Republic of the Philippines

Department of Education
Region X
DIVISION OF MISAMIS ORIENTAL
Claveria District I
PATROCINIO NATIONAL HIGH SCHOOL
Patrocinio, Claveria, Misamis Oriental

ACTION PLAN
PROJECT AURA (Apply Understanding through Reading A
DATE CONDUCTED LEARNING TASK STRATEGY/APPROACH MATERIALS

A. PRE-IMPLEMENTATION

letter, attendance sheets

January-May, 2019 1. Advocacy on Reading
a. Parents’ Forum (HRPTA & GPTA Meetings
b. Recoreda tarp, letter
Profiling according to expertise, specialization,
Identification of Reading Teacher:
exposure and seminars/trainings
May, 2019 a. The reading teacher will be entitled to the inventory checklist
following benefits:

B. DURING IMPLEMENTATION

a. Phil-IRI Initial Screening

1. Group Screening Test

2. Classification of Learners:
(PHIL-IRI) reading
June-July, 2019 Administration of Reading Assessment • 0-7 Undergo Phil-IRI Passages 3 levels down assessment tools &
initiated materials
• 8-13 Undergo Phi-IRI Passages 2 levels down

• 14-10 Undergo Enrichment Activities

Analysis of reading difficulties, planning for
intervention, and classification of Readers
July-August Classification of readers/profiling checklist
Classify learners according to their potential with
respect to Multiple Intelligences:

MARUNGKO APPROACH Beginning and

Remedial Sessions (Emphasis on the miscues and
comprehension skills using easy and simple
genres)

o Non-Readers according to miscues: letter cut-outs, Pictures

Remediation charts, worksheets,
Provision of intervention according to the reading
August-December bigbooks, Audio and video
levels
Materials, localized
materials
 letter cut-outs, Pictures
charts, worksheets,
Provision of intervention according to the reading
August-December bigbooks, Audio and video
levels • Beginning Reading: Auditory and Visual Materials, localized
Discrimination materials
• Phonics including blending of sounds
• Blending of sounds to form words

• Combining words to form phrases, sentences,

paragraphs and stories

o Frustration and Instructional Readers:

Reinforcement
a. FULLER APPROACH
• Play Rhyming Songs
• Sentence Segmentation
• Segmenting words into syllables
• Blending syllables into words
• Onset and Rimes
• Blending Onset and Rimes into Words
b. REINFORCEMENT ACTIVITIES
• Reading of Stories
• Answering questions requiring LOTS and word wheel, word clocks,
HOTS of various text across learning areas printed phrases and
Provision of intervention according to the reading C. Activities both in English and Filipino: sentences with pictures,
August-March
levels Grade 7- Extemporaneous Speaking compilation of different
genres, books, Big Books,
Grade 8- Jazz Chant video clips
Grade 9- Interpretive Reading/Interpretatibong
Pagbasa
Grade 10-Oration

c. Skills Showcase Contest for EPP/TLE/TVL

d. Talent Search
e. Other Contest
-Pop Quiz in Araling Panlipunan
-MTAP and Mathnovation
-EsP Skills/Talent Contest

Independent: Enrichment

• Journalism, Tagisan ng Talento, Sports,

newspapers, multi-media
TLE/EPP, TVL Skills, Skills for Festival of Talents in
gadgets, books, equiment
Araling Panlipunan, Mathnovation and MTAP

There should have:

Ø Differentiated activity within a reading class.

Provision of intervention according to the reading Ø Scheduling a special session outside the regular
levels class:

August-March
 Provision of intervention according to the reading
levels
August-March

Ø Small group among students of similar needs

Ø Individual student activity

Ø Remediation, reinforcement and Enrichment

topics/contents shall be based on the Learning
Competencies for one hour everyday

Moving up non-readers to frustration; frustration to

Mainstreaming checklist
instructional; instructional to independent

contest materials and

August Conduct of the DSPC Division Schools Press Conference
equipment
Varied School-based reading activities and Compilation of Different
November Celebration of the National Reading Month
programs Genres, Big books

C. POST IMPLEMENTATION

Administer Post Test(Final Assessment and Phil-IRI Assessment Tool

February-March Follow the Phil-IRI Manual
evaluation) and initiated materials

March Reading Festival by Grade Level Distribution of Awards and certificates

Laptop, printer, bond
paper, certificates, school
supplies

Checklist, inventory
April Submission of Phil-IRI Results Submit Post Test Results
template

Prepared by:

VINCENT R. CAILING
School Reading Coordinator
Checked by:

SHEILLA B. DIANGO
School Head/HT III
Noted by:
EVA C. GUILARAN
Public Schools Distict Supervisor DR. MAR

Approved by:

RANDOLPH B. TORTOLA
Schools Division Superintendent
c of the Philippines
ment of Education
Region X
MISAMIS ORIENTAL
eria District I
TIONAL HIGH SCHOOL
averia, Misamis Oriental

ION PLAN
standing through Reading Activities)
PERSON'S INVOLVED EXPECTED OUTCOME

School Head, Teachers, Informed internal and external stakeholders on their

Parents, Students, roles and responsibilities on the implementation of
Stakeholders the reading program

Teachers, school heads Assigned teachers to reading classes

Reading Teachers,
Generated Assessment Results
Students

School Head, Teachers,

Classified readers according to their reading level
Students

Assigned Reading Teacher Provided remedial activities

Assigned Reading Teacher Provided remedial activities

Enhanced the reading levels of the frustration and

Assigned Reading Teacher
instructional readers

School Head & Teachers compete in the different competitions

School Head & Teachers Improved the students' reading propensities

School Head, Teaches,

compete in the different journalistic events
Journalists
School Head, Teaches, Acknowledge the efforts of the internal and external
Journalists stakeholders

Generated assessment results to plan for

Assigned Reading Teacher immediate action and adjustment for the next
school year

School Head, Teaches,

Sustainable Reading Program
students

Generated assessment results to plan for

Assigned Reading Teacher immediate action and adjustment for the next
school year
DR. MARIA TERESA M. ABSIN
EPS -English
Submission of Phil-IRI Results
 Republic of the Philippines
Department of Education
Region X
DIVISION OF MISAMIS ORIENTAL

ACTION PLAN FOR MIS OR UP READING PROGRAM (MOURP)

OBJECTIVES ACTIVITIES/STRATEGIES PERSONS INVOLVED RESOURCES NEEDED TIME FRAME SUCCESS INDICATOR

To roll-out "MOURP"
Pre-Work with the trained 2
anchored on the CNR
PSDSs and 6 Master
Teachers
SDS, ASDS, CID Chief and Prepared the documents for the
Entry Protocol: bond paper 3rd week of July
the Reading Team roll-out

Make a Training Design,

Matrix, Activity Request and
Memorandum to be approved
by the SDS

Generate names of reading

Identified participants for the
coordinators (4 per district or a reading coordinators none 3rd week of July
training
total of 200 reading
coordinators)

Conduct of the three day

training (highlight the schedule
SDS, PSDS, EPSs, trainers-rea 200,000 end of July Trained reading coordinators,
of the reading classes for an
hour in a day) Action Plan, Accomplishment
Report, Instructional materials

Conduct of School-Based Action Plan, Accomplishment

none first week of August
Learning Action Cell school heads, trained reading Report, Instructional materials
coordinators, and teachers
 Monitor the conduct of SLAC Accomplishment Report, Reading
and implementation of Inventory/Tracking/ Monitoring
MOURP EPSs, PSDSs, none August to March Tools

Conduct of Post-Assessment school heads, trained reading list of identified struggling readers
coordinators, and teachers testing materials February to March based on the posttest results

School continuous monitoring PS District Supervisors, mainstreaming monitoring

and adjustment EPSs, school heads, trained tools
reading coordinators, and pupils who can read and
teachers March-May comprehend
Prepared by:

MARIA TERESA M. ABSIN NIEVA BITONGA EVA C. GUILARAN

NELSKIE C. MONTEROLA MONALIZA H. DAPITAN JOYCE F. MAGALLONES

LIZCEL B. CORCORO ZENITHA MAE A. DACOCO SHARON M. ROA

APPROVED:

ANGELINA B. BUARON, Ph.D.

English Education Supervisor
Regional Reading Coordinator