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    Remedial Plan in Filipino 2

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    shielamae.cular
    The document outlines a 3-day training for teachers on implementing a Learning Recovery Curriculum in Filipino 2. The training will use learning stations and differentiated activities to help teachers strengthen students' phonological awareness, writing, listening and speaking skills in Filipino. Teachers will engage in full, moderate and light intervention activities focused on recognizing letter sounds, blending sounds, reading words and sentences, and completing words in phrases. The goal is to help students improve their Filipino literacy skills through multi-sensory and hands-on learning stations and independent practice activities.

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    © All Rights Reserved
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    Remedial Plan in Filipino 2

    Uploaded by

    shielamae.cular
    386 views6 pages
    The document outlines a 3-day training for teachers on implementing a Learning Recovery Curriculum in Filipino 2. The training will use learning stations and differentiated activities to help teachers strengthen students' phonological awareness, writing, listening and speaking skills in Filipino. Teachers will engage in full, moderate and light intervention activities focused on recognizing letter sounds, blending sounds, reading words and sentences, and completing words in phrases. The goal is to help students improve their Filipino literacy skills through multi-sensory and hands-on learning stations and independent practice activities.

    Original Title

    REMEDIAL-PLAN-IN-FILIPINO-2

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    The document outlines a 3-day training for teachers on implementing a Learning Recovery Curriculum in Filipino 2. The training will use learning stations and differentiated activities to help teachers strengthen students' phonological awareness, writing, listening and speaking skills in Filipino. Teachers will engage in full, moderate and light intervention activities focused on recognizing letter sounds, blending sounds, reading words and sentences, and completing words in phrases. The goal is to help students improve their Filipino literacy skills through multi-sensory and hands-on learning stations and independent practice activities.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    386 views6 pages

    Remedial Plan in Filipino 2

    Uploaded by

    shielamae.cular
    The document outlines a 3-day training for teachers on implementing a Learning Recovery Curriculum in Filipino 2. The training will use learning stations and differentiated activities to help teachers strengthen students' phonological awareness, writing, listening and speaking skills in Filipino. Teachers will engage in full, moderate and light intervention activities focused on recognizing letter sounds, blending sounds, reading words and sentences, and completing words in phrases. The goal is to help students improve their Filipino literacy skills through multi-sensory and hands-on learning stations and independent practice activities.

    Copyright:

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

    Republic of the Philippines

    Department of Education
    Region VIII (Eastern Visayas)
    Division of Leyte
    BURAUEN EAST DISTRICT

    MASS TRAINING OF KEY STAGE 1 TEACHERS ON THE IMPLEMENTATION OF LEARNING RECOVERY


    CURRICULUM (LRC)
    August 31-September 2, 2023

    Remedial Intervention Plan in Filipino 2

    LEARNING STATIONS
    NO. OF MINUTES READING WRITING LISTENING SPEAKING

    30  Rubber Letters  Sand paper  Speaker  Picture Gallery of


     Meta strips (words,  Flour box  Talking pen places in Burauen
    phrases and sentences)  Slate board (Mahagnao Lake,
     Colored pencils Instructions: Yanda Pool, Camp
     Chalk, pencil, marker Kawayan, public
    Instructions: Red: Listen to the market, church and
    Instructions: audio recorded of Rizal Park)
    Orange Team: Get any initial sounds of letter  Puppet Show
    letter from the box and give Orange team: Write the alphabet.
    the sound letters on any materials Instructions:
    provided. Orange, Green & Pink
    Green: Get any word from
    Choose any pictures you
    the box and read it Green & Pink: Write any like and say something
    words you form from the about it.
    Pink: Get any meta strips given letters
    and read the words and
    phrases
    DIFFERENTIATED LEARNING ACTIVITIES
    NO. OF MINUTES FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION
    20 A. REVIEW: INDEPENDENT PRACTICE INDEPENDENT PRACTICE
    Phonological Awareness FIL-PSRC 010A
     Bigkasin ng guro ang FIL-WR-010A pp.1
    mga salitang ito at
    tutukuyin ng mga mag-
    aaral ang unang tunog
    nito.

    matamis, suman,
    avocado, inahin,
    orasan, bahay,
    eroplano, ulap, takip,
    kandila, Laguna

    B. NEW LESSON:

    F1KP-IIb-1
    Nabibigkas nang wasto ang
    tunog ng bawat letra ng
    alpabetong Filipino. /Yy/

    Procedure
    1. Ipakita sa mga mag aaral
    ang laruang yoyo
     Ano ang tawag sa
    laruang ito?
     Ano ang unang tunog
    ng salitang yoyo?

    2. Paglalahad ng tunog /y/

    3. Kilalanin ang itsura at


    pangalan ng Yy.
    4. Bigkasin ang tunog ng
    Yy, /y/.

    5. Ibigay ang unang tunog


    na /y/ sa pangalan ng mga
    larawan

    6. Kilalanin ang mga salitang


    nagsisimula sa tunog /y/.

    Yoyo yelo yeso yaya


    Yero yema yapak yaman

    7. Ibigay ang pangalan ng mga


    larawang nagsisimula sa /y/.

    8. Ibigay ang kahulugan ng


    mga salitang nagsisimula
    sa /y/.

    Strategies:
     Marungko
     Using realia and
    pictures
     Multi Sensorial
     Using songs
    Strategies
    20 INDEPENDENT PRACTICE A. REVIEW: INDEPENDENT PRACTICE
    FIL-AK-012A Ano ang tunog ng mga ito? FIL- PSRC 010B

    m,s,a,i,o,b,e,u,t,k,l,y

    B. NEW LESSON:

    Basahin ang mga salitang may


    pinagsama-samang tunog.
    /m/, /s/,/a/,/i/, /o/, /b/,/e/, /u/, /t/, /k/, /l/,
    at /y/

    Procedure
    1. Kilalanin ang mga salitang may
    pinagsama-samang tunog. /m/,
    /s/,/a/,/i/, /o/, /b/,/e/, /u/, /t/, /k/, /l/, at /y/
    uminom kulay
    kumakain kamay
    kumanta okoy
    luto malaya
    kaya kalye

    2. Ibigay ang pangalan ng mga


    larawang may pinagsama-samang
    tunog. /m/, /s/,/a/,/i/, /o/, /b/,/e/, /u/,
    /t/, /k/, /l/, at /y/

    Kilay blusa

    3. Ibigay ang kahulugan ng mga


    salitang may pinagsama-samang tunog
    /m/, /s/,/a/,/i/, /o/, /b/,/e/, /u/, /t/, /k/, /l/,
    at /y/

    kulay yaya kamay yoyo


    tayo layo maya kilay
    Strategies
    ● Gradual Release of Responsibility sa
    lahat ng AK & WR
    ● Successive Blending sa lahat ng WR
    ● Marungko
    ● Multi Sensorial
    ● Realia, Picture Clues, Gestures and
    Actions
    ● Use of concrete objects
    ● Use of pictures
    ● Word Routine
    20 INDEPENDENT PRACTICE INDEPENDENT PRACTICE A. REVIEW
    FIL- AK-012B FIL-WR-010A pp.2 -3 Basahin ang mga sumusunod na salita at
    bilangin kung ilang pantig ang bawat isa.

    Biyaya
    Kasama
    Balahibo
    Kabayo
    Mabuhay
    ituloy

    B. NEW LESSON

    Basahin ang mga pariralang may


    pinagsama-samang tunog./m/, /s/,/a/,/i/, /o/,
    /b/,/e/, /u/, /t/, /k/, /l/, /y/at ang katagang
    ang, ay, mga, si ,ako , ikaw , ko , at ,sa at ng

    ang babae mga yaman


    si Selya biyaya ng Diyos
    utos ng mama Ang balahibo ng
    ikaw at ako pusa ay itim.
    paa ng kabayo Kasama ng mga
    bata si Ina.
    2. Basahin ang mabubuong parirala sa
    pamamagitan ng pagpunan ng wastong
    kataga o salita.

    pusa _____ bata

    saya _____ babae


    aklat _____ kuya

    yaya _____ Oyo

    blusa _____ nanay


    Strategies
    ● Successive Blending sa lahat ng WR
    ● Marungko
    ● Multi Sensorial
    ● Picture Clues,
    ● Use of concrete objects
    ● Use of pictures
    ● Word Routine
    ● Word Map

    5 Synthesis (Transition/ Closing)

    Prepared by:
    JENNY O. REFUERZO
    Teacher III
    Cantimawa ES/Burauen East District

    Corrected and Processed by:

    LIEZL G. VILLOTE MA GLENDA D. SUYOM EMELYN N. CINCO

    Principal III Principal III Principal I

    Approved by:

    MA. EDNA A. CALADES


    District Head

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