We’ Republic of the Philippines Department of Education Region XI SCHOOLS DIVISION OF PANABO CITY Office of the Schools Division Superintendent MEMORANDUM To : REBECCA C. SAGOT Education Program Supervisor Officer-In-Charge, Office of the Assistant Schools Division Superintendent JANWARIO E. YAMOTA Chief Education Supervisor, Curriculum Implementation Division AILENE B. ANONUEVO Phd Chief Education Supervisor, Schools Governance and Operations Division MARIA PERPETUA ANGELITA G. SUELTO Education Program Supervisor-English PETER A. MIJARES Education Program Supervisor-Filipino DJHOANE C. AGUILAR Education Program Supervisor-MTB EDUCATION PROGRAM SUPERVISORS PUBLIC SCHOOLS DISTRICT SUPERVISORS PUBLIC ELEMENTARY SCHOOL HEADS Subject : | CONDUCT OF READING REMEDIATION /INTERVENTION FOR THE STRUGGLING READERS Date : June 5, 2020 1. In pursuance to the Unnumbered Regional Memorandum dated May 27, 2020 which aims to ensure that the concerned struggling readers are improved to instructional level before the opening of the school year 2020-2021 on Augusts 24, 2020, all schools are directed to start the full implementation of their respective 8-Week Plans on June 8, 2021. 2. Please see attached 8-week Plan adapted from Salvacion Elementary School which may be used by all schools or could be used as reference. In this regard, the schools are enjoined to submit the Schedule of Implementation, Objectives, Strategies, Assessment and the Learning Materials (cite the link of the google drive) used in the conduct of the said reading remediation/intervention. 3. The said program must be implemented following the prescribed protocols and restrictions of public safety set by the Local Government Unit (LGU). 4, The learning modalities options could be any of the following a. Online Teaching and Learning - a form of education where internet is used as medium instead of attending classes in the physical classrooms; Schools Division Office of Panabo City City Hall Drive, Brgy. JP Laurel, Panabo City ‘Tel. Nos. (084) 628 4066, (084) 822-1128 Email ad: panabo.city@deped gov. phb. Modular Learning — an alternative instructional design that uses developed instructional materials based on the Most Essential Learning Competencies; c. Home-based Learning/Home School — an alternative form of teaching and learning at home; 4. Classroom-based/Face-to-Face Instruction (if and when only allowed) — an instructional method that allows for a live interaction between learner/group and teacher, ce. Radio-based Instruction ~ an alternative delivery mode using radio broadcast to deliver instructions to learners; and £ Blended Learning — a strategic and systematic approach to times and modes of learning integrating the best aspects of face-to-face and online interactions for each discipline, using appropriate Information and Communication Technologies (ICT) 5. All Education Program Supervisors and Public Schools District Supervisors are ‘mandated to work collaboratively to determine the progress of the conduct of the 8-Week intervention. Submission of the summarized weekly monitoring reports shall be from 8:00 a.m, to 10:00 a.m. to give ample time for the Regional/Division Reading Coordinators to consolidate the said monitoring/progress reports. 6. All expenses relative to the accomplishment of the above interventions and monitoring activities shall be charged to local funds, subject to the usual government accounting and auditing rules and regulations. 7. For immediate dissemination and compliance. REYNANTE A. SOLITARIO EdD, CESO VI Officer-In-Charge uae Schools Division Superintendent -Kesisat Schoo Dison Speen docl3/mpags Dopid Psaans ¢: 0} fans nee AUN =, Nore: Schools Division Office of Panabo City City Hall Drive, Brgy. JP Laurel, Panabo City Tel. Nos. (084) 628 4066, (084) 822-1128 Email ad: panabo.citytedeped.gov.ph,SAMPLE 8-WEEK CURRICULUM FOR NONREADER & SLOW READER IN GRADES 1 & 2 Day3 | Introduce function words: ang, | Introduce function words: ang, ng, ng, mga, ay, at mga, ay, at Day4 | Combination of m ‘Combination of ms aio and words function words Day 5 | Forming words using ms aio | F words using ms aio ay ly y Day2[n n Day3 t t ‘Day4 fu u Day5 | Combinationyntumsaio | Combination yntumsaiowith with function words function words. Dayt |k —. Bay2""T9 9 Day3 [ng ng Day4 |k k DayS | Combination ofkgngmsaio | Combination ofkgngmsaio and function words and function words: Day1 |e e Day2[p Pp Day3 |t U Day4 |epl epl Day5 | Combination ofe pIkgngms aio and function words ‘Combination ofe pikgngmsa io and functic is Dayt |r t ay2 [4 d Day3_ [h h Day4_|w w Day | Combination ofr dhwkgngm | Combination ofrdhwkgngms sai o and function words and function wordsDay 1 If small letters are mastered, If small letters are mastered, teach all capital letters MS A1O | teach all capital letters MS A 1 O YNTUK LYNTUK [Day2 |CapitallettersGNGEPLBR | Capitalletters GNGEPLBRD | DHW HW Day 3 | Matching capital letter/small_ | Matching capital letter/small letter | letter & sounding out | & sounding out |Day4 | Picture & sound cards of ms ai | Picture & sound cards of ms aio oyntuk & word cards yntuk & word cards Day 5 | Picture & sound cards of gnge | Picture & sound cards of gng ep pibrdhw &word cards Ibrd hw & word cards Day 1 _| Revisit of the letters&their sound _| Revisit of the letters&their sound Day 2 | Revisit of words presented Revisit of words presented Day 3 _| Revisit of sentences read Revisit of sentences read _ Day4 | Assessment ‘Assessment Day 5 | Assessment ‘Assessment‘SAMPLE 8-WEEK CURRICULUM FOR SLOW READERS (FRUSTRATION) IN GRADES 2 & 3 i Week 1 ‘If there will be time before the onset of the program, the assessment f Day 1 ‘Assessment for Alphabet Knowledge and Handwriting Day2 Phonological Awareness - Segmenting words to syllables, Rhyming, and Alteration Day3 Phonological Awareness — Phoneme Counting and Phoneme Matching Day3 Phonological Awareness -Phoneme Blending and Phoneme Segmentation Day4 Phonological Awareness ~ Phoneme Deletion and Phoneme Substitution Day5 Baseline Assessment for Phonological Awareness '*For children struggling with Phonological Awareness, they can be given reinforcement during the formal reading instruction Day. ec Day2 vce Day3, Cvei Day4 veo Day5. Ceu Day ‘Compound Words with eve (e.g. laptop, pigpen) Day2 2-syllable cvc (e.g. bandit, rabbit) Day3 Digraph qu Day4 ‘Consonant Digraphs ~ sh (beginning) Day5 Consonant Digraphs — sh (ending) Day ‘Consonant Digraphs — th (beginning) Day 2 ‘Consonant Digraphs ~ th (ending) Day3 ‘Consonant Digraphs — ch (beginning) Day4 ‘Consonant Digraphs — ch (ending) Day5 ‘Consonant Digraphs — wh foaionng Day ‘Compound Words with digraph Day2 ‘Compound Words with digraph Day3 'S Blends Day4 ‘S Blends Day5. Blends Day Blends Day2 R Blends Day3 R Blends Day4 Letter Combination (ng: ang, ing, ong, ung) Day Letter Combination (nk: ank, ink, onk, unk)Day Ending tch, mp Day2 Ending st, nt, It Day3 Ending Ik, If Day4 Ending ck Day 5 Floss words — ending ss, ll, ff Day Long vowel a Day2 Long vowel e Day3 Long vowel i Day4 Long vowel o Day5 Long vowel u “Decoding and spelling of all phonemes will be taught in isolation and in context. The other components of reading, vocabulary, comprehension, rate and fluency, will be integrated in all the lessonsSAMPLE 8-WEEK CURRICULUM FOR SLOW READERS (FRUSTRATION) IN GRADES 3-6 Teaching Learning to Read through The Fuller Technique Adapted from Salvacion ES Week 1 “if there will be time before the onset of the program, the assessment f Day 1 ‘Assessment for Alphabet Knowledge and Handwriting Day2 Phonological Awareness - Segmenting words to syllables, Rhyming, and Alteration Day3 Phonological Awareness ~ Phoneme Counting and Phoneme Matching Day3 Phonological Awareness -Phoneme Blending and Phoneme ‘Segmentation Day 4 Phonological Awareness — Phoneme Deletion and Phoneme Substitution Day Baseline Assessment for Phonological Awareness “For children struggling with Phonological Awareness, they ‘can be given reinforcement during the formal reading instruction Day 1 easinhen Day2 aasincat Day3 as in pot Day 4 ‘asin pig Day 5 ‘wasin sun Introduce as whole words: and, the, are, on, of, for, is it, to, into, what, who, where Day 1 easinme Day 2 ee asin feet Days ea as in meat Day 4 ie as in chief Day 5 Introduce as whole words: 1, to, she, when Day 1 ‘aasingate Day2 ‘ay as in day Day 3 aias in rain Day 4 Introduce as whole words: they, them, these, this, from Day as in note Day 1 0a as in boat Day2 ‘ow as in cow Day 3 ‘ow as in row Day 4 introduce as whole words: inside, beside, outside, behind Day 5 ‘ouas in loud Day 1 ‘oyas in boy Day2 oias in coinDay3 Introduce as whole words: under, over, above, that, those Day 4 ‘aw as in saw Day 5 ‘aus in Paul Day 1 ‘asin pine Day2 [yasinmy _ Day 3 ieas in pie, Introduce as whole words: why, how - Day4 Consonant | Shasinfish — Clusters | ee - __| Day 5 Chas in rich | Ck as in duck . Uas in bell idas in gold - — Ukas in silk _ Ltas in belt “Decoding and spelling of all phonemes will be taught in isolation and in context. The other components of reading, vocabulary, comprehension, rate and fluency, will be integrated in all the lessons For additional lessons: * Consonant Clusters (Ending) Lesson 36 ndas in hand Lesson 37 ng as in sang Lesson 38 nt as in hunt Lesson 39 sk as mask Lesson 40 spas in gasp Lesson 41 _ ss as in kiss Lesson 42 stas in nest Lesson 43 ct as in dact Lesson 44 fff as in off These exercises must be given Lesson 45 mpas in jump after a set of sounds are introduced to allow learners more practice in reading * Consonant Clusters (Beginning) | phrases, sentences, and stories | containing all the sounds in set. Function Lesson 46 bl as in black words are introduced as whole words Lesson 47 clas in clam since these are needed to make more Lesson 48 fl as in flag meaningful sentences and stories. Lesson 49 gis in glad Lesson 50 plas in play Lesson 51 sias in sleep Lesson 52 _ bras in bring Lesson 53. cr as in crab Lesson 54 dras in drum Lesson 55 frsin frog Lesson 56 gras in grass Lesson 57 prs in pray Lesson 58 tras in trayRepublic of the Philippines Department of Education Region XI ‘SCHOOLS DIVISION OF PANABO CITY 8-WEEK CURRICULUM TEMPLATE WEEK]DAY | TOPIC? | OBJECTIVEIS | STRATEGIES] ASSESSMENT] LEARNING SUBJECT MATTER - __| MATERIALS Prepared by : Reviewed by : SRC SCHOOL HEAD Reviewed by : PSDS FOCAL PERSON DRC Recommending Approval : Approved : JANWARIO E. YAMOTA REYNANTE A. SOLITARIO EdD, CESO VI CID-CHIEF OIC- Schools Division Superintendent Schools Division Office of Panabo City City Hall Drive, Brgy. JP Laurel, Panabo City ‘Tel. Nos, (084) 628 4066, (084) 822-1128 Email ad: panabo.cityaideped.gov.phry ‘pw wae Republic of the Dbilwppines Department of Chucation DAVAO REGION, MEMORANDUM, To t Assistant Regional Director Schools Division Superintendents Chief, Curriculum and Learning Management Division Chief, Field Technical Assistance Division Subject: CONDUCT OF READING REMEDIATION/ INTERVENTION FOR THE STRUGGLING READERS Date: May 27, 2020 ee In reference to the submitted action plans on reading remediation/intervention for lcamers who are _non-readers and under frustration level, this Office reminds all Schools Division Offices (SDOs) to start the full implementation of their respective 8-Week Plans to ensure that the reading levels of the concerned struggling readers are improved to instructional level before the opening of school year 2020-2021 on August 24, 2020. ‘The SDOs are encouraged to set their own schedule, daily activities to undertake, and modalities of the conduct of the intervention which are aligned to the protocols and restrictions of their respective Local Government Units (LGUs) on COVID-19, ‘Herewith are the monitors of the above activity: ] Region Monitors Neimalyn Barnija Janette ‘del Norte | Mary ina moguis | Allen Guilaran 7 [Davao det Sur_—{ Mary. Cheerylyn A. Cometa | Joy Buriguit | | Davao Occidental | Analiza C. cidental | At a Felix I. Antecristo Raymond Aquino | Davao Oriental | Manuel P. Vallejo Jean U. Pelayo | Nancy [Digos City Analiza C. Almazan verly S. Daugdaug IGACOS George N. Wong Chona M. Calatrava Mati City | Manuel P. Vallejo | Maria Gina F. Flores Panabo City | Ronnie Mercado TJanwario E. Vamota ["Tagom Ging] Mary Tane Mejor ‘Maria Fe D. Sibuan ‘Address: F. Torres St, Davao City (8000) ‘Telephone Nos : (082) 291-1665; (082) 221-6147Republic of the Philippines Bepartment of Education DAVAO REGK The concemed Regional and Division Monitors shall coordinate and work collaboratively to determine the progress of the conduct of the 8-Week intervention. The Summary of their monitoring reports shall be reported every Friday at 10:00 a.m. to 12:00 noon starting on June 5, 2020 through an online team to be established by Dr. Analiza C. Almazan. All expenses relative to the accomplishment of the above interventions and monitoring activities shall be charged to local funds, subject to the usual goverment accounting and auditing rules and regulations. Immediate dissemination of this Memorandum is desired, EVEL’ FETAL) ESO IV Assistant Regional Director Officer-In-Charge Office of the Regional Director PARTMENT OF EDUCATION ROX! ROCIYaca = J Address: F. Torres St, Davao City (8000) ‘ot ‘Telephone Nos.: (082) 291-1665; (082) 221-6147 AIWABao fey soypurpi009 Burpway uoisyaq-sosyuadng wnsBo1g uoyponpg VLOWVA “a OFIVANVE OLIGAS “D VLITHONY VALEdaad VRIVW sqed # fq paion dVdH TOOHIS ous shiq pamaaay : fiq pasodoug ued wonoy aug Jo s/2anoafqo, spent Surureay quourssassy saviarens. s/aansalqo sido, a | aInparps | SNYGONOD (nwa yaaa-8) SNOLLVONGWWOOTH | NEMVLNOLLOV | aN Sdvo | sHLONmTILs Vary Wada ATH ozoz* stip Jo SV Sud Pue SYN HOd WVUDONd NOLLNAAUALNI ONIGVAA TMOdM SALV.LS/DNPIOLINOW ALID O@VNVd 40 NOISIAIG STOOHIS Ix wordoy. 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