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    Remedial Instruction Action Plan

    Uploaded by

    angeljoy ariston
    This document outlines a remedial instruction action plan to improve students' reading, speaking, listening, and writing skills. For reading, the plan focuses on decoding skills like sounding out letters and word patterns. For speaking, it aims to teach proper pronunciation, stress, and intonation. For listening, the goal is to enhance comprehension by improving vocabulary, grammar skills, and note-taking. Finally, for writing, the strategies seek to engage students by letting them choose topics, connecting writing to their lives, making scaffolds optional, writing more often, and sharing the teacher's own writing journey. The expected outcomes include improved reading, speaking, listening, and writing abilities.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Remedial Instruction Action Plan

    Uploaded by

    angeljoy ariston
    48 views5 pages
    This document outlines a remedial instruction action plan to improve students' reading, speaking, listening, and writing skills. For reading, the plan focuses on decoding skills like sounding out letters and word patterns. For speaking, it aims to teach proper pronunciation, stress, and intonation. For listening, the goal is to enhance comprehension by improving vocabulary, grammar skills, and note-taking. Finally, for writing, the strategies seek to engage students by letting them choose topics, connecting writing to their lives, making scaffolds optional, writing more often, and sharing the teacher's own writing journey. The expected outcomes include improved reading, speaking, listening, and writing abilities.

    Original Description:

    Action Plan in 4 Macro Skills

    Original Title

    angel joy

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    This document outlines a remedial instruction action plan to improve students' reading, speaking, listening, and writing skills. For reading, the plan focuses on decoding skills like sounding out letters and word patterns. For speaking, it aims to teach proper pronunciation, stress, and intonation. For listening, the goal is to enhance comprehension by improving vocabulary, grammar skills, and note-taking. Finally, for writing, the strategies seek to engage students by letting them choose topics, connecting writing to their lives, making scaffolds optional, writing more often, and sharing the teacher's own writing journey. The expected outcomes include improved reading, speaking, listening, and writing abilities.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    48 views5 pages

    Remedial Instruction Action Plan

    Uploaded by

    angeljoy ariston
    This document outlines a remedial instruction action plan to improve students' reading, speaking, listening, and writing skills. For reading, the plan focuses on decoding skills like sounding out letters and word patterns. For speaking, it aims to teach proper pronunciation, stress, and intonation. For listening, the goal is to enhance comprehension by improving vocabulary, grammar skills, and note-taking. Finally, for writing, the strategies seek to engage students by letting them choose topics, connecting writing to their lives, making scaffolds optional, writing more often, and sharing the teacher's own writing journey. The expected outcomes include improved reading, speaking, listening, and writing abilities.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 5

    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

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