Remedial Program (Own Made)

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PHILIPPINE NORMAL UNIVERSITY
National Center for Teacher Education
Faculty of Arts and Languages
Taft Avenue, Manila




Remedial Reading
Program












Introduction
Learners are not all the same. Their way of learning or picking up lessons varies from one another. The same goes for the amount of time, activities, and drills they may need in learning a lesson or enhancing a skill. Sadly though, the educational system here in the Philippines has numerous problems. One of the most noticeable problems inside a classroom is the overpopulation of students.
According to Neil Alcober in a 2014 online article from Manila Times.net, "Metro Manila had the most number of packed classrooms. In Caloocan City, as many as 78 students were squeezed into classrooms that should only hold 45 persons."
Past researches, experiments, and surveys revealed that too many students in one room can easily cause noise and havoc that may ultimately hinder the learning of the other students. Another disadvantage of overpopulation is that not everyone will be given enough attention by the teacher and this may result with some students still not understanding the lesson. And what happens? Students barely pass the grade without understanding some lessons. And some mysteriously reaches high school without knowing the basics.
There have been reports that there is a student in Grade 7 but is still having difficulty with reading words, a Grade 9 student that can't use 'he' and 'she' properly, a teenager that has comprehension problems, and many more. This is where teachers and the school come in. The school can provide addition assistance to these students that had trouble in reading and/or speaking by creating a program – a remedial reading program to be exact.
What is remedial reading? We must always remember that reading is no longer simply the reading of letters or words. It is now a multi-process of word recognition, comprehension, fluency, and motivation. Sometimes, teachers may encounter learners that still have trouble reading and understanding a story or a text despite them already having age. This is because they did go through the proper intervention, intended for their learning ability. That is why remedial reading is needed. Remedial reading is performed on a learner when he or she needs extra and/or more follow-up activities and guidance especially when they most of the time have difficulty in accuracy, fluency, rate of reading, and understanding.
Remedial reading is very important because if the learner doesn't undergo remedial reading, then it would cause future problems. Not applying remedial reading program would cause a learner that can't even read well to stand in High School. And who would be most affected? It is none other than the teacher and the learner himself / herself.
An effective remedial reading program then is the result of many factors. But perhaps most important, it is one which is capably directed by a teacher who has the benefit of specialized training and one which has gained the interest, support, and cooperation of teachers, parents, and administrators.



Program Description
Remedial reading includes a lot of skills like phonemic awareness, knowledge of the complete phonemic code, reading skills, spelling, reading comprehension, and many more. For this program, we will be focusing on reading comprehension specially for those that have trouble comprehending what they had just read and could not answer question that are even low-order thingking skill (LOTS). This program can last for months but I will only share the first 18 days that teachers may consider. Additionally, each session would at least take 40 – 50 minutes depending on the teacher and the learners.

Program Objectives
By the end of the 18 days remedial reading program, the learners are expected to be able to:
Identify the meaning of complicated words through context clues;
Name the main idea and its supporting details;
Relate to the text easily through real-life situations or examples;
Use graphic organizers like Venn Diagram, Spider Web, Bubble Map, etc.;
Find motivation (preferably intrinsic) to improve his / her reading comprehension through fun and enjoyable activities;
Make their own predictions of the selection;
Summarize a selection / text read.












Program Materials
The materials used / utilized in this program are:
Teacher

Laptop
Power Point for games and visual
Video Clips
Audio Clips
Cartolina of graphic organizers
Illustrations of characters (if needed)
One big class copy of the text
Rubrics


Students

Bond Paper
Art Materials (crayon, pen, pencil, eraser, watercolor, etc.)
Cartolina
Individual copy of the text


Daily Activities / Routine
Excluding the daily lesson, this would be the over-all flow of an everyday lesson. This may be changed / modified if the need arrives.
Prayer
The prayer may be fixed, a student prayer leader (different leader per day), or the teacher herself or himself may lead it. Only be mindful of the religion present in the class. Some might get offended, which is not a good sign.

Drills (Energizer / Motivational Activities)

Drills may include singing, dancing, etc. that may be seen and downloaded from Youtbe.com. This is to wake them up. But energizer is optional. The teacher can go straight to motivational activities if the students are already energetic enough. –
Motivational activities may include video presentation / analyzation, charades, tableau, games, etc. The purpose of this would be to let the learners activate their schema (past knowledge of the topic / theme).

Lesson Proper / Presentation
This part is seen on the Outline of the Course part of this program but a teacher can add or change the lessons depending on the learners' cognitive ability. It also depends on the learner's reading and comprehension level.

Assessment
Assessments are used to evaluate student learning. This is used in three (3) different ways for this program: (a) pre-assessment; (b) post-assessment; and finally, (c) daily assessment.
Pre-Assessment – Pre-assessment is done at the start of the program. Using this, the teacher will have an idea on what the learners know, how they understood the previous lessons, and how much do they know about a certain topic.
Post-Assessment – This kind of assessment is done after the program. The teacher will use this assessment to see how much the students improved from before they took the program and after or when the program is done.
Daily Assessment – Tests, skits, and any applications after each lesson belongs here. Proper evaluation must be provided like rubrics. Rubrics is not given here because there is no universal rubrics. The teacher will be the one to look for the rubric or he / she may also create based on what the teacher wants to see and assess on the learner – will it be vocabulary? Speech?

Skills Used / Enhanced
This program will focus on comprehension (reading, audio, and visual; but more on reading). It also includes minor vocabulary words since this is necessary to be able to comprehend the selection / text.



Table of Contents

CONTENT
PAGE
Introduction

Program Description

Program Objectives

Possible Tasks with its' Description

Outline of the Course

Sample Texts That May Be Used

Sample Quizes / Activities for Evaluation













Possible Tasks with Its' Descriptions


Tasks
Description
1
Film Viewing

The learners may watch trailers of the book that they are supposed to read and then the teacher may ask the students to watch the whole film AFTER reading the text.

2
Audio Listening
(E-book)

Learners sometimes learn more when more senses are used. Let the students listen to the audio book / recording / or the teacher can read it her/himself before letting the students read it aloud.

3
Mind Map / Bubble Map

The teacher can use to this to brainstorm. This is preferable to use if the teacher wants to activate the students' schema (to see what they know or how they understand the word).


OR


4

Venn Diagram

The learners can use this activity to differentiate two things, people, events, etc.

5
4-Pics-1-Word

The teacher may use this activity if the goal is somehow to let the learners review on the terminologies that they have encountered in previous texts. The format is the same with the android app "4-Pics-1-Word".

Below is an example:


(ANSWER: DATE )

6
ReQuest

The teacher will let the students read the text aloud. The teacher will stop them once in a while to ask them some questions. This way, the teacher will be able to help correct the learner if ever it is needed.

7
Anticipation Guide

The teacher will post statements and the students will guess if it is TRUE or FALSE. After reading the selection, the teacher is tasked to go back to the anticipation guide statements to see if their guesses were right.

8
K-W-L
"What I Know, What I Want to Learn, and What I Learned"

The teacher may use this to see…
what the learners already know about the topic or maybe the character;
what the learners look forward on learning from the text (their expectations); and
[for evaluation] what the learners learned from the text.



9
Test Taking

The teacher will give quizzes too evaluate what the students already know and/or if they understood the text.
10
DRTA
(Directed Reading Thinking Activity)

This activity is perfect if the teacher wants to make the students predict what may happen in the text.

11
Open Portraits

This activity helps students understand a character's thoughts and motivations and allows them to develop deeper meaning.

Procedure:
Students choose a character in a book they're reading and then draw and color a portrait of the character's head and neck.
Students will then cut out the portrait and staple it to another piece of white paper.
Have students trace around the outline of the head on the second piece of paper.
On the second piece of paper students will write what they think the character is thinking and feeling. Students will then be able to lift the portrait and see what's going on "inside the character's head."
Students can share the portraits with the class and discuss what they think is going on within the mind of the character.

Facebook Graphic Organizer

The teacher can use this graphic organizer to let the students make a pretend Facebook account about a character. This will test just how much the learner knows of the characters like how they imagined him based on the description.

OR


12
Film Strips

The teacher may use this activity if the goal is to see if the learner can properly sequence what happened in the text. This may be done preferably with pictures of the scenarios to make it more interesting.

13

Push Me,
Hear Me

The teacher will make a power point with cartoon pictures of animals. When the teacher clicks the pictures, the sound of the animal must be heard. In this way, the students will be able to both imagine and listen thus relating the two things together.

14

Worksheets

This may contain exercises personally made by the teacher or gotten from other resource books to test each of the learner's learning.
15
Plot Pyramid or Freytag's Pyramid

16
Twitter Graphic Organizer
This graphic organizer is very flexible. But to make summarizing more interesting, this is reccommendable.

17
Pass The Ball

The teacher will play a music while the learners pass a ball. When the teacher stops the music, the leaner who has the ball in the end would be the one to answer the question / to read a sentence or a part of the selection.




Outline of the Course
Session
Objectives
Lesson / Activities
1

Identify the reading comprehension capacity of a child through a simple pre-test.

The teacher will give a 40-50 item test, consisting of pure reading comprehension questions that vary from LOTS to HOTS.

2

Learners are able to at least identify nouns, pronouns, verbs, and adjective.



The teacher will help the students from the basics by letting them read simple texts just to review them what are nouns, pronouns, verbs, and adjectives. This is for future discussion of more complicated context. If the students fail to identify them, then this means that they will find comprehending the text hard.

3


4

Learners will be able to identify the subject.

The learners will try to relate characters to people they know in real life.


The teacher will start with basic stories like 'Fireflies'by Faith Cormier, 'Jack and Jill', 'Good Night Moon', etc.

The teacher will then introduce SUBJECT and later on, PREDICATE.

The teacher can start by taking sentences in the text and identify the SUBJECT by telling the students what characteristics does a SUBJECT is supposed to have to be able to find it. The same goes for PREDICATE. When the teacher has gotten a simple sentence and the learners are able to find the SUBJECT, the teacher will allow the students to try and find the PREDICATE. Activities here like games or board work is recommended.

5

Learners will be able to identify the subject and the predicate.





6



Learners are able to get meanings of the words they don't understand through context clues or cues.

The teacher may use activities like Charades and 4-Pics-1-Word. This will let them have an idea that if they don't know something, they need to search for clues. The teacher can then relate this to the lesson by saying, "Texts also provides clues to you if ever you didn't understand a word in it."

The teacher will start off by giving real-life situational sentences. The teacher will then box a word and let the students guess the meaning. Another possible way is to box the word and the synonym of the word is also within the sentence. This will allow them to scan carefully what they read.



7





8




Learners should be able to sequence what happened in the story.

Learners should be able to sequence what happened in the story using a plot pyramid. Introduce the SETTING and CHRACTERS.


The teacher may use graphic organizers to motivate the students to know more about the setting and the characters. What can the teacher do here is to do a pretend FACEBOOK account of the character. Let the students see what the character looks like and who he is through the FB Graphic Organizer. This will surely get their interest since even those young audiences already have a Facebook account of their own. It would appear more appealing if the teacher can relate the characters to people the students may know. You may use a Venn Diagram to compare two characters, the character and the real-life person, etc.

Additionally, the teacher must make the students realize the importance of knowing the setting and the characters.




9






Learners should be able to sequence what happened in the story.

Learners should be able to sequence what happened in the story using a plot pyramid. Introduce the BEGINNING/EXPOSITION and the RISING ACTION.

The teacher may introduce here the cause and effect with the rising action as the cause. Another is to make the learners identify what they think is the problem in the story. Let the students see how the story begins. Maybe the teacher can use puppets or big picture books. Just as long as they get to see and/or hear the selection. The more sensory organs used, the better the learning.
10

Learners should be able to sequence what happened in the story.

Learners should be able to sequence what happened in the story using a plot pyramid. Introduce the climax.


The teacher may ask the learners about what the characters did to handle their problems. The learners will be able to see that climax is the part of when the characters are doing the action that may help them in the journey / quest.

The teacher can also relate things by asking the students what they do if they encounter specific problems like:

What did/would you do if you…
…broke something inside your house?
… realized you hadn't done your assignment?
…weren't able to study for the exam?
… forgot to eat breakfast before leaving your house?





11

Learners should be able to sequence what happened in the story.

Learners should be able to sequence what happened in the story using a plot pyramid. Introduce the FALLING ACTION and ENDING/DENOUMENT.


The teacher will continue the introduction of cause and effect with letting the students knows that the effects of the actions taken by the characters are written as the FALLING ACTION. Then finally, the students will be familiar with ENDING / DENOUMENT as it closes the story with a happy ever after, a cliff-hanger, or a tragic ending.

The activities here may also include what they may have possible learned in the text.
12

Learners should be able to summarize what they have read using the plot pyramid as a guide or the skeleton/framework.

Now that the students know what happens inside a story, the teacher can let them do a film strip or a comic strip. The learners will show the significant events that happened in the story and illustrate it through drawing.
13

Learners are able to point out the main idea of the text.

After knowing how to get the summary of the text, the learners are now equipped to be able to identify the main idea and the supporting details.

As the teacher gives more and more examples, specially classroom situations, this may be easier for the students. It must always be reminded that the learners are only expected to point out the main idea and enumerate the supporting details that backs up their claim on the main idea. The teacher can use more activities here since getting the main idea may be harder for some.

14

Learners are able to point out the main idea of the text.

Learners are able to enumerate supporting details.





15




Learners are able to show their understanding through group work.

The learners are able to demonstrate their creativity in doing their activities.



The teacher will let the students illustrate how they understood the texts that they read so far. Let them draw and color it. Let the students pretend that the text has a movie and they will be the ones to make it attractive to people so they will come to watch.

This can be done by groups or individual depending on the teacher and the capabilities of the learner. The teacher also will tell the students to explain their work in a separate pad paper.

The learners can also do a short skit.




16



17

Learners are able to predict what might have happened in the past before the story began and what might happen next in the selection they read.

The learners are now able to predict what may happen after the story. The teacher will give situations (what if's) and let the students change the story if they want to do so. Additionally, it is also fun to ask the students what they think happened before the story began. Do they think the reason a character is afraid of something because he had a trauma? Then let the students guess what might had happened to make the characters who they are at the text they have read.
18





SAMPLE TEXTS THAT MAY BE USED

LEVEL
TEXT
1

Fireflies
by Faith Cormier

What are those little green lights on the grass and flying in the yard?

Are they monsters? Are they UFOs?

No, they aren't monsters and they aren't UFOs. They're fireflies.

Fireflies are little insects that glow with a cool green light. If you touch one it won't burn you.

Some fireflies glow to warn other animals that they don't taste good. Frogs, bats, and birds do not like to eat animals that glow. The glow helps keep fireflies safe.

Sometimes we call fireflies glowworms.

You can catch fireflies in a jar. Don't forget to let them go again.

2

Superhero Joey
by Katherine Rollins

Joey put on his mask.
He flapped his cape in front of the mirror.
This is the best costume, he thought.
I'm sure to win the contest.

Joey skipped downstairs.

"Here I come to rescue you!" Joey shouted.
"Nice costume," said Joey's dad.
"I'm a superhero," said Joey.

"Joey," said Mom, "I need you to watch Mindy at the party."
Joey looked at his little sister. "But Mom, superheroes don't have kid sisters."

"Well this superhero has a sister," said Mom.
"What will Mindy's costume be?" asked Dad.
"I'm not sure," said Mom. Joey got an idea.
"I know!" Joey took Mindy upstairs to his room.

He dug through his closets. Joey found his baby blanket.
He put it around Mindy's shoulders.

At the party, Superhero Joey and his sidekick Supergirl Mindy won first prize!

2

The Hunt for Gold
by Anita Amin


"Let's hunt for gold!" Mia told her brother Alex.

They were playing in the sand on the beach. Alex agreed.

"Maybe we'll find a chest full of gold coins!"

So they picked up their pails and headed down the beach.

After a few steps, they found some seashells.

Mia put some small pink shells in her pail. She shoveled some sand into her pail too. "I'm going to draw a picture of the beach," she said. "I'll glue the shells and sand to my picture."

They kept walking. Soon, they found some seaweed.

Alex put some in his pail. "I'm going to make a lasso with this seaweed."

Mia put some seaweed in her pail too. "I'm going to make a jump rope."

They kept looking for gold. After a while, Alex frowned. "We didn't find any gold."

"No, but I see a whole dollar!" Mia cried, racing ahead.

"Really?"Alex cried. Mia showed Alex her dollar.

Alex laughed. "You found a sand dollar!"

Mia put the sand dollar in her pail.

Then Mia and Alex went home with their riches.

2

First Airplane Trip
by Sara Matson

Jake is going on a trip.

He and Mom take a taxi to the airport.

"It's my first plane trip," he tells the taxi driver.

"That's great!" the taxi driver says.

Jake rolls his suitcase onto the plane.

"It's my first plane trip," he tells the pilot.

"Welcome aboard," the pilot says.

Jake finds his seat and buckles his seatbelt.

The plane's engines rumble and roar.

Jake opens his backpack and pulls out Panda.

"It's my first plane trip," he whispers. He holds Panda's paw.

The plane moves faster and faster. Then—Whoosh!

On the ground, cars and houses look like toys.

Jake smiles. "Guess what, Panda?" he says. "Flying is fun!"





1 – 3

Goodnight Moon
by Margaret Wise Brown

In the great green room
There was a telephone
And a red balloon
And a picture of
The cow jumping over the moon
And there were three little bears sitting on chairs
And two little kittens
And a pair of mittens
And a little toy house
And a young mouse
And a comb and a brush and a bowl full of mush
And a quiet old lady who was whispering "hush"

Goodnight room
Goodnight moon
Goodnight cow jumping over the moon
Goodnight light
And the red balloon
Goodnight bears
Goodnight chairs
Goodnight kittens
And goodnight mittens
Goodnight clocks
And goodnight socks
Goodnight little house
And goodnight mouse
Goodnight comb
And goodnight brush
Goodnight nobody
Goodnight mush
And goodnight to the old lady whispering "hush"
Goodnight stars
Goodnight air
Good night noises everywhere


Sample Quizes / Activities for Evaluation
Text
Quiz / Activities for Evaluation

Fireflies

Connect Column A and Column B by manipulating the attached strings.

Column A Column B

1. insect a. not hot
2. monster b. bug with six legs
3. UFO c. a space ship
4. cool d. scary creature
5. glow e. light up in the dark

(Column A must have pictures so the learners can pair the word and the picture which will make it more understandable for them.)

The Hunt for Gold
Fill in the missing vowels to create words from the story. Then write the full word on the line. Be sure you spell each word correctly.

1. c h ___ s t 1. __________________
clue: large box

2. g ___ l d 2. __________________
clue: metal that is word a lot of money

3. d ___ l l ___ r 3. __________________
clue: 100 cents

4. s ___ ___ w ___ ___ d 4. _________________
clue: plant that grows under the water

5. p ___ ___ l 5. _________________
clue: bucket

6. b ___ ___ c h 6. __________________
clue: sandy place by the water

7. l ___ s s ___ 7. _________________
clue: rope used to catch things

*Appropriate rubrics may also be used if the students are to perform or to do group activities. This will let them know where to improve or if ever they did something wrong.
**Feed backing is very important. Please be cautious of what you say to the learners. Let what you say inspire them rather than scare them or lower their self-esteem.

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