Teacher:___________________________________ School: ______________________________ Subject: _______________
INTERVENTION PLAN IN MTB 2
Day 24
Date:10/11/2023
LEARNING STATIONS
TIME READING WRITING LISTENING SPEAKING
20 MINUTES Word, Phrase, Writing own name Listening to stories Sequencing
Sentence Cards Writing the letters
Phonological Picture Cards
Reading
Copying sight words awareness activities
Puppets
Book Reading
Flour Box Letters Audio stories
Missing letter sounds
Sandpaper Letters
Putting together letter
Copying Board
sounds
(Pantulong na Kataga/
Sight Words)
Picture-Word Bingo Playdough with Letter
Mat
Letter Blocks Letter
Lacing letters
Tiles with Word
Holders Ruled (pad paper) and
unruled (bond paper)
Letter Blocks paper
Playdough Letters Pencils, crayons, and
with Letter Mats colored markers
Lacing Letters
Marungko word
cards
DIFFERENTIATED LEARNING ACTIVITIES
No. of Minutes/ FULL MODERATE LIGHT MEETS
Ability Group INTERVENTION INTERVENTION INTERVENTION EXPECTATION
15 MINUTES REVIEW: INDEPENDENT INDEPENDENT INDEPENDENT
PRACTICE PRACTICE PRACTICE
Read the words
MT-SB-AK-024A MT-SB-WR-024 MT-SB-PSRC-024
juice, jackstone, jam,
MT-SB-AK-024B
Jack, Jill Identify words
that begin
NEW LESSON:
Teacher-directed
instruction
(Demo-Teaching and
Guided Practice)
PROCEDURES
Identify the form and
name of letter Nñ
Produce the sound of
letter Nñ: /ñ/
Give the name of the
pictures that begin
with /ñ/
Produce the beginning
sound of the words that
begin with /ñ/
Identify the pictures that
begin with /ñ/ like: Niña,
Niño, Peñaflor, España,
Tañada, Peñafrancia
Identify words that begin
with /ñ/
Match uppercase with
lowercase letter Nñ
Give the meaning of
words that has a medial
sound of /ñ/
STRATEGIES
● Multi-sensorial (I
see, I feel, I hear)
Using Songs, Poems,
or Stories and
Flashcards
Application of Dale’s
Cone of Experiences
● Use of
Concrete
Objects
● Use of pictures
● Acting it out/
Demonstrating
● Use of video
clips
● Use of audio
clips
15 MINUTES INDEPENDENT REVIEW: INDEPENDENT INDEPENDENT
PRACTICE PRACTICE PRACTICE
Read words with /q/
MT-SB-AK-024A MT-SB-PSRC-024 MT-SB-SRC-024
MT-SB-AK-024B Quezon, Quintin, Quirino
NEW LESSON:
Teacher-directed
instruction
(Demo-Teaching and
Guided Practice)
PROCEDURE
Read words with /v/
Recognize words with MT
combined letters and
borrowed letter Vv like
vinta, Venus, Victoria,
Victor, volleyball, vernada
Count the syllables in a
word.
Give the name of the
pictures with MT combined
sounds and borrowed
letter Vv ike vinta, Venus,
Victoria, Victor, volleyball,
vernada
Match words with MT
combined letters and
borrowed letter to pictures
and objects
Give the meaning of the
words formed from MT
combined letters and
borrowed letter Vv
STRATEGIES
● Marungko
Application of Dale’s
Cone of Experiences
● Use of Concrete
Objects
● Use of pictures
● Acting it out/
Demonstrating
● Use of video clips
● Use of audio clips
Word Routine
Word Map
Sandwiching
Syllable Clapping
Phoneme Tapping
Thumbs Up, Thumbs
Down
Elkonin Boxes (also
called Say It, Move It,
and Push that Sound)
Stacking Blocks
Clay slice
Using Word Bingo, Word
Cards with Pictures
The Magic Finger
PRIMER
15 MINUTES INDEPENDENT INDEPENDENT REVIEW: INDEPENDENT
PRACTICE PRACTICE PRACTICE/
Read phrases and sentence EVALUATION
MT-SB-AK-024A with combined letter
MT-SB-AK-024B MT-SB-WR-024 sounds /m/, /a/, /t/, /y/, MT-SB-SRC-024
/o/, /s/, /u/, /k/, /i/, /n/,
/e/, /l/, /p/, /b/, /g/, /d/,
/h/, /w/, /r/, /ng/, /c/,
/f/, /j/, /ñ/, /q/ and sight
word: ni, ang, ang mga, ug,
iyang, sila, sa, ni, lapad,
kay, tungod, nga, usab,
kusog, kini, pag-usab,
ibabaw, na, kang, duol,
iyang, siya, kanunay,
kauban, higayo, sulod,
gigamit, gayod, inig, aduna,
adunay, mga
NEW LESSON:
Teacher-directed
instruction
PROCEDURE
Read phrases and sentence
with combined letter
sounds /m/, /a/, /t/, /y/,
/o/, /s/, /u/, /k/, /i/, /n/,
/e/, /l/, /p/, /b/, /g/, /d/,
/h/, /w/, /r/, /ng/, /c/,
/f/, /j/, /ñ/, /q/, /v/ and
sight word: ni, ang, ang
mga, ug, iyang, sila, sa, ni,
lapad, kay, tungod, nga,
usab, kusog, kini, pag-usab,
ibabaw, na, kang, duol,
iyang, siya, kanunay,
kauban, higayo, sulod,
gigamit, gayod, inig, aduna,
adunay, mga
Match the pictures with
appropriate phrases
Use sight words in phrases
and sentences
Give the meaning of
phrases and sentences
read through pictures
Answer questions about
the phrases and sentences
read
STRATEGIES
● The Magic Finger
Using the Reading
Fluency Rubric
Recording and Listening
to One’s Own Reading
Animated Punctuation
Marks
Visualization
Sketch to Stretch
Application of Dale’s
Cone of Experiences
● Use of Concrete
Objects
● Use of pictures
● Acting it out/
Demonstrating
● Use of video clips
● Use of audio clips
Rereading
Breaking Down the
Question
Look-backs
● Use of Concrete
Objects
● Use of pictures
● Acting it out/
Demonstrating
● Use of video clips
● Use of audio clips
Annotating (Underline,
Highlight, etc.)
Using Background
Knowledge and
Information from the Text
Activating Schema
Making Predictions
About the Text
15 MINUTES INDEPENDENT INDEPENDENT INDEPENDENT REVIEW:
PRACTICE/ PRACTICE/ PRACTICE/
EVALUATION EVALUATION EVALUATION Read short stories with
combined letter
MT-SB-AK-024A MT-SB-WR-024 MT-SB-PSRC-024 sounds /m/, /a/, /t/, /y/,
MT-SB-AK-024B /o/, /s/, /u/, /k/, /i/, /n/,
/e/, /l/, /p/, /b/, /g/, /d/,
/h/, /w/, /r/, /ng/, /c/,
/f/, /j/, /ñ/, /q/ and
sight word: ni, ang, ang
mga, ug, iyang, sila, sa,
ni, lapad, kay, tungod,
nga, usab, kusog, kini,
pag-usab, ibabaw, na,
kang, duol, iyang, siya,
kanunay, kauban,
higayo, sulod, gigamit,
gayod, inig, aduna,
adunay, mga
NEW LESSON:
Teacher-directed
instruction
PROCEDURE
Read short stories with
combined letter
sounds /m/, /a/, /t/, /y/,
/o/, /s/, /u/, /k/, /i/, /n/,
/e/, /l/, /p/, /b/, /g/, /d/,
/h/, /w/, /r/, /ng/, /c/,
/f/, /j/, /ñ/, /q/, /v/ and
sight word: ni, ang, ang
mga, ug, iyang, sila, sa,
ni, lapad, kay, tungod,
nga, usab, kusog, kini,
pagusab, ibabaw, na,
kang, duol, iyang, siya,
kanunay, kauban,
higayo, sulod, gigamit,
gayod, inig, aduna,
adunay, mga
Read grade level
selections with
appropriate speed,
accuracy and proper
expression
Read texts with an
accuracy rate of 95 –
100% accuracy rate
Write a phrase with the
aid of a stimulus and
sight words
Write sentences using
learned sight words
Answer questions about
the story read
STRATEGIES
Application of Dale’s
Cone of Experiences
The Magic Finger
Reading Fluency
Rubric
Animated Punctuation
Marks
Recording and
Listening to One’s
Own Reading
Rereading
Look-back
Annotating (Underline,
Highlight, etc.)
Visualization
Sketch to Stretch
Inferential Questions
Activating Schema
Background
Knowledge &
Information from Text
Making Predictions
About the Text based
on the Title and Cover
Illustration
Graphic Organizers
Decodable Books
Leveled Reader
Books
Other Story and
Information Books
15 MINUTES GUIDED PRACTICE/ MONITORING
(The teacher moves around the groups to check the learner’s activity.)
5 MINUTES SYNTHESIS
Wrap-up of the lessons in each group./Transition to the next subject.
