Reading Remediation Program

S.Y. 2018-2019
Beginning Readers

Month of July
Date Objectives Activities
July Identify names of the letters in the  Singing of the Alphabet as pup
Alphabet to every letters
 Flashing of cards
 Letter Shopping
 Arranging letters from top to b

July 2 Name the letters of the alphabet  Singing of the Alphabet

 Posting letters and naming the
 Reshuffling of letters and nami
letters they could pick
 Flashing of cards and naming th
July 3 Associate letters with pictures based  Picture reading
on its initial sound  Matching the pictures with the
letters/sound it represents bas
initial sound
 Producing the sound of letters
Presented

July 4 Identify and produce the initial sound  Letter Shopping

of letters presented  Letter hunting
 Sound production

July 7  Identify vowels in the alphabet  Singing the old Mc Donald song
 Recognize the vowels in a given  Presentation of the alphabet a
set of letters Identifying the vowels

July 8  Recognize the vowel sound  Reading the vowels

 Produce the sounds of  Teacher presents the sound of
vowels vowel
 Pupils produce the vowel soun
letters presented
July 9 Produce the sound of vowels  Presentation of vowels
associating the initial sound of  Producing the sound of Vowels
vowels teacher models and pupils follo
 Picture Shopping giving the initi
sound of the picture.
 Associating pictures with initia
sounds

July 10 Read vowels in se  Review on the sound of vowels

 Present the series of vowels Ex
eoi and teach them how to rea
 Have pupils the vowels in serie
 ries
July 11 Oral recitation on vowels  Flashing of cards as opupils are
sound 1 by 1 to give the sound of the
presented
 Present pictures and ask pupils
the initial sound of the picture
presented
July 14 Identify letters M & T  Introduce letters m & t
 Introduce pictures that begin w
T.
 Pupils identify M & T among gr
letters and naming them as we
 Letter M&T hunting

July 15 Identify/ Recognize and  Present Letters M&T

produce the beginning and  Present Pictures with initial sou
ending sound of M & T. M & T.
 Identify pictures with initial M
sound
July 16 Blend sound to form syllables /  Sound blending m+ vowels
words  Sound Blending t + vowels
 Syllable forming and syllable bl
to form words
July 17  Read syllables that begin with m  Present the marungko approac
&t  Form words by blending the so
 Form words with M.& T letters given, using only m&t an
 Read words formed vowels
Ex: mama ama tata ata mata
July 18  Read words formed over nad over  Present a chart with words pre
again for mastery learned and ask children to rea
 Spell words involving CVCV pattern words.
with letters m & t + vowels only  Spelling- Written test

July 21  Identify letters s & y  Present a key picture for s and

 Presentation of Letters S & Y
 Letter hunting (S & Y)
 Naming of letters that was pick
July 22  Identify/ Recognize and  Presentation of letters s & y
produce the sound of  Present pictures with initial sou
letters S & Y &y.
 Picture reading and recognizing
initial sound of each picture pr
 Identifying the final sound of e
pictures presented.
July 23  Blend the sounds of  Sound blending s + vowels
letters to form syllables  Sound blending y+ vowels
and words  Syllable blending to form word
letters m,t,s and y + vowels
Ex.: saya taya maya tasa

July 24  Read syllables and words  Marungko Approach

that begins with s, y, m &  Explain how a word is formed
t  Blend syllables to fortm words.
 Form words out of  Reading of words formed
syllables

July 25  Read words with initial  Drill( reading of previously form

m,t,s,y + vowels words
 Spell words correctly  Reading of words on flashcards
 Spelling on show me boards

July 28  Identify letters n & k  Presentation of letters n & k

 Identifying letters n & k among
of letters given
 Naming latters n & k

July 29  Produce the sound of  Flashing of cards read only the

n&k n&k
 Associate pictures  Sound production: teacher lead
with initial sound of n pupils follow.
& k.  Present pictures with initial sou
& k and ask pupils to give only
sound
 Reading Remediation Plan
S.Y. 2018-2019
Beginning Readers
Month of August
Date Objectives Activities
August 1  Read words previously learned  Present flashcards and ch
 Recall how sounds are blended to form Pupils have to read the w
syllables and words on the chart
 Spell words correctly on cvc, cvcv an  Present group of letters a
vcv pattern explain how letters form
words
 Spelling words correctly u
show me boards
August 4  Recognize and Identify letters L & P  Present L & P and show
pictures with initial L & P
 Identifying letters L & P in
given paragraph
 Picking of pictures that be
with L & P
August 5  Identify and recognize the sound of /l/  Show key pictures for eac
& /p/ letter and ask what is its
 Identify pictures and words that initial/ final sound
begin/ends with /l/ & /p/  Ask pupils to produce the
sound of letters l & p
 Ask pupils what is the initi
final sound of each pictur
presented.
August 6  Blend the sound of letters to form  Blending of /p/ & /l/ with
syllables and words vowels
 Explain how syllables are
 Explain that when syllable
put together they form w
 Word forming and ask if e
word created make sense
it gives meaning.
August 7  Read words that were previously  Flashing of cards
learned  Reading/Pointing to syllab
 Form words out of syllables learned on chart
which is written in syllable box  Forming of words
 Reading of words formed
August 8  Dictating simple sentence  Teacher will dictate a sim
 Answer question correctly based on sentence as pupils will wr
dictated sentence on the board/papers
 Asking and answering
Questions to assess pupils
comprehension skills
August 11  Recognize and identify B & G  Presenting the letters in
different forms
 Identifying letters B & G o
 set of letters
 Give one key picture for B
 Flashing of letters reading
the letters B & G as prese

August 11  Identifying and producing the sound  Show key picture of each
of /b/ & /g/ and say it over and over t
ask if what is its initial sou
 Ask pupils to produce the
sound of/b/ & /g/
 Pointing to letters b &g in
paragraph and produce it
sound
 Sorting pictures that begin
with /b/ & /g/
August 13  Form syllables based on new letters  Introduce marungko appr
learned (b& g)  Explain how are syllables
 Blend the sounds of letters to form formed
syllables and words.  Write set of letters in seri
and ask the pupils to form
syllables
 Write syllables in series an
blend them to form a wor
August 14  Read the syllables previously learned  Present flashcards and ch
 Read words written on the board based ask pupils to read the wor
on previously learned sound of letters  Write syllables on the boa
 Form words out of new letters learned and ask them to form wor
connecting it to previously learned out of the given syllables
syllables  Ask pupils to form 2 word
that begin with b&g
August 15  Read simple sentence involving words  Teacher presents 2 simple
that begin with b & g. sentences and ask pupils
 Write dictated words/ sentence read them
correctly  Dictate the simple senten
 Read simple sentence presented presented earlier as they
them on their paper
 Ask them to read the
sentences they have writt
August 18  Identify & recognize letter D & H  Present Letter D & H
 Showing of pictures that
begins with D & H
 Picture reading and ask th
the initial sounds of each
pictures
 Letter sorting; put all lette
together and ask the grou
pupils to sort only the lett
presented earlier let them
read the letters.

August 19  Identifying/recognizing and producing  Present key pictures and a

the sounds of letters /d/&/h/ what its initial sound is.
 Ask pupils to read the wo
 labeled on each picture.
 Teacher reads the words
chunking manners.
 Ask pupils to identify the
sounds of the given word
/pictures
August 20  Blend sounds to form syllables and  Marungko approach
words involving /d/ & /h/  Show flashcards of words
 Form words with /d/ & /h/ the drill
 Presentletters and have th
produce its sounds and as
them to blend it and form
syllable and words.
August 21  Form words with previously learned  Present flashcards of sylla
letters including d & h and ask them to form wor
out of the syllables on the
hands
 Let children read the wor
they created
August 22  Form a simple sentence out of words  Show sets of keywords an
learned involving keywords for /b/ and pupils to form a sentence
/g/ of the words given
 Read their created sentence properly. Ask them to read their ow
created sentence.
August 25  Identify/ recognize the letter w  Show different forms of w
ask the name of the letter
 Hunting game
 Encircle the letter as it is f
in the paragraph

August 26  Identifying, recognizing the sound of  Present pictures that begi

letter W. with /w/. ask pupils to
 Produce the sound of /w/ as it is found produce the sound and as
in the word presented them to think f words wit
sound.
 Produce the sound of /w/
correctly.
 Point to the words with w

August 27  Form syllables involving /w/.  Connect or blend the sou

of /w/ to vowels
 Read the syllables
 Ask pupils to form their o
syllables involving/w/
 Flashing of cards with syll
wa we wi wow u while pu
read.

August 28  Form words out of sounds previously  Form syllables out of give
learned including /w/ letters
 Read words that were formed  Read the formed syllables
correctly.  Blend syllables to form wo
 Read the formed words
 correctly

August 29  Reading of words involving all letters  Show flash cards of words
learnen previously including /w/.  Ask them to form 1 simple
 Form 1 simple sentence involving sentence out of the given
words that begin with /w/ words.
 Write correctly the dictated sentence  Teacher dictates a senten
given by the teacher while pupils write it on th
papers.

Reading Remediation Plan

S.Y. 2018-2019
 Beginning Readers
Month of September
Date Objectives Activities
September 1 Make and break a sentence  Drill- Reading of words on cha
and flashcards
 Give samples how words are
formed
 Present the keyword
 Use keyword in a sentence
 Break every word in a sentenc
Ex. pana
Ang pana
Ang pana ni tatay
Naas a lantay ang pana ni tata
 Practice writing the sentence
sentence and ask pupils to rea
their sentence.
September 2 Form sentences out of given sentences  Give pupils set of words and a
them to form a simple senten
of it.
 Ask them about the sentence
have form
 Explain how each word in a
sentence are written and emp
on spaces given between wor
 Ask pupils to read their forme
sentences over & over again

September 3  Read words correctly  Flash words & ask what each w
 Form sentences out of words given mean
 Ask pupils to pick a word and
them to write a sentence out
given words
 Form at least 3 sentences
 Comprehension check up
 Emphasize that I forming sent
or reading it, we have to
understand it
September 4  Use Ang, sa may, kung, kay nga and si in  Introduce the following sight w
sentences and give their meaning
 Forming and reading constructed  Use each sight words in phras
sentences  Have them read the phrases
 Model in forming a sentence
 Pupils will be ask to make thei
sentences
 Ask each pupil to read their
sentence they have formed
September 5  Read sentences properly and correctly  Show them the series of sente
Teacher models in reading
 Pupils will repeat after the tea
 then they will read by group t
they will read individually

September 8  Reading of sentences with  Drill – reading of phrases and

comprehension sentences
 Introduce new set of sentence
teacher models in reading pup
follow, then by group then by
then individually.
 Every after readers in pair hav
the sentences they will be ask
about what they have read

September 9  Read sentences previously learned  Drill

 Present the sentences previou
learned
 Let them read over and over a
leader is assign to lead.

September 10  Spell the dictated words and phrases  Dictate series of words/phrase
while pupils write them on sh
me board
 Teacher check pupils work rig
away
September 11  Read a paragraph.  Drill
 Present the paragraph, teache
unlock difficult words and lead
reading
 Pupils will read it by group the
individually.
September 12  Read paragraphs previously learned with  Drill
comprehension  Present the paragraph, teache
unlock difficult words and lead
reading
 Pupils will read it by group the
individually.
 Ask questions about the parag
September 15  Blending sound to form words  Form as many words as they c
 Read the words , phrases, and sentences of the word given “Responabl
 Each group write their formed
words, form phrases and a sen
September 16  Read a paragraph previously learned fo  Present the paragraph teache
mastery the reading
 Pupils read one by one
September 17  Read paragraphs previously learned for  Present a paragraph assign a l
mastery teacher to lead the reading

September 18  Read a paragraph previously learned  Call pupils 1 by one to read th

paragraph and ask them ques
about the paragraph read

September 19  Spell and write the dictated words  Teacher conduct spelling
 Then dictate 2 sentences
  Check pupils work as they pre
their answer on the board.

September 22  Read short story with comprehension  Present a picture talk about it
 Unlock words
 Teacher models in reading
 Pupils read together, by group
individual
 Comprehension check up

September 23  Pick words they love in the story  Present the story once again,
 Use the words they like in a sentence let them pick the words they l
 Ask them to create sentences
on the words they have chose

September 24  Story Retelling through writing  Present the story

 Let children retell one by one
September 25  Read words, sentences and short  Present the words, sentences
paragraph presented. the short paragraph. Teacher
models in reading
 Call pupils 1 by 1 to read
September26  Red words, sentences and short  Present the words, sentences
paragraph the short paragraph. Teacher
models in reading
 Call pupils 1 by 1 to read

September 29  Read a story correctly observing proper  Present the story then call a p
phrasing and punctuations test their reading ability.

Prepared by : Checked and Noted by:

LEAH A. BALOFINOS ELENA S. BELEN
Teacher III Principal III