The document contains a daily intervention plan template for teachers. It includes sections for full, moderate, and light interventions over multiple time periods. Each intervention targets specific skills like letter names, sounds, sight words, and word families. Teachers can fill in the plan with the appropriate activities from an assessment of students' errors. The plan aims to advance basic education in the Philippines by providing targeted support.

1. February 2021 1
ABC+: Advancing Basic Education in the Philippines
PHOTO:
HARRY
JAMES
CREO
FOR
USAID
BASA
PILIPINAS
Daily Intervention Plan
Using the Summary of
Errors

2. Objective
February 2021 2
ABC+: Advancing Basic Education in the Philippines
PHOTO:
HARRY
JAMES
CREO
FOR
USAID
BASA
PILIPINAS
Make Daily Intervention
Plan.

3. 3
NO. OF
MIN
FULL INTERVENTION
MODERATE
INTERVENTION
LIGHT INTERVENTION GRADE READY
15 mins
Identify the name of the letter Mm.
Produce the sound of the letter Mm, /m/.
Identify words that begin with /m/.
Identify the first sound /m/ in words.
Match the capital letter M with the small letter m.
Write the capital letter M.
Write the small letter m.
Give the meaning of the words that begin with
/m/.
• Fuller Approach
• Sandpaper, Letter tiles, Sand, Letter Blocks,
Letter cards, Picture, Audio clips, Magnetic
letters, Lacing Letters, Letter Bingo Cards
Independent Practice
ENG-WR-001 (-et family)
Independent Practice
ENG-WR-001 (-et family)
Independent Practice
ENG-PSRC-001
15 mins
Independent Practice
ENG-AK-001A (Mm)
Read words that end with -en.
Identify words that end with -en.
Identify the picture that matches the words that
belong to the -en family. (Reading vocabulary)
Give the meaning of the words in the -en family.
(Reading vocabulary)
Use words that end with -en in a sentence through
oral expression.
Use words that end with -en in a sentence through
written expression.
• Fuller Approach
• Concrete objects, Pictures, Video clips, Audio clips,
Flashcards, Posters with the word families, Vocabulary
map (graphic organizer), pictures, etc., Board and
chalk, or manila paper (chart paper) and marker
Independent Practice/
Application
ENG-WR-001
Independent Practice/
Application
ENG-PSRC-001
15 mins
Independent Practice/
Application
ENG-AK-001B
Independent Practice/
Application
ENG-WR-002
Read phrases, sentences and stories with /-et/ word
family and the, is, his, a sight words.
Give the meaning of the words that begin with /-et/
words.
Identify the picture that matches the phrases and
sentences with /-et/ words.
Answer literal questions from text at sentence level
correctly.
Write the sight word the, is, his, and a.
Evaluation
ENG-PSRC-001
15 mins
Evaluation
ENG-AK-001A and 001B
Evaluation
ENG-WR-002
Evaluation
ENG-PSRC-001
Read sentences in the story with /-et/ word family and the,
is, his, sight words.
Answer questions (literal, inferential, and evaluative) about
the story.
Sequence the story events.
Giving predictions about the story
Sample
Intervention
Plan
Day
1

4. 4
NO. OF
MIN
FULL INTERVENTION
MODERATE
INTERVENTION
LIGHT INTERVENTION GRADE READY
15 mins
Identify the name of the letter Ss.
• Produce the sound of the letter Ss, /s/.
• Identify words that begin with /s/.
• Identify the first sound /s/ in words.
• Match the capital letter S with the small letter s.
• Write the capital letter S.
• Write the small letter s.
• Give the meaning of the words that begin with
/s/.
Independent Practice
ENG-WR-002
Independent Practice
ENG-PSRC-001
Independent Practice
ENG-SRC-001
15 mins
Independent Practice
ENG-AK-002A
Read words that end with -ed.
Identify words that end with -ed.
Identify the picture that matches the words that
belong to the -ed family. (Reading vocabulary)
Give the meaning of the words in the -ed family.
(Reading vocabulary)
Use words that end with -ed in a sentence through
oral expression.
Use words that end with -ed in a sentence through
written expression.
Independent Practice/
Application
ENG-PSRC-001
Independent Practice/
Application
ENG-SRC-001
15 mins
Independent Practice/
Application
ENG-AK-002B
Independent Practice/
Application
ENG-WR-003
Read phrases, sentences and stories with /-en/ word
family and has, her, they sight words.
Give the meaning of the words that begin with /-en/
words.
Identify the picture that matches the phrases and
sentences with /-en/ words.
Evaluation
ENG-SRC-001
15 mins
Evaluation
ENG-AK-002A and 002B
Evaluation
ENG-WR-003
Evaluation
ENG-PSRC-002
Read sentences in the story with /-en/ word family and
happy, with, play sight words.
Answer questions (literal, inferential, and evaluative) about
the story.
Sequence the story events.
Giving predictions about the story
Sample
Intervention
Plan
Day
2

5. Summary of Errors of Ability Groups - (Grade 3)
List ALL the errors asked for in all the tests of ALL the members of each group.
ASSESSMENT TOOLS Full Intervention Moderate Intervention
Light
Intervention
Grade Ready
Listening Comprehension (type of question with more errors) Inferential and Literal Inferential and Literal Inferential Inferential
Reading Fluency (words and punctuation marks read incorrectly,
average speed in reading, & other observations)
Sentence Reading (words and punctuation marks read incorrectly
Sentence Comprehension (type of question with more errors)
Word Reading: Word Families/ Pinagsama-samang Tunog (words read
incorrectly)
bet, hat, cot, fit, tub bet, cot, fit, tub cot, tub, bet bet, cot
Word Reading: Sight Words/ Mga Pantulong na Kataga (words read
incorrectly)
the, you, and , today, sunny the, and , today, sunny the, today, sunny None
Word Reading: Non-words (read incorrectly) feg, ross, dack, lut feg, ross, dack, lut, id feg, lut feg
Alphabet Knowledge- Letter Names (named incorrectly) B,C,D,F,G,H,J,K,L,N,O,P,Q,R,S,T,U,V,W,X,Y,Z
b,c,d,e,f,g,h,i,j,k,l,m,n,o,p,q,r,s,t,u,v,w,x,y,z None
None None
Alphabet Knowledge- Letter Sounds (sounds produced incorrectly) All except for /m/ /qu/, /w/, /y/, /z/, /o/, /u/ None None

6. NO. OF
MIN
FULL INTERVENTION MODERATE INTERVENTION LIGHT INTERVENTION & GRADE READY
20
mins
Identify the name of the letter Mm.
Produce the sound of the letter Mm, /m/.
Identify words that begin with /m/.
Identify the first sound /m/ in words.
Match the capital letter M with the small letter m.
Write the capital letter M.
Write the small letter m.
Give the meaning of the words that begin with /m/.
• Fuller Approach
• Sandpaper, Letter tiles, Sand, Letter Blocks, Letter cards, Picture, Audio
clips, Magnetic letters, Lacing Letters, Letter Bingo Cards
Independent Practice/Application
ENG-AK-001A (Mm)
Stand by:
ENG-AK-001B (Mm)
Independent Practice/Application
ENG-WR-006 (-at family)
Stand by:
ENG-PSRC-006 (-at family)
20
mins
Independent Practice/Application
ENG-AK-001A (Mm)
Identify the name of the letter Ww.
Produce the sound of the letter Ww, /w/.
Identify words that begin with /w/.
Identify the first sound /w/ in words.
Match the capital letter W with the small letter w.
Write the capital letter W.
Write the small letter w.
Give the meaning of the words that begin with /w/.
• Fuller Approach
• Sandpaper, Letter tiles, Sand, Letter Blocks, Letter cards, Picture, Audio
clips, Magnetic letters, Lacing Letters, Letter Bingo Cards
EVALUATION
ENG-SRC-006 (-at family)
20
mins
EVALUATION
ENG-AK-001B (Mm)
EVALUATION
ENG-AK-015A (Ww)
Read phrases, sentences and stories with /-et/ word family and the, is, his, a
sight words.
Give the meaning of the words that begin with /-et/ words.
Identify the picture that matches the phrases and sentences with /-et/ words.
Answer literal questions from text at sentence level correctly.
Write the sight word the, is, his, and a.
• Fuller Approach
• Concrete objects, Pictures, Video clips, Audio clips, Flashcards, Posters with
the word families, Vocabulary map (graphic organizer), pictures, etc., Board
and chalk, or manila paper (chart paper) and marker
Daily Intervention Plan
Name of Teacher: __________________________________________ Week No.: ________________________
Date: __________________________

7. NO. OF
MIN FULL INTERVENTION MODERATE INTERVENTION
LIGHT INTERVENTION & GRADE
READY
20 mins
Identify the name of the letter
Mm.
Produce the sound of the letter
Mm, /m/.
Identify words that begin with
/m/.
Identify the first sound /m/ in
words.
Match the capital letter M with
the small letter m.
Write the capital letter M.
Write the small letter m.
Give the meaning of the words
that begin with /m/.
•Fuller Approach
•Sandpaper, Letter tiles, Sand,
Letter Blocks, Letter cards,
Picture, Audio clips, Magnetic
letters, Lacing Letters, Letter
Bingo Cards
Independent Practice/Application
ENG-AK-001A (Mm)
Stand by:
ENG-AK-001B (Mm)
Independent Practice/Application
ENG-WR-006 (-at family)
Stand by:
ENG-PSRC-006 (-at family)

8. NO. OF
MIN FULL INTERVENTION MODERATE INTERVENTION
LIGHT INTERVENTION & GRADE
READY
20 mins
Independent
Practice/Application
ENG-AK-001A (Mm)
Identify the name of the letter Ww.
Produce the sound of the letter
Ww, /w/.
Identify words that begin with /w/.
Identify the first sound /w/ in
words.
Match the capital letter W with the
small letter w.
Write the capital letter W.
Write the small letter w.
Give the meaning of the words that
begin with /w/.
•Fuller Approach
•Sandpaper, Letter tiles, Sand,
Letter Blocks, Letter cards,
Picture, Audio clips, Magnetic
letters, Lacing Letters, Letter
Bingo Cards
EVALUATION
ENG-SRC-006 (-at family)

9. NO. OF
MIN FULL INTERVENTION MODERATE INTERVENTION
LIGHT INTERVENTION & GRADE
READY
20 mins
EVALUATION
ENG-AK-001B (Mm)
EVALUATION
ENG-AK-015A (Ww)
Read phrases, sentences and
stories with /-et/ word family and
the, is, his, a sight words.
Give the meaning of the words
that begin with /-et/ words.
Identify the picture that matches
the phrases and sentences with /-
et/ words.
Answer literal questions from text
at sentence level correctly.
Write the sight word the, is, his,
and a.
•Fuller Approach
•Concrete objects, Pictures, Video
clips, Audio clips, Flashcards,
Posters with the word families,
Vocabulary map (graphic
organizer), pictures, etc., Board
and chalk, or manila paper (chart
paper) and marker

10. NO. OF
MIN
FULL INTERVENTION MODERATE INTERVENTION
LIGHT INTERVENTION &
GRADE READY
20 mins
Identify the name of the letter Ss.
Produce the sound of the letter Ss, /s/.
Identify words that begin with /s/.
Identify the first sound /s/ in words.
Match the capital letter S with the small letter s.
Write the capital letter S.
Write the small letter s.
Give the meaning of the words that begin with /s/.
• Fuller Approach
• Sandpaper, Letter tiles, Sand, Letter Blocks, Letter cards, Picture, Audio clips,
Magnetic letters, Lacing Letters, Letter Bingo Cards
Independent Practice/Application
ENG-AK-015B (Ww)
Independent Practice/Application
ENG-WR-001 (-et family)
Stand by:
ENG-PSRC-001 (-et family)
20 mins
Independent Practice/Application
ENG-AK-002A (Ss)
Identify the name of the letter Vv.
Produce the sound of the letter Vv, /v/.
Identify words that begin with /v/.
Identify the first sound /v/ in words.
Match the capital letter V with the small letter v.
Write the capital letter V.
Write the small letter v.
Give the meaning of the words that begin with /v/.
• Fuller Approach
• Sandpaper, Letter tiles, Sand, Letter Blocks, Letter cards, Picture, Audio clips, Magnetic
letters, Lacing Letters, Letter Bingo Cards
EVALUATION
ENG-SRC-001 (-et family)
20 mins
EVALUATION
ENG-AK-002B (Ss)
EVALUATION
ENG-AK-016A (Vv)
Read words that end with -en.
Identify words that end with -en.
Identify the picture that matches the words that belong to the -en
family. (Reading vocabulary)
Give the meaning of the words in the -en family. (Reading
vocabulary)
Use words that end with -en in a sentence through oral expression.
Use words that end with -en in a sentence through written
expression.
• Fuller Approach
• Concrete objects, Pictures, Video clips, Audio clips, Flashcards,
Posters with the word families, Vocabulary map (graphic
organizer), pictures, etc., Board and chalk, or manila paper (chart
paper) and marker
Daily Intervention Plan
Name of Teacher: __________________________________________ Week No.: ________________________
Date: __________________________

11. NO. OF
MIN FULL INTERVENTION MODERATE INTERVENTION
LIGHT INTERVENTION & GRADE
READY
20 mins
Identify the name of the letter Ss.
Produce the sound of the letter Ss,
/s/.
Identify words that begin with /s/.
Identify the first sound /s/ in
words.
Match the capital letter S with the
small letter s.
Write the capital letter S.
Write the small letter s.
Give the meaning of the words
that begin with /s/.
•Fuller Approach
•Sandpaper, Letter tiles, Sand,
Letter Blocks, Letter cards,
Picture, Audio clips, Magnetic
letters, Lacing Letters, Letter
Bingo Cards
Independent Practice/Application
ENG-AK-015B (Ww)
Independent
Practice/Application
ENG-WR-001 (-et family)
Stand by:
ENG-PSRC-001 (-et family)

12. NO. OF
MIN FULL INTERVENTION MODERATE INTERVENTION
LIGHT INTERVENTION & GRADE
READY
20 mins
Independent
Practice/Application
ENG-AK-002A (Ss)
Identify the name of the letter Vv.
Produce the sound of the letter Vv, /v/.
Identify words that begin with /v/.
Identify the first sound /v/ in words.
Match the capital letter V with the
small letter v.
Write the capital letter V.
Write the small letter v.
Give the meaning of the words that
begin with /v/.
•Fuller Approach
•Sandpaper, Letter tiles, Sand, Letter
Blocks, Letter cards, Picture, Audio
clips, Magnetic letters, Lacing Letters,
Letter Bingo Cards
EVALUATION
ENG-SRC-001 (-et family)

13. NO. OF
MIN FULL INTERVENTION MODERATE INTERVENTION
LIGHT INTERVENTION & GRADE
READY
20 mins
EVALUATION
ENG-AK-002B (Ss)
EVALUATION
ENG-AK-016A (Vv)
Read words that end with -en.
Identify words that end with -en.
Identify the picture that matches the
words that belong to the -en family.
(Reading vocabulary)
Give the meaning of the words in the -en
family. (Reading vocabulary)
Use words that end with -en in a
sentence through oral expression.
Use words that end with -en in a
sentence through written expression.
•Fuller Approach
•Concrete objects, Pictures, Video clips,
Audio clips, Flashcards, Posters with the
word families, Vocabulary map (graphic
organizer), pictures, etc., Board and
chalk, or manila paper (chart paper) and
marker

14. LET’S PRACTICE!
• Based on the given Summary of Errors, make an Intervention Plan for
Day 1 and Day 2.

15. Summary of Errors of Ability Groups - (Grade 3)
List ALL the errors asked for in all the tests of ALL the members of each group.
ASSESSMENT TOOLS Full Intervention Moderate Intervention Light
Intervention
Grade Ready
Listening Comprehension (type of question with more errors) Inferential and Literal Inferential and Literal Inferential Inferential
Reading Fluency (words and punctuation marks read
incorrectly, average speed in reading, & other
observations)
Sentence Reading (words and punctuation marks
read incorrectly
Sentence Comprehension (type of question with
more errors)
Word Reading: Word Families/ Pinagsama-samang
Tunog (words read incorrectly)
bet, hat, cot, fit, tub bet, cot, fit, tub cot, tub, bet bet, cot
Word Reading: Sight Words/ Mga Pantulong na Kataga
(words read incorrectly)
the, you, and , today, sunny the, and , today, sunny none none
Word Reading: Non-words (read incorrectly) feg, ross, dack, lut feg, ross, dack, lut, id feg, lut feg
Alphabet Knowledge- Letter Names (named
incorrectly)
B,C,D,F,G,H,J,K,L,N,O,P,Q,R,T,U,V,W,X,Y,Z
b,c,d,e,f,g,h,i,j,k,l,n,o,p,q,r,t,u,v,w,x,y,z
Q,U,V,W,X,Y,Z
q,r, t,u,v,w,x,y,z
None None
Alphabet Knowledge- Letter Sounds (sounds
produced incorrectly)
Most letter sounds except for /m/, /s/, /a/ /j/, /qu/, /w/, /y/, /z/,
/u/
None None

16. NO. OF
MIN FULL INTERVENTION MODERATE INTERVENTION
LIGHT INTERVENTION & GRADE
READY
20 mins
20 mins
20 mins
Daily Intervention Plan
Name of Teacher: __________________________________________ Week No.: ________________________
Date: __________________________ (Day 1)

17. NO. OF
MIN FULL INTERVENTION MODERATE INTERVENTION
LIGHT INTERVENTION & GRADE
READY
20 mins
20 mins
20 mins
Daily Intervention Plan
Name of Teacher: __________________________________________ Week No.: ________________________
Date: __________________________ (Day 2)

18. J,Q,U,V,W,X,Y,Z
j,q,r,t,u,v,w,x,y,z