D
FOUN ATIONAL
EN GLISH
Intervention Camp
Overview
Intervention Camps support learners who are yet to grasp
Foundational English skills.
Intervention Camps offer lessons that are directed by the
teacher and designed to be highly interactive among:
1. students with their teacher; and
2. students with their peers.
Students are doing the learning by answering questions,
writing, discussing, and reading.
Overview
The Intervention Camp provides opportunities for students
who cannot demonstrate essential word recognition or
read appropriate texts.
It offers learners opportunities to create new or further
skills, understandings, and knowledge as part of a process
that requires students to be able to respond automatically
to read sentences fluently that is relevant to their situation.
Overview
All lessons contain a selected list of components.
Approximate timings for the components are indicated to
guide the teacher in pacing the lessons. The suggested
times for each component are intended to maximize
student involvement.
The overall aim is to improve students’ information retrieval
from an excessive focus on mundane or routine tasks. In
this way, students can engage meaningfully in more
demanding classroom activities.
Overview
In Intervention Camp, automaticity is fostered, time and
accuracy are incorporated as key dimensions of learning,
and an emphasis is placed on ensuring maximum student
on-task time.
The development within the learners of their ability to
monitor their own learning and to set realistic academic
goals is facilitated in regular small group lessons.
Overview
This approach will encourage students to work efficiently,
timewise, through the lesson without jeopardizing the
importance of such activities as students:
responding to verbal questions and explanations;
using appropriate terminology;
discussing aspects with their peers;
explaining or justifying their thinking; and
working productively on their own.
Overview
The focus of Foundational English is on the automaticity of
(a) word recognition, (b) fluency in reading connected
texts, and (c) the development of vocabulary.
The lessons are structured to improve students’ speed of (a)
word recognition, (b) reading fluency, and (b)
comprehension skills.
There is an emphasis on both deliberate practice and
strategy instruction in foundational aspects of English.
Automaticity
"Many components of language must be learned to
the point of automaticity. When we use a language,
we cannot consciously think about all the words and
grammar that we are using. Some parts of language
must be readily available in our subconscious, to be
used automatically."
Brown, H. D. (2001). Teaching by principles: An interactive approach to
language pedagogy, 2nd Ed. White Plains, NY: Longman.
Overview
Those who deliver the intervention in schools learn how the
focus is on improving students' word recognition and
decoding times in ways that are fun and motivating.
Deliberate practice is integral to every lesson, allowing
for success and providing targeted feedback to improve
learning. Students are encouraged to demonstrate an ‘I
can do’ attitude and the confidence to speak out answers.
Overview
The Foundational English lessons are built about checking
student knowledge and understanding by reviewing sets of
focus words using flashcards and showing understanding.
There are opportunities for word study looking at word
patterns, spelling, word families, syllabification, prefixes,
and suffixes as well as repeated reading. Games are also
included in some lessons helping students apply their
learning.
Overview
Students become aware of where their learning is at
and where it is progressing.
Roles of the Teacher:
nurturing and supportive of this development;
continually looks for evidence of success and growth;
encourages students to persist, continue with the
deliberate practice of individual aspects, and learn from
any mistakes; and
be sensitive to students’ self-perceptions as they meet
fundamental skills, knowledge, and understandings.
The Mantra
“I know you may have met these basic skills
many times in the past and you think you know
them, but do you know them and can use
them fast (quickly and with understanding)”.
The Materials
1. Lesson Plans and Notes for Grade 7 and
Grade 8
2. Teacher's Resource Booklet for Grade 7 and
Grade 8
3. Student Workbook for Grade 7 and Grade 8
All materials are based on the current Philippine
Curriculum for Grades 7 and 8
The Lessons
The sequence of lessons consists of 45-minute
lessons, 3 times per day, 3 days per week for 5
weeks, with a total of 45 lessons. Each day, students
will be introduced to one text. The topic of the text is
introduced through pictures and class discussions.
There are fourteen texts in all. A new text is not
introduced on Day 15, but students instead review the
texts from days 11-14.
The Lessons
Each day has a consistent structure, with three lessons:
LESSON 1: the teacher then reads this text while students
Speaking and listen, so they can practice listening and
Listening speaking while being introduced to the topic
LESSON 2: the students read with the teacher to practice
Introduce the
Reading Text decoding the written text and reading fluency
LESSON 3: the students read in pairs or groups to focus
Comprehension
& Consolidation on understanding the meaning of the text
The Texts
Genres include informational texts, stories, procedural
texts, and explanations. Texts are sequenced according to:
1. order of difficulty using the Flesch Reading Ease
Readability Score Formula;
2. suitability for Grades 7 and 8; and
3. repetition of topics to review and build vocabulary
over the five weeks.
Each daily lesson is separated into shorter components.
Lesson 1: Speaking and Listening (45 mins.)
Lesson introduction (10 mins.): The topic is introduced through
pictures and questions to activate prior knowledge.
Listening to the text (15 mins.): The teacher introduces and reads
the text. Then, checks understanding and provides feedback.
Focus words (5 mins.): The teacher introduces the focus words
from the text.
Speaking and listening activities (10 mins.): Students practice
talking about the text. The teacher facilitates discussion by linking
the text to students’ personal experiences.
Lesson conclusion (5 mins.): Consolidate learning through
speaking and listening activities, linking to topic.
Lesson 2: Introduce Reading Text (45 mins.)
Review of previous lesson (5 mins.): Teacher and students review
the previous lesson through various activities.
Review focus words and word meanings (10 mins.): Students
review focus words and meanings with the teacher.
Word study (5 mins.): A spelling, pronunciation, or grammar point
from the reading is highlighted for students.
Flashcards (5 mins.): Students practice reading words on flashcards
up to 60 wpm to increase word recognition and automaticity.
Reading and fluency practice (15 mins.): Students follow the text
while teacher reads, then students practice reading sections aloud.
Lesson conclusion (5 mins.): Lesson ends with a game or other
activity to practice word recognition, vocabulary, or spelling.
Lesson 3: Comprehension and Consolidation
(45 mins.)
Flashcards (5 mins.): Students repeat the flashcard activity
as in lesson 2.
Focus words (5 mins.): Students review focus words and
meanings with the teacher. Students repeat focus words after
the teacher.
Word study (5 mins.): A spelling, pronunciation, or grammar
point from the reading is highlighted for students.
Comprehension exercise and feedback (10 mins.): Teacher
introduces/ reviews strategies for answering comprehension
questions; Students complete comprehension exercises.
Lesson 3: Comprehension and Consolidation
(45 mins.)
Cont.
Comprehension extension (5 mins.): Students practice
writing and sharing their own comprehension exercises about
the text.
Games (10 mins.): Students play word games to enhance
word recognition, spelling, and text comprehension.
Wrap up and consolidation (5 mins.): Teacher and students
discuss complete a speaking/reading/writing activity that
links to the topic of the lesson, to the reading, or students
reflect on their learning for the day/week/program.
Lesson 1: Speaking and Listening (45 mins.) - Day 15
Lesson introduction (10 mins.): Students review the
program.
Listening to the text (15 mins.): The teacher introduces and
reads the text while students listen. The teacher checks
understanding and provides feedback.
Focus words (5 mins.): The teacher introduces the focus
words from the text.
Speaking and listening activities (10 mins.): Students in
groups recall main points from one of the four texts.
Lesson conclusion (5 mins.): Students review focus words
from day 15.
Lesson 2: Introduce Reading Text (45 mins.) - Day 15
Review of previous lesson (5 mins.): Teacher and students
review the previous lesson by recalling four texts from
previous lessons.
Review focus words and word meanings (10 mins.):
Students review focus words and meanings with the teacher.
Word study (5 mins.): A spelling, pronunciation, or grammar
point from the reading is highlighted for students.
Lesson 2: Introduce Reading Text (45 mins.) - Day 15
Flashcards (5 mins.): Students practice reading words on
flashcards up to 60 wpm to increase word recognition and
reading automaticity. Students review progress over the 5
weeks of the program.
Reading and fluency practice (15 mins.): Students in groups
read the assigned texts. Teacher reviews question words.
Lesson conclusion (5 mins.): Lesson ends with a game of
bingo using the focus words so students can review
vocabulary and spelling.
Lesson 3: Comprehension and Consolidation
(45 mins.) - Day 15
Flashcards (5 mins.): Students repeat the flashcard activity
as in lesson 2.
Focus words (5 mins.): Students review focus words and
meanings with the teacher. Students practice reading focus
words in groups.
Word study (5 mins.): A spelling, pronunciation, or grammar
point from the reading is highlighted for students.
Comprehension exercise and feedback (10 mins.):
Students in groups read the assigned texts.
Lesson 3: Comprehension and Consolidation
(45 mins.) - Day 15
Cont.
Comprehension extension (5 mins.): Teacher reviews
question words. Students write questions and answers about
their assigned texts.
Games (10 mins.): Quiz competition. Student groups
compete with each other using the questions they have
written in Lessons 2 and 3. Teacher keeps score.
Wrap up and consolidation (5 mins.): Reflection on the
program and student progress.
Flashcard Graph
There are enough copies of this Flashcard Graph in the
student workbook for students to record their progress 2x per
day for 15 days. Students should record their progress on the
graph in the Flashcard components in the second and third
lessons of each day. The procedure is as follows:
1. Students work in pairs or small groups of 3. Each
pair/group has a set of flashcards that corresponds with
each week (1-5). There are 60 flashcards in each weekly set.
The goal is to read as many as they can correctly in one
minute.
Flash Card Graph
2. Students take turns to turn over the flashcards, read the
flashcards, and record their results on the Flashcard Graph.
Student 1 turns over as many flashcards as possible, one at a time
for 1 minute.
Student 2 reads each card as fast as they can.
Student 1 or student 3 puts the correct cards into one pile and the
incorrect cards into a separate pile.
After 1 minute, the teacher will tell them to stop and the students
count how many answers were correct, and how many were wrong.
Student 2 then records the number of correct and incorrect cards
on their flash card graph.
Flash Card Graph
3. Students then swap the roles so that each student has
the chance to read and record their results on the graph.
4. Teacher and students then discuss the results and
review the errors.
5. Students will return every day to the graph in their
workbooks and see their progress over the five weeks.
6. The flash card graph on the following page is marked
up to provide examples of how students should record
their results on the graph.
Flash Card Graph (Instructions)
1. You will use the graphs on this page and the following pages every
day in the Flash Card component: the second daily lesson,
Component 4, and the third daily lesson, Component 1. There are
enough copies of this Flash Card Graph here for you to record
your progress 2 x per day for 15 days.
2. Work in pairs or small groups of 3.
3. Each pair/group has a set of flashcards for weeks 1-5.
4. There are 60 flashcards in each set.
5. The goal is to read as many as you can correctly in one minute.
Your teacher will explain how to use the flash cards and how to record
your progress on the graphs.
Flashcard
Graph
Students record their correct
answers here. For example, if
they get 50 correct words
from 60, they would mark the
graph like this.
Insert Week Number
Mark the number of incorrect
answers here, and the
number of errors here.
Write the date here
50
There are 6 Flash Card Week 2
components each week, so
the week 2 flash card set
should start here.
10
07-11-23
