their oRPT Phase i 1. Toevaluate the | Evaluation ofstudents" | School | Reading Test Monthly 2023 improvement | reading level Head, | Materials Evaluated ‘MONITORING ofthe students’ Class | by the QA Team Proficiency ‘AND reading Adviser, Level EVALUATION proficiency Master | Final Post Test Oral ‘Teacher | and Written and Reading Test Students ‘To recommend 1. Suggestingand | School + Reading 95% ofthe different reading providing Head, books and parents and activities and continue reading Master short stories students love for reading activities for | Teacher, | Printed poem continue distance student, | - Video practicing a mi learning Class materials reading‘haviser | - Audio and Materials Relatives | = Eelibrary Prepared by: Noted ‘ 6R “ache 1 School Head Apron: [NEILA.IMIROGO Public Schools Dict Supervisor

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