Republic of the Philippines

Department of Education
Region III
Schools Division of Zambales
Municipality of San Antonio
SAN GREGORIO ELEMENTARY SCHOOL-106925
Barangay San Gregorio/ Email Add: nilda.saavedra@deped.gov.ph

CLASSROOM READING REMEDIATION PLAN

Grade 4-Rose
S.Y. 2018-2019
I. Project Duration – June - October 2018

II. Rationale

Learning to read is one of the most important skills that children obtain. Children need to learn to read so they can learn about different subjects and
be able to function well in society. Former Secretary Luistro said that it was important to assess the reading capability of students because reading is the
foundation of all academic learning. He also added that if a pupil fails to master basic reading skills at the outset, it will be a constant struggle for them to get
through other disciplines successfully, thus depriving them of the chance to become literate and productive individuals.

Children should learn how to read on their primary grades. However, there are still pupils who cannot read or if not, are still struggling readers after
their first 3 or 4 years in school. Pre-Reading assessment is important to determine pupils’ need in relation to reading. Intervention is the systematic and
explicit instruction provided to accelerate growth in an area of identified need. Interventions can be provided by both special and general teachers and they
are designed to improve performance relative to a specific, measurable goal. Interventions are based on valid information about current performance, and
realistic implementation and ongoing student progress monitoring are essential. For intervention to be effective, the programs designed should be based on
clearly defined objectives.

III. Background

Result of the Pre- Reading assessment in Grade 4-Rose, which was done on the first week of the class (June 5-9), showed that there are 7 out of 38
pupils are non-readers and majority of the rest of the class are slow readers.
IV. Objectives

The Remedial Reading Plan aims the following:

1. To address pupils’ needs and help them become readers
2. To provide proper interventions for non-readers and slow readers

V. Expected output

At the end of the project, all Grade Four- Rose pupils are readers.

VI. Action Plan

(see attached)

Prepared by:

FLOR VANESSA T. MORA

Teacher - III

NOTED:

NILDA A. SAAVEDRA
Principal-I

Republic of the Philippines

 Department of Education
Region III
Schools Division of Zambales
Municipality of San Antonio
SAN GREGORIO ELEMENTARY SCHOOL-106925
Barangay San Gregorio/ Email Add: nilda.saavedra@deped.gov.ph

ACTION PLAN ON READING REMEDIATION FOR SLOW AND NON-READERS

(A reading remediation for struggling readers to be proficient readers and develop genuine love for reading for successful learning)

Phases of Objectives Activities Time Frame Persons Involved MOV’s Success Indicator
Implementation
Phase 1: Classify pupils who Classify pupils as to June Teachers Individual Summary Accomplished Reports
Pre-Implementation will undergo remedial their reading level after Pupils Record of pupils
reading after the pre- the pre assessment or Support and
SELECTION- assessment or conduct conduct of Phil-IRI Pre cooperation of the
(Conceptualization of of Phil-IRI Pre- Test Test school
the Reading
Remediation)

ORIENTATION Give orientation on the Information July School Head Letter received by Full cooperation of the
(Orientation and nature, scope and dissemination Remedial Reading parents school, the teachers,
Introduction of rationale of the Teacher/s the pupils and their
Reading Remediation) remedial reading to Letter distribution or Teachers Pictorials parents
pupils, parents and formal conversation to Pupils
teachers for familiarity persons involved Parents Copy of Program 90% or above
and to stimulate pupils’ Proposal attendance
love for reading.

Phase 2: Enhance the reading Adoption of different August- January School Head Phil-IRI Pre-Test Active participation of
Implementation Proper level/ proficiency of reading interventions Remedial Reading Report pupils
pupils by providing that covers the 5 Teacher/s
CONDUCT different interventions essentials of reading; Teachers Individual Summary Enhanced reading
(Actual and engaging activities. phonics, phonemic Pupils Record of pupils levels of pupils
Implementation of the awareness, fluency,
Reading Remediation) comprehension; and Reading Nook
vocabulary such as:
Word wall (if possible)
 Spelling Bee/
Spell the sound Basic sight Words
I Read, We Read, You
Read and Understand Flash cards
Word Match
Peer Teaching-Reading Other Reading
ReREAD Materials
Others such as Video
clips and Games Self- Monitoring Cards

Create SIM/ other Create SIM, flashcards

materials to be used in Collect books for the
the remedial Reading Nook
classes/interventions
for struggling readers

Encourage sense of Implement the 1:00 Pupils Good reading/ Study

personal responsibility o’clock Reading Habit Teachers Habits developed
for one’s own progress.
Conduct home Pupils and their Submitted Home
readings with the relatives Reading Reports Home Reading Reports
guidance of parents, submitted \
older siblings, Pupils were able to
relatives, and/or others retell
stories/passages/article
s read at home.
 Phase 3: Evaluate the Evaluation of pupils’ February - March School Head Phil-IRI Re and Post Improved Reading
Post Implementation improvement or progress in reading Remedial Reading Test results with Level of Pupils
progress in pupils’ through the Phil-IRI Teacher/s REMARKS as to
FINAL reading level Post-Test and other Teachers determine whether the
EVALUATION tests such as Spelling, Pupils pupil’s reading level
(Diagnosis) Re-reading, Speech was improved or not.
Choir, etc.

Prepared by:

FLOR VANESSA T. MORA

Teacher-III

Noted by:

NILDA A. SAAVEDRA

Principal- I