Remedial Plan MTB - Day 12 LL

Teacher: KEITH C.
BACALANDO School: CAUCAB ELEMENTARY SCHOOL
INTERVENTION PLAN IN MTB 2

Day 12
Date:___________
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-0012A MT-SB-WR-0012 MT-SB-PSRC-0012
ekis, elepante, eroplano, MT-SB-AK-0012B
eskuylahan, espada
NEW LESSON:
Teacher-directed
instruction
(Demo-Teaching and
Guided Practice)
PROCEDURES
Identify the form and

name of letter Ll
Produce the sound of

letter Ll: /l/
Give the name of the

pictures that begin
with /l/\
Produce the beginning

sound of the words that
begin with /l/
Identify the pictures that
begin with /l/ like: laso,
lantang, lababo, lata,
lapis Identify words that
begin with /l/
Match uppercase with

lowercase letter Ll
Give the meaning of the

words that begin with /l
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 the words by
MT-SB-AK-0012A combining sounds /m/, /a/, MT-SB-PSRC-0012 MT-SB-SRC-0012
MT-SB-AK-0012B /t/, /y/, /o/, /s/, /u/, /k/,
/i/, /n/, /e/, /l/, /p/ such as:
paypay, pula, pasa, pala,
pati, papa, mapa, lipay,
kapay, pila, pinya, kalapati,
punay, paspas, pisa, pisi,
piso, sapa, paka, pasa
NEW LESSON:
Teacher-directed
instruction
(Demo-Teaching and
Guided Practice)
PROCEDURE
Read the words by

combining sounds /m/, /a/,
/t/, /y/, /o/, /s/, /u/, /k/,
/i/, /n/, /e/, /l/, /p/, /b/
such as: baybay, balay,
kalabasa, baka, basa, bula,
sabon, bato, butay, kabo,
bulak, suba.
Recognize words by
combining sounds /m/, /a/,
/t/, /y/, /o/, /s/, /u/, /k/,
/i/, /n/, /e/, /l/, /p/, /b/
such as: baybay, balay,
kalabasa, baka, basa, bula,
sabon, bato, butay, kabo,
bulak, suba
Count the syllables in a

word.
Give the name of the

pictures with blending
sounds /m/, /a/, /t/, /y/,
/o/, /s/, /u/, /k/, /i/, /n/,
/e/, /l/, /p/, /b/ like
baybay, balay, kalabasa,

baka, basa, bula, sabon,
bato, butay, kabo, bulak,
suba
Match words with pictures

and objects w by
combining sounds of
/m/, /a/, /t/, /y/, /o/,
/s/, /u/, /k/, /i/, /n/, /e/,
/l/, /p/, /b/
Give the meaning of the

words by combining
sounds /m/, /a/, /t/, /y/,
/o/, /s/, /u/, /k/, /i/, /n/,
/e/, /l/, /p/, /b/
STRATEGIES
● Marungko
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/
MT-SB-AK-0012A EVALUATION
MT-SB-AK-0012B MT-SB-WR-0012
Read phrases and sentence MT-SB-SRC-0012
with combined letter
sounds /m/, /a/, /t/, /y/,
/o/, /s/, /u/, /k/, /i/, /n/,
/e/, /l/, /p/ and sight word:
ni, ang, ang mga, ug, iyang,
adunay, sila, sa, ni, lapad,
kay, tungod, nga, usab,
kusog, kini, pag-usab,
sulod, gigamit, ibabaw, na,
kang
PROCEDURE
Read phrases and sentence

with combined letter
sounds /m/, /a/, /t/, /y/,
/o/, /s/, /u/, /k/, /i/, /n/,
/e/, /l/, /p/, /b/ and sight
word: ni, ang, ang mga, ug,
iyang, adunay,
sila, sa, ni, lapad, kay,

tungod, nga, usab, kusog,
kini, pag-usab, sulod,
gigamit, ibabaw, na, kang,
duol, iyang, siya, kanunay,
kauban
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
Cone of Experiences
● Use of Concrete
Objects
● Use of pictures
● Acting it out/
Demonstrating
Rereading
Breaking Down the

Question
Look-backs
● Use of Concrete
Objects
● Use of pictures
● Acting it out/
Demonstrating
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 stories with
MT-SB-AK-0012A MT-SB-WR-0012 MT-SB-PSRC-0012
MT-SB-AK-0012B combined letter
sounds /m/, /a/, /t/, /y/,
/o/, /s/, /u/, /k/, /i/, /n/,
/e/, /l/, /p/ and sight
word: ni, ang, ang mga,
ug, iyang, adunay, sila,
sa, ni, lapad, kay,
tungod, nga, usab,
sulod, gigamit, ibabaw,
na, kang
PROCEDURE
Read short stories with

combined letter
sounds /m/, /a/, /t/, /y/,
/o/, /s/, /u/, /k/, /i/, /n/,
/e/, /l/, /p/, /b/ and
sight word: ni, ang, ang
mga, ug, iyang, adunay,
sila, sa, ni, lapad, kay,
tungod, nga, usab,
sulod, gigamit, ibabaw,
na, kang, duol, iyang,
siya, kanunay, kauban
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
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 move 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.

Remedial Plan MTB - Day 12 LL

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Teacher: KEITH C.

BACALANDO School: CAUCAB ELEMENTARY SCHOOL

INTERVENTION PLAN IN MTB 2

Picture-Word Bingo Playdough with Letter

Identify the form and

Produce the sound of

Give the name of the

Produce the beginning

Match uppercase with

Give the meaning of the

Using Songs, Poems,

15 MINUTES INDEPENDENT REVIEW: INDEPENDENT INDEPENDENT

Read the words by

Count the syllables in a

Give the name of the

baybay, balay, kalabasa,

Match words with pictures

Give the meaning of the

Thumbs Up, Thumbs

Elkonin Boxes (also

Using Word Bingo, Word

The Magic Finger

15 MINUTES INDEPENDENT INDEPENDENT REVIEW: INDEPENDENT

Read phrases and sentence

sila, sa, ni, lapad, kay,

Match the pictures with

Use sight words in phrases

Give the meaning of

● The Magic Finger

Using the Reading

Recording and Listening

Breaking Down the

15 MINUTES INDEPENDENT INDEPENDENT INDEPENDENT REVIEW:

Read short stories with

Read grade level

Read texts with an

Write a phrase with the

Write sentences using

Answer questions about

The Magic Finger

Other Story and

15 MINUTES GUIDED PRACTICE/ MONITORING

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