Remedial Instruction Action Plan

Macro Objective/ Targets Strategies/ Activities Person’s Time Expected Outcomes

Skills Involved Frame
Reading  To work out  Decode words by words families  Remedial  Pupils can sound blend
the early  short vowel sounds short e, a, I, Reading and read words in CVC,
decoding skills. o, u in CVC pattern  Teacher CVCe, CVCC pattern
 long vowel words with silent e  Peer June- to
ending in CVC e pattern  Students July  Pupils can read phrases,
 Words with vowel diphthongs ay, sentences story and
ai, oa answer question about
 consonant blends (initial and story
final
Speakin  To teach  Listen and imitate. Learners listen to a  Teachers  Pupils can pronounce
g students how model provided by the teacher and then  Students words with correct
to pronounce repeat or imitate it.  Parents intonation, diction,
words correctly  Peer stress.
 Visual aids. These materials are used
to cue production of focus sounds.  Pupils can read words
clear and loud and with
 Tongue twister August to confident.
October
 Practice of vowel shifts and stress
shifts related by affixation
            Vowel shift:                   mime (long
i)     mimic (short i)
            Sentence
context:          Street mimes often mimic the
 gestures of passersby.
            Stress
shift:                  PHOtograph      phoTOGraph
y
     Sentence context:          I can tell from
these photographs that you are very good at
Photographyz

 Reading aloud/recitation. Passages

and scripts are used for students to
practice and then read aloud focusing
on stress, timing, and intonation.

 Recording of learners’ production.

Playback allows for giving of feedback
and self-evaluation.

Listenin  How to  Teach pronunciation, stress, and  Teachers  95% of the listening

g improve intonation of the critical sounds of  Students levels of the pupils shall
students English   Peers have been improve.
listening  Recognize stressed and unstressed  Master
comprehensio words  Teachers
n  Enrich vocabulary like in October
  Teach grammar seminar to
 Improve skills in predicting Decembe
 Teach note-taking skills r
Writing  Engage
students to  Start with voice and choice  Teacher  Improvement in writing
have passion  Peer January skills.
in writing and Sometimes students are reluctant writers  Students to
make it fun. because they are disinterested in the topics  Parents February  Students have their own
covered in school. If they lack background high interest in writing.
knowledge, they can easily grow frustrated
and give up early. However, when you allow
them to choose their own topics, they begin to
write in an area where they are already
passionate. It’s an opportunity to tap into their
expertise.

 Connect it to their world

Sometimes students are reluctant writers
when they view the writing as irrelevant. For
example, if they write an essay describing the
causes of World War I, it might seem
irrelevant to them. There’s no controversy, no
conflict, no impact, and no connection to their
world.
.

 Make scaffolds optional

Sometimes students are reluctant writers
because they struggle as writers. Teachers
can provide scaffolding through the use of
graphic organizers, tutorials, and sentence
frames. However, if we want them to grow into
confident writers, they need to learn how to
self-select the tutorials and scaffolds on their
own. 
.
 Write more often
This sounds simple but if we want students to
improve in their writing, they need to write
more often. We often think about reading
endurance and computational fluency.

 Make it fun
Back when I taught middle school, I made it a
daily goal to get kids to fall in love with writing.
Sometimes you inspire the love of writing by
asking students to do interest-based blogging.

 Teach students the strategies for

getting unstuck
Sometimes students are reluctant writers
because they don’t know what to do when
they get stuck.. I’ve seen writers use this
gibberish trick. Others use brain breaks or
divergent thinking activities to take a timeout
and step back into the writing.
  Share your writing journey
Students will be more likely to fall in love with
writing when they are part of a culture where
people love to write. This begins with you as a
teacher. When you share your passion, your
stories, your examples, and your struggles,
students realize that writing is a lifelong skill.

Prepared by: Ariston, Angel Joy L.

BEED 3B