This document outlines a learning recovery plan for grades 7 and 8 English and Filipino students at the Dulli Integrated School in Nueva Vizcaya, Philippines. It provides background on the impact of COVID-19 on students' learning and the school's use of printed modular distance learning. A needs assessment found that most students are slow readers and struggle with writing basic sentences. The plan details remediation strategies like reading sessions, writing exercises, and identifying least mastered competencies to address learning gaps through both face-to-face and distance modalities. Activities include simplified materials, audiobooks, tutorials, and lessening assignment tasks. The goals are to improve reading, writing, and achieve

1. Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Schools Division of Nueva Vizcaya
Ambaguio district
Dulli Integrated School
Address: Tuplac, Dulli, Ambaguio, Nueva Vizcaya
Telephone Nos.: 09171366013
Email Address: nv.501901@deped.gov.ph
LEARNING RECOVERY PLAN
GRADE VII AND VIII IN ENGLISH
RATIONALE
COVID-19 pandemic has brought a dramatic disruption in the delivery of education. School closures and
challenges in the delivery of distance learning have caused learning interruption and learning loss among learners. On
its bright side, education stakeholders have been making various plans and strategies to reduce and reverse the long-
term negative effects of these problems.
For the past two years, our school has utilized the Printed Modular Distance Learning (PMDL) modality of learning
as it is the best fit modality for our learners. Lack of gadgets and resources, and very poor internet connection are the
main reasons for the implementation of PMDL. With this scenario, teachers conducted home visitations, home tutorials,
call and text learner monitoring, and other remedies to provide quality education despite the hindrances. Teacher-made,
localized, and simplified learning materials and activities were also considered to give ease to the learners’ burden in
learning. Despite the remedies provided by the teachers, PMDL modality still poses a lot of challenges to learners like
slow reading and poor comprehension in language subjects.

2. Address: Tuplac, Dulli, Ambaguio, Nueva Vizcaya
Telephone Nos.: 09171366013
Email Address: nv.501901@deped.gov.ph
As the pandemic effect becoming lighter, the Department of Education has allowed the limited face-to-face classes
until it recently became expanded catering a great number of learners to attend the face-to-face classes. During the
face-to-face classes, it was observed that most of the learners are slow readers and cannot write basic sentences correctly
and fluently both in English and Filipino. Some of the intended competencies for a certain time were not taught because
the gaps need to be addressed first. Remediation and enrichment activities are also some of the remedies being
conducted to address the learning gaps of the learners. Furthermore, the school has crafted and implemented learning
recovery plan to slowly address the learning gaps and learning loss caused by the pandemic since its outbreak in the
past two years.
BASIC DATA
Subject Teacher Joan P. Kitong
Subject English & Filipino
Grade Level Grade VII & VIII
Type of Class Monograde
Enrollment for
Grade 7
Male Female Total
5 12 17
Enrollment for
Grade 8
Male Female Total
5 9 14
Age Profile (VII)
12 Years Old 2 3 5
13 Years Old 2 4 6
14 Years Old 0 4 4
15 Years Old 1 1 2
Age Profile (VIII)
13 Years Old 1 4 5
14 Years Old 0 1 1
15 Years Old 1 3 4
16 Years Old 2 1 3
17 Years Old 1 0 1

3. Address: Tuplac, Dulli, Ambaguio, Nueva Vizcaya
Telephone Nos.: 09171366013
Email Address: nv.501901@deped.gov.ph
PARTICIPATION ON PROGRESSIVE EXPANSION OF FACE TO FACE
DATA
Grade VII Grade VIII
Male Female Total Percentage Male Female Total Percentage
Actual Enrollment 5 12 17 100 5 9 14 100
For Face to Face 5 10 15 88.2 4 8 12 85.7
For Printed Modular
Distance Learning
0 2 2 11.8 1 1 2 14.3
Total 5 12 17 100 5 9 14 100
ORGANIZED CLASSES
Grade Level Learners Classification Male Female Total
7
Instructional 2 5 7
Needs More Intervention 3 7 10
Total 5 12 17
8
Instructional 1 4 5
Needs More Intervention 4 5 9
Total 5 9 14
LEARNING RECOVERY PLAN
Learning
Modality
Considerations
Strategies
/Activities
Specific Tasks Resources Timeline
A. Face to
Face
Majority of the
learners are slow
readers.
1. Reading
Session/Remediations
• Prepare
simplified/contextualized
reading materials.
• Intensive and guided
reading sessions.
• Integrate reading
Bond Paper
Downloadable
and on-hand
reading
materials
Every Day

4. Address: Tuplac, Dulli, Ambaguio, Nueva Vizcaya
Telephone Nos.: 09171366013
Email Address: nv.501901@deped.gov.ph
2. Utilization of audio
book
sessions in every
subject/lesson
• Students to watch short
audiobooks
• Students to imitate
reading/Reading
imitation
• Guided reading for
pronunciation and
reading mastery
Internet Load
Downloadable
Audiobooks
Two days
per week
Majority of the
learners cannot
write basic
structure of
sentence and
paragraph
correctly.
1. Direct Instruction
2. Writing
Session/Remediation
• Teach the basic
structures of sentence
and paragraph writing
intensively
• Prepare simple to
complex writing
exercises
• Integrate basic writing
exercises in regular
lessons
• Prepare
simplified/contextualized
sentence and paragraph
writing examples.
• Provide simplified and
guided writing exercises
• Integration of writing
lesson to regular
competencies
White board
markers
Bond Paper
Writing Activity
Sheets
Materials
needed for
writing
Every Day
Two days in
a week

5. Address: Tuplac, Dulli, Ambaguio, Nueva Vizcaya
Telephone Nos.: 09171366013
Email Address: nv.501901@deped.gov.ph
Addressing the
Least Mastered
Competencies
1. Remediation
2. Lesson Integration
• Identify least mastered
competencies.
• Provide remedial classes
• Identify appropriate
intervention activities
depending on the
learning style and level
of learners
• Prepare WHLP/DLP to
know where to
insert/integrate the
specific LMC
• Prepare
simplified/contextualized
tasks
Copy of LMC
Activity sheets
Copy of
teacher-made
WHLP/DLP
Activity Sheets
Two Days
Per Week
Everyday
B. Pure
Modular
Distance
Learning
Most learners
have reading
comprehension
problem.
Construction of
supplemental reading
materials and activities
Phone-calling/Virtual
Intervention
• Prepare teacher-made or
localized/contextualized
reading materials and
activity sheets
• Provide Filipino
translation on the
reading materials and
tasks’ instructions
• Attaching advanced
organizers or summaries
to long reading texts
• Get the parents’ phone
number or if the learner
has cell phone and social
Reading
materials
Activity sheets
Supplementary
Reading
Materials
Load
2 days in a
week

6. Address: Tuplac, Dulli, Ambaguio, Nueva Vizcaya
Telephone Nos.: 09171366013
Email Address: nv.501901@deped.gov.ph
media account, directly
contact him/her
• Call the parents with
their children to provide
virtual reading practice
Cell Phone 2 days in a
week
About 60% of the
learners are not
accomplishing
the given tasks.
Lessening and
contextualizing of
learning tasks
Home visitation and
home tutorials
• Remove redundant and
inappropriate tasks on
their SLMs
• Craft quiz and localized
performance task
• Set schedule of home
visitation and tutorial
with the parents and
learners
• Provide guided
instruction and guided
activities
SLMs
Crafted quiz &
performance
task
SLMs
Twice a
week
Depends on
the agreed
schedule
preferably
twice a
week
Prepared by: NOTED:
JOAN P. KITONG REYNOLD B. MARIANO
T-I, Subject Teacher School Head