REGION III

SCHOOL DIVISION OF OLONGAPO CITY

KALALAKE ELEMENTARY SCHOOL
ACTION PLAN FOR LEARNING RECOVERY
KEY STAGE 2 NON- READERS

I Learning Recovery Brief

Program Proponent BULAN II

Program Owner BULAN II

Target Learners GRADE 1-3

Number of Batches and 3 BATCHES

Proposed SEPTEMBER 2022 - JUNE 2023
Implementation Date

Proposed Venue HOME AND SCHOOL

Total Proposed Budget 330 PER PUPIL

II. Learning Recovery Background and Rationale

SDO SORSOGON
• LEARNING RECOVERY SHARED VISION
By 2025, SDO Sorsogon will produce learners who are competitive, value-laden, optimistic, and equipped
with life skills out of sustained support from the stakeholders in the delivery of programs, projects, and
activities (PPAs).
It believes that enhancement of knowledge, skills, and attitudes (KSA) of teachers will empower
learners to realize their personal dreams, and aspirations.
It commits to intensify instructional supervision to assure delivery of instruction in all subject areas
where learners are actively engaged in the learning process to acquire 21st century skills.
SDO Sorsogon shall continuously strive to inspire and motivate teachers to improving their teaching
skills and finding ways to recover learning loss brought about by the pandemic.

SMART GOALS:
• By the end of SY 2022-2023, 75% of the total enrolment (45745) in Grades 1 to 3 have advances to
Grade Ready for the next grade level through the implementation of the learning recovery plan.
 Discussion Points:
● The school’s Learning Recovery Action Plan is an essential requisite as the school expands to its
progressive face- to- face learning. The two- school- year physical absence of learners in the school
greatly impacted on their learning habits and outcomes.
( Explain the need to design and implement this particular initiative? Learning loss.)
● The Pre- Phil- IRI test conducted during the school- year 2020- 2021 showed that there were while
the Post- test reflected . Likewise, the Pre- Phil- IRI test for SY 2021- 2022 revealed that there
were 19 non- readers in the Key Stage 2, while the Post- test showed that .
( Provide a brief description of the situation in terms of learning loss . Include any priority activities)
that are aligned with your initiative based on the needs assessment.
● Describe priority competency gaps/learning loss that will be addressed.

III. Project Initiative Description—

Discussion Points:

● This project will be called Project READ ALERT (Reading Emergency Awareness and Development
ASSIGN-LEAD-EXECUTE-RESCUE-TRANSFORM ). This is a reading intervention which is to be
done either physically and is in partnership with the recipients’ parents. This is a project to be
implemented beginning this July 25 until August 12, 2022 for this school- year. However, this project
shall continue next school year with the aid of the parents of the recipients. The Reading teacher
shall continue to monitor the learners with their home- reading activities through calls or scheduled
face- to- face.
● This project is expected to decrease the number of the current non- readers in Key Stage 1. This will
be a continuous program for them until such time that they are able to attain the targeted goals. How
is the project addressing learning loss?
● Explain link to other past, ongoing, or future literacy programs, (e.g., Continuing Improvement
Program), as well as pre-requisites, if any.
● The primary activity to be infused to the recipients will be exposing them to a set (Level 1) of
Phonological Awareness. This will be done repetitively until they become familiar with the sounds.
After this experience, they will be tried to read on phrases and short sentences present in the Level 1
DBSW. If this process becomes attainable for them, they shall proceed to another set (Level 2) of
DBSW. The same procedure shall follow. The end process will be exposing them to at least a Grade
1 level passage. Briefly describe major content areas or modules and methodologies.
● If the project initiative is a component of a bigger program, explain how the differences are linked.
● If this project becomes successful in the entirety of its duration, this will become a more intensified
project in reading in the still coming school- years, to help address problems on NR’s and other
learning gaps brought by the worldwide health crisis. IF THE INTERVENTION TO BE USED WAS
PRE-APPROVED BY THE SDO, SAY SO AND EXLAIN WHY IT WILL BE CONTINOUSLY USED
TO ADDRESS LEARNING LOSS.
● This same project is aligned with the Mention which part of the school improvement plan or annual
plan the project initiativeis aligned.
● Mention that the initiative will be part of the AIP/SIP for the following school year to support learning
recovery
IV. Target Learner’s Description

Discussion Points:
● The learners chosen to be the recipients of the program were particularly identified by the class
adviser who helped in the conduct of the Phil- IRI and the Reading teachers as well, who conduct
regular distance reading activities, such as virtual reading practices, and with the aid of parents for
those who have no virtual means.
● The 10 identified Stage 2 NR are composed of 1 inclusion ( with autism) and 5 regular pupils from
Grade IV, 3 inclusion and 1 regular pupil from Grade V, with a total of 10 learners. Following is the
table of information of the program recipients.

GRADE LEVEL MALE FEMALE REMARKS

IV

V Implementation Phases

PRE IMPLEMENTATION-PHASE

OBJECTIVE ACTIVITIES TARGET PERSON/S IN RESOURCES OUTPUT

DATE CHARGE NEEDED

Preparation of April 20-22, Principal, Completion of

the Learning 2022 Reading the Learning
Recovery teacher in- Recovery
Action Plan charge Action Plan

Convene with April 26,, 2022 Principal, Discussion

the concerned about the
Reading
Reading proposed
teachers/
teachers/ Learning
advisers
advisers Recovery
Action Plan

Identify/ Profile April 27, 2022 Reading Result of the

the Key Stage teachers/ Phil- IRI Post-
2 non- readers. advisers Test

List of names
of identified NR
 Confer with the April 28, 2022 Principal, Attendance of
concerned concerned
Reading
parents parents
teachers/
advisers

Prepare May 2-6, 2022 Reading Reproduction

needed teachers/ of copies of
materials advisers basic sight
words (levels 1
and 2)

Reproduction
of copies of
downloadable
or teacher-
made
sentences
using the
taught basic
sight words.

IMPLEMENTAION PHASE

OBJECTIVE ACTIVITIES TARGET PERSON/S IN RESOURCES OUTPUT

DATE CHARGE NEEDED

POST IMPLEMENTAION PHASE

OBJECTIVE ACTIVITIES TARGET PERSON/S IN RESOURCES OUTPUT

DATE CHARGE NEEDED

VI. Design of the instructional program

Describe here how the specific implementation of the program.
Objectives – reflects the target behavior and skills of the learners
Output – The specific skill that needs to be developed
Topics – The title of the lessons from the instructional materials
Method – Indicate the sequence of the pedagogical approach
Team – Personnel who will implement
Resources – List the IMs that will be used
 Day/ Session Output Topic/ Methodology Nominated Resources
Time Objectives s Content Project Team
At the end of Highlights Members
the session,
participants will
be able to:
DAY 1 - AM
9:00- ● ● ● LCD
10:00 Projector
● Screen
● Laptop
● Sound
system
● Whiteboar
d
● Easel
sheets/
Manila
paper
● Permanent
Markers
(Bold
tipped)
● Whiteboar
d markers
● Eraser
● Masking
tape

VII Monitoring and Evaluation Plan

Action Plan Data used Tool to be used Key Performance Result

Objectives Indicator

-copy the Describe the data Describe the tool ● Provide the Provide the actual
objectives from the to be used: target frequency,
● What does the
action plan frequency, percentage, mean
● Test result tool measure
percentage, rating
● Frequencies ● How many mean rating
items?
● Percentage
● Mean ratings

Blend c-v-c pattern summative The assessment 10/10 or 100% of 90% of the learners
assessment on c-v- tools measures the the learners are got a score of 9/10
c blending -phonological able to blend c–v-c on blending CVC
awareness pattern
particularly on
blending
consonant-vowel
sound (10 items)