Outside Classroom Remedial Instruction Matrix in English VI

July 2019

Phil-Iri Pre-Test Administration

August 2019

Week Topic Group

1 Reading contrastive vowel sounds /a/ and /e/ 1, 2,3,4
(July 31- Word drill phrase drill sentence drill
Aug. 3) Reading words and phrases with clusters/ consonant 1, 2,3,4
blends
Reading contrastive vowel sounds /o/ and /u/ 1, 2,3,4
Word drill phrase drill sentence drill
2 Recognizing unfamiliar words with clusters, same sound, 1, 2,3,4
(Aug. 7- and words with affixes
10) Unlocking unfamiliar words 1, 2,3,4

Decoding and using of words and their meanings 1, 2,3,4

(words with affixes)
3 Identifying the meaning of the underlined word in a given 1, 2,3,4
(Aug. 14- sentence
17) Using context clues
Decoding words with 1, 2,3,4
Multiple meanings
4 Using context clues to identify 1, 2,3,4
(Aug. 21- Word meanings
24) Identify the synonym of a word 1, 2,3,4

September 2019
 Date Topic Group
1 Reading contrastive vowel sounds /ar/ and /er/ 1, 2,3,4
(Sept. 4 Word drill phrase drill sentence drill
-7) Completing the sentence using correct homophone 1, 2,3,4
Identifying words that have the same pronunciation, but 1, 2,3,4
manifest different meaning and spelling
2 Classifying words/ phrases under a category of what is 1, 2,3,4
(Sept. being described
11-14) Rearranging the jumbled letters to form a word that
corresponds to the given meaning
Analyzing word structures 1, 2,3,4
Beauty + ful = beautiful
Beautiful + ly = beautifully
3 and 4 Telling small and big ideas 1, 2,3,4
(Sept. Answering simple questions about a sentence 1, 2,3,4
18-21) (wh- questions)
Following a series of directions read 1, 2,3,4

October 2019

Date Topic Group

1 Reading contrastive vowel sounds /ar/ and /er/ 1, 2,3,4
(Oct. 2- Word drill phrase drill sentence drill
5) Reading and answering questions based on the phrases 1, 2,3,4
And sentences read
Telling small and big ideas 1, 2,3,4
2 Forming plural of nouns 1, 2,3,4
(Oct. 9- Identifying the nouns used 1, 2,3,4
12) In the sentences
3 Identifying the verbs used 1, 2,3,4
(Oct. 16- In the sentences
19) Identifying tenses of the verb 1, 2,3,4
Reading and spelling of verbs correctly 1, 2,3,4
4 Using the present tense of the verb 1, 2,3,4
(Oct. 23- Using the future tense of the verb 1, 2,3,4
26) (will and shall)
Using the past tense of the verb 1, 2,3,4
(-d and –ed)

November 2019
Date Topic Group
1 Sequencing events 1, 2,3,4
(Nov. 6- Noting details 1, 2,3,4
9) (answering wh- questions)
2 Giving possible cause/ effect 1, 2,3,4
(Nov. Analyzing ideas as to what could 1, 2,3,4
13-16) Happen next
3 Making inferences 1, 2,3,4
(Nov.
20-23)
4 Evaluating and Making judgements 1, 2,3,4
(Nov.
27-30)

January 2020
 Date Topic Group
1 Identifying regular adjectives in a sentence and paragraph 1,2,3,4
(Jan. 8- Identifying irregular adjectives in a sentence and paragraph 1,2,3,4
11)
2 Using degree of comparison of adjectives that will complete a 1,2,3,4
(Jan. 15- sentence/paragraph
18) Pronouncing phrases that contain an adjective and the noun it modifies 1,2,3,4
3 Using appropriate expressions to show agreement or disagreement 1,2,3,4
(Jan.22- Using prepositional phrases correctly 1,2,3,4
25)
4 Identifying adverbs used in a sentence/ phrase 1,2,3,4
(Jan. 29- Forming adverbs in the different degrees of comparison 1,2,3,4
Feb 2)

February 2020

Date Topic G
Group
1 and 2 Classifying different kinds of sentences according to form 1
(Feb. 5-8, 1,2,3,4
Feb. 12- Using connectors for constructing compound sentences 1
15) 1,2,3,4
Composing complex sentences correctly 1
1,2,3,4
Using simple, compound, and complex sentences correctly 1
in oral and written communication 1,2,3,4
3 Noting significant details 1
(Feb. 19- (Identify the events of the plot and story) 1,2,3,4
22)
4 Identifying the key concept/ sentence that make up the 1
(Feb. 26- story 1,2,3,4
March 1) Giving other events that could happen next 1
1,2,3,4
For Pupils whose reading level is way below the expectation of the grade level, aside from a remedial
reading activity outside of the regular class hours, in class intervention may also be done. The following
activities shall be utilized both in classroom instruction and outside classroom intervention.
Activity: Listening comprehension

a. Unlocking difficult words

b. Motivation and Motive question
c. Teacher reads the story while pupil/s listen intently.
d. . While reading the story, pause after a paragraph or two and ask questions about what was read. This will monitor
comprehension.
e. After reading the story, give oral exercises on comprehension: may focus on one comprehension skill and drill on this.
(noting details, sequencing events, inferring f. feelings . . .

Activity: Word Recognition

a. Pick out words from the story. If the lesson is Filipino, the lesson(s ) in Marungko may be followed. If the lesson is in
English, the sequence of word families may be followed.
b. Vocabulary study. Unlock the words through various techniques: use of realia, pictures, demonstration, synonyms and
antonyms and context clues.
c. Drill the pupils on the reading of the words. Remind them that it is easier to read each word if the beginning letter is
sounded.
d. Ask them to give a sentence for the word (vocabulary development is integrated).
e. Let them write the word/s that they can successfully read (spelling is integrated).

Activity: Drill on Fluency

a. Write on word cards some words from the story. Let them read the words.
b. Let them read some sight words from the story Filipino: may, mga, at, ng, nang . . .; English: the, there, then, at, of, with
...
c. Write the phrases on phrase cards or on the board. Let them read these correctly (accuracy, speed (reading fast) and
proper expression (They should avoid word by word reading).

Activity: Drill on Vocabulary

 a. Pick out 3 -5 words from the selection read.
b. Let them match each word with its picture.
c. Write the name of each picture.
d. Show each word. Act it out.
e. Use each word in their own sentence.
f. Choose the synonym or antonym of each word.

Activity: Drill on Reading Comprehension

a. Choose the words in the story that are difficult to decode. Let them read the words.
b. Write the phrases for these words. Let them do phrase reading.
c. Unlock the difficult words.
d. Give the Motivation and Motive Questions
e. Let the pupils take turns reading a part of the story
f. Ask questions about the part of the story that was read.
g. After the full story is read, let them answer written questions.
h. Discuss their answers. If their answer is not correct, let them go back to the story and read the part that contains the
correct answer

National Capital Region

Division of City Schools – Valenzuela
Valenzuela North District
ANDRES FERNANDO ELEMENTARY SCHOOL
 •Tele/Fax – 294 1464• e-mail: andresfernandoes@ymail.com

Remedial Instruction Matrix

S.Y. 2019-2020

National Capital Region

Division of City Schools – Valenzuela
Valenzuela North District
ANDRES FERNANDO ELEMENTARY SCHOOL

•Tele/Fax – 294 1464• e-mail: andresfernandoes@ymail.com

Remedial Instruction Matrix in English VI
S.Y. 2019-2020

Prepared by:

DIANA FE M. VALCOBA
Teacher II

Noted:

ARCENOEL D. ZAPATOS
Principal III

National Capital Region

Division of City Schools – Valenzuela
Valenzuela North District
ANDRES FERNANDO ELEMENTARY SCHOOL

•Tele/Fax – 294 1464• e-mail: andresfernandoes@ymail.com

Time Schedule and Venue for Remediation

 Grade VI
TIME DAY GROUP Venue
Mon. 1
Tues. 2
1:00-2:00 Wed. 3 Reading Nook/
Thurs. 4 AVR
Friday TBA (assessment)
Group 1 Group 2
Grade II
Reading Level Grade III Reading Level

/ Group 3 Group 4
Grade IV
Reading Level Grade V, VI and VI Reading Level

Prepared by:

DIANA FE M. VALCOBA
Grade Level Chairman

Noted:

ARCENOEL D. ZAPATOS
Principal III