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Grade 1 Reading Progress Report

The document is a daily progress report from the Division Reading Intervention Program (DRIP) for Grade 1 students at ArimBay Elementary School. It details the lessons taught from November 4-26 on various phonograms and vowel diagraphs, difficulties encountered like limited English experience and short attention spans, and the learning materials used. It also notes the number of students who could read the material and the teacher's instructional decisions, like whether to reteach, proceed to the next lesson, or use supplementary materials. The goal is to help students master reading skills through targeted small group instruction.

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kate anne del castro
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130 views2 pages

Grade 1 Reading Progress Report

The document is a daily progress report from the Division Reading Intervention Program (DRIP) for Grade 1 students at ArimBay Elementary School. It details the lessons taught from November 4-26 on various phonograms and vowel diagraphs, difficulties encountered like limited English experience and short attention spans, and the learning materials used. It also notes the number of students who could read the material and the teacher's instructional decisions, like whether to reteach, proceed to the next lesson, or use supplementary materials. The goal is to help students master reading skills through targeted small group instruction.

Uploaded by

kate anne del castro
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

DIVISION READING INTERVENTION PROGRAM (DRIP)

Daily Progress Report (For Grade One Teachers)

School: ARIMBAY ELEMENTARY SCHOOL Grade & Section: Gr.I-Industrious Teacher: FRANCES
DIANE M. MENDINA

Difficulties Learning **Instructional Instructional


Date Lesson/Topic Encountered (by Materials Used Outcomes Decision Support
teachers & (Indicate Type Received
pupils) of
Materials/Page
Number)
November 4-5, 2015 Short words ending Limited Prior Letter Cards 12 out of 41 pupils Reteach * Production of
in long vowels; be, Experience In pictures can read Instructional
go, he, me. English Language charts Materials.
Short Attention Span/ flash cards
Inability To
Concentrate

November 6-7, 2015 Phonogram: ar Short Attention Letter Cards 12 out of 41 pupils Reteach o Instructional
Span/ Inability To pictures can read. Materials
Concentrate charts
Poor Retention flash cards
Limited Reading
Materials(Big
Books, primers, text
books, etc.)

November 11-12, Phonogram: ar Limited Prior Letter Cards 14 out of 41 pupils Proceed to the next * Production of
2015 Experience In pictures can read. lesson. Instructional
English Language charts Materials
Short Attention * flash cards
Span/ Inability To
Concentrate

Limited Reading
Materials(Big
Books, primers,
text books, etc.)

November 16-17, Phonogram: or Short Attention 15 out of 41 pupils Proceed to the next * Production of
2015 Span/ Inability To flash cards can read. lesson. Instructional
Concentrate Materials

November 18-20, Phonogram er, ir, ur Letter Cards 15 out of 41 pupils Reteach * Production of
2015 and sometimes or. Short Attention * flash cards Instructional
Span/ Inability To Materials
Concentrate

November 23-24, Phonogram er, ir, ur Short Attention Letter Cards 15 out of 41 pupils Proceed to the next * Production of
2015 and sometimes or. Span/ Inability To pictures lesson Instructional
Concentrate * flash cards Materials

November 25-26, Vowel Diagraph: ai, Short Attention Letter Cards 18 out of 41 pupils Proceed to the next * Production of
2015 ay Span/ Inability To pictures can read lesson Instructional
Concentrate flash cards Materials

* Outcomes may be ** Instructional Decision may be any or combination of the following:


MASTERED PROCEED TO THE NEXT LESSON
LESS MASTERED RETEACH
NOT MASTERED USE SUPPLEMENTARY MATERIALS
NEEDS MORE DRILL EXERCISES

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