Bicol University

Graduate School
Legazpi City, Albay
Academic Year 2017 – 2018

REMEDIAL READING PROGRAM

I. TITLE: COMPREHENSION: Read. Think. Rectify

II. PROJECT PROPONENT: MRS. MARICEL B. UBALDO
III. TIME FRAME: SY 2017 – 2018, Second Semester
IV. TARGET STUDENTS: Grade 7 Students
A. RATIONALE:
Reading has always been a key ingredient for students to be successful in school. It is
the cornerstone of an effective education. Without this skill we are limited in so many important
life activities: we cannot read road signs, directions of a recipe, enjoy a favorite novel, and read
prescription bottle of medication and a lot more. Reading is closely aligned with activities in
Mathematics, Writing, Spelling and the content areas (e.g., Science, Social Studies and so on).
The problems faced in school by a child who can’t read are serious. As children
progress through primary or elementary school, they need to be able to read more and more.
Therefore a failure in reading can lead to a failure in school generally and a low self-confidence.
Reading is indeed an encompassing tool in assisting child to learn.
One of the theories that has become the basis in coming with this program is the
theory of Chomsky which is linguistic theory wherein it proves that we are born with an innate
ability to learn language, and with little guidance, children will naturally learn language.
Chomsky argues we must be born with a language acquisition device, an area in our brains that
makes learning language a natural event. As evidence, he points to the idea that children all over
the world learn language in similar ways, regardless of their culture or the language they learn to
speak.
Furthermore, recent research on language seeks to understand whether or not
humans have a critical period for acquiring language. As we age, language acquisition becomes
more difficult, especially for adults learning a new language.
The importance of schema theory to reading comprehension also lies in how the
reader uses schemata. This issue has not yet been resolved by research, although investigators
agree that some mechanism activates just those schemata most relevant to the reader's task.
 One other example of a cognitive-based model is Rumelhart's (1994) Interactive
Model. Information from several knowledge sources (schemata for letter-sound relationships,
word meanings, syntactic relationships, event sequences, and so forth) are considered
simultaneously. The implication is that when information from one source, such as word
recognition, is deficient, the reader will rely on information from another source, for example,
contextual clues or previous experience.
According to these authors on Constructivism, Jerome Seymour Bruner (1915 –
2016) Constructivism as a paradigm or worldview posits that learning is an active, constructive
process. The learner is an information constructor. People actively construct or create their own
subjective representations of objective reality. A reaction to didactic approaches such as
behaviorism and programmed instruction, constructivism states that learning is an active,
contextualized process of constructing knowledge rather than acquiring it. Knowledge is
constructed based on personal experiences and hypotheses of the environment. Learners
continuously test these hypotheses through social negotiation. Each person has a different
interpretation and construction of knowledge process. The learner is not a blank slate (tabula
rasa) but brings past experiences and cultural factors to a situation.
These theories can be manifested as the instruction guided by the main principle of
this program which is allowing the students to Think, Read and Rectify the mistakes they have
committed so that they may be given appropriate remediation.

B. OBJECTIVES:
This program is a reading intervention to improve the reading comprehension of grade 8
specifically on the learning competencies that have found to be remediated.
1. provide remedial instructions to the identified weaknesses of Grade 7 Students
2. use different reading intervention strategies to reduce reading difficulty
3. improve the students’ reading comprehension

C. PROCESS / STEPS:
1. Pre – Test is administered to be able to see the weaknesses of the students.
2. Result of the Pretest during will be the basis on the identification of their
weaknesses.
3. The reading program will be conducted every day 30-45 minutes after regular
classes for the remaining semester of school year 2017-2018.
D. METHODS and STRUCTURE (SESSION PLANS):
To ensure that students learn to read well, systematic instruction for effective reading
session plans were be provided.
SESSION PLAN 1
Comprehension Skills - Literal Level, Skills: The main idea, following Instruction, recognizing
sequence of events, classifying according to similar characteristics
Key Concepts:

 Reading is the ability to recognize the letters, words, symbols and characters in a printed material.
 Reading Comprehension is the ability to process information that we have read and to understand
its meaning.
 Three Levels of Comprehension: Literal, Integrative and Evaluative.
 Literal is simply what the text says. It is what actually happens in the story. This is a very
important level of understanding because it provides the foundation for more advanced
comprehension.
 Common question used to elicit this type of thinking are who, what, when and where question.
 A main idea is important information that tells more about the overall idea of a paragraph or
section of a text.
 Following Instruction based on the text.
 Sequencing refers to the identification of the components of a story, such as the beginning,
middle and end and to the ability to retell the events within a given text in the order.
 Classifying according to similar characteristics
Targeted Skills:

 Identifying the meaning of reading comprehension.

 Developing Literal Comprehension.
 Recognizing the importance and skills of literal level.
 Identifying the main idea.
 Following the instruction.
 Recognizing sequence of events.
 Classifying according similar characteristics.
Principles in Reading:

 Comprehension is the active construction of meaning as the reader makes connections between
prior knowledge and the text.
 “The more that you read, the more things you will know. The more that you learn, the more
places you'll go.” ― Dr. Seuss
Pre-requisite Concept/ Skills:

 Fluency in reading
 Understand the topics they read
References:
http://study.com/academy/lesson/reading-comprehension-literal-inferential-evaluative.html
https://prezi.com/hb6b9abig-l3/copy-of-main-idea/?webgl=0
https://www.landmarkoutreach.org/strategies/finding-main-idea/
http://www.readingrockets.org/strategies/story_sequence
https://iris.peabody.vanderbilt.edu/module/csr/cresource/q1/p01/#content
Reading Remedial: A Handbook for Teachers and Students pg.41
Learning Outcomes:
 Define the meaning of reading comprehension.
 Identify the three level of reading comprehension.
 Define the meaning of literal comprehension.
 Recognize the importance and skills of literal level.
 Identify the main idea and details of a passage or story.
 Follow the instruction.
 Recognize sequence of events.
 Classify according similar characteristics.
 To construct questions in literal level.

Materials Needed: Soft copy and Hard copy of Reports

Equipment Needed: Laptop and projector/ Manila Paper

Procedure
Present:

Imagine a boy named Billy. He is sitting alone in the corner and building a tower out of blocks.
He place one block on top of another as his tower became higher and higher.

 The more blocks he adds the more intricate is design becomes. We can compare Billy’s intricate
tower design to the process of reading comprehension.
Engage:

What is Reading Comprehension?

Is the ability to process information that we have read and to understand its meaning.

 This is a complex process where skills are built upon one another like the blocks used to make
Billy’s tower.
Explore:

There are comprehension level. What are they?

The levels of comprehension are

 Literal
 Inferential
 Evaluative.

In this lesson we are going to focus in the literal level of comprehension.

What is literal level of comprehension?

Literal level is simply what the text says. It is what actually happens in the story. This is a very
important level of understanding because it provides the foundation for more advanced
comprehension.

 Let’s use our story about Billy to provide an example. The literal meaning of the story was that
Billy built a tower out of blocks. The answer to questions based on literal meaning will always be
found in the text.
 For example: Who was building the tower? The answer is Billy.
 Common question used to elicit this type of thinking are who, what, when and where question.

What are literal comprehension skills?

 Main Idea
 Following Instruction
 Recognizing sequence of events
 Classifying according to similar characteristics

SKILLS:

Main Idea
 The main idea of the paragraph is the topic which is being talked about by all the sentences in that
paragraph.
 It states the central idea to be developed.
 It may be expressed or implied.
-If it is expressed, it is found at the beginning of the paragraph, at the end of the paragraph or
anywhere between first or last sentences.
-If it is implied, the central idea is hinted in the developing sentence.

How to get the main idea

1. Identify /mark the topic sentence of each paragraph.

2. Put together the topic sentences

3. Summarizes all the topic sentences

Following Instruction

 Following instructions requires the child to sequence the information in the appropriate steps.

Recognizing sequence of events

 Sequencing is one of many skills that contributes to students' ability to comprehend what they
read. Sequencing refers to the identification of the components of a story — the beginning,
middle, and end — and also to the ability to retell the events within a given text in the order in
which they occurred.
Classifying according to similar characteristics
 is categorizing something or someone into a certain group or system based on certain
characteristics.
ACTIVITIES
Main Idea:

A. Summer is a wonderful time to spend at West Beach. It is a beach with light- colored, soft sand.
The coastline goes on for a long way and many people enjoy walking along it. Children like to play
in the surf and walk along the rocks that are visible at low tide. This is a fun beach for people of all
ages.

1.What is the Main Idea in the paragraph?

ANSWER: Summer is a wonderful time to spend at West Beach
2. Where it is located?
ANSWER: It is found at the beginning of paragraph.

B. My Nana is the best Nana in the world because she spoils me. She recently came to vissit me for
one week. She braided my hair. she baked delicious cookies. She bought me a toy when we went
shopping. After seven fun- filled days. I was sad to see my Nana leave.

Which of the following best summarizes the statement's Main Idea?

A. Nana knows how to make yummy cookies.

B. Nana always treats the author like a princess.

C. Nana left after seven days.

Answer: B.

C. Ginni and Juliana were best friends. They liked to do many things together. In the summer, they
both liked to go swimming in the ocean and to build sandcastles. In the winter they went ice-skating
on the pond by their school. Their favorite thing to do together was to ride horses in the meadow near
their homes.
Following Instruction

1. Observing written directions

Do you know the name of the animals in the picture? The sentences below tell you what to
color them.

a. Color the bird yellow. Draw a nest beside it.

b. Color the carabao black. Draw a bird on its back.

c. Color the hen brown. Draw an egg behind it.

C. Sequence of events

Read the story. Tell the events in the correct order.

1. First:
2. Second:
3. Third:
4. Last:
D. Classifying according to similar characteristics

Directions: Read the words across. Put a circle around the word that does not belong to the group.
Which word doesn't belong to the group?

1. May, April, Tuesday, December

2. Monday, Wednesday, Saturday, Friday, February

3. Root, stem, leaf, smoke

Recall:

What is the Significance of Reading Comprehension?

Students comprehend or understand written text, and combine their understanding with prior
knowledge, they are able to perform the reading-comprehension skills.

Reading Comprehension Skills

Identify simple facts presented in written text (literal comprehension)

Make judgments about the written text’s content (evaluative comprehension)

Connect the text to other written passages and situations (inferential comprehension)

Reflect:

How is literal comprehension essential to beginner readers?

Literal comprehension is essential because it provides the foundation for more advanced
comprehension skills that must also be examined to continue to growth in student performance.

How are we going to teach literal level of comprehension to the learners?

When kids first start learning to read, teacher often focus on helping them say each word
correctly. “Sounding out” the words in a story is often the go-to tactic for adults reading with learners.
While this focus on pronunciation and decoding of words is important, comprehension of the text
holds equal weight. After the pupils read a story, teachers ask a literal question. Literal questions
focus on the who, what, where, and when of the text. Readers can find the answers to literal questions
in the words and pictures of the text. Being able to answer literal questions is essential for
understanding any text.

With the proper guidance, pupils learn about story structure and how to describe the
characters, setting, problem, and solution in a story. When reading informational texts, pupils learn
how to discuss the main idea and sequence of events about the topic described in the text.

How do we improve the literal level of comprehension to our pupils?

Practice asking and answering literal questions. Remember the first four W’s: who, what,
where, and when. Answering these questions may not come easily to pupils at first. If the child
struggles to respond, encourage them to look back in the text to find the answer in the words or
pictures. Pupils who have not yet internalized the idea of “reading for meaning” may need a little
extra help answering literal questions. You can provide that support by asking literal questions more
frequently while reading together. Give hints about where the answer can be found in the book and
encourage them to ask you questions too.

Create/ Collaborate:

The Ant and the Dove

One day a thirsty ant stopped to have a drink from the river. Just then he lost his
balance and fell into the water and was washed away. A dove happened to be sitting in
a tree nearby and saw what happened. He quickly plucked a leaf off the tree and threw
it down into the water next to the ant. The ant was able to climb onto the leaf and was
saved from drowning.

A while later a hunter came by with his trap. He started setting up his trap to
catch doves. The ant knew what he was up to. “How can I let this hunter catch the dove
that saved my life?” he thought. “I must do something! But how can a little ant like me
save my friend from a great big man?” Then he had an idea. He hurried across the
path, climbed the man’s leg and then gave him a very sharp bite. “Owwww!”, yelled the
hunter and dropped his trap. The dove flew off. “Thank you, dear ant, for saving my
life,” he called. “I’ll never forget your kindness!”

 Construct 10 literal question about the story of the ant and the dove.
 SESSION PLAN 2
Inferential Reading Comprehension
Key Concepts Inference, comprehension, supporting details, main idea, sequence,
comparisons, graphic organizer,
Targeted Skill To use activities/strategies which will develop inferential reading
comprehension among learners
Values Creativity, dedication, cooperation
Principle In Barrett’s Taxonomy of Reading Comprehension, the five levels of
in Reading comprehension are literal comprehension, reorganization, inferential
comprehension, evaluation and appreciation.
Prerequisite Other taxonomy of learning like Bloom’s
Concepts/Skills
References / http://wordworkouts.weebly.com/uploads/3/1/4/4/31441471/barretts_taxono
Sources my_of_reading_comprehension.pdf
http://joebyrne.net/curriculum/barrett.pdf
Learning Prepare activities which will develop inferential reading comprehension
Outcome among learners
Material Needed Handouts, pieces of bondpaper
Equipments Laptop, projector
Procedure
Steps / Session Tasks Time
Present Present the illustration of Barrett’s Taxonomy. 8:00-8:02
Engage Have a brainstorming with the class on their prior knowledge
8:02-8:05
focusing only on Barrett’s inferential comprehension level.
Explore Through a Powerpoint Presentation, have a thorough
discussion on the different subtasks covering inferential 8:05-8:15
comprehension.
Recall Present questions and let the class identify to which subtask
8:15-8:20
does each question fall.
Relate In what part of our lesson can we develop inference among
8:20-8:25
our learners?
Reflect Why is it important to develop among our learners skills on
8:25-8:30
inferential comprehension?
Create/ Group Activity:
Collaborate Give each group a story.
8:30-8:40
Let them think of an activity or present questions which will
develop the inferential comprehension of learners.
 Vocabulary Development
KEY CONCEPTS  Research emphasizes that vocabulary development is a vital
part of all content learning, but it is too often ignored. The
link between vocabulary knowledge and comprehension is
undeniable. While wide reading increases a student’s
vocabulary significantly, teachers must realize that direct
and explicit instruction in vocabulary must also occur daily
in all classrooms. Students enter school with vastly
different levels of word knowledge. Teachers must build
word-rich environments in which to immerse students and
teach and model good word learning strategies.
 Vocabulary development is the process of a person
increasing the number of words which he or she uses in
everyday life.
 A person’s vocabulary can be defined as the words that he
or she remembers the meanings of well enough to use the
word in the correct context.

TARGETED SKILLS:  Develop students’ vocabulary through different strategies

VALUES:  Discipline, Determination, and Patience
PRINCIPLE IN We know that young children acquire vocabulary indirectly, first
READING: by listening when others speak or read to them, and then by using
words to talk to others. As children begin to read and write, they
acquire more words through understanding what they are reading
and then incorporate those words into their speaking and writing.

Vocabulary knowledge varies greatly among learners. The word

knowledge gap between groups of children begins before they
enter school. Why do some students have a richer, fuller
vocabulary than some of their classmates?

 Language rich home with lots of verbal stimulation

 Wide background experiences
 Read to at home and at school
 Read a lot independently
 Early development of word consciousness

Why do some students have a limited, inadequate vocabulary

compared to most of their classmates?

 Speaking/vocabulary not encouraged at home

 Limited experiences outside of home
 Limited exposure to books
  Reluctant reader
 Second language—English language learners

Children who have been encouraged by their parents to ask

questions and to learn about things and ideas come to school with
oral vocabularies many times larger than children from
disadvantaged homes. Without intervention this gap grows ever
larger as students proceed through school (Hart and Risley, 1995).

PREREQUISITE  Word Recognition skill

COMPETENCIES/  Word meaning skill
SKILLS:  Reading strategies skill
 Comprehension skill
REFERENCES/ https://wvde.state.wv.us/strategybank/vocabulary.html
SOURCES:
LEARNING  Acquire, study and use English vocabulary words appropriately
OUTCOME: in relevant contexts
MATERIALS NEEDED: slate and markers
EQUIPMENT NEEDED: LCD Projector, Laptop, Speakers
PROCEDURE:
STEPS AND PROCEDURES
PRESENT: Through a game, 4 Pics 1 Word, the students will guess what
specific discussion will be done for the day.
Example: READ/READING

ENGAGE The teacher will write the word VOCABULARY on the board. The
students will then think of words which they associate to the word
given.
Example:
 Vocabulary

EXPLORE: The students will now be taught the different techniques on how to
develop vocabulary skill of a person.

Vocabulary Development

Research emphasizes that vocabulary development is a vital part of

all content learning, but it is too often ignored. The link between
vocabulary knowledge and comprehension is undeniable. While
wide reading increases a student’s vocabulary significantly,
teachers must realize that direct and explicit instruction in
vocabulary must also occur daily in all classrooms. Students enter
school with vastly different levels of word knowledge. Teachers
must build word-rich environments in which to immerse students
and teach and model good word learning strategies. Because
research shows that having students look up words and write
definitions is the least effective way to increase their vocabulary,
this page features many strategies and methods for teachers to use
in classroom instruction.

Vocabulary Graphic Organizers

Vocabulary Strategies
Word Play
Vocabulary Tips & Hints

RECALL: Students will share their previous experiences and knowledge on

the topic vocabulary development and its applications to real-life
situations.
RELATE:
REFLECT: The teacher asks the students on the importance of having a wide
 range of vocabulary.
 How do we improve our vocabulary?
 Why is it important to have a wide range of vocabulary?
CREATE: Pupils create their own technique of understanding a word through
any form.

SESSION PLAN 3
INTERPRETIVE LEVEL OF COMPREHENSION
a. Identifying the Main Idea
b. Forming Conclusion

Key Concepts:
In Interpretive Level of Comprehension, an information or concept is not explicitly stated in the
text lines. It requires the reader’s sensitivity to clues and the ability to link these clues to his own
experience. Some of the skills included in this level are: (a.) Identifying the main Idea and (b.)
Forming conclusion.

Targeted Skills:
 Identifying the Main Idea of the Given Selections
 Forming Conclusion using Pictures and Real-life Situations

Principles In Reading:
Sound teaching procedures must be employed.

Pre-requisite Concept / Skills:

 Level One of Comprehension – Literal Comprehension
 Answer questions with the ideas that are explicitly stated in the text

References:
Integrated English for Effective Communication 5 by Louie G. Mendoza, et.al
http://www.helpteaching.com/tests/156623/main-idea-and-drawing-conclusions
https://www.landmarkoutreach.org/strategies/finding-main-idea/

Learning Outcomes:
After the discussion, the target learners are expected to:
 Discuss how to facilitate interpretive level comprehension skills through Identifying the
main Idea and Drawing Conclusions
 Draw conclusions by relating prior knowledge and real-life experiences to the given
situations
 Materials/Equipment Needed:
laptop, projector, pictures, hand-outs, activity materials

Procedure

Present

The facilitator will introduce the topic through a game called “Charade”.

Mechanics:

The class will be divided into two groups. Each group will choose one representative to act out
the word while the other members of the group will guess the word/ phrase.

Every correct word/ phrase that will be guessed will earn points. The winner group will be given
a prize.

Engage

The topics to be discussed are Identifying the Main Idea and Drawing Conclusion.
The following picture will be presented and analyzed.

Questions:
Describe the picture. What is being shown in it?
Who among you here had spent their summer time on a beach?
Can you share unforgettable experiences while you were on a beach?

We are going to read a selection about children on a beach.

Read the selection aloud.

Summer is a wonderful time to spend on a beach. Just like other kids Alice and
Jun were excited to plunge into the sea water and dive into it. Along with the other
children, the two enjoyed swimming without considering the floating garbage and plastics
as they swim. From their plac,e big factories and small ragged houses can be seen.
 Explore

A. Identifying the Main Idea

1. What is the selection all about?

(Main idea)
______________________________________________________
____

Supporting details

_________________________________________________________

_________________________________________________________

B. Drawing Conclusions

1. What kind of beach is being described in the selection?

2. Where do the children probably live?
3. To what kind of families do these children belong?
Let us use the given graphic organizer and analyze the example.

1. What kind of beach is being described in the selection?

Details from the text

Prior knowledge CONCLUSION
Along with the other
I have watched from television The beach that is
children, the two that many children especially in being pertained to in
Manila are enjoying the
enjoyed swimming the selection could
seawater even if it’s dirty. There be a dirty or polluted
without considering the are also many squatter area in coastal area in
Manila.
flowing garbage and Manila.

plastics as they swim.

Recall
From their place big
Complete the ideas in each boxes.
factories and small
Main Idea is ___________________________________________.
ragged houses can be
seen.
In identifying the main idea, ____________________________________.
 Conclusions are ___________________________________________.

In drawing conclusions, ____________________________________.

Relate

A. Read and analyze the short paragraphs below. Then, identify the main idea in each
number through a sentence.

Floods can cause tremendous damage. They can ruin houses, roads and buildings. Floods
can take down trees and cause mudslides. It often leaves mud, sand and debris behind. It
can take months to clean up after a flood.

Main idea: ______________________________________________________

2. The frog sat on the side of the pond. He was very still. His green color made him hard to
see. A bug flew near him. His tongue zipped out, and he gobbled it up. Then the frog was
still again. He waited for the next bug.

Main idea: ______________________________________________________

B. Analyze the details on the texts and relate it with your experiences to draw a conclusion.

1. Justin grabbed the leash and quickly put it around Tooli’s neck. He storned out the door
with Tooli coming right behind.
He said, “Hurry up, Tooli.You’re always so slow.” Justin kept his head down and walked
quickly down the road, not speaking to anyone that he saw.

Conclusion: ______________________________________________________

2. Julio and his father had been looking forward to their fishing trip for weeks. They didn't
take much food with them on the trip. When they started fishing they were quickly
approached by a forest ranger. He asked Julio's father if he had a fishing license. Julio's
father reached into his wallet and suddenly
got a terrified look on his face. Julio was disappointed that night as he ate dinner.
 Conclusion: ______________________________________________

3. Richard and Luis had been hiking for hours. Richard had to carry Luis for the last few
miles of the hike. Sweat was rolling down his face as the sun shone directly overhead.

Conclusion: ______________________________________________

Reflect

The learners will play, Four Pics and 1 Word.

Identify the main idea being shown by the pictures.

___ E ___ ___ N ___ ___ O G ___

Questions:

A. Based on the activity, what do you think is the meaning of the saying “ A picture is worth a
thousand words”?

B. Why is drawing conclusions important in understanding a story?

Create/ Collaborate

1. The class will be divide into two.

First day of school Long vacation

Current events Philippines today

 2. Group A will write short situation about the topics above. The paragraph should be
written as an activity for drawing conclusion.

3. The group B will also write a short selection about the given topics. The activity will be
given as identifying the main idea,

4. The outputs of groups A and B will be answered by the opposite groups.

SESSION PLAN 4

USING CONTEXT CLUES

PROCEDURE STEPS/ SESSION TASKS TIME

ALLOTMENT

Present  Through “Crack the Code”, the students need to reveal

the hidden word behind the codes.
3 mins.
3 15 14 20 5 24 20 3 12 21 5 19
(Context Clues)
 The students will tell something about the topic for the
day guided by the hidden word.

Engage  Through a concept map, the reporter will ask the students
about their idea on context clues.

Context
Clues 5 mins.

 With the aid of a powerpoint presentation, the reporter

will discuss about the different strategies for using
context clues in reading. The students will also give their
idea about the topic.
Explore  The reporter will present different sentences and
through interactive discussion, the students need to
determine the context clues used for each sentence
and identify the strategy used for using context clues
in reading.
7 mins.
Examples of sentences:

1. It was an idyllic day; sunny, warm and perfect for a

walk in the park.
2. She hums continuously, or all the time, and it annoys
me.
3. Emma had a lot of anxiety about the exam but I had no
worries about it.
4. Marty is gregarious, not like his brother who is quiet
and shy.
5. There is great prosperity in the country but many
citizens are living in poverty.
6. Some celestial bodies, such as the planets and stars, can
be seen with the naked eye.
7. The team was elated when they won the trophy.
8. During the demonstration, a skirmish broke out and the
police were called to restore order.
9. Diane was lethargic and didn’t have the energy to get
out of bed.
10. The greatest trip I ever took was my expedition to
Africa.
11. The picture of the landscape is picturesque but the one
of the old house is ugly.
12. The feral cat would not let us pet him, unlike our tame
cat.

Recall  Through a “pop quiz”, the students will recall the

different strategies for using context clues in reading. 5 mins.

Relate  Through “Lap-Clap-Click”, the reporter will ask the

following questions:
*What is/are the importance of context clues in reading?
*As a teacher, what are the strategies/techniques that you 5 mins.
use to help your learners comprehend the text easily?
Create/ collaborate  The students will answer a short activity in using context
clues to determine the meaning of the word in the 5 mins.
sentences.( Attached herewith is the activity about
context clues)

The session plans are developmental and continuous. The process could be done
repeatedly if the certain learning competencies are not yet realized.
E. SCORING ACTIVITIES:

SESSION 1 AND 3

BASIC PROFICIENT COMPREHENSION

INDICATORS
1 PTS 2 PTS 3 PTS

Main Idea Basic Proficient Comprehension

The main idea is not The main idea is on the The main idea is a complete
written completely or graphic organizer. It is thought and is clearly visible
neatly. It is not not in the author's best on the graphic organizer in
labeled and hard to handwriting, but can be neat handwriting. It is labeled
find on the graphic read.The main idea is and easy to identify.
organizer. labeled but the graphic
organizer seems
cluttered making the
main idea difficult to
identify.

Supporting Basic Proficient Comprehension

Details
The graphic organizer The graphic organizer The graphic organizer has 3
contains 1 supporting contains 2 supporting supporting details from the
detail, or the details details from the text but text. The supporting details are
included do not they may not be the strong evidence of the main
support the main most supportive idea proving it true. The
idea.The handwriting evidence from the text details are clearly defined with
is messy and makes The details are labeled text specific information.
the graphic organizer but may be messy and The details are labeled and
 difficult to read. difficult to read. easy to see on the graphic
organizer .

Academic Basic Profcient Comprehension

Language
The graphic organizer The graphic organizer The graphic organizer shows
contains no academic had 1-2 academic use of 3 or more academic
language.The student language terms. The language terms. The student
shows no student shows little correctly uses academic
understanding of understanding of language in sentence structure
academic language. academic language. and expresses understanding
of academic language.

SESSION 2
Exceeding the Meeting the Approaching the Below the
Standard Standard Standard Standard
4 pts 3 pts 2 pts 1 pt
Content Exceeding the Meeting the Approaching the Standard Below the
Standard Standard Standard
Student shows some
Student shows Student shows understanding of the Student shows
strong understanding vocabulary words through little
understanding of the evidence of graphic understanding
of the vocabulary organizers, charts and of the
vocabulary words through foldables, no evidence vocabulary
words through evidence of from text words through
evidence of graphic evidence of
graphic organizers, graphic
organizers, charts and organizers,
 charts and foldables, charts and
foldables, provides foldables,
provides evidence from misconceptions
evidence from text of meanings
the text and no evidence
from the text
Organization Exceeding the Meeting the Approaching the Standard Below the
Standard Standard Standard
Some entries have dates,
All entries Most entries name of text, vocab Few entries
have dates, have dates, words, inference, context have dates,
name of text, name of text, clues, definition, sentence name of text,
vocab words, vocab words, and an illustration vocab words,
inference, inference, inference,
context clues, context clues, Some graphic organizers, context clues,
definition, definition, charts, diagrams and definition,
sentence and sentence and foldables are on the right sentence and an
an illustration an illustration side of journal illustration

All graphic Most graphic Few or no

organizers, organizers, graphic
charts, charts, organizers,
diagrams and diagrams and charts,
foldables are foldables are diagrams and
on the right on the right foldables are on
side of journal side of journal the right side of
journal
Neatness Exceeding the Meeting the Approaching the Standard Below the
Standard Standard Standard
Some work has been
All work has Most work has written neatly; Little or no
been written been written handwriting is difficult to work has been
very neatly and neatly; graphic read at times, graphic written neatly;
legibly organizers, organizers, charts and handwriting
graphic charts and foldables are somewhat and information
organizers, foldables are neatly completed, pasted is difficult to
charts and neatly and some are colored read and
foldables are completed, understand
very neatly pasted, and graphic
 completed, colored organizers,
pasted and charts and
colored foldables are
completed but
are messy with
little/no color

SESSION 4:
The mode of assessing the knowledge of the students are embedded already in the Session Plan.
(See Session Plan 4)

OVER – ALL SCORING RUBRIC

YES NO

6 Proficient  Can understand and interpret critically virtually all forms of the
written language including abstract, structurally complex, or
Reader highly colloquial literary and non-literary writings.
 Can understand a wide range of long and complex texts,
appreciating subtle distinctions of style and implicit as well as
explicit meaning.
5 Advanced  Can understand in detail lengthy, complex texts, whether or not
Reader they relate to his/her own area of speciality, provided he/she can
reread difficult sections.
4 Early  Can read with a large degree of independence, adapting style
Advanced and speed of reading to different texts and purposes, and using
Reader appropriate reference sources selectively. Has a broad active
reading vocabulary, but may experience some difficulty with low
frequency idioms.
3 Intermediate  Can read straightforward factual texts on subjects related to
Reader his/her field and interest with a satisfactory level of
comprehension.
2 Early  Can understand short, simple texts on familiar matters of a
Intermediate concrete type which consist of high frequency everyday or job-
Reader related language.
 Can understand very short, simple texts a single phrase at a time,
picking up familiar names, words and basic phrases and
rereading as required.
1 Beginning  Can understand short, simple texts on familiar matters of a
Reader concrete type which consist of high frequency everyday or job-
related language.
F. INSIGHTS LEARNED:
I learned that an effective Remedial Teacher takes a moment to imagine something you
are terrible at doing. Recall your physical clumsiness, your desperate flailing efforts, the flush
creeping up your neck in response to the cruel sneers of all those looking on as you work really
hard, try your very best, and still fail. For a handful of students in any classroom, this kind of
misery is a daily experience. It happens every day during reading. Students who struggle with
reading don’t have that option. They have to attempt what is hardest and most agonizing for
them on a daily basis, for many hours of the day.
An effective remedial instruction teacher is expected to be always extra sensitive to the
needs of every learner in her class. She should not be contented merely with the completion of
the teaching subject matter but should be more concerned with the outcome of that teaching.
When the outcome of teaching points to the need of reinforcement or re-teaching a
lesson, a teacher must plan steps so that the learners, especially the slow ones, can be helped to
keep pace with the learning level of other pupils in the class.
Remedial teaching comes in, when what is, does not match with what should be, in so far
as the outcome of teaching is concerned. It is most ideal for every particular program providing
basic education to always provide a specific time slot for remedial instruction. Teachers should
welcome and maximize the use of this opportunity so provided, if it is desired to make pupils
master lessons taught and attain quality learning. This gives importance to remediation in
teaching and there’s no telling the good it can do towards the goal achieving quality education.

Prepared by:

MRS. MARICEL B. UBALDO

MAREeadEd Student