40-DAY-INTERVENTION-PLAN-ON READING

1. 40 DAY-ACTIVITY PLAN
Reading Intervention Program
LEVEL 1: Non-Readers
General Objective: All learners shall be readers ( grade level readers) by January 13, 2023
Objective: At the end of 8-week intervention, __________(school) registered 0% non-readers.
DAY # AREAS OF
CONCERN
OBJECTIVES TARGET
OUTPUTS
STRATEGIES/
ACTIVITIES
RESOURCES
NEEDED
PERSONS
RESOURCES
NEEDED
MATERIALS
SUCCESS
INDICATOR
MONITORING /
EVALUATION
1 Oral and
Written
Pretest
Identify pupil’s
initial reading
performance.
100% of
identified
NR learners
can perform
emergent
reading
activities.
Perform oral
and written
Pretest
Teacher-
advisers
PSDS
Chief
Principals
Audio-
speaker
Pictures
Logos and
symbols
Environmen
tal prints
100% of
identified NR
learners
performed
emergent
reading
activities.
Record Pretest
Results
Identify the
learning needs
of the pupil
based on the
assessment tool.
2-5 Big and Small
Letters of the
Alphabet
identify big and
small letters;
write legibly the
correct capital
and small letters
of the alphabet;
100% of
identified
NR learners
can identify
and write
big and
small letters
Provide drill on
kinds of lines and
identifying big
and small objects.
Show how to write
big and small
letters.
Identify the
uppercase and
lowercase of the
given letter.
PSDS
Chief
Principals
Teacher-
advisers
Letter tiles
Sound box
Sketch pad
Writing pad
Pencil
White
board
Marker
List of
sounds
100% of
identified NR
learners
identified and
have written
big and small
letters
Record the daily
performance in the
monitoring tool by
asking the student
to color one path of
the maze.
Color:
red – if the
performance is good
blue – if the
performance is
satisfactory

2. Use the alphakit
to ask students to
identify letter
names and sounds
yellow – if the
performance needs
more improvement
Record the difficult
letters that needs
more emphasis in
review.
6-
14
Beginning
sounds
Identify the
beginning
sounds of a
word
100% of
identified
NR learners
can perform
phonemic
awareness
activities.
Introduce simple
vocabulary words.
Emphasize
beginning sound.
Let student
identify the
beginning sound
of the given
picture.
Using the
alphakit, the
student identifies
the initial sound
of the word
sounded by the
tutor.
PSDS
Chief
Principals
Teacher-
advisers
Audio-
speaker
Pictures
Logos and
symbols
Environme
ntal prints
100% of
identified NR
learners
performed
phonemic
awareness
activities.
Record the daily
performance in the
monitoring tool by
asking the student
to color one path of
the maze.
Color:
red – if the
performance is good
blue – if the
performance is
satisfactory
yellow – if the
performance needs
more improvement
Record the initial
letter sound that
needs more
emphasis for
review.
15-
17
Final
Consonant
Letter
Sounds
Identify the
final
consonant
letter sound
of a word.
100% of
identified
NR learners
can identify
final
consonant
Review
Introduce
simple
vocabulary
words.
PSDS
Chief
Principals
Teacher-
advisers
Audio-
speaker
Pictures
Logos and
symbols
100% of
identified NR
learners
identified final
consonant
Record the daily
performance in
the monitoring
tool by asking
the student to

3. letter sound
of a word. Emphasize
final sound.
Let student
identify the
final sound of
the given
picture.
Using the
alphakit, the
student
identifies the
final sound of
the word
sounded by
the tutor.
Environmen
tal prints
realia
letter sound
of a word.
color one path
of the maze.
Color:
red – if the
performance is
good
blue – if the
performance is
satisfactory
yellow – if the
performance
needs more
improvement
Record the final
letter sound
that needs more
emphasis for
review.
18-
19
Medial
Sounds
Identify
medial short
vowel sound
of the word
Read words
correctly with
100% of
identified
NR learners
can read
words
correctly
with medial
Review
Sing “ Vowel
Family” to the
tune of BINGO
PSDS
Chief
Principals
Teacher-
advisers
Audio-
speaker
Pictures
Logos and
symbols
Environmen
tal prints
realia
100% of
identified NR
learners read
words
correctly with
medial short
vowel sounds.
Record the daily
performance in
the monitoring
tool by asking
the student to
color one path
of the maze.

4. medial short
vowel sounds.
short vowel
sounds.
Present medial
sound of
words.
Let students
identify the
medial sound
of the given
word.
Students write
the missing
medial sound
of the given
word.
Color:
red – if the
performance is
good
blue – if the
performance is
satisfactory
yellow – if the
performance
needs more
improvement
Record the final
letter sound
that needs more
emphasis for
review.
Oral Assessment
Test
(Letter Sounds)
Evaluate
student’s
performance
in reading
sounds.
100% of
identified
learners will
be
evaluated in
terms of
their
performanc
e in letter
sound
recognition,
identificatio
Let the
student
identify the
letter sound in
the checklist
PSDS
Chief
Principals
Teacher-
advisers
Master
teachers
Copy of
Assessment
tools
100% of
identified
learners were
evaluated in
terms of their
performance
in letter
sound
recognition,
identification
and
manipulation.
Check the
letters that the
student
sounded
correctly.

5. n and
manipulatio
n.
20-
29
Consonant-
Vowel
Consonant
(CVC) Word
Pattern
Words with
short
a/e/i/o/u
vowel sound
Read basic
sight words
correctly using
C-V-C pattern
from the set
of pictures.
Answer simple
Wh-questions
from the
given
sentences/
stories.
100% of
identified
learners can
read basic
sight words
correctly
using CVC
pattern and
answer wh-
questions
Review on
CVC words
with pictures
Emphasize on
the initial,
medial and
final sound
Read CVC
word pattern.
Read phrases,
sentences and
stories with
cvc word
patterns.
Answer simple
comprehensio
n questions
from the
sentences and
stories read.
PSDS
Chief
Principals
Teacher-
advisers
Letter tiles
Sound box
Syllable box
Key picture,
key word
Graphic
organizers
100% of
identified
learners read
basic sight
words
correctly
using CVC
pattern and
answer wh-
questions
Record the daily
performance in
the monitoring
tool by asking
the student to
color one path
of the maze.
Color:
red – if the
performance is
good
blue – if the
performance is
satisfactory
yellow – if the
performance
needs more
improvement
Record the cvc
words that
needs more
emphasis for
review.

6. Read simple
sight words.
Using Alpha
Kit, let the
student spell
the words with
CVC pattern.
Oral Assessment
Test
(CVC Word
Pattern)
Evaluate
student’s
performance
in reading
words with C-
V-C pattern
100% of
identified
learners are
evaluated
on their
reading
performanc
e on CVC
pattern
Let the
student read
words with cvc
pattern in the
checklist
PSDS
Principals
Teacher-
advisers
PSDS
Principals
Master
teachers
Copy of
Assessment
tools
100% of
identified
learners were
evaluated on
their reading
performance
on CVC
pattern
Check the
words that the
student read
correctly.
30-
31
Words with
Long /a/
Sound
Word
Patterns:
_a_e
_ai_
_ay
Read words
with long /a/
sound
100% of
identified
learners can
read words
with long
/a/ sound
correctly
Review
Show words
with long /a/
and their
corresponding
pictures.
Read words,
phrases,
sentences and
stories with
long /a/
sound.
PSDS
Principals
Teacher-
advisers
Letter tiles
Sound box
Syllable box
Key picture,
key word
Graphic
organizers
Rebus
passage
Copy of
words
Copy of
passages
100% of
identified
learners read
words with
long /a/
sound
correctly
Record the daily
performance in
the monitoring
tool by asking
the student to
color one path
of the maze.
Color:
red – if the
performance is
good

7. Answer simple
comprehensio
n questions
from the
sentences and
stories read.
Read simple
sight words.
Using alpha
kit, let the
student spell
words with
long /a/
sound.
blue – if the
performance is
satisfactory
yellow – if the
performance
needs more
improvement
Record the
words with long
/a/ sound that
needs more
emphasis for
review.
32 Words with
Long /e/
sound
Word
Patterns:
_ee_
_ea_
Read words
with long
/e/sound
correctly.
100% of
identified
learners can
read words
with long
/e/ sound
correctly
Review
Show words
with long /e/
and their
corresponding
pictures.
Read words,
phrases,
sentences and
stories with
PSDS
Principals
Teacher-
advisers
Letter tiles
Sound box
Syllable box
Key picture,
key word
Graphic
organizers
Rebus
passage
Copy of
words
Copy of
passages
100% of
identified
learners read
words with
long /e/
sound
correctly
Record the daily
performance in
the monitoring
tool by asking
the student to
color one path
of the maze.
Color:

8. long /e/
sound.
Answer simple
comprehensio
n questions
from the
sentences and
stories read.
Read simple
sight words.
Using alpha
kit, let the
student spell
words with
long /e/
sound.
red – if the
performance is
good
blue – if the
performance is
satisfactory
yellow – if the
performance
needs more
improvement
Record the
words with long
/e/ sound that
needs more
emphasis for
review.
33-
34
Words with
Long /i/
Sound
Word
Patterns:
_i_e
_igh or _ight
Read words
with long /i/
sound
correctly.
100% of
identified
learners can
read words
with long /i/
sound
correctly
Review
Show words
with long /i/
and their
corresponding
pictures.
Read words,
phrases,
PSDS
Principals
Teacher-
advisers
Letter tiles
Sound box
Syllable box
Key picture,
key word
Graphic
organizers
Rebus
passage
Copy of
words
100% of
identified
learners read
words with
long /i/ sound
correctly
Record the daily
performance in
the monitoring
tool by asking
the student to
color one path
of the maze.
Color:

9. sentences and
stories with
long /i/ sound.
Answer simple
comprehensio
n questions
from the
sentences and
stories read.
Read simple
sight words.
Using alpha
kit, let the
student spell
words with
long /i/ sound.
Copy of
passages
red – if the
performance is
good
blue – if the
performance is
satisfactory
yellow – if the
performance
needs more
improvement
Record the
words with long
/i/ sound that
needs more
emphasis for
review.
35 -
36
Words with
Long /o/
sound
Word
Patterns:
_o_e
_oa_
_oo_
Read words
with long /i/
sound
correctly.
100% of
identified
learners can
read words
with long /i/
sound
correctly
Review
Show words
with long /o/
and their
corresponding
pictures.
Read words,
phrases,
PSDS
Principals
Teacher-
advisers
Letter tiles
Sound box
Syllable box
Key picture,
key word
Graphic
organizers
Rebus
passage
Copy of
words
100% of
identified
learners read
words with
long /i/ sound
correctly
Record the daily
performance in
the monitoring
tool by asking
the student to
color one path
of the maze.
Color:

10. sentences and
stories with
long /o/
sound.
Answer simple
comprehensio
n questions
from the
sentences and
stories read.
Read simple
sight words.
Using alpha
kit, let the
student spell
words with
long /o/
sound.
Copy of
passages
red – if the
performance is
good
blue – if the
performance is
satisfactory
yellow – if the
performance
needs more
improvement
Record the
words with long
/o/ sound that
needs more
emphasis for
review.
37 Words with
Long /u/
sound
Word
Pattern:
_u_e
Read words
with long /u/
sound
correctly.
100% of
identified
learners can
read words
with long
/u/ sound
correctly
Review
Show words
with long /u/
and their
corresponding
pictures.
PSDS
Principals
Teacher-
advisers
Letter tiles
Sound box
Syllable box
Key picture,
key word
Graphic
organizers
100% of
identified
learners read
words with
long /u/
sound
correctly
Record the daily
performance in
the monitoring
tool by asking
the student to
color one path
of the maze.

11. Read words,
phrases,
sentences and
stories with
long /u/
sound.
Answer simple
comprehensio
n questions
from the
sentences and
stories read.
Read simple
sight words.
Using alpha
kit, let the
student spell
words with
long /u/
sound.
Rebus
passage
Copy of
words
Copy of
passages
Color:
red – if the
performance is
good
blue – if the
performance is
satisfactory
yellow – if the
performance
needs more
improvement
Record the
words with long
/u/ sound that
needs more
emphasis for
review.
Oral Assessment
Test
(Words with Long
Vowel Sound)
Evaluate
student’s
performance
in reading
words with
100% of
identified
learners will
be
evaluated
on their
Let the
student read
the words in
the checklist
Teacher-
advisers
Master
teachers
Copy of
assessment
tools
100% of
identified
learners were
evaluated on
their word
recognition
Check the
words that the
student read
correctly.

12. long vowel
sound.
word
recognition
skill with
focus on
words with
long vowel
sound.
skill with
focus on
words with
long vowel
sound.
38 -
39
Basic Sight
Words
Primer
Read basic
sight words
primer.
100% of
identified
learners
can read
basic
sight
words.
Review
Show words
with basic
primer.
Read words,
phrases,
sentences and
stories.
Answer simple
comprehensio
n questions
from the
sentences and
stories read.
Spell words
using alpha
kit.
PSDS
Principals
Teacher-
advisers
Letter tiles
Sound box
Syllable box
Key picture,
key word
Graphic
organizers
Rebus
passage
Masking
passage
Copy of
words
Copy of
passages
100% of
identified
learners
read basic
sight words.
Record the daily
performance in
the monitoring
tool by asking
the student to
color one path
of the maze.
Color:
red – if the
performance is
good
blue – if the
performance is
satisfactory
yellow – if the
performance
needs more
improvement
Record the
words with long
/u/ sound that

13. needs more
emphasis for
review.
40 Oral and
Written post
test
Conduct oral
and written
Posttest
100% of
identified
learners will
be
administere
d with oral
and written
posttest
Let the
student
answer the
oral and
written
posttest.
Recognize
student’s
achievement
PSDS
Principals
Teacher-
adviser
Copy of
assessment
tools
100% of
identified
learners took
oral and
written
posttest
Compare
pretest and
posttest results.
Analyze
student’s
performance.
LEVEL 2: Frustration Readers
General Objective: All learners shall be readers ( grade level readers) by January 13, 2023
Objective: At the end of 8-week intervention, __________(school) registered 0% non-readers/ frustration readers.

14. DAY
#
AREAS OF
CONCERN
OBJECTIVES TARGET
OUTPUTS
ENGAGEMENT
ACTIVITIES
RESOURCE
S
PERSONS
RESOURCES
MATERIALS
SUCCESS
INDICATOR
MONITORING /
EVALUATION
1
Oral and
Written
Pretest
Identify
pupil’s initial
reading
performance
.
100%
frustration
readers will
become
instructional
readers.
Perform oral
and written
Pretest
PSDS
Principals
Teacher-
advisers
Printable
reading
materials,
teacher-
made
materials
100%
frustration
readers
became
instructional
readers.
Record
Pretest
Results
Identify the
learning
needs of the
pupil based
on the
assessment
tool.
2-
10
Final
Consonant
blends
 st
 sk,sp
 nd
 nt
 lt
 mp
 lk,lf,ld
lp
Read words
with final
consonant
blends
correctly.
100% of
learners will
identify and
manipulate
final
consonant
blends
Drill: Read
words and
sentences (
cvc, words with
long sounds
and sight
words)
Show words
with final
consonant
blends and
their
PSDS
Principals
Teacher-
advisers
Flash cards,
e-
materials,
worksheets
100% of
learners
identified
and
manipulated
final
consonant
blends
Record the
daily
performance
in the
monitoring
tool by
asking the
student to
color one
path of the
maze.
Color:

15.  lm,lb,l
c
 ct,ft,
pt
corresponding
pictures and
definition
Read words,
phrases,
sentences and
stories
Answer simple
comprehensio
n questions
from the
sentences and
stories read.
Using alpha
kit, let the
student spell
words with
final
consonant
blends.
red – if the
performance
is good
blue – if the
performance
is
satisfactory
yellow – if
the
performance
needs more
improvemen
t
Record the
words that
needs more
emphasis in
review.
Oral Assessment
Test
(Words with Final
consonant blends
Evaluate
student’s
performance
in reading
words with
final
100% of
identified
learners will
be evaluated
on their
performance
Let the
student read
the words in
the checklist
PSDS
Principals
Teacher-
advisers
Copy of
Assessmen
t tools
100% of
identified
learners
were
evaluated
on their
Check the
words that
the student
read
correctly.

16. consonant
blends.
in reading
words with
final
consonant
blends
performanc
e in reading
words with
final
consonant
blends
11
-
20
Initial
Consonant
blends
 bl,cl
 fl,gl
 pl,sl
 br,cr,d
r
 fr,gr, tr
Read words
with initial
consonant
blends
correctly.
100% of
learners
will read
initial
consonant
blends
Drill: Read
words and
sentences (
final
consonant
blends)
Show words
with initial
consonant
blends and
their
corresponding
pictures and
definition
Read words,
phrases,
sentences and
stories
Answer simple
comprehensio
PSDS
Principals
Teacher-
advisers
Flash cards,
worksheets
100% of
learners
were able to
read initial
consonant
blends
Record the
daily
performance
in the
monitoring
tool by
asking the
student to
color one
path of the
maze.
Color:
red – if the
performance
is good
blue – if the
performance
is
satisfactory
yellow – if
the
performance

17. n questions
from the
sentences and
stories read.
Using alpha
kit, let the
student spell
words with
initial
consonant
blends.
needs more
improvemen
t
Record the
words that
needs more
emphasis in
review.
Oral Assessment
Test
(Words with
Initial consonant
blends
Evaluate
student’s
performance
in reading
words with
Initial
consonant
blends.
100% of
identified
learners will
be
evaluated
on their
performance
in reading
words with
initial
consonant
blends
Let the
student read
the words in
the checklist
PSDS
Principals
Teacher-
advisers
Assessmen
t tools
100% of
identified
learners
were
evaluated
on their
performanc
e in reading
words with
initial
consonant
blends
Check the
words that
the student
read
correctly.

18. 21
-
28
Digraphs and
Blends
 sh
 ch
 wr
 wh
 ph
 ng
 nk
 th
Read words
with
digraphs
and blends
correctly.
100% of
learners can
recognize
and
pronounce
consonant
digraphs
and blends
Drill: Read
words and
sentences (
initial
consonant
blends)
Show words
with digraphs
and blends
together with
their
corresponding
pictures/
definition
Read words,
phrases,
sentences and
stories
Answer simple
comprehensio
n questions
from the
sentences and
stories read.
PSDS
Principals
Teacher-
advisers
wordsheets 100% of
learners
recognized
and
pronounced
consonant
digraphs
and blends
Record the
daily
performance
in the
monitoring
tool by
asking the
student to
color one
path of the
maze.
Color:
red – if the
performance
is good
blue – if the
performance
is
satisfactory
yellow – if
the
performance
needs more
improvemen
t
Record the
words that

19. Using alpha
kit, let the
student spell
words with
digraphs and
blends.
needs more
emphasis in
review.
Oral Assessment
Test
(Words with
Digraphs and
blends
Evaluate
student’s
performance
in reading
words with
Digraphs
and blends.
100% of
identified
learners will
be evaluated
on their
performance
in words
with
digraphs
and blends
Let the
student read
the words in
the checklist
PSDS
Principals
Teacher-
advisers
Assessmen
t tool
100% of
identified
learners
were
evaluated
on their
performanc
e in words
with
digraphs
and blends
Check the
words that
the student
read
correctly.
29
-
34
Trigraphs
 scr
 shr
 spl
 spr
 str
 tch
Read words
with
digraphs
and blends
correctly.
100% of
learners will
be able to
read words
with
trigraphs
and blends
Drill: Read
words and
sentences (
digraphs and
blends)
Show words
with trigraphs
and blends
PSDS
Principals
Teacher-
advisers
worksheets 100% of
learners
were able to
read words
with
trigraphs
and blends
Record the
daily
performance
in the
monitoring
tool by
asking the
student to
color one

20. together with
their
corresponding
pictures/
definition
Read words,
phrases,
sentences and
stories
Answer simple
comprehensio
n questions
from the
sentences and
stories read.
Using alpha
kit, let the
student spell
words with
trigraphs.
path of the
maze.
Color:
red – if the
performance
is good
blue – if the
performance
is
satisfactory
yellow – if
the
performance
needs more
improvemen
t
Record the
words that
needs more
emphasis in
review.
Oral Assessment
Test
(Trigraphs
Evaluate
student’s
performance
in reading
100% of
learners will
be evaluated
on their
Let the
student read
the words in
the checklist
PSDS
Principals
Teacher-
advisers
Assessmen
t tool
100% of
learners
were
evaluated
on their
Check the
words that
the student
read
correctly.

21. words with
trigraphs.
performance
on trigraphs
performanc
e on
trigraphs
35
-
36
Words with
Silent letters
 b,l,t,w
 k,g,gh
Read words
with silent
letters
correctly.
100% of
learners can
read words
with silent
letters
Drill: Read
words and
sentences (
trigraphs)
Show words
with silent
letters
together with
their
corresponding
pictures/
definition
Read words,
phrases,
sentences and
stories
Answer simple
comprehensio
n questions
from the
sentences and
stories read.
PSDS
Principals
Teacher-
advisers
Flashcards,
worksheets
100% of
learners
read words
with silent
letters
Record the
daily
performance
in the
monitoring
tool by
asking the
student to
color one
path of the
maze.
Color:
red – if the
performance
is good
blue – if the
performance
is
satisfactory
yellow – if
the
performance
needs more

22. Using alpha
kit, let the
student spell
words with
silent letters.
improvemen
t
Record the
words that
needs more
emphasis in
review.
37
-
39
Diphthongs Read words
with
dipthongs
100% of
learners can
read words
with
diphthongs
Drill: Read
words and
sentences (
silent letters)
Show words
with
diphthongs
together with
their
corresponding
pictures/
definition
Read words,
phrases,
sentences and
stories
PSDS
Principals
Teacher-
advisers
Diphthong
s
worksheets
100% of
learners
read words
with
diphthongs
Record the
daily
performance
in the
monitoring
tool by
asking the
student to
color one
path of the
maze.
Color:
red – if the
performance
is good
blue – if the
performance
is
satisfactory

23. Answer simple
comprehensio
n questions
from the
sentences and
stories read.
Using alpha
kit, let the
student spell
words with
diphthongs
yellow – if
the
performance
needs more
improvemen
t
Record the
words that
needs more
emphasis in
review
Oral Assessment
Test
(Diphthongs and
Silent Letters)
Evaluate
student’s
performance
in reading
words with
diphthongs
and silent
letters.
100% of
learners will
be evaluated
on their
performance
in reading
words with
diphthongs
and silent
letters
Let the
student read
the words in
the checklist
PSDS
Principals
Teacher-
advisers
Assessmen
t tool
100% of
learners
were
evaluated
on their
performanc
e in reading
words with
diphthongs
and silent
letters
Check the
words that
the student
read
correctly.
40 Oral and
Written post
test
Conduct
oral and
written
Posttest
100% of
identified
learners will
be
administere
Let the student
answer the
oral and
written
posttest.
PSDS
Principals
Teacher-
advisers
Copy of
the
assessment
tool
100% of
identified
learners
were
conducted
Compare
pretest and
posttest
results.

24. d with oral
and written
posttest
Recognize
student’s
achievement
oral and
written
posttest
Analyze
student’s
performance
.
Prepared by:
NARMELA P. ESPEDIDO- PSDS