Reading Intervention Plan Program
Prepared by: Mel Jazer P. Cape – MAED Reading
I. Subject Profile
Name: Mark Ryll C. Tadiar
Age: 8 years old
Grade Level: Incoming Grade 3 (currently Grade 2)
Reading Strengths:
o Reads aloud with a normal to fast pace when comfortable
o Shows good oral language skills and can speak in complete sentences but not
fluent
o Enjoys reading many genres including fantasy, science fiction, and humor
Challenges:
o Pauses and hesitates on unfamiliar words impacting fluency
o Low inferential comprehension (score 0), limited vocabulary understanding
o Relies heavily on decoding but struggles with understanding and reflecting on
texts
o Limited at-home reading comprehension practice (focus mostly on spelling and
writing)
Interests: Prefers self-selected reading, enjoys picture books and non-fiction, uses digital
devices moderately for games and apps. Favorite book is "The Tortoise and the Hare".
II. Reading Intervention Program
A. Introduction
This program is designed to build Mark Ryll’s reading fluency, vocabulary, and comprehension
through structured, evidence-based instruction and consistent practice. This intervention aims to
bridge the gap between decoding and comprehension to help Mark Ryll become an independent,
confident reader who understands and enjoys English texts.
SMART Goal:
By the end of 10 weeks, Mark Ryll will increase his reading fluency accuracy on grade-level
texts, improve vocabulary understanding on assessments, and answer comprehension questions
with accuracy, including inferential questions.
B. Components or Features of the Intervention Program
Component Ideal
Activity Guide
and Features Schedule
Conduct baseline Running Record to determine
Week 1-10,
fluency rate and error patterns.
15-minute
Use Informal Reading Inventory (IRI) passages with
1. session.
literal and inferential comprehension questions to
Comprehensive Week 1 –
assess reading level (pretest & posttest).
Assessment pretest ,
Vocabulary quizzes based on instructional words.
Week 10 –
Listening comprehension assessment to strengthen
post-test
oral language skills.
Personalized lessons (based on reading level) focusing
on Mark’s error patterns from assessments. 3 times per
2.
Re-reading and Retelling the passage. week, 30-
Individualized
One-on-one sessions to focus on challenging skills. minute
Instruction
Scaffold difficult texts using previewing and sessions
questioning strategies.
3. Phonics & Systematic teaching of phonemic awareness: Weeks 1–
Decoding segmenting, blending, and manipulating sounds. 10, daily
Explicit instruction in letter-sound correspondences. 20-minute
Use of multisensory activities (e.g., magnetic letters mini-lessons
(game based), tracing, and air-writing). within
Decoding practice with controlled vocabulary texts. sessions
Teach 10–15 high-frequency words weekly using
Weeks 1–
flashcards, word walls, and games.
4. Sight Word 10, daily
Use technology apps (if available) for interactive
Recognition 10-minute
practice.
practice
Daily drills integrated with reading texts.
Model fluent reading with expression and phrasing. Weeks 1–
Guided repeated reading of selected texts (same 10, 20-
5. Reading passage read multiple times). minute
Fluency Timed reading exercises to build pace. sessions 3
Partner reading with feedback focusing on times a
smoothness and accuracy. week
Teach predicting, questioning, visualizing,
summarizing using explicit instruction and think-
alouds (e.g. Chunk Reading). Weeks 1–
6. Practice with graphic organizers like story maps and 10,
Comprehension sequencing. integrated in
Strategies Develop inferential comprehension through guided reading
Q&A, text discussions (e.g. Chunk Reading). sessions
Encourage Mark Ryll to make personal connections to
text content.
Pre-teach new vocabulary before reading.
Use word maps, semantic gradients, and context clue
Weeks 1–
exercises.
7. Vocabulary 10, 15
Incorporate daily vocabulary journal where Mark
Development minutes per
writes sentences using new words.
session
Reinforce through games like word sorts and
matching.
Teacher reads aloud daily from diverse genres,
modeling fluency and expression.
8. Reading Mark Ryll practices reading aloud, receives corrective Daily, 10–
Aloud and positive feedback. 15 minutes
Use audio books (youtube) to develop listening
comprehension and fluency.
Maintain running records and logs to track fluency Weekly
and errors. formal
9. Progress Administer short comprehension question and checks,
Monitoring vocabulary quizzes on reading passage. ongoing
Adjust instruction based on data and Mark Ryll’s informal
feedback. observations
Train parents on comprehension questioning
techniques and reading aloud strategies. Weekly
Provide weekly take-home activities and reading logs. updates,
10. Parent
Encourage daily 15–20 minute reading sessions at ongoing
Involvement
home with discussions. home
Regular communication through weekly progress support
reports.
C. Assessment Tools
Tool Purpose Description
Monitor fluency, accuracy, and Record oral reading of texts;
Running Records
self-corrections analyze errors and miscues
Informal Reading Determine instructional reading Grade-level passages with literal
Inventory (IRI) level and comprehension skills and inferential questions
Check retention and Short multiple-choice or fill-in-
Vocabulary Quizzes
understanding of taught words the-blank tests
D. Instructional Materials and Resources
Phonics Workbooks: Systematic and explicit phonics worksheet (Explode the Code PDF)
Sight Word Cards: Printable Chart
Leveled Readers and Comprehension Worksheets: Fiction and nonfiction, customized
question sets based on texts (PhilIRI 3)
Graphic Organizers: Story maps, Venn diagrams for comprehension
Audio Books / Read-Aloud Books: To build fluency and listening skills (Physical Copy at
the School Library)
Vocabulary Journals: Notebooks for Mark to record and use new words
Reading Logs: To encourage daily practice and track reading time and titles
E. Parent Involvement Plan
Educate parents about program goals and how to support reading at home
Provide vocabulary words, comprehension question prompts, and reading tips
Encourage at least 15–20 minutes of reading aloud or shared reading at home
Encourage parents to ask literal and inferential questions after reading
Recommend educational apps and audiobooks for supplementary practice
Advise parents on creating a quiet, distraction-free reading space
Link to Appendices
https://drive.google.com/drive/folders/1QB8ZVxxSiESiv1QqPfTw1EFslxP1pNF4?usp=sharing
PhilIRI English Reading Passage 3
Explode the Code
Sight Words
Graphic Organizer
Running Record
Weekly Reading Log
