Republic of the Philippines

Department of Education
Region 02 (Cagayan Valley)
SCHOOLS DIVISION OFFICE OF ISABELA
MALLIG DISTRICT
306166 – MALLIG PLAINS NATIONAL HIGH SCHOOL
Centro 1, Mallig, Isabela

ACTION PLAN OF
Reading Program for Grade 10
SY: 2020-2021

I. RATIONALE
Reading is a simple way to help keep students’ minds stimulated and focused
during the global upheaval that has created many barriers to education.
Pandemic is not a hindrance in keeping the learners stimulated and engaged
through enriching reading program. Some exciting reading goals can offer
right amount of structure to keep the reading interesting and exciting.
The goal of the Reading Program is to explore stories and strengthen his
reading skills in the process.
According to Abari (2019) a Reading Intervention Program is supplementary
to an existing literacy curriculum, that is provided to students for the
primary purpose of increasing reading levels and uplifting the reading levels
of the learners, so that they will be academically effective in school.
Majors (2009) emphasized Core Reading Program which served as the “base”
for reading instruction. It used story structure, summarizing, and graphic
organizers comprehension instructional strategies. By encouraging reading
among students, we can take small, yet impactful, steps towards combatting
illiteracy during this challenging time.
 To cater this concern, the teacher believes that there is still a need for
an integrated reading comprehension program that could address these reading
 problems. This reading program has focused on the sub skills of reading in
the SLMs, enhancement activities and summative tests.

II. WORKPLAN OF ACTIVITIES

OBJECTIVES ACTIVITY TIME PERSON/S RESOURCES TARGET OUTPUT

FRAME INVOLVED NEEDED
Phase I Conceptualization October Ciza Rhea Rationale Reading Program
Pre-Implementation of the Reading 2020- A. Osoteo of the
SELECTION Program March Program
(Conceptualization 2021
of the Reading
Program and
selection of the
students who will
undergo Reading
Program )

To give ORIENTATION December Ciza Rhea 75% of identified

orientation on the Orientation and 2020- A. Osoteo Contact readers will develop
nature, scope, and Introduction of June Number of their reading skills
rationale of the the Reading 2021 parents and
Reading Program Program students
to students and
parents for Facebook
familiarity and to account of
stimulate students parents and
reading skills. students

Creating Facebook
Group and Page
for Reading
Program and
English 10 Class

PHASE II To assess the October Ciza Rhea Soft copies/ Reports on Reading Skill
Implementation reading skills of 2020- A. Osoteo hard copies of the Reading Program
Proper the Junior high March of Pre-Test
To assess the pre-test by 2021 Questionnaire
reading skills of integrating it on
the students their SLMs and
through giving summative tests.
pre-test.

Make statements of To enhance the October Ciza Rhea Soft copies/ The students will
assertion or reading skills in 2020- A. Osoteo hard copies improve their ability
opinion. (EN10WC- noting details June of the text in noting details and
Ic-12.2) and outlining 2021 entitled outlining, & critiquing
Critique a “Education
through literary selection and
literary selection Must
based on the
critiquing a text Continue”
making statements of
structuralist/ & making assertion or opinion.
formalist, statements of
moralist, Marxist, assertion or
feminist, opinion through
historical, and integrating it in
reader-response the Enhancement
approaches. Activities.
EN10RC-IIIa-22.1;
EN10RC-IIIb-22.2;
EN10RC-IIIc-22.3;
EN10RC-IIId22.4;
EN10RC-IIIe-22.5;
EN10RC-IIIf-2.18;
EN10RC-IIIg-2.18
Reading Skill:
Noting Details and
Outlining Time
Use a variety of To enhance the February Ciza Rhea Soft copies/ The students will
informative, reading skills in 2021- A. Osoteo hard copies improve their ability
persuasive and recognizing a March of the text in
argumentative writer's purpose, 2021 about recognizing a writer's
writing techniques attitude, tone and Bullying. purpose, attitude, tone
EN10WC–III b mood by and mood and
-14.1.2 integrating it to
Reading Skill: their English 10
Recognizing a SLMs.
writer's purpose,
attitude, tone and
mood and.
Phase III To evaluate the October Ciza Rhea Furnish Post Report on Reading Program
Post- improve- 2020- A. Osoteo Test in 2021
Implementation ments of the March Reading
students’ reading 2021 Skills
FINAL EVALUATION skills level Sample
(Diagnosis action plan

Prepared by:

CIZA RHEA A. OSOTEO

Reading Coordinator/English 10 Teacher

Noted:
EUGENE P. SERVITILLO
Principal II

Reading Texts
 NARRATIVE REPORT IN READING PROGRAM AMONG GRADE 10 LEARNERS

Reading is a simple way to help keep students’ minds stimulated and focused during the global
upheaval that has created many barriers to education. Pandemic is not a hindrance in keeping the learners
stimulated and engaged through enriching reading program. Some exciting reading goals can offer right
amount of structure to keep the reading interesting and exciting.
In the first quarter of this school year, the researcher has observed that the students of Grade 10 have
difficulty in understanding their lessons in English. They also have difficulty in examining textual details
that affirm or refute a claim.
The goal of the Reading Program is to strengthen reading skills in the process by integrating it to
MELCS. Majors (2009) emphasized Core Reading Program which served as the “base” for reading
instruction. It used story structure, summarizing, and graphic organizers comprehension instructional
strategies. By encouraging reading among students, we can take small, yet impactful, steps towards
combatting illiteracy during this challenging time.
As a continuation of the research of the English 10 teacher, she has chosen reading skills of the
learners because it shows from the result of her previous research that one of the weaknesses of the grade
10 learners in her study is identifying fact and opinion, outlining, and critiquing a text. Because of the
academic ease, the teacher has integrated the reading skills in the enhancement activities, SLMs and
summative tests. The teacher also has integrated the reading skills in the intervention plan in English 10.
From the result of the enhancement activities the learners have improved with their reading skills
specially in the skill of identifying fact and opinion, identifying author’s purpose, tone and tone &
critiquing a text as proven when they made their digital Poster Slogan. Though there is difficulty of
 assessing output because of pandemic the English teacher has gathered outputs by letting the learners send
their digital poster slogan to their GC. Follow ups were made through video call and home visitation.
There is increased of the scores of the items that reading skills were integrated to the summative test and
Enhancement activities. More so, learners’ grades were also improved in their English subject. The teacher
also has made use of the INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE.
Truly, the pandemic is not a hindrance in assessing reading skills of the Grade 10 Learners.

Prepared by:

CIZA RHEA A. OSOTEO

Reading Coordinator/English 10 Teacher

Noted:

EUGENE P. SERVITILLO
Principal II