LIST OF ARAL TUTEES
Grade Level: _______________ Tutor: _________________
Name of Learner BOSY MOSY EOSY Subject Focus Parent Guardian Contact Number
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
ARAL ATTENDANCE
Grade Level: _______________ Tutor: ______________
Month/s: _______________ 20___
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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12.
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15.
PROGRESS CHECK IN (SCORING SHEET)
Grade Level: _______________ Tutor: ______________
Student Name WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 Total Average
INDIVIDUAL PROGRESS TRACKER
GRADE & SECTION: ____________ CRLA Profile
BOSY: _______ MOSY: _______ EOSY: _______
LE-Low Emerging HE- High Emerging DR-Developing Reader TR-
WEEK 1 & 2 Transitioning Reader R-Reading at Grade Level
Sessi Sessi Sessi Sessi Sessi Sessi Sessi Sessi Sessi Sessi
on 1 on 2 on 3 on 4 on 5 on 1 on 2 on 3 on 4 on 5
Pre- Pre- Pre- Pre- Pre- Target Target Target Review Teacher
NAME OF TUTEES reading reading reading reading reading Letters Letters Letters and
and SEL and SEL and SEL and SEL and SEL m, a, t m, a, t m, a, t tutor
Activitie Activitie Activitie Activitie Activitie confere
s s s s s nce
INDIVIDUAL PROGRESS TRACKER
GRADE & SECTION: ____________ CRLA Profile
BOSY: _______ MOSY: _______ EOSY: _______
WEEK 3 & 4
LE-Low Emerging HE- High Emerging DR-Developing Reader TR-
Transitioning Reader R-Reading at Grade Level
Sessi Sessi Sessi Sessi Sessio Sessi Sessi Sessi Sessi Sessio
on 1 on 2 on 3 on 4 n5 on 1 on 2 on 3 on 4 n5
Ee, Ee, Ee, Check Teach Targe Targe Targe Revie Teach
NAME OF TUTEES Ss, Ss, Ss, Ii, -in # er and t t t w er and
and and Ll 1 tutor Letter Letter Letter tutor
Ii, Ll Ii, Ll confer s p, f, s p, f, s p, f, confer
ence h, n h, n h, n ence
INDIVIDUAL PROGRESS TRACKER
GRADE & SECTION: ____________ CRLA Profile
BOSY: _______ MOSY: _______ EOSY: _______
WEEK 5 & 6
LE-Low Emerging HE- High Emerging DR-Developing Reader TR-
Transitioning Reader R-Reading at Grade Level
Sessi Sessi Sessi Sessio Sessi Sessi Sessi Sessi Sessi Sessi
on 1 on 2 on 3 n4 on 5 on 1 on 2 on 3 on 4 on 5
Target Target Target Review School- Check-in u, d g, c u,d,g,c Teacher
Letters Letters Letters wide #2 Intro to and
NAME OF TUTEES o, b, r o, b, r o, b, r LAC sight tutor
with words confere
SDO nce
Supervi
sors
INDIVIDUAL PROGRESS TRACKER
GRADE & SECTION: ____________ CRLA Profile
BOSY: _______ MOSY: _______ EOSY: _______
WEEK 7 & 8
LE-Low Emerging HE- High Emerging DR-Developing Reader TR-
Transitioning Reader R-Reading at Grade Level
Sessi Sessi Sessi Sessi Sessi Sessi Sessi Sessi Sessi Sessi
NAME OF TUTEES on 1 on 2 on 3 on 4 on 5 on 1 on 2 on 3 on 4 on 5
w, k j, x j, x, w, k Check-in v, y v, y z, q v, y, x, q CVC to CVC to
#3 Magic e Magic e
Individualized Reading Intervention Plan (IRIP) Checklist
Learner’s Name __________________________________________ Grade Level _____________________
Tutor’s Name ____________________________________________
Focus Phonological Letter Sight Words Status Tutor Notes / Observations
Area Awareness Focus
Focus
Filipino Word Concept M, S, A, I, O, N/A (Focus on oral
(print carries B, E naming and print
meaning; word awareness)
boundaries)
Filipino Alliteration U, T, K, L, N, G Ang, Mga, Sa, Ito,
Ay
Filipino Syllable Ng, P, R, D, H, Ako, Ikaw, Si, At,
Manipulation N May
(clapping,
deleting,
blending)
Filipino Phoneme W, Y, Mga Phrase/Sentence
Manipulation Letrang Reading using
(onset-rime, Banyaga previous 10 words
segment/blend)
English Word Concept a, m, t, s, i, f, N/A (focus on
(1:1 d letter-sound
correspondence; fluency)
tracking print)
English Alliteration r, o, g, l, h, u, a, the, and, you, is
c
English Syllable b, n, k, v, e, w, he, she, we, to, on
Manipulation j
(clap, blend,
segment)
English Phoneme Consonant in, of, that, was,
Manipulation + Blends (bl, cl, are
Blends + CVCe st, etc.), CVCe
(e.g., cake,
bike)
English Phoneme Diphthongs Phrase/Sentence
Manipulation + (e.g., oi, ou) Reading using 10
Diphthongs sight words
Note: Only Week 1 is pre-assigned. Reading targets for the following weeks will be determined based on the students’ performance during ongoing progress monitoring.
If the reading target is successfully demonstrated each week, the tutee may continue with the eight-week plan as originally outlined.
Legend:
✓ Observed – Ready to proceed to the next reading target
◐ Partially Observed – Needs additional practice on the current reading target
✗ Not Observed – Reteach the current reading target
REFLECTION NOTES
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