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    Remedial Plan MTB - Day 24 NÑ

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    O Jenra K Eith

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    © All Rights Reserved
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    Remedial Plan MTB - Day 24 NÑ

    Uploaded by

    O Jenra K Eith
    6 views15 pages

    Original Title

    Remedial Plan MTB -day 24 Nñ

    Copyright

    © © All Rights Reserved

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    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    6 views15 pages

    Remedial Plan MTB - Day 24 NÑ

    Uploaded by

    O Jenra K Eith

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 15

    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.

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