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    LRP Remedial Plan - MT-Waray - Grade 1

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    Adrian Abella
    The document outlines a remedial plan in the Waray language for mother tongue learning. It details learning stations and differentiated activities for students at different ability levels. Activities focus on reading, writing, listening, and phonological awareness and include things like letter and word identification, tracing, copying, and writing practice. Students are grouped by ability and activities range from full intervention like spelling practice to grade level practice. Teachers use various instructional strategies like modeling sounds, using songs and stories, and applying Dale's Cone of Experiences with concrete objects, pictures, videos and audio clips.

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    LRP Remedial Plan - MT-Waray - Grade 1

    Uploaded by

    Adrian Abella
    69 views6 pages
    The document outlines a remedial plan in the Waray language for mother tongue learning. It details learning stations and differentiated activities for students at different ability levels. Activities focus on reading, writing, listening, and phonological awareness and include things like letter and word identification, tracing, copying, and writing practice. Students are grouped by ability and activities range from full intervention like spelling practice to grade level practice. Teachers use various instructional strategies like modeling sounds, using songs and stories, and applying Dale's Cone of Experiences with concrete objects, pictures, videos and audio clips.

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    LRP Remedial Plan_MT-Waray_Grade 1

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    The document outlines a remedial plan in the Waray language for mother tongue learning. It details learning stations and differentiated activities for students at different ability levels. Activities focus on reading, writing, listening, and phonological awareness and include things like letter and word identification, tracing, copying, and writing practice. Students are grouped by ability and activities range from full intervention like spelling practice to grade level practice. Teachers use various instructional strategies like modeling sounds, using songs and stories, and applying Dale's Cone of Experiences with concrete objects, pictures, videos and audio clips.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    69 views6 pages

    LRP Remedial Plan - MT-Waray - Grade 1

    Uploaded by

    Adrian Abella
    The document outlines a remedial plan in the Waray language for mother tongue learning. It details learning stations and differentiated activities for students at different ability levels. Activities focus on reading, writing, listening, and phonological awareness and include things like letter and word identification, tracing, copying, and writing practice. Students are grouped by ability and activities range from full intervention like spelling practice to grade level practice. Teachers use various instructional strategies like modeling sounds, using songs and stories, and applying Dale's Cone of Experiences with concrete objects, pictures, videos and audio clips.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 6

    REMEDIAL PLAN IN MOTHER TONGUE – WARAY

    LEARNING STATIONS
    TIME Reading Writing Listening Writing
    (word, phrase, sentence (writing own name, letters, (listening to stories, (writing own name, letters,
    reading, book reading, sight word) phonological awareness) sight word)
    missing letter sounds,
    putting together letter
    sounds)

    Picture-Word Bingo Letter


    Sandbox Sandpaper Elkonin Boxes Picture Books
    Blocks Letter Tiles with
    letters Copying Board Audio stories Story Sequencing
    Word Holders Letter
    (Pantulong na Kataga/ Picture Cards
    Blocks Playdough Letters
    Sight Words) Playdough Puppets
    with Letter Mats Lacing
    with Letter Mat Lacing
    Letters Marungko word
    Letters Ruled (pad paper)
    cards
    and unruled (bond paper)
    paper Pencils, crayons,
    and colored markers
    DIFFERENTIATED ACTIVITIES
    No. of Minutes/ Ability FULL INTERVENTION MODERATE LIGHT INTERVENTION GRADE READY
    Group INTERVENTION
    15 MINUTES REVIEW INDEPENDENT INDEPENDENT INDEPENDENT
    Spelling of the Students’ PRACTICE PRACTICE PRACTICE
    Names, Phonological
    Awareness Exercises W-AK-001A NA NA
    (syllable clapping of
    names of things that we
    see in the classroom and
    phoneme tapping of the
    students’ names)

    Teacher-directed
    instruction
    (Demo-Teaching and
    Guided Practice)
    PROCEDURE
    ● Kilal-a an itsura
    ngan ngaran han letra Nn.
    ● Igluwas an tunog
    /n/.

    ● Ihatag an siyahan
    nga tunog han /n/ han
    mga ngaran han ladawan.

    ● Kilal-a an mga
    pulong nga nagtitikang
    han tunog nga /n/ e.g.
    namok, nuos, nigo,
    notbuk, nota, nawong.
    ● Ihatag an ngaran
    han mga ladawan nga
    nagtitikang ha /n/.

    ● Ihatag an
    kahulugan han mga
    pulong nga nagtitikang
    ha /n/.
    STRATEGIES
    ● Two-Track Method
    ● Multi Sensorial (I see, I
    feel, I hear)
    ● Using Songs, Poems, or
    Stories and Flashcards
     Application of Dale’s
    Cone of Experiences: o
    Use of concrete objects
    o Use of pictures o Use
    of video clip o Use of
    audio clip
    15 MINUTES INDEPENDENT REVIEW INDEPENDENT INDEPENDENT
    PRACTICE Teacher-directed PRACTICE PRACTICE
    Tracing/ Copying/ Writing instruction
    Worksheet (student’s (Demo-Teaching and
    names) Guided Practice)

    W-AK-002A PROCEDURE
    ● Kilal-a ang hitsura
    ngan ngaran han
    letra nga Aa, Nn, Ii
    ● Igluwas an tunog
    han Aa /a/, Nn, /n, Ii
    /i/

    ● Ihatag an syahan
    nga tunog han
    /a/, /n/, /i/ han mga
    ngaran han mga
    ladawan

    ● Kilal-a an mga
    pulong nga nagtitikang
    han tunog nga /g/ - goma,
    galon, gani

    ● Ihatag an ngaran
    han mga ladawan nga
    nagtitikang ha /g/.

    ● Ihatag an
    kahulugan pulong nga
    nagtitikang ha /g/ han mga
    ladawan.

    STRATEGIES
    ● Two-Track Method
    ● Multi Sensorial (I see, I
    feel, I hear)
    ● Using Songs, Poems, or
    Stories and Flashcards
    ● Application of Dale’s
    Cone of Experiences: o
    Use of concrete objects o
    Use of pictures o Use of
    video clip o Use of audio
    clip

    Teacher-directed
    instruction
    (Demo-Teaching and
    Guided Practice)

    Basaha an mga pulong


    nga may ada mga tunog
    han /a/, /n/, /i/, ngan /g/.

    Kilal-a an mga pulong nga


    may ada mga tunog nga
    /a/ /, /n/, /i/, ngan /g/.

    Ihatag an mga ngaran han


    ladawan na may ada mga
    tunog han /a/, /n/, /i/,
    ngan /g/.

    Ihatag an kahulugan han


    mga pulong nga tunog nga
    /, /n/, /i/, ngan /g/. e.g.
    Ana, nana, naga

    STRATEGIES
    ● Two-Track Method
    ● Multi Sensorial
    ● Realia, Picture Clues,
    Gestures and Actions
    ● Application of Dale’s
    Cone of Experiences: o
    Use of concrete objects o
    Use of pictures o Acting it
    out/
    Demonstrating o Use of
    video clips o Use of audio
    clips
    ● Word Routine
    ● Word Map
    ●Sandwiching
    ● The Magic Finger
    ● Rereading
    ● Visualization
    ● Sketch to Stretch
    15 MINUTES INDEPENDENT Independent Practice REVIEW EVALUATION
    PRACTICE W-WR-001A PROCEDURE
    Materials
    W-AK-001A NA NA
    15 MINUTES EVALUATION EVALUATION EVALUATION REVIEW PROCEDURE
    W-AK-001B W-WR-001B
    NA NA

    15 MINUTES GUIDED PRACTICE GUIDED PRACTICE GUIDED PRACTICE GUIDED PRACTICE


    5 MINUTES SYNTHESIS & CLOSING

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