References and data

1. Republic of the Philippines
DEPARTMENT OF EDUCATION
Region I
SCHOOLS DIVISION OF ILOCOS SUR
CERVANTES NATIONAL HIGH SCHOOL
Cervantes, Ilocos Sur
ACTION PLAN ON READING INTERVENTION FOR STRUGGLING READERS
SY 2021-2022
NAME OF LEARNER: MARK CIELO PAKITO
CONDITION: Slow reader
DATE STARTED: April 19, 2022
GRADE LEVEL: 7- Maunawain
TEACHER HANDLING REMEDIATION: JENNIFER T. DIGAN
DOMAIN
(Big 6 of Reading)
CAN DO
(observable reading behavior)
CANNOT DO
(reading behavior that still needs to be
developed with the support of the teacher)
FLUENCY - Can read sentences to paragraphs. - Can not read with proper phrasing and
intonation.
VOCABULARY - Can identify some word meanings. - Can not give synonyms and antonyms of
some words.
COMPREHENSION - Can answer “what” questions - Can not answer “how” question
Prepared by: Noted:
JENNIFER T. DIGAN CHRISTILYN B. PUSAYEN
Reading Teacher School Reading Coordinator
Approved:
RIZZA RHODORA T. BAILEN
OIC-TEACHER III
Adopt-a-Struggling-Reader Program

2. READING REMEDIATION LESSON PLAN
DOMAIN Session 1
April 19, 2022
Session 2
April 26, 2022
VOCABULARY Skill: Give the synonyms and antonyms of words.
1. Introduction
Hello, how are you today? Are you ready for our activity?
Let’s get on.
2. Present (explore and explain)
Synonyms- words with the same meaning
Antonyms- words with opposite meaning
3. Model
words antonyms synonyms
happy sad cheerful
big small huge
harsh gentle cruel
pretty ugly beautiful
Skill: Identify the diphthongs.
4. Practice
a.Guided practice
Write the synonyms and antonyms of the following
words:
1.Light
2.Open
3.Thin
4.Large
5.lose
b.Independent practice
1. Short
2. Small
3. Fat
4. Gorgeous
5. full
5. Evaluation
Use the following into sentences:
1. Fun
2. Light
3. Massive
4. Remember
5. Harmless
FLUENCY
• Ability to make reading sound just like spoken
language.
• Reading with appropriate phrasing, expression
and pace.
SKILL: Read the sentences with proper phrasing,
expression and pace.
1. Introduction:
2. Presentation
In order for us to become fluent readers, let us
read the following sentences just like we are
talking or speaking.
Ex. Write a note to the old coach.
How are we going to read this sentence?
Write a note/ to the old coach.
Skill: Read the sentences with proper phrasing,
expression and pace.
4. Practice
a. Guided Practice
Put a slash on the group of words, where you should pause.
1. A cloud is made of water drops or ice crystals
floating in the sky. There are many kinds of clouds.
Clouds are an important part of Earth’s weather.
b. Independent Practice
2. The sky can be full of water. But most of the time you
can’t see the water. The drops of water are too small to see.

3. 3. Model
Listen as I read the sentence. Then you will read
later.
1. Do not walk in that huge hole.
2. I always wash with that soap.
They have turned into a gas called water vapor. As the water
vapor goes higher in the sky, the air gets cooler. The cooler
air causes the water droplets to start to stick to things like bits
of dust, ice or sea salt.
COMPREHENSION SKILL: Answer accurately the comprehension
questions.
1. Introduction: For you to answer the details
regarding what you are reading, you need to
improve your skill in understanding passages or
texts through deeper reading and reading
between the lines.
2. Presentation:
Before reading, let us think about the
introductory question so that you could have an
idea regarding what you are about to read.
3. Model
Read the question.
Rephrase the question and give cues on how to
answer the question.
Read the passage.
SKILL: Answer accurately the comprehension
questions.
4. Practice
a. Guided practice
Read the passage and answer the
questions orally.
Guide him on how to answer.
b. Independent Practice
Let him write his answers.
Check and give comments.
5. Assessment
Read the passage and answer the questions.
Prepared by: Noted:
JENNIFER T. DIGAN CHRISTILYN B. PUSAYEN
Reading Teacher School Reading Coordinator

4. Republic of the Philippines
DEPARTMENT OF EDUCATION
Region I
SCHOOLS DIVISION OF ILOCOS SUR
CERVANTES NATIONAL HIGH SCHOOL
Cervantes, Ilocos Sur
NAME OF LEARNER: JOHN PAUL BASICULAN
CONDITION: very slow reading pace; mispronounced words
DATE STARTED: April 7, 2022
GRADE LEVEL: 7- MAGITING
TEACHER HANDLING REMEDIATION: JENNIFER T. DIGAN
READING REMEDIATION PLAN
DOMAIN
(Big 6 of Reading)
CAN DO
(observable reading behavior)
CANNOT DO
(reading behavior that still needs to be
developed with the support of the teacher)
Phonological Awareness
(Examples include being able to identify words
that rhyme, recognizing alliteration, segmenting a
sentence into words, identifying the syllables in a
word, and blending and segmenting onset-rimes.)
- Can recognize three letter words
- Can identify onset and rimes
- Can identify syllables
- Can count the number of words
- Cannot recognize diphthongs
- Cannot recognize ending sound of a word
PHONICS AND WORD RECOGNITION
• Ability to understand pronunciation rules
and recognize spelling.
-can pronounce some familiar words - Cannot recognize word with silent letters
- Cannot pronounce long /a/ sound
- Cannot pronounce /c/ ->/k/ sound
FLUENCY
• Ability to make reading sound just like
spoken language.
• Reading with appropriate phrasing,
expression and pace.
- Can read sentences to paragraphs - Cannot read the sentences with proper
phrasing, expression and pace
- Cannot read the words fluently
- Cannot read the words properly
Adopt-a-Struggling-Reader Program
Sa Pagbasa, Tayo ay
Magkasangga

5. COMPREHENSION
 Ability to extract and construct meaning
through interaction and involvement with
written language.
- Can answer “what” questions - Cannot answer “how” question
Prepared by: Noted:
JENNIFER T. DIGAN CHRISTILYN B. PUSAYEN
Reading Teacher School Reading Coordinator
Approved:
RIZZA RHODORA T. BAILEN
OIC-TEACHER III