Republic of the Philippines

Department of Education
Region II
SCHOOLS DIVISION OFFICE OF ISABELA
AURORA DISTRICT
BANNAGAO ELEMENTARY SCHOOL
Action Plan on Reading Remediation CATCH UP FRIDAY READING
KINDERGARTEN
Phases of the Action Goals/ Activities/ Persons involved Resources Needed Time frame Success Indicator
Plan
Objectives Strategies

Phonemic Principal, Grade Year-round

Conduct a Awareness Teacher, and
1. Assessment and Phase 1: Assessment and Completion of
comprehensive Assessment: Adviser
Identification Identification comprehensive
assessment of each
kindergarten student's assessments to identify
reading abilities, Assessment Tools: students' current reading
-Conduct one-
including phonemic levels, strengths, and areas
on-one
awareness, letter Phonemic awareness needing improvement.
assessments to assessment materials
recognition, phonics
evaluate (e.g., sound blending, Success Percentage: 100%
skills, fluency,
students' segmenting tasks).
vocabulary, and
comprehension. abilities to
identify and Letter recognition and
manipulate phonics assessment tools
Use a combination of
formal assessments, individual (e.g., letter naming, letter
such as standardized sounds in sound identification).
tests and curriculum- spoken words.
based measures, as well Use activities Reading fluency and
as informal comprehension
such as sound
 blending,
assessments, such as segmenting, and assessment materials
teacher observations deletion tasks to (e.g., leveled texts,
and reading inventories. assess comprehension
phonemic questions).
Analyze assessment awareness
data to identify students skills. Data Collection Forms:
who are struggling with
reading and determine Letter
Forms or templates for
specific areas of need Recognition and recording assessment
for targeted remediation. Phonics results and tracking
Assessment: student progress.

Time:
-Administer
assessments to Allocate time for one-on-
determine one or small-group
students' assessments to
proficiency in thoroughly evaluate each
recognizing student's reading abilities.
letters of the
alphabet and
their
corresponding
sounds.
Use activities
such as letter
naming, letter
sound
identification,
and phonics
decoding tasks
to assess letter
recognition and
phonics skills.
Fluency and
 Comprehension
Assessment:

-Administer
reading fluency
assessments to
measure
students'
reading rate,
accuracy, and
expression.
Use
comprehension
assessments to
evaluate
students'
understanding
of texts through
oral retelling,
answering
questions, and
making
predictions.

Class adviser,
1. Develop teacher, and
2. Targeted Instruction Development and
individualized Phonemic students Instructional Materials:
and Intervention implementation of
reading Awareness
remediation Activities: personalized intervention
Phonemic awareness
plans for plans for each student
resources (e.g., picture
students -Implement cards, sound sorting based on assessment data,
identified as small-group activities). targeting specific reading
needing support, instruction skill deficits.
based on their focused on Phonics instruction
assessment Success Percentage: 90%
phonemic materials (e.g., letter-
results and areas awareness sound cards, decodable
 of need. skills, such as texts).
rhyming,
2. Implement blending, Fluency practice materials
evidence-based segmenting, and (e.g., leveled readers,
instructional manipulating fluency passages).
strategies and sounds.
interventions Vocabulary development
tailored to -Use resources (e.g., books,
address each multisensory word walls, vocabulary
student's specific activities, such cards).
reading as sound
difficulties. sorting games, Comprehension strategy
oral blending materials (e.g., graphic
3. Provide small- exercises, and organizers, question
group or one-on- phoneme stems).
one instruction substitution
focused on tasks, to
Manipulatives:
building reinforce
foundational phonemic
awareness Phonics manipulatives
reading skills, (e.g., letter tiles, magnetic
skills.
such as letters).
phonemic
Phonics
awareness, Word building materials
Instruction:
phonics, and (e.g., letter stamps, word
fluency, as well building blocks).
-Provide explicit
as vocabulary and systematic
development and phonics Technology:
comprehension instruction
strategies. using a Educational apps or
structured software for phonics
4. Utilize a variety of literacy practice, vocabulary
instructional approach, development, and reading
materials and teaching letter- fluency activities.
resources, sound
including leveled correspondence Interactive whiteboard or
readers, s and decoding document camera for
manipulatives, strategies. whole-group instruction
multisensory
activities, and -Use and modeling.
technology tools, multisensory
to engage techniques, Professional
students and such as letter- Development:
reinforce sound
learning. manipulatives, Training sessions or
word building workshops for teachers
activities, and on evidence-based
interactive reading instruction
games, to strategies and
reinforce interventions.
phonics skills.

Fluency
Practice:

-Implement
repeated
reading
activities using
leveled texts or
decodable
readers to
improve fluency
and
automaticity.

-Use fluency-
building
strategies, such
as choral
reading, echo
reading, and
paired reading,
to provide
support and
scaffolding for
struggling
readers.

Vocabulary
Development:

-Introduce new
vocabulary
words through
read-alouds,
discussions,
and interactive
activities.

-Provide
opportunities for
students to use
new vocabulary
in context
through writing
activities,
vocabulary
games, and
word
exploration
tasks.

Comprehension
Strategies:

-Teach explicit
comprehension
strategies, such
as predicting,
summarizing,
questioning, and
making
connections,
through
modeling and
guided practice.

-Provide
opportunities for
students to
apply
comprehension
strategies
independently
during guided
reading
sessions and
independent
reading tasks.
3. Progress Monitoring
and Adjustments 1. Monitor students' Assessment Tools:
Evidence of improvement
progress Ongoing
in targeted reading skills
regularly through Assessment: Class adviser and Formative assessment
through ongoing progress
ongoing pupils tools for ongoing
progress monitoring (e.g., monitoring and
assessment and -Continuously
monitor running records, adjustments to intervention
progress
students' comprehension checks). plans as needed.
monitoring tools.
progress Success Percentage: 95%
2. Use formative through Diagnostic assessments
assessment data formative to identify areas of
to evaluate the assessments, improvement and adjust
effectiveness of such as running instructional plans
records, accordingly.
the remediation
informal reading
strategies and
inventories, and Data Analysis Resources:
interventions comprehension
implemented and checks.
make Tools for analyzing
assessment data and
adjustments as -Use data from identifying trends or
needed. assessments to patterns in student
track growth, performance.
3. Provide identify areas of
additional improvement,
support or Intervention Resources:
and make
interventions for informed
students who instructional Additional instructional
continue to decisions. materials or interventions
for students requiring
struggle with
extra support (e.g.,
reading, adjusting Individualized
targeted phonics
instructional Support:
interventions, fluency-
strategies and building activities).
resources as -Provide
necessary to additional
Collaboration Tools:
meet their support or
evolving needs. interventions for
students who Communication platforms
require further or meetings for sharing
4. Communicate
progress updates and
regularly with
parents or assistance, collaborating with
guardians to adjusting colleagues, specialists,
share progress instructional and parents.
updates, discuss strategies and
strategies for resources based Time:
supporting on their specific
reading needs. Schedule regular time for
development at
progress monitoring, data
home, and -Offer analysis, and collaborative
collaborate on differentiated discussions to inform
reinforcing instruction and instructional decisions
learning outside personalized and adjustments.
of the classroom. learning
experiences to
meet the diverse
needs of
students.

Communication
and
Collaboration:

-Maintain open
communication
with parents or
guardians,
sharing
progress
updates and
discussing
strategies for
supporting
reading
development at
home.

-Collaborate
 with colleagues,
literacy
specialists, and
support staff to
share insights,
resources, and
best practices
for reading
remediation.

Prepared by: Noted:

KATREEN J. FELIPE RONALYN P. CAINGAT, EdD

Teacher I School Principal I