GH2ES - Gr.2 Project BEAR - LRP

Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OFFICE OF OLONGAPO CITY
GORDON HEIGHTS II ELEMENTARY SCHOOL
Blk. 19 Long Road, Gordon Heights, Olongapo City, Zambales
Project BEAR (Be Enthusiastic About Reading)

A LEARNING RECOVERY ACTION PLAN
I. Information
Program Proponent Kareen L. More
Program Owner Gordon Heights II Elementary School
Target Learners Beginning Level Readers of Grade 2
Number of Batches and Three batches

Proposed Implementation Date May 2- July 15,2022
Proposed Venue School-based and Home-based in the District of II-A
Total Proposed Budget
Proposed Continuing Professional Development

None
credit units (if any)
II. Background and Rationale
Shared Vision
In the next three years (2022-2025), we envision the Gordon Heights II Elementary School of District II-A Olongapo City as a learning
Address: Blk. 19 Long Road, Gordon Heights, Olongapo City

Contact No.: (047) 223-3744/ (047) 224-8452
Email Address: gh2es@deped-olongapo.com
FB Official Account: Taga Deped Kami Gordon II
Region III
organization that produces functionally literate Grade 2 learners who can manifest the expected learning performance standards. With these, we commit to
offer relevant, differentiated and strategic reading and writing instruction, advocating fun and authentic learning experiences giving primary attention to
learners’ voices, their self-engagement, and self-efficacy. SDO and school personnel shall be capacitated in identifying and addressing learning gaps,
implementing, measuring and evaluating the appropriate Programs, Projects, and Activities (PPAs), suited to the varying contexts of the schools.
Community, home and school have a strong partnership and collaboration which gears towards shared accountability for the attainment of the desired
goals.
Smart Goal
At the end of the school year 2021-2022, literacy assessment data will show that Grade 2 learners are meeting the expected learning performance
standards (from 70.36% to 85%, meeting expectation, 8.88% to 30%) using the differentiated strategies addressing the reading skills e.g. phonemic
decoding and word recognition.
BEGINNING LEVEL- EGRA

Target for Meeting Expectations:
EGRA Components G2
1. Orientation to print
110
2. Letter Name knowledge
110
3. Letter Sound Knowledge
110
4. Initial Sound Identification
110

Contact No.: (047) 223-3744/ (047) 224-8452
Region III
5. Familiar word reading

110
6. Invented word decoding
110
7. Oral Passage Reading
110
8. Listening Comprehension
110
9. Reading Comprehension
110
10. Dictation
110
No. of Learner-Participants (Average)
110
Total No. of Learners
147
Percentage
74.83
CONSISTENT LEVEL- EGRA
Target for Exceeding Expectations:
EGRA Components G2
1. Orientation to print
9

Contact No.: (047) 223-3744/ (047) 224-8452
Region III
2. Letter Name knowledge

7
3. Letter Sound Knowledge
7
4. Initial Sound Identification
7
5. Familiar word reading
7
6. Invented word decoding
7
7. Oral Passage Reading
7
8. Listening Comprehension
7
9. Reading Comprehension
7
10. Dictation
7
No. of Learner-Participants (Average) 7
Total No. of Learners 147
Percentage 4.90%

Contact No.: (047) 223-3744/ (047) 224-8452
Region III
Discussion Points:
 Based on the pretest EGRA result of the Grade 2 learners, 74.83 % of them did not meet the targets meeting expectations and considered
beginning level readers.
 The phonemic decoding and word recognition are essential skills that need to be develop in the primary years of the learners. These will play a big
part in their academic foundation in meeting the learning standards of their respective grade level.
 The competency gaps that need to be addressed are the letter knowledge, letter sound knowledge, initial sound identification, and familiar word
reading.
III. Plan Description
Discussion Points:
 The Project BEAR (Be Enthusiastic About Reading) is designed to bridge the learning gaps of the beginning readers of the Grade 2.
● The teachers will provide reading materials such as Marungko approach (a program that is designed to improve learners reading skill through the
use of the alphabet e.g. M S A.) wherein the learners are expected to have letter knowledge, letter sounds, and initial sounds for the development of
the phonemic decoding of K to 3 beginning readers. Subsequently, guided practice will be done to assist learners’ difficulties. After which, CV,
VC, and CVC words reading will be implemented through the use of flash cards, charts, power points & videos.
● This activity supports the 3B’s : BAWAT BATA BUMABASA initiative, a move to bridge literacy gaps among learners by intensifying the
campaign on reading proficiency.
● Parents and learners will be provided with reading materials such as Marungko approach, flash cards, charts, PowerPoints and videos.
● Parents will be provided with guided instruction for teaching and monitoring the reading progress of their child for MDL; while learners already
in face-to-face learning, the teachers will implement the intervention program.
● Assessment tasks to be implemented by parents and adviser and to be evaluated by teachers.
● This initiative is linked with the ELLN Program of the school.
● This initiative supports the goal in the SIP to improve the reading skills of Grade 2 from beginning readers to consistent readers.

Contact No.: (047) 223-3744/ (047) 224-8452
Region III
III. Target Stakeholders’ Description

● The 147 Grade 2 learners were selected based on their scores in the EGRA pretest for phonemic decoding (letter knowledge, letter sound, and
initial sound) and word recognition.
● The Early Grades Reading Assessment Indicator was used to interpret their scores in phonemic decoding (letter knowledge, letter sound, and
initial sound) and word recognition.
Component 2 Component 3A
Letter Name Knowledge Letter Sound Knowledge
Beginning Developing Consistent Beginning Developing Consistent

1-20 21-60 61-100 1-20 21-60 61-100
● 60% Component 3B Component 4 of the mothers stay at home as a housewife.
70% Initial Sound Identification Familiar Word Reading have older brothers and sisters that are
independent Beginning Developing Consistent Beginning Developing Consistent readers
50% 1-3 4-6 7-10 1- 15 16- 30 31- 50 have no internet connection at home
90% of the parents has a mobile device (cell phone)
IV. Workplace Application Project or Job-Embedded Learning
Discussion Points:
o The school head and PSDS will create the guidelines of communicating with the parents
o The school head will allot funds in the MOOE to procure the materials
o The teachers will prepare all the needed reading materials (Marungko approach through flash cards, charts & videos) for the learners and

Contact No.: (047) 223-3744/ (047) 224-8452
Region III
manual to be used by the parents

o The teachers will gather the parents for the orientation and distribute the materials
o The SH/PSDS will monitor the orientation and distribution of the materials
o The teachers will gather the assessment results for each batch of reading skills to be developed
o The SH/PSDS will monitor and follow-up on the results from the teachers
V. Design (Implementation Plan)
Activities Target Date Person In charge Resources Needed Output
A. Planning Stage
1. Orientation of teachers about May 2022 School Head, PSDS, Reading Laptop, Learning Recovery Activity Completion Report
the work plan of the Coordinator, and teachers Action plan (ACR)
program; discussion on roles Manual for teachers
and responsibilities
2. Orientation of parents about May 2022 School Head, PSDS, Reading Laptop, Learning Recovery Activity Completion Report
the intervention program Coordinator, and teachers, Action plan
parents
3. Seminar for parents on how May 2022 School Head, PSDS, Reading Laptop, Learning Recovery Activity Completion Report
to teach the Marungko Coordinator, and teachers, Action plan, Reading material in Manual for parents
Approach and CV, VC, and parents Marungko Approach, through
CVC words flash cards, charts
B. Implementation Stage
4. Conduct the Project BEAR May 2- July 15 ,2022 School Head, PSDS, Reading Laptop, Learning Recovery Monitoring Tool
Coordinator, and teachers, Action plan, Reading material in Activity Completion Report
parents, and learners Marungko Approach, through
flash cards, charts
5. Monitor the implementation May 2- July 15, 2022 School Head, PSDS, Reading Monitoring Template Monitoring Tool

Contact No.: (047) 223-3744/ (047) 224-8452
Region III
phase Coordinator, and teachers, Laptop, Internet Individual Learning Monitoring

barangay representatives, Plan (ILMP) of learners
parents, and learners
6. Conduct technical assistance May 2-June 24 2022 School Head, PSDS, Reading Laptop, Learning Recovery Monitoring Tool
to parents Coordinator, and teachers, and Action plan, Monitoring ILMP of learners
parents Template, Reading material in
Marungko Approach, through
flash cards, charts
C. Post-Implementation Stage
7. Conduct post-assessment to
evaluate the program July 2022 Teachers and learners Post-reading assessment tool
( e.g. phonemic decoding and Results of the assessment
word recognition)
8. Evaluation of the program July 2022 School Head, PSDS, Reading Reading program Activity Completion Report
Coordinator, School Monitoring Activity Completion Report
Team

Contact No.: (047) 223-3744/ (047) 224-8452
Region III
TimeDesign
VI. Frame:ofMay 2-July 8, 2022
Instructional (10 weeks)
Program
Day/ Time Session Objectives Outputs Topic/Content Methodology Nominated Project Resources
At the end of the session, Highlights Team Members
participants will be able
to:
Week 1 Recognizing the letters of Means of Phonemic Decoding Use of Marungko Class advisers, Reading Material
vowels A,E, I, O, & U, and Verification on the Approach reading parents, learners ( Marungko
M, S, A and their sounds adoption of strategy Approach ),
 Say the name of the reading
letters of vowels interventions
A,E, I, O, & U, and (Marungko )
M, S, A Assessment Tool
 Produce the sound
of the letters of
vowels A,E, I, O, &
U, and M, S, A
 Write the letters of
vowels A,E, I, O, &
U, and M, S, A on
air, on the floor and
on the paper
Week 2 2. Recognizing the letters & Means of Phonemic Decoding Use of Marungko Class advisers, Reading Material
syllables of BA, SA, MA Verification on the Approach reading parents, learners ( Marungko
and their sounds adoption of strategy Approach )
 Say the name of the reading
letters BA, SA, MA interventions (
 Produce the sound Marungko )
of the letters BA, Assessment Tool
SA, MA

Contact No.: (047) 223-3744/ (047) 224-8452
Region III
VII. TRAINING MATRIX FOR PARENTS/VOLUNTEERS/LSAs
Day/ Time Session Objectives Outputs Topic/Content Methodology Nominated Project Resources
At the end of the Highlights Team Members
session, participants
will be able to:
May Parents, volunteers, Activity How to Teach How to teach Reading Marungko
2,2022/8:00- LSAs will be able to Completion Marungko Approach Marungko Approach coordinators, Approach reading
10:00) teach Fuller Approach Report *Letter Knowledge teachers, parents material, PPT
Method to their *Proper Sounding of presentation
children. Letters
*Initial Sound
May 2, 2022/ Parents, volunteers, LSAs Activity Familiar Words How to teach CV,VC, Reading coordinators, Familiar words,
10:00-11:00 will be able to CV, VC, Completion Report Recognition CVC Words teachers, parents flashcards, charts,
and CVC words (familiar PPT presentation
words) to their children.
VIII. Monitoring and Evaluation Plan
Key
Action Plan Objectives Data used Tool to be used Performance Result
Indicator
At the end of the program, Grade 2 The data to be used: The EGRA reading assessment tool and indicators are the basis for 100% of the learners
beginning readers are expected to build the assessment and evaluation. are able to decode.
up their phonemic decoding skills. ● Reading
assessment The assessment tool measures the phonological awareness e.g. letter
knowledge, letter sound knowledge, and initial sound
At the end of the program, Grade 2 Summative The assessment tool measures the word recognition on blending 100% of the learners
beginning readers are expected to blend Assessment on c-v-c consonant-vowel sound (60 items) are able to blend c–v-

Contact No.: (047) 223-3744/ (047) 224-8452
Region III
C-V-C pattern. blending c pattern
Prepared:
Checked & verified:
KAREEN L. MORE
Grade Leader/T-1 FLORENTINO C. PALLER
MT1
Noted:
AURORA S. LUNA, Ed.D
Principal III
ANNIE A. MONTERO
PSDS District II-A
Recommending Approval:
MAYLENE M. MINIMO, EdD, CESE

A sst. Schools Division Superintendent
Approved:
LEILANI SAMSON CUNANAN, CESO V
Schools Division Superintendent

Contact No.: (047) 223-3744/ (047) 224-8452

GH2ES - Gr.2 Project BEAR - LRP

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Republic of the Philippines

Project BEAR (Be Enthusiastic About Reading)

Program Proponent Kareen L. More

Program Owner Gordon Heights II Elementary School

Target Learners Beginning Level Readers of Grade 2

Number of Batches and Three batches

Proposed Venue School-based and Home-based in the District of II-A

Total Proposed Budget

Proposed Continuing Professional Development

II. Background and Rationale

Address: Blk. 19 Long Road, Gordon Heights, Olongapo City

BEGINNING LEVEL- EGRA

Address: Blk. 19 Long Road, Gordon Heights, Olongapo City

5. Familiar word reading

Address: Blk. 19 Long Road, Gordon Heights, Olongapo City

2. Letter Name knowledge

Total No. of Learners 147

Address: Blk. 19 Long Road, Gordon Heights, Olongapo City

III. Plan Description

Address: Blk. 19 Long Road, Gordon Heights, Olongapo City

III. Target Stakeholders’ Description

Beginning Developing Consistent Beginning Developing Consistent

IV. Workplace Application Project or Job-Embedded Learning

Address: Blk. 19 Long Road, Gordon Heights, Olongapo City

manual to be used by the parents

V. Design (Implementation Plan)

Activities Target Date Person In charge Resources Needed Output

Address: Blk. 19 Long Road, Gordon Heights, Olongapo City

phase Coordinator, and teachers, Laptop, Internet Individual Learning Monitoring

Address: Blk. 19 Long Road, Gordon Heights, Olongapo City

Address: Blk. 19 Long Road, Gordon Heights, Olongapo City

VII. TRAINING MATRIX FOR PARENTS/VOLUNTEERS/LSAs

Address: Blk. 19 Long Road, Gordon Heights, Olongapo City

C-V-C pattern. blending c pattern

MAYLENE M. MINIMO, EdD, CESE

Address: Blk. 19 Long Road, Gordon Heights, Olongapo City

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