ILIGAN CITY EAST NATIONAL HIGH SCHOOL

STA. FILOMENA, ILIGAN CITY

READING INTERVENTIONS
JUNIOR HIGH SCHOOL
FRUSTRATION READERS
School Year 2019-2020

RATIONALE:
The primary goal of the Department of Education is to let every child read and comprehend regardless of social economic conditions and educational needs or incapacities. Our school
aims to meet the standard of the Project CNR (Care for NorMin Readers). This goal for each of our children is based upon the need for them to enter the world of skilled individuals with a strong
love of reading. Proficient in reading is the key to independent learning which has also a direct effect on development in all areas of the curriculum. We want also our children to be ‘readers’,
not merely children who can read. We will give assurance that all children have equal access to the curriculum, regardless of gender, ethnicity, religion or ability.
GENERAL OBJECTIVE:
Strengthens the skills in reading comprehension, critical thinking, grammar, speaking, and writing. It also promotes the appreciation and the love for reading.

Date Conducted LEARNING OBJECTIVE STRATEGY/ APPROACH MATERIALS ALLOCATED PERSONS INVOLVED EXPECTED OUTCOME
AMOUNT FOR
MATERIALS USED
June, 2019 Conduct a diagnostic test in  Administer the PHIL-  Diagnostic tool: PHIL- 400 Department Chairman Result of the diagnosis
reading IRI IRI (2 reams of bond will serve as basis in
 Oral Test  Individual summary paper For printing Reading Coordinator categorizing students’
record of materials used) reading ability level and
English Teacher also in developing a
remedial reading
Students program

Guidance Counselor
July, 2019 Reinforcement of the  Dialog  Teacher-made 400 Difficulties in word
following skills:  Poem reading exercises (2 reams of bond English teacher and recognition,
 Word recognition  Handouts for poems paper For printing students syllabication and
 Syllabication of materials used) stressing of the words
 Proper stressing of will be addressed
the words accordingly and will be
(DISTAR APPROACHES) corrected.
August – September, Reinforcement of the  Individual oral reading 
Worksheets 400 Students with
2019 following skills: of the words which are  SRA Reading kit (2 reams of bond English teacher and difficulties in
difficult to enunciate  The Vieter Triangle paper For printing students enunciating the words
  Proper enunciation  Sentences and of materials used) vowel sounds and
of the words (words paragraphs reading words with /th/, /f/,
with vowel sounds) and /v/ sounds will be
 Proper enunciation corrected.
of the words (words
with th, f, and v Students will be guided
sounds) with words with
 Context clues multiple meanings and
(reading between unfamiliar meanings.
the lines)
 Words with multiple
meaning
(DISTAR APPROACHES)
October - November,  Short story reading  SRA Reading  SRA Reading kit None
2019  Graded speed and  Time pressured stories  Stories in slides with English teacher and Students with
comprehension test  Choral reading follow up questions students difficulties in reading
 Conduct mid-  Rubric comprehension will be
assessment on addressed gradually
students’ reading
efficiency
((DISTAR STORIES)
December, 2019 –  Administer the  Short stories reading  Philippine Children 400
February, 2020 second part of the  Group Story telling Literature (2 reams of bond English teacher and Students will be
reading instruction  Poem reading (Philippine folk stories or paper For printing students interested in reading
 Reinforce the least Philippine Myth) of materials used) stories.
mastered skills of  Rubric
the students Students will be able to
(DISTAR STORIES) gradually comprehend
the stories they have
read.
March, 2019  Conduct a post  Administer the  Diagnostic tool: 400 Department Chairman
test in reading Phil-IRI PHIL-IRI (2 reams of bond 80% of the readers with
 Graded speed  Oral test  Individual paper For printing Reading Coordinator difficulties in reading
and  Short stories summary record of materials used had improved their
comprehension reading with  Stories in slides and reports) English teacher reading skills.
test follow up with follow up
(DISTAR STORIES) questions questions Students

Guidance Counselor
Prepared by: Reviewed by:
Ryan S. Casas Daisy B. Gentiles
Teacher English Department Chairman, Designate

Recommending Approval: Approved:

Melchora B. Lector, Ph.D. John Ryan Dela Cruz

School Principal II English Supervisor

ILIGAN CITY EAST NATIONAL HIGH SCHOOL

STA. FILOMENA, ILIGAN CITY

ACTION PLAN FOR ENGLISH

JUNIOR HIGH SCHOOL
INSTRUCTIONAL READERS
School Year 2019-2020

Date Conducted LEARNING OBJECTIVE STRATEGY/ APPROACH MATERIALS ALLOCATED PERSONS INVOLVED EXPECTED OUTCOME
AMOUNT FOR
MATERIALS USED
June, 2019 Conduct a diagnostic test in  Administer the PHIL-  Diagnostic tool: PHIL- 600 Department Chairman Result of the diagnosis
reading IRI IRI (3 reams of bond will serve as basis in
 Oral Test  Individual summary paper For printing Reading Coordinator categorizing students’
record of materials used) reading ability level and
English Teacher also in developing a
remedial reading
Students program

Guidance Counselor
July, 2019 Reinforcement of the  SRA Reading  Teacher-made 600 Difficulties in word
following skills:  Poem reading exercises (3 reams of bond English teacher and recognition,
 Word recognition  Handouts for poems paper For printing students syllabication and
 Syllabication of materials used) stressing of the words
 Proper stressing of will be addressed
 the words accordingly and will be
corrected.
August – September, Reinforcement of the  Individual oral reading 
Worksheets 600 Students with
2019 following skills: of the words which are  SRA Reading kit (3 reams of bond English teacher and difficulties in
difficult to enunciate  The Vieter Triangle paper For printing students enunciating the words
 Proper enunciation  Sentences and of materials used) vowel sounds and
of the words (words paragraphs reading words with /th/, /f/,
with vowel sounds) and /v/ sounds will be
 Proper enunciation corrected.
of the words (words
with th, f, and v Students will be guided
sounds) with words with
 Context clues multiple meanings and
(reading between unfamiliar meanings.
the lines)
 Words with multiple
meaning

October - November,  Short story reading  SRA Reading  SRA Reading kit none
2019  Graded speed and  Time pressured stories  Stories in slides with English teacher and Students with
comprehension test  Choral reading follow up questions students difficulties in reading
 Conduct mid-  Rubric comprehension will be
assessment on addressed gradually
students’ reading
efficiency
December, 2019 –  Administer the  Short stories reading  Philippine Children 600
February, 2020 second part of the  Group Story telling Literature (3 reams of bond English teacher and Students will be
reading instruction  Poem reading (Philippine folk stories or paper For printing students interested in reading
 Reinforce the least Philippine Myth) of materials used) stories.
mastered skills of  Rubric
the students Students will be able to
gradually comprehend
the stories they have
read.
March, 2019  Conduct a post  Administer the  Diagnostic tool: 600 Department Chairman
test in reading Phil-IRI PHIL-IRI (3 reams of bond 80% of the readers with
 Graded speed  Oral test  Individual paper For printing Reading Coordinator difficulties in reading
and  Short stories summary record of materials used had improved their
comprehension reading with  Stories in slides and reports) English teacher reading skills.
 test follow up with follow up
questions questions Students

Guidance Counselor

Prepared by: Reviewed by:

Ryan S. Casas Daisy B. Gentiles
Teacher English Department Chairman, Designate

Recommending Approval: Approved:

Melchora B. Lector, Ph.D. John Ryan Dela Cruz

School Principal II English Supervisor