SESSION GUIDE

Title of the Session Adapting a New Approach in Reading Remediation

Duration, Date and 2 hours/120 minutes
Venue
Target Participants Lepanto Elementary School-Main and Annex Teachers
and Profile
Objectives of the TERMINAL OBJECTIVE:
Session: At the end of the session, the participants are expected to design a reading intervention plan
suited to the new normal.
ENABLING OBJECTIVES:
 Define remediation and intervention
 Identify the principles and process of reading remediation/reading intervention
 Discuss the guidelines in designing reading intervention in the new normal
 Show appreciation on the samples of reading intervention implemented in the different
districts in the division

Key To discuss new approaches in reading remediation

Understanding/Inpu
t:
References:  The Philippine Informal Reading Inventory Manual 2018 edition
 D.O. No. 12, 2021; D.M. No. 173, s. 2019
 PPT of Ryan Sulivas” Designing a School Reading Intervention in times of pandemic”-Vibal
Group-Facebook dated September 3, 2020

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 Objectives/s Key Understanding Methodology / Procedure Materials Time
Allotmen
t
Establish rapport Introduction: 1 minute
with the DO: Greet the participants. Make them
participants comfortable. Orient them on the conduct
of the session. Laptop 5 minutes
Wheel of
Names
Priming Activity: Laptop 5 minutes
Playing “guess what
SAY:
This time, I want you to guess or give
those commonly used words in
conducting reading
remediation/intervention. Clue: answers
composed of 2 to 3 words commonly
used in conducting reading remediation
or in giving reading intervention to our
pupils. The first 5 winners who got a
perfect score identified by our ICT
support will be given 50 peso load.

Instruct the participants to answer the

question and key-in their responses in
the chat box.

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Orient participants TERMINAL Present the objectives Laptop 2 minutes
of what are OBJECTIVE:
expected to be At the end of the
attained at the end session, the
of the session participants are
expected to design
a reading
intervention plan
suited to the new
normal.
ENABLING
OBJECTIVES:
 Define
remediation and
intervention
 Identify the
principles and
process of
reading
remediation/readi
ng intervention
 Discuss the
guidelines in
designing reading
intervention in
the new normal
 Show

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 appreciation on
the samples of
reading
intervention
implemented in
the different
districts in the
division

Allowing Activity 1 Laptop, slido 5 minutes

participants to Self-introspection/Self-evaluation through app
have a self- interactive quiz on slido application
introspection/self- entitled “ Alam Ko, Kabisado Ko” to
evaluation gauge participants familiarity on the
stages of Phil-IRI.
Say: May we have a short self-introspection
through an interactive quiz with the use of
Slido application. The title of the game is
“Alam ko, Kabisado Ko”.
So you are going to answer questions to
gauge if you are familiar with the stages
of Phil-IRI?
So may I invite everyone to go to slido.
com and use the code __________ to
participate in the game.
1. The Listening Comprehension test
may be administered to those
found to be poor/non-readers to
describe their ability to
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 comprehend texts when the
decoding task is lifted? In what
stage does the administration of LC
test fall?
a. Stage 1 b. Stage 3 c. Stage 4
d. Stage 2a
2. This can tell teachers whether
students are reading at, above, or below
their grade levels.
a. GST b. Individually Graded
Passages c. Post Test d. Provision of
reading intervention
3. The silent Reading Comprehension test
may be administered to further describe
the kind of text that a child can read
independently. This helps in identifying
the kind of text that can be used for
classroom activities/seatwork.
a. Stage 2a b. Stage 2b c.
Stage 1 d. Stage 3
4. Once all the data describing the child’s
reading performance has been gathered,
the teacher may use this information to
design an intervention program (i.e.
remedial reading program) or adjust
classroom instruction.
a. Stage 1 b. Stage 2 c. Stage 3
d. Stage 4

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 5. After receiving specialized instruction,
the students will be re-assessed using the
Phil-IRI Posttest forms.
a. Stage 1 b. Stage 2 c. Stage 3
d. Stage 4

Analysis
Call volunteers to answer these question.
Process their answers and give feedback.
Say: Reflecting on your score, can you
confidently say that you are that familiar
with the administration of Phil-IRI? If yes,
are you doing your part as a teacher
particularly on stage 3 which is provision
of reading intervention to struggling
readers?

Abstraction 87
Interactive discussion in which minutes
participants may actively participate
in the discussion by sharing their
best practices and experiences as
Discuss that provision each topic is discussed:
of reading intervention 1.Stages of Phil-IRI
is the 3rd stage of Phil-
IRI.

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 Give emphasis that
reading remediation/
intervention is equally
important with all the
other stages of the Phil-
IRI administration and
so we should not just
take it for granted
rather if we really want
to help our struggling
pupils and so let us
take this seriously

D.O. No. 12, 2021 2. What is the legal basis in

conducting
intervention/remediation activities?
Remediation
*Sometimes referred to 3. Define remediation and
as re-teaching. intervention
*Corrects
misconceptions a errors
in understanding of
recently taught
concepts.
* Needs often identified
through formative
assessment
Idea done early in the

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 learning process before
skill is formally
assessed or other
subsequent skills are
introduced.

Intervention
*Often provides tiered
supports
*Specific skill deficits
identified, often
through formal
assessments
Seeks to prevent
learning gaps from
widening
*Research-based
instructional
approaches used
Progress is regularly 4. goal of remediation and
tracked over time intervention

Remediation and
intervention have the
same fundamental goal:
supporting struggling
students with focused
learning opportunities

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 to achieve academic 5. Who are those pupils need to
success. receive reading
remediation/intervention?
Who needs it?
 Children who may
not be benefitting
as much from
regular classroom
instruction
 Children who are
developing
differently from
other children
 Children whose
educational needs
may be different 6. Principles of remediation and
than most intervention
children

Principles:

 Develop a
pleasant rapport
between teacher
and student
 Choose methods
and materials
with flexibility

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  Begin at a low
enough level and
small enough
steps to ensure
initial success
 Use a tracking
device to record
progress toward
important
objectives
 Keep open lines
of communication
with the child’s
teachers and
parents
 Celebrate the
child’s success.
Give praise and
support
 Always connect
reading to daily
needs and
activities
 Keep in mind the
particular reading
skills that may
need to be
developed in an

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 individualized
situation
 Maintain the child
in the reading
program only
until sufficient 7. Process of reading
skills have been remediation/intervention
acquired for the
regular reading
program and for
reading on one’s
own
 Believe in the
child

1. analysis of the
student
2. planning and
preparation
before the
remedial Activity 2: Bata-bata Sino Ka?
teaching/interven Let the participants give /identify one (1)
tion attribute or characteristic of the child
3. actual teaching which they think/consider necessary to
/actual be included in analyzing the child/student

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 implementation though a word cloud in slido.com app.
4. observation or Call at least 5 participants to give/share
evaluation their insights.
5. deciding the next
course of action
depending upon Activity 3: My insights
the achievements Ask somebody to give his/her insights in
of the targets this concept diagram of remedial
teaching/intervention
Analysis of the student:
1. pre-requites
2. learning needs
3. learning abilities
4. learning styles
5. interest

8. What are the usual reading

Remedial activities and approaches in the old
teaching/intervention: normal? Give examples of these
1.Strength &Limitations reading activities during the old
of students normal.
2. Design different
activities 9. Are these reading
3. Collaboration between activities/approaches still viable in
teachers the new normal?
4. Involve parents and
peers 10. How will we conduct reading

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 remediation/intervention now in the
Guided reading, paired new normal?
reading, reader’s
theater 11. Present the current situation
of schools as of this time/in the new
normal

12. Discuss the guidelines in

designing reading intervention in
the new normal

Say: What are the things you need to

consider in designing your reading
intervention in this new normal? Why?

1. What is the Instruct participants to key-in their

current situation responses in the chat box and call
in the locality somebody to share his/her answer
a. health
situation
b.Existing law in
the locality
c. Safety first
policy
2. Who needs the
intervention?
a. Source of your data
-Pre-test

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 -Diagnostic Test
3. What is the needed
intervention?
a. based on the
assessment
b. child’s
ability/instructional
level
c. individualized
instruction
d.
contextualized/localized
e. engaging activities
and strategies
differentiated
instruction
explicit instruction
4. Resources available
a. reading materials
b. QA
c. Font size & Font style
5. What modality is
feasible to your
intervention? 13. Present Project RE-READS as
6.Stakeholders support the mother reading intervention of
a. Parent/other family the SDO-Isabela and samples of
member reading interventions implemented
-capability by the different districts and

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 -availability schools in the division.
b. Barangay and LGU
support
c. Teacher Volunteer
7. Monitoring and Activity 4: Send me yours
Evaluation Ask participants to share what are those
reading approaches they can adapt in
their respective school or classes. Call 2
Project Re-READS to 3 participants to share their insights.
Project LEK Say: With those given examples of
Project DEAR different school reading intervention
Project JHARICEL programs, I am sure you have in mind
Project DORA already the different approaches to be
Project ENRICH-L adapted in your own school or classes.
Project VOICE Now, with those you have in mind, I want
Project AIR you to share your conclusion on what are
Project REAP those new approaches in reading
Project PCAP intervention in the new normal you can
adapt in your respective school or
classes. Send it to one of your kakilala or
to your co-participants in this training
and I will be calling 5 to read and share
what they/you have received.

Application: 5-10
Craft/make a simple reading intervention minutes
plan following the template below:
Grade Elements Learning Materials/ Description

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 level of modality Resources of
reading needed implementa
to be tion/Proces
addresse s of
d implementa
tion
Phono Blend Recor 1. The
Exam logical ed ded teacher
ple: aware (Modu audio prepare
Grade ness lar readin s
1 printe g audio/vi
deo
d and lesson
recorde
record with d
ed) printe activitie
d s for
readin reading
g practice
materi and
als reading
tests
suited
to the
ability
and
reading
level of
pupils
2. The
teacher
sends
the
recorde
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 d
material
s along
printed
reading
test to
the
learner
3. The
parent/
guardia
n/
teacher
-
volunte
er (or
any
knowle
dgeable
membe
r of the
family)
assists/
guides
the
child in
perform
ing the
tasks/pr
actices
reading

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 using
the
recorde
d
material
s
4. The
learner
then
takes
the
reading
test by
recordin
g it then
sends it
back to
the
teacher

Closure: 5 minute
End the session with this statement
“The best way to break the cycle of
failure experienced by poor readers is
to provide intervention as early as
possible (Santos, 2007)”.

Say: Before I end, may I share to you

this statement coming from Santos,
2007 it says” The best way to break
the cycle of failure experienced by
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 poor readers is to provide intervention
as early as possible.”
So dear teachers, let us not wait for
the problems of poor readers or slow
readers become serious, rather let us
offer ourselves to be part of the
solution.
Let do our part as a teacher, and let us
show our love and concern for these
struggling readers. Together let us
work hand in hand to attain the goal of
ECARP which is making K to 3 learner a
reader.
And together, let us be one with the
SDO Isabela advocacy-Sa SDO Isabela
Walang Maiiwan, Bawat Bata
Bumabasa, Bawat guro de-kalidad ang
pagtuturo, Bawat eskwela
mapagkalinga, Bawat isa kaisa.
Dahil sa SDO Isabela Walang Maiiwan
We heal and We Recover as one.

Thank the participants

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MA. TERESA G. SAQUING MELANIE P. URBANO
Proponent School Head

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Alibagu, City of Ilagan, Isabela 3300 deped-isabela.com.ph
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Alibagu, City of Ilagan, Isabela 3300 deped-isabela.com.ph
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Alibagu, City of Ilagan, Isabela 3300 deped-isabela.com.ph
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Alibagu, City of Ilagan, Isabela 3300 deped-isabela.com.ph
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Alibagu, City of Ilagan, Isabela 3300 deped-isabela.com.ph
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Alibagu, City of Ilagan, Isabela 3300 deped-isabela.com.ph
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Alibagu, City of Ilagan, Isabela 3300 deped-isabela.com.ph
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Alibagu, City of Ilagan, Isabela 3300 deped-isabela.com.ph
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BELINDA R. MATIAS JAY J. GALLEGOS
Principal 2 Education Program Supervisor-English

APPROVED:

MADELYN L. MACALLING, PhD, CESO VI

Assistant Schools Division Superintendent
OIC – Office of the Schools Division Superintendent

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