The document outlines various English remediation strategies for the academic year 2020-2021 aimed at enhancing students' language skills and competencies. It includes the development of digital and print resources for individualized learning, assessments, and quizzes, as well as collaborative activities using technology like PowerPoint and online messaging. Success indicators focus on improvements in assessments and vocabulary acquisition, while also addressing accessibility challenges faced by students.

1. ENGLISH REMEDIATION STRATEGIES
S.Y. 2020-2021
OBJECTIVES ACTIVITIES/STRATEGIES PERSONS
INVOLVED
TIME
FRAME
RESOURCES SUCCESS
INDICATORS
a. to develop
mastery among
learners who need
learning
assistance;
b. to promote the
acquisition of
specific learning
competencies; and
c. to provide an
aid for language
acquisition
through computer-
assisted
instruction.
Audio-Assisted Slides
Applicable LDM: Online, MDL-Digital, Blended
Simple but strategic way of developing mastery
through follow-up learning material focused on
content of the lesson.
1. The Master teachers and his or her
colleagues will identify least learned
competencies based on the proficiency level
and parallel assessment.
2. Concerned teachers in each grade level will
create a simple and concise PowerPoint
presentation focusing on the identified
LC/lesson.
3. A reading assistance with explanation shall
be given through a canned audio recording.
4. The PPT will be subjected to department-
level QA led by the MT.
learners,
language
teachers, Master
Teacher in
English
Quarterly
(Five days
after the
scheduled
quarterly
examination)
Any device that
has MS
PowerPoint or
WPS applications
(smartphone or
computer unit),
Internet
Improvement in
Remediation
Assessment/Progress
Test

2. 5. If approved, it will be sent to individual
students who need intervention (as per
identified beforehand) through Messenger
application, Gmail, or other possible media.
*for students who don’t have access to needed devices, a
printed handout might be released inclusive of necessary
explanations.
*Perk: Content-based and pedagogically aligned.
*Peril: The audio-assisted soft copy requires Internet
connectivity.
a. to motivate
learners in
noticing salient
points of the
teacher;
b. to improve the
vocabulary of the
students; and
c. to expand the
existing
knowledge of the
students.
Word Strips
Applicable LDM: MDL-Print
Hitting two birds with one stone. This helps either
in making sure a reminder is ascertained by
students or in adding vocabulary and concepts to
novice learners.
1. Upon evaluation of modular outputs, the
teacher will cut colored paper strips where
he or she writes reminders regarding the
lesson in the module.
2. New vocabularies may be introduced along
with these strips.
3. The outputs shall be returned to concerned
learned immediately or on the scheduled
dates.
learners,
language
teachers
every two
weeks (or as
scheduled by
the grade
level
department)
colored paper,
pen or marker
Improvement in
scores
a. to enhance
language skills
through answering
questions in a
Messenger Quiz
Applicable LDM: Online, MDL, Blended
learners,
language
teachers
every week
(as
scheduled in
the WHLP)
Internet
connectivity (free
data can be
utilized),
real-time data as
accessed by the
teacher

3. real-time and
teacher-quiz;
b. to promote
accessibility of
online
synchronous
classes.
This is an inclusive activity which can be
undertaken by the entire class (supposedly members
of the Messenger chat group).
1. The teacher sets a schedule of online
Messenger synchronous meeting. The latter
shall not enjoin the use of camera thus, a
successive conversation would be used.
2. Questions shall be, at a time, entered by the
teacher. These will be answered by the
students.
*Perk: Mostly accessible
*Peril: Tendency of brilliant students taking the spotlight once
again.
smartphone or
computer unit
a. to develop
critical thinking
while stimulating
the linguistic
capabilities of
students.
Rebus Strategies
Applicable LDM: Online, MDL, Blended
To stimulate the visual capacities while developing
critical thinking, rebus or graphic English may be
of great use.
1. The teacher will compile relevant rebus
images or graphics for the identified
learners. These can be given along with the
modules as supplementary materials.
2. The rebus shall be unique to each learner.
3. The answers shall be given back along with
their other outputs.
learners,
language
teachers
every two
weeks (or as
scheduled by
the grade
level
department)
paper evaluated outputs