Department of Education: Learner Group Targeted Intervention

Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OF TARLAC PROVINCE
STA. INES ELEMENTARY SCHOOL
STA. INES, PANIQUI, TARLAC
TARGETED INTERVENTIONS
Learner Group Targeted Intervention
Learners without parents or

household member who can -- Creating a school atmosphere and structures for fostering
guide and support their learning family involvement.
at home — Include a list of master's skills required for each subject
taught at your grade level.
— Encourage families to share the aspirations and
concerns of their children, and then work together to
develop student goals
Beginning readers (K to 3)
— Peer-Assisted Learning strategies exercises by a pair of
efficient and slow readers who start listening, listening and
reciting.
-- Teacher can read aloud one of the most effective ways to
improve student fluency and understanding, as the teacher
is an expert in reading the text and models how a
professional reader reads using suitable pacing and
inflection.
Struggling readers (Grades 4-12)

-- Make them constantly read the same thing.
-- Use a variety of books and resources.
No access to devices and

Internet - Encourage parents to take advantage of community
resources.
- Have students identify resources within their family
Inaccessible - live in remote - Encourage parents to take advantage of community

and/or unsafe areas resources.
Indigenous Peoples
Address: Sta. Ines, Paniqui, Tarlac

Telephone No.: (045) 925-5293
Email Address: 106571.staineses@deped.gov.ph
REGION III
— To understand the presence of a culture outside of the
classroom of which the teacher is responsible.
-- Engage and organize non-classroom events, often
involving the local IP group
Persons with Disabilities -- Keep matters in perspective. Neither is a learning

disorder insurmountable
- Be an advocate for your child.
Others? Specify.
Prepared:
JHONAS M. TAYAG
Master Teacher
LAC Leader
Noted:
PEDRO Q. URZAME
PSDS
Instructional Coach

Telephone No.: (045) 925-5293
REGION III
- Create a school climate and structures that support family

Learners without parents or involvement.
household member who can - Provide families with a list of required mastery skills for
guide and support their learning each subject taught at your grade level.
at home - Invite families to share hopes for and concerns about
children and then work together to set student goals.
- Peer-Assisted Learning Strategies exercises pair strong

and weak readers who take turns reading, rereading, and
retelling.
- Teacher read aloud perhaps one of the most effective
methods for improving student fluency and comprehension,
as the teacher is the expert in reading the text and models
how a skilled reader reads using appropriate pacing and
inflection.
- Have them read the same thing several times.

- Make use of a variety of books and materials.
- Encourage parents to take advantage of community
resources.
Internet

Inaccessible - live in remote
resources.
and/or unsafe areas

Telephone No.: (045) 925-5293
REGION III
- Acknowledging the existence of a community beyond the

classroom to which the teacher is responsible.
Indigenous Peoples - Participate and initiate activities outside the classroom,
many involving the local IP
community
- Keep things in perspective. A learning disability isn’t

Persons with Disabilities insurmountable.
Others? Specify.
Prepared by:
DARWIN A. IGNACIO
Teacher III
Noted:
JHONAS M. TAYAG
Master Teacher I
LAC Leader

Telephone No.: (045) 925-5293
REGION III
Teacher should help the said learners by frequently talking

Learners without parents or to the learners so that the learners can ask and tell his
household member who can difficulties.
guide and support their learning
at home Teacher will act as their guardian in the absence of the
parents.
Provide more reading materials where parents will serve as

co-facilitator in doing the task.
Talk to parents and both will have to teach the pupils to

Struggling readers (Grades 4-12) read before he could use the module or the teacher can help
the pupil thru online.
No access to devices and Printed module is the solution if there are no available
Internet gadget and internet connection.
teacher will have to ask the help of the authority in

Inaccessible - live in remote distributing and retrieving the modules.
and/or unsafe areas Seek the assistance of barangay officials.

Telephone No.: (045) 925-5293
REGION III
Tap the head/leader of the indigenous people and ask them

Indigenous Peoples to help and suggest on how teachers could better
implement teaching in their locality.
Provide them with activities that could entertain them aside

Persons with Disabilities from the modules such as games, puzzles where physical
activities must be limited or mitigated if possible
Others? Specify.
Prepared by:
JENELYN V. OLONAN
Teacher III
Noted:
JHONAS M. TAYAG
Master Teacher I
LAC Leader

Telephone No.: (045) 925-5293
REGION III
Learners without parents or - Make a favorable climate in school that support and
household member who can encourage the involvement of family.
guide and support their learning - Produce a list of required mastery skills in every subject
at home to be taught.
- Accommodate parents who has concerns about their
children and work together to address those concerns.
- Assign parent as learner provider for those who do not
have parents/guardians to help their learning at home.
Beginning readers (K to 3) - Teacher/Parent read aloud to the child, this method

model fluency, accuracy and expression so they can learn
like what the teacher/parent do.
- Reread the text or parts of the text using echo-reading
Struggling readers (Grades 4-12) - Have them reread the same thing several times.
- Teacher reads aloud while the learners follow along with
their book.
- Make use of a variety of reading materials and books that
is suited to their level
No access to devices and - Encourage parents to take advantage on the resources that
Internet can be found in the community.
- Have learners discover to identify the resources within
their community.
Inaccessible - live in remote - Encourage and educate parents the resources that are
and/or unsafe areas available in their community.

Telephone No.: (045) 925-5293
REGION III
Indigenous Peoples - Get involved and assist the local IP community in every
activity outside the classroom.
- Teacher recognized and accept the existence of the
community outside the classroom.
Persons with Disabilities - Keep things in perspective. A learning disability isn’t

insurmountable.
Others? Specify.
Prepared by:
ROSARIO M. CHICHIOCO
Teacher III
Noted:
JHONAS M. TAYAG
Master Teacher I
LAC Leader

Telephone No.: (045) 925-5293
REGION III


retelling.
inflection.

resources.
Internet

resources.
and/or unsafe areas

Telephone No.: (045) 925-5293
REGION III

community

Persons with Disabilities insurmountable.
Others? Specify.
Prepared by:
IMELDA R., MIRANDA

Teacher III
Noted:
JHONAS M. TAYAG
Master Teacher I
LAC Leader

Telephone No.: (045) 925-5293
REGION III

involvement.
- Provide families with a list of required mastery skills for
each subject taught at your grade level.
Learners without parents or
- Invite families to share hopes for and concerns about
household member who can
guide and support their learning
-Let students know that you are there for them and if they
at home
need help to reach out to you.
-Tap your co-teacher who are near to your learners.
-If possible take a visit to your leaners’ home to help and
guide them in studying their modules and answer the query.
retelling.
inflection.
-Give simple reading materials and simple instructions
for the parents for the follow up reading practice
resources.
Internet
-Seek some help to the LGU or non government
organization NGO
Inaccessible - live in remote - Encourage parents to take advantage of community
and/or unsafe areas resources.
-Give modular activity

Telephone No.: (045) 925-5293
REGION III
Ask some help to the LGU or non government organization
NGO
- Participate and initiate activities outside the classroom,
Indigenous Peoples
Community
-Seek help to the LGU and NGO for the accessible delivery
of the learning materials.
-Look for sponsorship for the IP to support their schooling.
insurmountable.
Persons with Disabilities -Assure their acceptance and
treat them the same.
-Give them an activity that suited
to their ability but not degrading their condition.
Others? Specify.
Prepared by:
JUDITH R. DAVID
Teacher I
Noted:
JHONAS M. TAYAG
Master Teacher I
LAC Leader

Telephone No.: (045) 925-5293
REGION III
 Give enhancement feedbacks

 Provide Enrichment activities
Fast Learners
 Distributed Practice with limited instructions
 Give them Self-Explanation activities.
 Give sufficient feedback schemes

Average Learners  Practice Testing
 Distributed Practice
 Direct instruction
 Give plenty of feedback schemes
Slow Learners
 Practice Testing with plenty of varied activities
 Distributed Practice with plenty of instructions
Others? Specify.
Prepared by:
JUDGE DARIL B. PALARCA

Teacher I
Noted:
JHONAS M. TAYAG
Master Teacher I
LAC Leader

Telephone No.: (045) 925-5293
REGION III


retelling.
inflection.

Struggling readers (Grades 4-12) - Make use of a variety of books and materials.
- Encourage learner to pre-read a lesson before reading it.
No access to devices and resources.
Internet - Have students identify resources within their family
- Create learning resources should their lack in availability.
resources.
and/or unsafe areas

Telephone No.: (045) 925-5293
REGION III

community
insurmountable.
Persons with Disabilities
- Provide advance notice of written assignment.
Others? Specify.
Prepared by:
FATIMA H. DOMINGO
Teacher I
Noted:
JHONAS M. TAYAG
Master Teacher I
LAC Leader

Telephone No.: (045) 925-5293

Department of Education: Learner Group Targeted Intervention

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Republic of the Philippines

Learner Group Targeted Intervention

Learners without parents or

Struggling readers (Grades 4-12)

No access to devices and

Inaccessible - live in remote - Encourage parents to take advantage of community

Address: Sta. Ines, Paniqui, Tarlac

Persons with Disabilities -- Keep matters in perspective. Neither is a learning

Address: Sta. Ines, Paniqui, Tarlac

Learner Group Targeted Intervention

- Create a school climate and structures that support family

- Peer-Assisted Learning Strategies exercises pair strong

- Have them read the same thing several times.

- Encourage parents to take advantage of community

Address: Sta. Ines, Paniqui, Tarlac

- Acknowledging the existence of a community beyond the

- Keep things in perspective. A learning disability isn’t

Address: Sta. Ines, Paniqui, Tarlac

Learner Group Targeted Intervention

Teacher should help the said learners by frequently talking

Provide more reading materials where parents will serve as

Talk to parents and both will have to teach the pupils to

teacher will have to ask the help of the authority in

Address: Sta. Ines, Paniqui, Tarlac

Tap the head/leader of the indigenous people and ask them

Provide them with activities that could entertain them aside

Address: Sta. Ines, Paniqui, Tarlac

Learner Group Targeted Intervention

Beginning readers (K to 3) - Teacher/Parent read aloud to the child, this method

Address: Sta. Ines, Paniqui, Tarlac

Persons with Disabilities - Keep things in perspective. A learning disability isn’t

Address: Sta. Ines, Paniqui, Tarlac

Learner Group Targeted Intervention

- Create a school climate and structures that support family

- Peer-Assisted Learning Strategies exercises pair strong

- Have them read the same thing several times.

- Encourage parents to take advantage of community

Address: Sta. Ines, Paniqui, Tarlac

- Acknowledging the existence of a community beyond the

- Keep things in perspective. A learning disability isn’t

IMELDA R., MIRANDA

Address: Sta. Ines, Paniqui, Tarlac

Learner Group Targeted Intervention

- Create a school climate and structures that support family

Address: Sta. Ines, Paniqui, Tarlac

Address: Sta. Ines, Paniqui, Tarlac

Learner Group Targeted Intervention

 Give enhancement feedbacks

 Give sufficient feedback schemes

JUDGE DARIL B. PALARCA

Address: Sta. Ines, Paniqui, Tarlac

Learner Group Targeted Intervention

- Create a school climate and structures that support family

- Peer-Assisted Learning Strategies exercises pair strong

- Have them read the same thing several times.

Address: Sta. Ines, Paniqui, Tarlac

- Acknowledging the existence of a community beyond the

Address: Sta. Ines, Paniqui, Tarlac

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