Division of City Schools

PEDRO GUEVARA ELEMENTARY SCHOOL

San Fernando St. Binondo, Manila

ACTION PLAN
READING INTERVENTION
School Year: 2016-2017

OBJECTIVES STRATEGIES/ ACTIVITIES PERSONS TIME EXPECTED OUTCOMES

INVOLVED FRAME

 Selection and Classification -Assigned Master June  Level of Support to

1. To give orientation of Teacher the Program
on the nature, scope, and pupils who will undergo on -Remedial Reading  Level of Acceptability
rationale of the remedial the ten- Teacher,
reading to pupils and parents weeks Remedial Reading -Pupils
for familiarity and to Class -Parents
stimulate students  Information dissemination
learn to read. and
 Orientation of parents and
pupils through
letters and personal
conversation.
2. To identify pupils -Remedial Reading
subject for slow readers July  Reports on reading
and low performers in  Assessment of pupils reading Teacher,
reading. ability and level. -Pupils

3. To improve the reading  Teach the pupils to recognize,

abilities of the pupils sound and form the 26 letters of
the alphabet-upper and lower
 and reduce the cases
percentage slow  Letter naming and recognition
readers and readers-at- -letter and sound matching
risk in Grade 2 using the -letter reading and writing -Remedial Reading  Maximum
phonics approach. practice. Teacher, August-October Participation of
-Pupils pupils.

4. To work out the early
decoding skills.
 Phonemic Awareness
 Picture and Sound Matching
 Rhyming Word Activities.  pupils can hear and
 Phonemic Awareness recognize words with
Competencies the same initial
1. Phonemic Isolation sound and words
2. Addition with the same ending
3. Deletion sound
4. Substitution
5. Identity
6. Categorization
7. Segmentation
 Decode words by word  Pupils can sound,
families blend and read
- short vowel sounds short e, a, i, -Remedial Reading November- words in CVC,
o, u in CVC pattern Teacher, January CVCe , CVCC
- long vowel words with silent e -Pupils pattern
ending in CVC e pattern
- words with vowel diphthongs  Pupils can read
ay, ai, oa phrases,
- consonant digraphs ch, sh sentences, a 3-5
- consonant blends (initial and sentence story
final) and answer
consonant clusters questions about
- configuration clues the story
 To improve the -Basic sight word reading
vocabulary knowledge
skills
 Embracing reading
5. To involve parents to even at home with From beginning of  Satisfactory
make follow-ups of their guidance of parents.. -Parents the program until on the
children's homework in -Relative become a Reader. reading
remedial reading. -Pupils proficiency
level of the
pupils.

 Phil IRI Oral Reading

Test by the remedial
teacher.
6. To evaluate and -Pre-Test -Remedial Reading End of the Report of Proficiency Level
effectiveness -Final Test MT in charge, Teacher, Remedial Class
improvement of the -Pupils Program
pupils reading  Progress Test
proficiency.
 Final Oral Reading
Test

Prepared by: Checked by: Noted by:

Mrs. May Ann N. Ysatam Mrs. Andrea N. Batang Mrs. Remedios V. Tumbagahon
Grade Two-Teacher Master Teacher in Charge Principal IV
 ACTION PLAN TO
IMPROVE INSTRUCTION
IN READING