Accomplishment Report

SY 2021-2022

Least Mastered Intervention Plan in English 5

I. Introduction

Based on the Assessment in English 5 there are learners who did not perform well and
failed in their activity test under the learning competency of MELC: Analyze how visual
elements contribute to the meaning of a text (ENSVC-IVD-1.7.1),and so the teacher cope
with an Intervention Plan.

Grade 5 learners must improve their mastery of the lesson not only by learning but also by
doing performance task and comprehension. To do this, they are able to have remedial
teaching and re-assessment from the intervention made by the Grade 5 teacher, which is
appropriate to their level.

II. Intervention Tool

1.Videolesson
2.Self-learning Modules
3.Messenger
4.Reading Material
5.Worksheets

III.Implementation
The teacher exerted time and effort to be able to help the learners to master the
lesson.Teachers will provide printed copy of reading materials, worksheets, and other additional
activities to support their learning at home.

 Prepared Self-Learning Modules

 Prepared Reading Materials
 Prepared videos
 Prepared Worksheets for their Assessment
 Supervised in their activities trough online discussion
Documentation:
IV.Result

Result before and after the implementation of

the Intervention Plan
 Grade 5 learners Before Implementation After Implementation
34 10 4-75% competency level
6- 80 above

Based on the Intervention conducted by the teacher on June 20-24, there are 10 learners undergone
remediation and after the implementation out of 10 learners 4 of them got 75% competency leveland
6 are 80% above competency level.

This implies that the 1-week Intervention Program of the Grade 5 Teacher is effective to
develop and improve their mastery and comprehension skills in Analyzing how visual
elements contribute to the meaning of a text (ENSVC-IVD-1.7.1).

Prepared by: Noted by:

JOLYMAR D. LIQUIGAN
JESTY G. REYNON
Grade V Adviser
Head Teacher I

English 5
ACTIVITY Sheets
 SY 2021-2022
Analyze how visual elements contribute to the meaning of a text
(ENSVC-IVD-1.7.1),

Name: _______________ Date:___________

I. Introduction
 In this time of pandemic, the Department of Education think of better way on how learning
continuous in this current situation. School children will study at home under the guidance
of their parents, older siblings and other adults present home.

Reading is an important skill that every people must possess. Reading is also fundamental
skills for the learners to easily learn the lesson. As the learners tend to improve their
reading skills by developing reading comprehension and analysis about what they read. But
some pupils encounter difficulties in reading so the teacher will tend to help those
struggling learners so that may be able to adapt to their lessons.

The teacher conducted Phil-Iri for Grade 5 to identify the struggling readers. Teachers were
given materials for the learners to assess each pupils based on the ability of the child to
read. Result was analyzed and reading programs were made.

 Materials/Resources/Person Involved
 School Head
 Teacher
 Learners
 Parents
 Coupon bond
 Printer
 Time
 Reading Materials

II. Activities undertaken

 Conduct limited face to face meetings, create group chat and update parent’s
trough online platform.
 Selection and Classification of learners who will undergo Remedial Reading
 Adaptation of Reading Intervention
 Evaluation of learners reading comprehension
III.Documentation
IV.Result and Assessment

To assess the reading level of the learners the Phil-Iri Post Test was conducted.The result of pretest
and post test was conducted. The result of pretest and post test is shown above.

There were 35 learner’s who have been part of the Phil-Iri Assessment and their Level of
Comprehension was divided into 3 groups;Frustration,Instructional,Independent.From the pretest
result it was identified that there were FRUSTRATION (10) INSTRUCTIONAL=(18)
INDEPENDENT=(7).The post test was then conducted after the remedial reading activities and
the result gradually improved.The post-test result shows that there were 12 Independent
Readers,instructional 16 and frustration 7 which means that there is an increase number in
Independent readers and decrease numbers in Instructional and frustration readers from the
total population of the Grade 5 learners who are part of the Phil-Iri Assessment