2023 PEAC JHS SUMMER INSET

STANDARDS-BASED LEARNING RECOVERY PLAN (SLRP) TEMPLATE* Making Meaning

Directions: Make a plan for undertaking learning recovery in your school by completing the table below. Check your plan for alignment across columns and review other indicators given for the
rubric of this plan.

SUBJECT : GRADE : QUARTER :

TOPIC : TEACHER(S) :
1 2 3 4 5 6 7 8 9 10
Missed Current Existing Stand Mastery Mastery Rubric Intervention Plan For Timeline
Expectations Expectations or Curricular for
Standard Standard Curricular Alone or Focus
Materials Teaching
and LCs and LCs Materials Layered & Skill & Skill Remediation
In Breakdown Breakdown Strategies
*Standards/ *Standards/ and Action
LCs that are LCs that are
stand alone merged
(as stated in (as stated in
column 1) column 4)
Analyze Evaluate In order for Evaluate NA Merged (Written below)
literature as a literature as a students to literature as a LCs:
means of way of evaluate means of
discovering self. expressing and literature as a discovering self Evaluate
EN9LT-I9-14 resolving one’s way of and as a way of literature as
personal expressing and expressing and a means of
conflicts. resolving one’s resolving one’s discovering
EN10LT-Ii-18 personal personal self and as a
conflicts, they conflicts. way of
have to analyze expressing
literature as a
and
means of
resolving
discovering
self. one’s
personal
conflicts.

STANDARDS-BASED LEARNING RECOVERY PLAN | Making Meaning

 Students are
expected to:

1. State a
claim about
how
literature
serves as a
way of
discovering,
expressing
and
resolving
conflicts.

2. Cite the
parts of
information
that support
your claim.

3. Explain
how the
cited
examples
show how
literature
serves as a
way of
discovering,
expressing
and
resolving
conflicts.

STANDARDS-BASED LEARNING RECOVERY PLAN | Making Meaning

Corresponding
Learning
Targets:

1.1. I can
state a claim
about how
literature
serves as a
way of
discovering,
expressing
and
resolving
conflicts.

2.2 I can cite

the parts of
information
that support
your claim.

3.3 I can
explain how
the cited
examples
show how
literature
serves as a
way of
discovering,
expressing
and

STANDARDS-BASED LEARNING RECOVERY PLAN | Making Meaning


*adapted from National Institute for Excellence in Teaching (NIET)
RUBRIC FOR SCORING CRITERIA:
Performance Indicators
State a claim about how literature
serves as a way of discovering,
expressing and resolving conflicts.
Cite the parts of information that
support your claim.
Explain how the cited parts of the
information show how literature
serves as a way of discovering,
expressing and resolving conflicts.
1 2
Emerging
I can recognize a claim about how
literature serves as a way of
discovering, expressing and
resolving conflicts.
I can cite part of information that
supports my claim.
I can state the connection among the
cited parts of the information and
how they show that literature serves
as a way of discovering, expressing
and resolving conflicts.
resolving
conflicts.
Developing
I can define what a claim is about
how literature serves as a way of
discovering, expressing and
resolving conflicts.
I can cite the parts of information
that support my claim.
I can explain how the cited parts of
the information in the literature
serves as a way of discovering,
expressing and resolving conflicts.
3 4
Proficient Distinguished
I can state a claim about how I can justify my claim about how
literature serves as a way of literature serves as a way of
discovering, expressing and discovering, expressing and
resolving conflicts.
resolving conflicts.
I can cite the different parts of I can analyze the different parts
information that support my claim. of information that support my
claim.
I can explain how the cited I can how the cited examples
examples show how literature show how literature serves as a
serves as a way of discovering, way of discovering, expressing
expressing and resolving conflicts. and resolving conflicts.
STANDARDS-BASED LEARNING RECOVERY PLAN | Making Meaning
CER Rubric:
2 1 0
Component
Acceptable Partially Acceptable Not Acceptable

Claim
A statement that answers the question or
the problem posed

Evidence
Text from article or problem cited to
support the claim

Reasoning
Explanation of how or why the cited texts
support the claim

SYSTEMATIC AND EXPLICIT INTERVENTION PROCEDURES WITH SCAFFOLDING AND DIFFERENTIATION:

MEETING 1: MODELLING

1. Distribute a one-paragraph text that shows …...

2. Before reading, say: We will read this text together and as we read, keep these questions in mind:

STANDARDS-BASED LEARNING RECOVERY PLAN | Making Meaning

3. Again, the question to answer is_________________________________. Let me first share how I think about the questions. I will now share with you my thoughts about the
way this text is written about ____________________. As I analyze the different situations related to _______________________, I will CLAIM that:

I will now write this claim in the first box of the organizer labelled CLAIM.

TEXT/ARTICLE/

CLAIM:

EVIDENCE:

REASONING:

4. Then say: How do I support my claim? What words or phrases in the text support my claim? My EVIDENCE for my claim is based on certain words, data and the diagram
used such as…
To remind myself that these words and diagrams show ___________________. I will highlight for myself these words/diagrams in the text. I will also list these words in the
second box of the organizer labelled EVIDENCE.
TEXT/ARTICLE/

CLAIM:

STANDARDS-BASED LEARNING RECOVERY PLAN | Making Meaning

EVIDENCE:

REASONING:

5. Next say: Why do I say these words and the diagram shows that incomplete dominance is an exception to Mendel’s rules? What is my REASONING? My reasoning goes this
way:
To remember my reasoning, I will now write these ideas in the third box of the organized labelled REASONING.
TEXT/ARTICLE/

CLAIM:

EVIDENCE:

REASONING:

6. So to examine in the text if … I did the following steps as shown in our organizer and you can do the same:
a. First, I read the situation and examined the given illustrations, texts, and figures with the question in mind. And the question is…?
b. Second, I made a claim that answers the question. And the claim I wrote is…
c. Third, I looked for parts of the text and the illustration … that can serve as evidence to support my claim. So, the evidence I wrote is…
7. So now we will try these steps again with another text.

STANDARDS-BASED LEARNING RECOVERY PLAN | Making Meaning

MEETING 2: Guided Practice I
TYPES OF SCAFFOLDING: (Please indicate that types of scaffolding to be used like Chunking Complexity, Multiple Representation, Model Completion, Error
Analysis and Correction or Progressive Performance)

Most Scaffolded
Types of Differentiation: (Please indicate the type of differentiation: Differentiation by Content, Process and Environment)

8. Prepare several texts … Answer the questions in each situation.

9. Divide the class into ___. groups. Distribute to each group a copy of the CER Worksheet.

Texts/Articles

Question:

CLAIM (Circle ONE of the following which answers the question.)

A. __________________________________________.
B. __________________________________________.
C. __________________________________________.

EVIDENCE (Circle TWO of the following facts from the data that support your claim.)
A. __________________________________________.
B. __________________________________________.
C. __________________________________________.

REASONING (Circle ONE of the following, looking for scientific fact that explains your claim and evidence.)
A. __________________________________________.
B. __________________________________________.

STANDARDS-BASED LEARNING RECOVERY PLAN | Making Meaning

 C. __________________________________________.

10. Ask the question:

“…………………………………….?”

11. Students will keep in mind this question when reading the assigned text. Then have students read.

12. For the text/article… students will study the table provided in the problem. The students will be guided in pointing out that the problem suggests …

13. Ask randomly from every group to state the CER steps. Then ask each group to do the CER steps by answering below the text prewritten claim with a blank for them to
write in the key concept for Claim, students will highlight the corresponding text for Evidence and targeted sentence starter for Reasoning.

14. Ask students to explain their choices for Claim, Evidence and Reasoning to the whole class during the activity processing. In their explanations, have students discuss how
they selected the Claim, chose and marked the Evidence and picked on the Reasoning. Ask students to also identify the flow of the Reasoning part beginning with a
restatement of the claim, a definition of key terms in the question, the application of the definition to the evidence, and conclusion of how evidence supports the claim.

MEETING 3: Guided Practice II – Semi-Scaffolded

Types of Differentiation: (Please indicate the type of differentiation: Differentiation by Content, Process and Environment)

14. Distribute Worksheet ___ discussing ______________

15. Ask a question that students will keep in mind when reading text:

“…………?”

16. Pair up (Group) the students and randomly ask each pair to state the CER steps. Then have pairs answer below the text multiple choice questions for Claim and Reasoning
and write their Evidence with corresponding text highlights.

17. Ask students to explain their choices for Claim and Reasoning. In their explanations, have students discuss how they selected the Claim, wrote and marked the Evidence
and picked on the Reasoning. Ask students to also identify the flow of the Reasoning part beginning with a restatement of the claim, a definition of key terms in the question, the
application of the definition to the evidence, and conclusion of how evidence supports the claim.

STANDARDS-BASED LEARNING RECOVERY PLAN | Making Meaning

(Choose only one option)
Option 1 Option 2 Option 3

Texts/Articles Texts/Articles Texts/Articles

Question: Question: Question:

Claim Claim Claim

(Provide the Claim)

Evidence Evidence Evidence

(Provide the Evidence)

Reasoning Reasoning Reasoning

(Provide the Reasoning)

MEETING 4: Independent Work – Least Scaffolded

Types of Differentiation: (Please indicate the type of differentiation: Differentiation by Content, Process and Environment)

18. Distribute Worksheet 3 with Texts… Let the students read the article (provide the article/text).

19. Ask questions that students will keep in mind when reading text …Then have students read.

STANDARDS-BASED LEARNING RECOVERY PLAN | Making Meaning

20. Ask students to work individually and answer below the text on the blanks their Claim, Evidence and Reasoning. For the Evidence part, students will highlight the
corresponding text.

TEXT/ARTICLE

CLAIM:

EVIDENCE:

REASONING:

21. Ask students to explain their answers for Claim, Evidence and Reasoning. Ask students to also identify the flow of their Reasoning part beginning with a restatement of the
claim, a definition of key terms in the question, the application of the definition to the evidence, and conclusion.

STANDARDS-BASED LEARNING RECOVERY PLAN | Making Meaning