Download to read offline
INDIVIDUAL LEARNER READING PLAN FOR GRADE 7 STUDENTS.docx
- 1. INDIVIDUAL LEARNER READINGPLAN SY. 2024-2025 Student Focus Areas Learning Objectives Strategies Resources Assessment Time Frame Eslit. Johary L. Rabe, Jharel B. Tecson, Shane Y. Reading Comprehensio n 1. Identify main ideas and supporting details. 2. Improve inferencing skills. 3. Develop summarizing and retelling skills. 4. Enhance critical thinking. - Weeks 1-2: Guided reading with simple texts. - Weeks 3-4: Use graphic organizers (story maps, Venn diagrams). - Weeks 5-6: Practice comprehension questions. - Weeks 7-8: Discussions and written exercises focused on inferential and evaluative comprehension. - Storybooks & informational texts. - Online platforms (Newsela, Read Works). - Comprehension worksheets & graphic organizers. - Weekly: Quizzes on comprehension questions. - End of Week 4 & 8: Written summaries & oral retelling. - Ongoing: Teacher observation during guided reading. - Week 1-2:Build basic skills. - Week 3-6:Apply strategies to more complex texts. - Week 7- 8:Deepen inferencing and evaluation skills. Limbaga, Dimar P. Blending & Word Reading 1. Improve blending phonemes. - Daily: Phonics drills focused on sound blending. - Weeks 1-4: Use - Phonics apps (Starfall, ABCmouse). - Daily: Blending exercises and phonics games. - Week 1- 4: Phonics and sight words Republic of the Philippines Department of Education Region X – Northern Mindanao DIVISION OF LANAO DEL NORTE Gov. A. Quibranza Prov’l. Gov’t. Compound Pigcarangan, Tubod, Lanao del Norte (063)227 – 6633, (063)341 – 5109 CALUBE INTEGRATED SCHOOL 501240
- 2. 2. Recognize high- frequency sight words. 3.Decode multisyllabic words using phonics rules. flashcards for sight words. - Weeks 5-6: Begin reading decodable texts that target phonics and blending. - Weeks 7-8: Introduce multisyllabic words through structured practice. - Decodable readers. - Flashcards & blending practice worksheets. - Weekly: Oral assessments on word blending and reading. - End of Week 8:Word decoding fluency check. practice. - Week 5- 8: Progress to reading decodable texts and multisyllabic word blending. Limbaga, Dimar P. Vocabulary Development 1. Widen vocabulary through context. 2. Learn synonyms, antonyms, and word meanings. 3. Use context clues for unfamiliar words. - Weeks 1-2: Introduce 5-10 new words each week, through stories and reading exercises. - Weeks 3-4: Focus on synonyms and antonyms through word games and discussions. - Weeks 5-6: Practice inferring word meanings from context using short texts. - Weeks 7-8: Vocabulary notebook and sentence creation exercises. - Storybooks with rich vocabulary. - Vocabulary apps and online tools. - Vocabulary notebook for tracking new words and their meanings. - Weekly:Vocabulary quizzes. - End of Week 4 & 8: Oral sentence creation using new words. - Ongoing:Vocabulary notebook review. - Week 1-4: Focus on building core vocabulary. - Week 5-8: Expand vocabulary and use words in writing and conversation. Limbaga, Edwin D. Mabaga, Jhon A. Vocabulary Development 1. Expand vocabulary through diverse texts. 2. Use new words in writing and - Weeks 1-2: Provide weekly vocabulary lists, introduce new words using root words, prefixes, and suffixes. - Weeks 3-4: Word games (Scrabble, word puzzles). - Weeks 5-6: Use vocabulary - Vocabulary- building games. - Vocabulary apps. - Fiction and non- fiction texts with varied - Weekly:Vocabulary quizzes. - End of Week 4:Assess vocabulary retention and usage. - End of Week 8:Oral and written assessments - Week 1-4: Build basic vocabulary and word use. - Week 5-8: Focus on deeper understanding and usage in speaking
- 3. speaking. 3. Understand multiple meanings of words. insentence construction, oral and written. - Weeks 7-8: Discuss multiple meanings of words in context through stories. vocabulary. - Vocabulary lists and word-study tools. on using new words in context. and writing. Monitoring and Follow-up: 1. Weekly Check-ins: Track progress with quizzes and class participation. 2. Parent Involvement: Suggest home activities, such as reading and word games, to reinforce skills. 3. Adjustments: Modify strategies and goals as necessary based on assessments and observations. Prepared by: Noted by: CHARITY ANNE CAMILLE P. LAMAMA YELEN O. HERNANDEZ Teacher 1 School Principal
- 4. CLASS READING ACTIONPLAN SY. 2024-2025 Goal Objectives Target Students Strategies Resources Time Frame Assessment 1. Improve Reading Comprehension 1. Students will identify main ideas and supporting details. 2. Strengthen inferencing skills. 3. Develop summarizing and retelling abilities. 4. Evaluate and analyze texts critically. Eslit. Johary L. Rabe, Jharel B. Tecson, Shane Y. (Whole class) - Weeks 1-2: Guided reading sessions on short, simple texts. - Weeks 3-4: Graphic organizers (story maps, Venn diagrams) to organize thoughts. - Weeks 5- 6:Comprehension questions (who, what, when, where, why, how). - Weeks 7-8: Class discussions and peer-to- peer retelling exercises to improve comprehension. - Grade- appropriate storybooks. - Newsela or Read Works for informational texts. - Graphic organizer templates (printable or digital). - Weeks 1- 2:Foundational comprehension skills. - Weeks 3-6:Deeper understanding with diverse texts. - Weeks 7- 8:Analytical skills. - Weekly: Comprehension quizzes. - End of Week 4 & 8: Written summaries & oral retelling. - Ongoing: Teacher observations. Republic of the Philippines Department of Education Region X – Northern Mindanao DIVISION OF LANAO DEL NORTE Gov. A. Quibranza Prov’l. Gov’t. Compound Pigcarangan, Tubod, Lanao del Norte (063)227 – 6633, (063)341 – 5109 CALUBE INTEGRATED SCHOOL 501240
- 5. 2. Develop Phonics and BlendingSkills 1. Students will blend phonemes to read words fluently. 2. Recognize sight words. 3. Decode multisyllabic words. Limbaga, Dimar P. (and other students struggling with blending) (Small group interventions) - Daily: Short phonics drills to practice sound blending. - Weeks 1-4: Use of flashcards for sight words and decodable texts. - Weeks 5-6: Target blending with longer, multisyllabic words. - Week 7-8: Group reading of decodable readers with a focus on blending. - Phonics apps (e.g., Starfall, ABCmouse). - Flashcards for sight words. - Decodable readers and word lists. - Daily: 10-15 minutes phonics/blending sessions. - Weeks 1-4:Sight words and simple blending. - Weeks 5- 8:Progress to more complex words. - Weekly:Blending assessments through oral reading. - End of Week 8: Decoding fluency test. - Ongoing:Small group monitoring. 3. Expand Vocabulary 1. Students will learn new vocabulary each week. 2. Use context clues to determine meanings. 3. Practice using new words in writing and Limbaga, Edwin D. Mabaga, Jhon A. (Whole class) - Weekly: Introduce 5-10 new words using stories and informational texts. - Weeks 1-2: Teach word roots, prefixes, and suffixes to understand word formation. - Weeks 3-4: Word games like Scrabble, crossword puzzles, and vocabulary - Vocabulary- building apps. - Word games (e.g., Scrabble, crossword puzzles). - Personal vocabulary notebooks for each student. - Weekly: Introduce new vocabulary. - Weeks 1- 4:Reinforce new words and word formation. - Weeks 5-8:Focus on usage in context. - Weekly: Vocabulary quizzes. - Ongoing: Vocabulary notebooks review. - End of Week 4 & 8: Sentence construction exercises.
- 6. speaking. notebooks for reinforcement. - Weeks5-8: Sentence construction and class discussions to encourage word use. 4. Strengthen Inferencing and Critical Thinking 1. Students will infer meaning from context. 2. Analyze and evaluate the author's intent. 3. Formulate conclusions based on evidence in the text. Johary, Shane, Juarez (Advanced readers) (Whole class) - Weeks 1-2: Model inferencing strategies during read-aloud sessions. - Weeks 3-4: Provide texts with implicit meaning and practice asking inferential questions. - Weeks 5-6: Analyze author’s purpose and themes. - Weeks 7-8: Engage in class debates or discussions to express opinions about the text. - Short stories with deeper meanings (fiction & non-fiction). - Critical thinking worksheets. - Debate and discussion prompts. - Weeks 1-4:Focus on inferencing and understanding implicit meaning. - Weeks 5- 8:Analyze texts and discuss critical viewpoints. - Weekly:Inferential comprehension checks. - End of Week 8:Written analysis and reflection on selected texts. Class-wide Activities: Daily Reading Block: A designated 20-minute daily reading session where students engage in independent reading or guided reading with the teacher. Peer Learning: Pair students who need help (e.g., Dimar) with stronger readers (e.g., Johary, Shane) for partner reading sessions. Word of the Week: Each week, introduce a "Word of the Week" to expand vocabulary class-wide. Discuss the meaning, synonyms, antonyms, and use the word in sentences throughout the week.
- 7. Monitoring and Follow-up: 1.Progress Monitoring: Weekly progress checks through quizzes and informal assessments. 2. Small Group Instruction: Regular small group interventions for students needing additional support (e.g., Dimar for blending, John for vocabulary). 3. Parent Communication: Provide weekly updates to parents with suggestions for reading and vocabulary activities at home to support classroom learning. 4. Teacher Reflection: Adjust teaching strategies and student groupings every 4 weeks based on assessment results. Prepared by: Noted by: CHARITY ANNE CAMILLE P. LAMAMA YELEN O. HERNANDEZ Teacher 1 School Principal Republic of the Philippines Department of Education Region X – Northern Mindanao DIVISION OF LANAO DEL NORTE Gov. A. Quibranza Prov’l. Gov’t. Compound Pigcarangan, Tubod, Lanao del Norte (063)227 – 6633, (063)341 – 5109 CALUBE INTEGRATED SCHOOL 501240
- 8. CLASS READING PROGRESSREPORT/ MILESTONE REPORT OF LEARNERS SY. 2024-2025 Student Focus Areas Progress Strengths Areas for Improvement Next Steps Eslit, Johary L. Reading Comprehension & Vocabulary Development Johnny has shown good progress in identifying main ideas in texts and answering literal comprehension questions. However, he struggles with inferencing and critical thinking when reading more complex texts. - Strong in understanding literal content. - Good at summarizing simple texts. - Needs improvement in making inferences and evaluating texts critically. - Limited use of newly learned vocabulary in writing. - Continue guided reading sessions with texts of increasing complexity. - Focus on inferencing and evaluative questions. - Encourage use of vocabulary in writing assignments and class discussions. Limbaga, Dimar P. Blending & Word Reading Vocabulary Development Dimar has made steady progress in blending sounds to read simple words but still struggles with multisyllabic words. His vocabulary is expanding, but he needs to consistently apply new words in context. - Able to blend simple phonemes fluently. - Actively participates in phonics drills. - Struggles with decoding longer, multisyllabic words. - Needs to practice using new vocabulary words in sentences and - Provide additional phonics drills with a focus on multisyllabic words. - Continue vocabulary games and introduce daily
- 9. conversation. word use challenges. - Smallgroup reading practice. Limbaga, Edwin D. Reading Comprehension Edwin is improving his ability to summarize texts and answer comprehension questions but struggles with identifying implicit meanings and analyzing more difficult passages. - Good at recalling details from stories. - Can summarize simple passages effectively. - Needs help with inferencing and interpreting complex or abstract ideas in texts. - Limited ability to discuss the author’s purpose or evaluate content. - Increase exposure to texts with implicit meaning. - Use graphic organizers to help Edwin organize thoughts and build comprehension. - Engage in more critical thinking discussions. Mabaga, Jhon A. Vocabulary Development John has expanded his vocabulary significantly but has difficulty remembering and using new words in different contexts. He is more confident in recognizing word roots and affixes, which helps with word decoding. - Strong knowledge of word roots and affixes. - Enjoys participating in vocabulary- building games. - Struggles with applying new vocabulary in his speech and writing. - Needs to improve retention of words learned. - Continue with weekly vocabulary lists and encourage daily word use in conversations. - Assign creative writing tasks to reinforce vocabulary. Rabe, Jharel B. Reading Fluency & Comprehension Jharel’s reading fluency has improved, but his comprehension is lagging behind. He can read aloud fluently but struggles with understanding and remembering what he has read. - Fluent reader, reads aloud confidently. - Good with decoding words. - Needs to work on understanding and remembering the content of what he reads. - Has trouble answering comprehension - Pair Jharel with a reading buddy for comprehension practice. - Use comprehension questions and graphic organizers
- 10. questions, especially those requiring deeperthinking. to guide understanding. - Increase reading time focused on fluency and comprehension integration. Tecson, Shane Y. Reading Comprehension Shane has made excellent progress in understanding both literal and inferential meaning in texts. She is also improving her ability to analyze texts critically, although she sometimes rushes through her reading. - Strong inferencing skills. - Good at answering both literal and inferential questions. - Enjoys discussing texts in class. - Occasionally rushes through reading, missing key details. - Needs to slow down and focus on understanding more thoroughly. Challenge Shane with more complex texts that require deeper analysis. Encourage him to continue participating in peer discussions to further hone his critical thinking skills. Prepared by: Noted by: CHARITY ANNE CAMILLE P. LAMAMA YELEN O. HERNANDEZ Teacher 1 School Principal