Sai is a 7-year-old Filipino student entering 2nd grade who needs improvement in several areas including letter knowledge, phonological awareness, spelling, decoding, reading fluency, and written expression. Her remedial plan involves various methods like games, flashcards, drills, and worksheets to help her master letters, sounds, spelling patterns, reading short texts, and expressing ideas in writing. The plan's goals are adjusted based on her progress and she shows strengths in segmenting words and spelling with guidance. Continued practice at home is recommended.

2. SAI MAERI JOMMEL
CASE PROFILE
ROMERO
Nickname Sai
Birthday September
2, 2004
Age 7 years old
Grade Incoming
Grade 2
School Holy Infant
Academy

4. BEHAVIORAL AND ORAL LANGUAGE
DEVELOPMENT
STRENGTHS NEEDS
o Conscientious  To develop
worker “Personal” function
o Does not easily of Oral Language
give up on tasks development
o Can fluently speak
in Filipino

5. LETTER KNOWLEDGE
STRENGTHS NEEDS
o Can write all  Needs to master all
uppercase and letters of the
lowercase letters
(except Nn and Ng) alphabet
o Can identify (especially Nn and
uppercase and Ng)
lowercase letters  Needs to memorize
when named
all letters of the
o Can match alphabet (not in
uppercase and
lowercase letters order)

6. INITIAL REMEDIAL PLAN
Letter Knowledge Component
Goal/s Methods and Medium of Instruction
Materials
Memorize all letters of Games English
the alphabet, including Flashcards
Nn, Ng Drills
Worksheets
Master all letters of the
alphabet (to avoid
confusions between
letters) for the student
to be able to
automatically identify
letters, even if these
letters are not in order

7. PHONOLOGICAL/ PHONEMIC AWARENESS
STRENGTHS NEEDS
o Can accurately  To learn how to
segment words into segment phonemes
syllables in a word
o Can accurately  To memorize all letter
detect and match sounds
initial sounds  To learn how to
identify middle and
o Can associate ending sounds in a
some sounds with word
letters

8. INITIAL REMEDIAL PLAN
Phonological/Phonemic Awareness Component
Goal/s Methods and Medium of Instruction
Materials
Memorize all letter Games English
sounds Flashcards
Drills
Be more familiar with Worksheets
variety of letter sounds
in English language
Blend sounds
(digraphs)
To be able to segment
phonemes in words
To be able to easily
identify middle and
ending sounds

9. SPELLING
STRENGTHS NEEDS
o Can accurately  To master/be
spell words with familiarized with
CVC pattern multisyllabic words
o Can spell words by  To master/be
focusing on sound familiarized with
digraphs

10. INITIAL REMEDIAL PLAN
Spelling Component
Goal/s Methods and Medium of Instruction
Materials
To be able to spell Drills English
words more accurately Worksheets
Game
To be able to spell
multisyllabic words

11. DECODING AND ORAL READING FLUENCY
STRENGTHS NEEDS
o Can read some  To learn more
words words to be able to
automatically read texts
appropriate to age
o Does not ignore and level
punctuations when  To be more
reading: knows exposed to reading
when to stop materials
 To practice oral
reading

12. INITIAL REMEDIAL PLAN
Decoding and Oral Lang. Fluency Component
Goal/s Methods and Medium of Instruction
Materials
To be able to read Flashcards English
words by blending Worksheets
sounds Short texts
To be able to read
words accurately (at
instructional or
independent level) in
first grade
passages/words
To be able to read
passages (at least in
instructional level) in
the first grade

13. HANDWRITING AND WRITTEN EXPRESSION
STRENGTHS NEEDS
o Good directionality  To be able to
in writing: writes express ideas into
from left to words
right, top to bottom  To be able to write
sentences

14. INITIAL REMEDIAL PLAN
Written Expression Component
Goal/s Methods and Medium of Instruction
Materials
To be able to transcribe (From storytelling Filipino
ideas through words session in Listening
Comprehension
To be able to respond component)
to text by answering Engagement Activities
engagement activities

15. INITIAL REMEDIAL PLAN
Listening Comprehension Component
Goal/s Methods and Medium of Instruction
Materials
To be able to have a Storybooks Filipino
deeper comprehension
of a text by answering Storytelling sessions,
literal, inferential, GPU discussion
evaluative, integrative Engagement activities
and creative questions
To be able to verbalize
feelings and ideas
about the story read

17. REVISED REMEDIAL PLAN
Component Methods and Reasons
Materials
Letter Knowledge Teach different word Student is at pre-
Phonological/Phonemi patterns primer level for word
c Awareness Finger Twister board recognition
Letter cards
Flashcards
Word Sorts
Spelling Finger Twister board Has difficulty reading
Spell words first, then and spelling
phrase, then sentence multisyllabic words
Listening Storybooks, GPU As breather for
Comprehension Discussion, sessions; to inculcate
Engagement Activities deeper
comprehension in
reading texts
Decoding/Reading Reading list To let child practice
Short texts reading short texts
alone

19. AT THE END OF THE PROGRAM
STUDENT CAN: STUDENT NEEDS
o Segment phonemes in  To work on being more
words careful in spelling
o Can spell multisyllabic words with digraphs
words and unfamiliar  To work on familiarizing
words (with the aid of oneself with the
Finger Twister board) placement of sounds
o Can answer different (either middle or end)
levels of questions  To be exposed to
(comprehension) reading texts on her
o Can read short texts on own and with others
her own  To work on handwriting

20. Sai’s spelling inventory Sai’s spelling tasks during
during assessment the sessions

21. WORD SORT ACTIVITY AND ENGAGEMENT
ACTIVITIES

22. RECOMMENDATIONS
 Practice lessons at home
 Read more texts and storybooks at home, preferably with someone older
(who is a good reader)
 Practice handwriting, spelling skills
 Teach more patterns in English language
 Practice answering some questions, activities after reading instead of
during
 Have her practice spelling with the use of Finger twister board
 When asking her to remember a certain pattern, ask her to draw
something that she can associate that pattern with
 She enjoys drawing and coloring activities, if she will be taught at home it
would be better if these activities were included so that she will not lose
interest and it would also serve as a breather for her.