BRIGADA PAGBASA

PROGRAM TOOL KIT

Table of Contents
a. The Challenge 3

b. Learners 6

c. The Brigada Pagbasa Program 7

d. Brigada Pagbasa : Tools & Treasures 8

e. Brigada Pagbasa : Opportunities for Partnership 22

f. Monitoring and Evaluation 23

g. References and Indices (links & memos) 24

DO 18, S. 2017 – GUIDELINES ON THE UTILIZATION OF THE 2017 EVERY
CHILD A READER PROGRAM FUNDS FOR THE EARLY LANGUAGE,
LITERACY, AND NUMERACY PROGRAM: PROFESSIONAL DEVELOPMENT
COMPONENT 24
DO 40, S. 2015 – GUIDELINES ON K TO 12 PARTNERSHIPS 25

h. The Call to Excel 27

a. The Challenge
The Education development challenges are still present in the Philippines, through the
various Education stakeholders’ consultation and statistical research studies, it has been
identified that the development challenges remains in the domains on the Education Access and
Learning environment particularly on equal access, protection and wellbeing, facilities and
services, and on Teaching and Learning Domain that includes instruction and learning process.
These education development challenges affect the learning achievements of children.

The trends of the National Achievement Tests (NAT) from school years 2011-2012 to 2014-
2015 of primary level students show that from 66.79% has only increased to 69.10% (+2.31%)
and for secondary level students from 48.90% to 49.48% (+0.58%) which are very minimal
progress. Issues of classrooms (47,492 target classrooms for 2017), instructional and learning
materials (55.8 million target materials for 2017), and even the number and capacities of
educators (53,831 target teachers to be hired for 2017) still affect the quality of education and
the learning of the children. The development challenges are found to have greatly contributed
to the low quality of education resulting to low learning achievements of children in which it limits
the country in achieving its Goal to contribute in the Sustainable Development Goal #4 (SDG) to
ensure inclusive and equitable education and promote lifelong learning for all.[1]

“By 2030, ensure that all youth and a substantial proportion of adults, both men and
women, achieve literacy and numeracy (target 4.6).” This is the fourth Sustainable Development
Goal the country needs to achieve in the next 12 years along with every member country of the
United Nations. It is one of the many global goals set by the United Nations General Assembly
back in 2015 to address global challenges. The goal is to leave no one behind.

However, based on the projections in the Global Education Monitoring (GEM) report
published by the United Nations Educational, Scientific and Cultural Organization (UNESCO),
the world is likely to “fail its education commitments without a rapid acceleration of progress.”[2]
The report further stresses that “without rapid acceleration, globally, 20 percent of young people
and 30 percent of adults will still be unable to read by the deadline [2030].”

Another challenge that the Philippines has been struggling with is non-readers. Although
there is a decrease in youth illiteracy, the country has a growing number of non-readers and
frustration-level readers particularly in public schools. One local study conducted by Synergeia
Foundation for school year 2017 covering 91 local government units of Grades 1-6 students
found that 53 percent were frustrated readers, while 23 percent could not comprehend and 7
percent could not read at all.[3]

Similarly, results of the Philippine Informal Reading Inventory (PHIL-IRI) from one of the
national high schools in Bayugan City showed a poor performance in reading among the junior
high school students. One hundred five students among 326 students belong to the frustration
level while only 28 percent were independent readers.[4]

More recent data showed another disheartening results for the country when the 2018
Programme for International Student Assessment (PISA) report was released. The results were
based on the two-hour computer-based test which was participated in by 600,000 15-year-old
students from 79 countries. And the Philippines ranked lowest in English, Science, and Math.

Specifically in the subject Reading, the report revealed that four out of five Filipino students
were categorized as Level 2, or “low performers”. According to PISA implementer OECD, Level
2 students possess a proficiency that is “too low to enable them to participate effectively and
productively in everyday life.[5]” Such result is alarming because this skill is not only vital in
coping with demands of school and with daily life but it also has a deep impact on achieving
one’s goals, as well as on developing their knowledge and potential, and on one’s ability to
participate in society.

Several factors may hinder children from gaining reading proficiency. For one, World Bank
emphasizes in their annual report in 2018 that schooling is not the same as learning. In other
words, the student’s physical presence does not automatically translate to learning.[6] They
highlight in the report, “hundreds of millions of children reach young adulthood without even the
most basic skills like calculating the correct change from a transaction, reading a doctor’s
instructions, or understanding a bus schedule.” Another factor could be found in conflict-affected
communities, where displacement is common and the environment is no longer safe for children
to go to school; hence affecting their reading practices.

Aside from this, far-flung areas suffer from lack of reading materials and other resources.
As for lack of materials, the Philippines and many other countries commonly experience a
scarcity of locally-relevant materials or books that are written in local language. World Bank’s
research shows, “students taught to read in a language they do not speak at home have a great
difficulty learning,” and they become “frustrated and disengaged, and are more likely to leave
school early and with less knowledge capital.”[7]

Besides the above-mentioned factors, there are children who simply choose not to read
even though they can. This phenomenon is called aliteracy. A lack of reading habit is a complex
issue with various variables in play but one of them is linked to the family engagement in
reading. Children who were raised in homes that promote reading by encouraging them to read
together with members of the family through picture books, songs, poetry, and storytelling are
more likely to become better readers than those home that did not.[8] If a love of reading is not
learned at home, no other interventions would be enough to address the literacy crisis we are
facing.
 However, this data should not stop education champions, like you, from the pursuit of
genuine quality education for all. Instead, we should look at this as a baseline of reality and as
an opportunity to narrow the gap in today’s education system and plans.

Fostering a reading culture certainly requires a lot of patience and persistence since
reading ability is developed through practice together with an adequate exposure to materials
with texts (in print and digital). In addition, it requires collaborative efforts from teachers and
parents as well as other members in the community as their role is critical to create and sustain
the culture.

Through Brigada Pagbasa, a nationwide reading movement for the Filipino children, we
hope to support the country's efforts to improve literacy and to promote love of reading.

[1] TeacherPH, Sustainable Goals, Basic Education Statistics in the Philippines.

[2] Hernando-Malipot, M. 2019. PH Urged to Get Education Plans Back on Track. Manila Bulletin.
[3] Cruz, N. S. 2019. Why Can’t Our Students Read? Philippine Daily Inquirer.
[4] Pernito-Amor, M. M. 2018. Reading Proficiency of Junior High School Students: Towards the Development of Intervention
Program.
[5] Reysio-Cruz, M. 2019. Worst PH Ranking in Math, Science, Reading Prompts DepEd Review. Philippine Daily Inquirer.
[6] The World Bank. 2018. World Bank Group Flagship Report: Learning to Realize Education’s Promise.
[7] The World Bank. 2019. Ending Learning Poverty: What Will It Take.
[8] U.S. Department of Education, National Center for Education Statistics. 2018.The Condition of Education 2018 (NCES 2018-
144), Home Literacy Activities with Young Children.
b. Learners

In general, our BP toolkit intends to cater to students/learners who are below 18 year-
old, including those who are under the Alternative Learning System, focusing on non-readers
and struggling readers. We embrace both formal and non-formal education systems.

By the definition from Philippine Informal Reading Inventory (Phil IRI) manuals, non-
readers are pupils who are unable to recognize and sound out letter-sound connections for
single consonants, consonant blends, and others. Also, Carmine, Silbert and Kameenui
describe non-readers as students who are virtually unable to decode, who are able to identify
50-100 words by sight; however, they have no generalizable strategy for decoding words1.

Struggling readers, on the other hand, are those who have an unenthusiastic attitude
towards constructing their own meaning and interpretation of the text because of previous
unpleasant and frustrating experiences2. This definition is similar to the meaning of frustrated
readers wherein Phil IRI describes them as pupils who show withdrawal from reading situations
by refusing to read.

Standardized reading tests may be done to identify these non- and struggling students
such as the Gates-MacGinitie Reading Test (GMART), Analytical Reading Inventory (ARI) and
the Phil-IRI. Once they have been identified, they must provide an appropriate reading
intervention to help these students. Many researchers recommend interventions to be given in
small groups outside the regular classroom so that concentrated instruction and attention could
be given to the learners unlike in large classroom settings.

For them to become more engaged readers, it is important to develop a positive reading
attitude. Providing them with materials which they can choose and that are personally
interesting could be one of the strategies that would help to motivate and change their
frustrating experiences. And then, they should be taught with proper reading skills and
strategies that will help them make meaning of text before, during, and after reading. Parental
encouragement and family reading practices may also be a crucial factor. Further, we need to
remember reading program intervention should be implemented in a long period of time as well
as the exposure to the reading materials.3

1 Carnine, D. W., (1997). Direct reading instruction, New Jersey: Prejudice Hall Inc.
2 Richek, M., Caldwell, J.S. et al. (2002). Reading Problems: Assessment and Teaching Strategies.
Boston: Allyn & Bacon.
3 Atordido C. C. (n.d.). Improving Struggling Readers’ Reading Attitude and comprehension using LINKS
(An Integrated Literature-Skills Instructional Framework). 25-36.
c. The Brigada Pagbasa Program

Below is the score card that aims to track partners' existing after school reading
intervention which includes teachers' training, development of mother tongue - based story
books and context based teaching materials. Through this tool, the BP Team will also be able to
track the number of children who attended BP Reading Interventions and received learning
support from Brigada Pagbasa Partners.

Output Indicators Target Achievement

Parents and community partners Number of parents and

are equipped to support children’s volunteers oriented for
learning Brigada Pagbasa Project

Number of oriented
parents and community
literacy volunteers who
regularly and actively
support the Brigada
Pagbasa and other
activities that enhance
learning outcomes.

Children received literacy building Number of children

support attending Brigada
Pagbasa after school
program and/or who
received other forms of
learning support from
Brigada Pagbasa partners.

Number of locally –
relevant materials
distributed in the last 6
months by Brigada
Pagbasa Partners
 This tool will be utilized by CSO, NGO and corporate partners to track their contribution
in the achievement of BP Program goals. For DepEd schools, the DepEd prescribed tool will be
used in line with Brigada Eskwela Awards point system.

d. Brigada Pagbasa : Tools & Treasures

This tool kit intends to provide BP implementers a menu of programs that they can use
or replicate from various good practices of BP members that have been tried and tested for
years in various areas around the Philippines. The BP members (Educo, Knowledge Channel
Foundation, Inc, World Vision Development Foundation, Education Network, etc.) have given
permission to share various initiatives they have done in promoting learning outcomes of
children in their communities so these can be replicated by schools and communities that aim to
develop a culture of reading among their children and stakeholders.

These tools include modules and materials for training teachers, para-teachers or little
teachers as well as materials that they can use and adapt to their communities’ specific needs
and context. This is a compilation of effective, relevant, sustainable & adaptable practices that
promote stakeholders involvement and people empowerment and we encourage you to pick
one or more of the tools and treasures available here.

1. The ABK LEAP Documentation of Good Practices

The ABK LEAP Documentation of Good Practices cover several interventions that
have been implemented in eleven (11) sugar producing provinces in the Philippines that aimed
to prevent and withdraw children from child labor in the sugar industry. Two of these
interventions focus on education, they are 1) Habol Juan, a catch up program to ensure that no
child is left behind, and 2) Teacher Advocates Against Child Labor, Building Capacities of
Teachers in Combatting Child Labor. The links provided include videos, modules, materials that
can be used in schools and communities and there is also a directory of trained teachers from
various school divisions – you may want to seek their assistance for your school or community.

Among the tools and treasures you will find from the ABK materials are the following:

Various Videos on: Catch Up Programs, Teachers as Advocates;

Various training modules and reference materials on:

➤ Catch Up Programs
o Training Design for Little Teachers
o Module for Bulilit/Barangay Educators and Storytellers
o Power point presentation for training little teachers
o Training Design for Catch up for Provincial Education Officers
o Understanding the Catch up program
➤ Teacher Tools:
o Age Appropriate Learning
o BCPC Orientation
o DepEd Memo on Teacher Training Series
o Child Protection
o Developing a Training
o Directory of Trained Teachers
o Fundamentals of Facilitation
o Interpersonal Communication
o DepEd Order 45, on Personal Safety Lessons
o Preparing Lesson Plans
o Preparing Session Plans
o Teachers as Advocates
o Teachers as Livelihood Facilitators
o Teachers as Monitors
o Teachers as Researchers
o Teachers as Trainors
o Teaching Methodology – Creative Art
o Teaching Methodology – Games
o Teaching Methodology – Poster Making
o Teaching Methodology – Puppetry
o Teaching Methodology – Story telling
o Training Design of Teacher Training Series

2. World Vision and Save the Children

World Vision is a global humanitarian organization devoted to improving the lives of

families and communities to overcome poverty. As the largest non-profit organization in the
Philippines, World Vision helps over 1.5 million children every year, for every child to live a full
life. They focus to make sure that children are educated, are happy and healthy and are
protected and cared for.
 Save the Children is a leading independent children’s organization, dedicated to protect
and support children in need. Their works aim to help children gain access to quality education
and health services. Working together with the government, they plan and budget to ensure that
children, especially those living in poor communities, have quality basic services and have their
rights protected.

These two organizations have reading intervention programs in various areas of the
Philippines and in line with this advocacy, they disseminate the following curriculum which was
created by Hagar Berlin, Elliott Friedlander and Gavin Sosa at the Stanford University School of
Education in 2010.

o Unlock Literacy Toolkit - Reading Camp Curriculum

This toolkit consists of materials and guidelines on reading sessions and entertaining activities for
children (learners) and counselors (leaders) to boost literacy.

3. Educo
o 2016 Good Reading Practices Video Presentation : https://bit.ly/2u44iiW
A video of highlighting different reading interventions around the Philippines

o Activity Workbook in Reading using Contextualized and Interactive Learning Materials

(English) : https://bit.ly/2u44iiW
This is an activity workbook that teaches the prerequisite skills for reading, phonological
awareness, alphabet knowledge, word recognition, fluency, vocabulary, and comprehension; it is
intended for the learners in the 4th grade and above.

o Session Guide for Teaching Reading using Contextualized and Interactive Learning
Materials (English) : https://bit.ly/2wnNHYh
This is a guidance book for teachers which includes instructions that intends to help them when
teaching learners with the activity workbook above.

o Sanayang Aklat sa Pagbasa Gamit ang Kontekstwalisado at Interaktibong Kagamitang

Pampagkatuto (Filipino) : https://bit.ly/2SyaJ7r
 This is an activity workbook in Filipino which intends to teach the prerequisite skills for reading,
phonological awareness, alphabet knowledge, word recognition, fluency, vocabulary, and
comprehension; it is intended for the learners in the 4th grade and above.

o Gabay na Sesyon sa Pagtuturo ng Pagbasa Gamit ang Kontekstwalisado at Interaktibong

Kagamitang Pampagkatuto (Filipino) : https://bit.ly/2UY4viA
This is a teacher’s guidance book in Filipino which includes instructions that intends to help them
when teaching learners with the activity workbook above.

o School-based Reading Program: Resource Toolkit : https://bit.ly/2UUrknv

A reading material comprised of good and innovative practices for an effective reading program
based on real cases of Educo partner schools

4. Knowledge Channel
The Knowledge Channel Foundation Inc. (KCFI) offers a range of educational video materials
for learners of different ages from kindergarten to Grade 10 of secondary education for Filipino
children. Following are the video materials:

Kindergarten

o Learn ABC : https://youtu.be/j7HqzER1yR0

A short video that teaches Alphabet Knowledge and help children to identify the symbols and
sounds of letters.

o Si Bino, Si Buboy, Si Bantay Magkakaibigang Tunay : https://youtu.be/JwHkICQx5e0

Naglalayong turuan ang mga bata tungkol sa tamang pag-aalaga at pakikitubgo sa alagang hayop
upang maiwasang makagat. Layunin din ng kuwentong ito na turuan ang mga bata na ipaalam
agad sa magulang o nakakatanda kapag sila ay nakagat ng aso o pusa upang mabigyan agad ito
ng paunang lunas para makaiwas sa sakit na rabies.

o Dennis at Donna Mahusay Mag alaga : https://youtu.be/BSucNzdq44g

This episode talks about Rabies and its effect on our body. It also tackles ways on how to become
Responsible Pet Owners and the things you have to follow when you have a pet.

o Ako si Kaliwa, Ako si Kanan : https://youtu.be/vkFufq35QTw

Magkasundo kaya talaga ang kanan at ang kaliwang tsinelas? Alamin sa nakatutuwang
kuwentong ito na nilikha para basahin ng dalawang naghahalinhinan.

o Alamat ng Ampalaya : https://youtu.be/yNWS6UMiy8Q

 Isang orihinal na kuwento tungkol sa alamat ng ampalaya pinupukaw nito ang imahinasyon ng
mga bata at binbalaan sila sa kasamaang dulot ng pagkainggit at kasakiman.

o Ang Mahiyaing Manok : https://youtu.be/j--HRCSPS30

Sa lahat ng mga manok ni Mang Oca, itong si Onyok ang mukmok ng mukmok. Paano'y hindi
niya magawang tumilaok tulad ng ibang mga kapuwa manok. Paanong palalakasin ang loob ng
isang mahiyaing manok?

o Ang Pambihirang Sombrero : https://youtu.be/LqVeLFpZcK8

Nahalungkat ni Mia ang kakaibang sombrero sa lumang baul ng kaniyang lola. Ano kaya ang
hiwaga na itinatago ng sombrero, at bakit maraming tao sa kanilang pamayanan ang naaakit
nito?

o Bakawan : https://youtu.be/s_uk04h_U8E
Ang bakawan o mangrove ay itinuturing na protektadong kahoy sa karagatan. Sa mga bakawan
nananahan ang mga alimango, alimasag, hipon at iba-iba pang uri ng lamang dagat na sinisira
ng dumi o polusyon.

o Rosa Albina : https://youtu.be/onytW43jdSk

Nakapaselang kalabas ni Rosa Albina. Paniwala niya'y siya ang pinakamataas sa lahat kaya
naman wala siya ni isang kaibigan.

o Si Dindo Pundido : https://youtu.be/wlBdWSnAIh0

Sa limang magkakapatid na alitaptap, tanging si Dindo lang ang pundido.

o Si Emang Engkantada : https://youtu.be/zD1-wx1rrdE

Tatlong pilyong bata ang nasisiyahan sa pagputol ng halaman, pagsasayang ng tubig at
elektrisidad at pagtatapon ng basura kahit saan.

o Si Langgam at si Tipaklong : https://youtu.be/xqaVDehNxuY

Ito ay ang pabola ng masipag na langgam at ang tamad na tipaklong.

o Si Pilong Patago-tago : https://youtu.be/Hl86rOsoEIo

Ito ay Kwento ni Pilong mahilig magtago.

Elementary: Grades 1 and 2

o Alikabuk : https://youtu.be/fjt5Gq3temg
Alikabuk is a program in Philippine Literature (Intermediate Filipino) produced by Eskwela ng
Bayan. It encourages students to read and appreciate Philippine Literature, and the teachers to
 better motivate the students by using day-to-day situations to explain the lessons. This is
applicable to grades 1 to 6.

o Pamana : https://youtu.be/B8YdPm7t1vM
Nine year old Nico learns Philippine geography and history with the help of the magical character,
Diway and the lovable animal puppet, Bobby Buot. Nico meets them in Ms. Cruz’s “magical”
library where he hangs out during recess. Together, they discover relevant information on Social
Studies through magical adventures “inside” the books. The program uses live action, animation
and songs to make the study of geography and history more interesting and fun. This is
applicable to grades 1 to 6.

Elementary: Grade 3

o Wow
Ang mga episode ng Wow ay nagpapaunawa sa pinagmulan at pag-unlad ng iba’t ibang bayan o
lungsod, lalawigan at rehiyon kaugnay ng mga aspetong pangkultura, pampulitika, panlipunan at
pangkabuhayan gamit ang pananaw sa pagapapatuloy at pagbabago, pakikisalamuha ng tao at
kapaligirang pisikal at sosyal. Naipagmamalaki ang pagka-Pilipino at ang bansang Pilipinas na
may pagpapahalaga sa pagkakaiba-iba ng mga kulturang Pilipino. This is applicable to grades 3
to 6.
- Bukidnon https://youtu.be/dLliLuNb5QI
- Misamis occidental https://youtu.be/Z6DXcViKZso
- Morong (Part 1) https://youtu.be/GsZP7jdmBFk
- Morong (Part 2) https://youtu.be/rMwJgrPCWVk
- Tanay (Part 1) https://youtu.be/VNrX9CgHuoI
- Tanay (Part 2) https://youtu.be/iukuZcwPRmI
- Bale - Ang Tradisyunal na Bahay ng Ifugao https://youtu.be/FExqAdXtbFg
- Cagayan de Oro https://youtu.be/4HJWKNOiJuw
- Kalinga https://youtu.be/NwqcdPVdG4A
- Philippine Museums https://youtu.be/oxgvraoDHDs
- Pasig https://youtu.be/DraWk57zxK4
- Pangasinan https://youtu.be/-_Cxv-rj-qk
- Baler https://youtu.be/ksPP7R9N0lg
- Bohol https://youtu.be/lxNRwNJqg-4
- Bauang, La Union https://youtu.be/CxTc8vgHMHQ
- Baguio https://youtu.be/yYUmYmmiluw
- Palawan https://youtu.be/z4MGAjgxqvY
- Vigan https://youtu.be/xZOW8BuYLxA
- Manila https://youtu.be/bjWvzd023cc
- Ifugao https://youtu.be/Q0FKCI5q-2U
- Batanes https://youtu.be/4OwRTNGSIxY
- Davao https://youtu.be/RRUkBXQEVk0
 o Classic Literary
KCFI animated several classic literary staples by renowned Filipino writers. These reading
materials written in English are often introduced and analyzed in Philippine Literature classes.
This is good for learners in Grades 3 to 10.
- Ballad of a Mother’s heart https://youtu.be/qVl3kig2qEk
- I shall have Other Birthdays https://youtu.be/3Mlk45sPhWw
- Igorot Story of Creation https://youtu.be/6K1FF8wRS20
- Sampaguita https://youtu.be/Bge99k85NjU
- Si Malakas at Maganda https://youtu.be/QA4j3N25xRI
- The Boastful Turtle https://youtu.be/dSYBviyHw4I
- The monkey and the Tortoise https://youtu.be/W0tt3F9iDJc
- Wedding dance https://youtu.be/RG6NSJL9Ed4

Elementary: Grade 4

o Payong K-Lusugan : https://youtu.be/yayXw2bc4vA

Rachel is a TV health reporter who is being assigned by her producer to different barangays to
investigate and research about different diseases. Among the diseases that she needs to do
researches on are filariasis, schistosomiasis and helminthiasis. Not only the danger of possibly
getting infected by the diseases is the problem that Rachel is facing, but also the emotional
affiliations that she has with the people that she meets upon doing the assignments. But despite
the obstacles, Rachel, with the help of the cameraman Mang Romy, managed to successfully
“make every assignment happen” and report her health researches to disseminate information to
people.

o Math Dali (Numbers up to 100,000) : https://youtu.be/AB481djwkp0

This episode of Mathdali develops the conceptual understanding of the students about whole
numbers by visualizing numbers up to 100 000 with emphasis on numbers 10 001–100 000. The
place value and value of a digit is also discussed in this episode.

o Karen’s World - Inggo’s Funny bones : https://youtu.be/bCC_NT1z_3U

A program for Intermediate English, features Karen and Inggo. Karen is a carabao that speaks
English while Inggo is a young farmer who learns English from Karen. Original songs, graphics,
and animation deliver and reinforce the lessons. Students learn the different aspects of literacy in
English— speaking, listening, reading, and writing.

o Agos - Water Supply : https://youtu.be/SeOXiXdpFfU

This episode tackles the different sources of water and the healthy benefits we can get from
drinking clean water.
Elementary: Grade 5

o Math Solved
An Intermediate Math program that revolves around the lives of Tinay, Loloy and Bubut, who live
in Barangay Pulang Bato. Each episode illustrates a Math concept through real-life situations, like
finding out how many yards of cloth will be needed for a blouse, or how long it will take to walk
from one barangay to another. This is applicable to Grades 5 to 6.
- Multiplication of Up to 3-Digit Factors by 1 to 2 Digit Factors
https://youtu.be/78zbgMTbhOk
- Equal Fractions https://youtu.be/Ou3fuSTHPms
- Fractions in Higher and Lower terms https://youtu.be/X4JaQXINEZE
- Estimating Fractions Close to 0, ½ to 1 https://youtu.be/zpqCE9EC8D0
- Least Common Multiple https://youtu.be/KPlLwqc2eB4
- Addition of Similar Fractions https://youtu.be/FUAaFktJJfs
- Addition of Dissimilar Fractions and Whole numbers https://youtu.be/rf87zxMIa4o
- Addition of Dissimilar Fractions https://youtu.be/wt_PERob_9A
- Subtraction of Mixed Numbers from Mixed Numbers w/ Common Denominator
https://youtu.be/6mCSUdu9DUk
- Subtraction of mixed Numbers from Whole Numbers https://youtu.be/UnfVcw_e7u8
- The Decimals https://youtu.be/CkT_UPDyL_w
- Decimals in Thousandths place https://youtu.be/t530HviSGwY
- Multiplication of Mixed Forms by a Fraction https://youtu.be/Gsw0QRqASlU
- Comparing and ordering Decimals https://youtu.be/kZZn3AvBz8s
- Division of Fractions Whole Numbers by Fractions https://youtu.be/E2FwMX_sy-8
- Rounding off Decimals https://youtu.be/zTw6_R5EkUg
- Estimating the Sum of Decimals https://youtu.be/oZOCnvaLbWY
- Addition of Decimals with and without Regrouping https://youtu.be/ZuNRtWUASwk
- Decimals using Commutative and Associative Property of Addition
https://youtu.be/PvgPY0nJgek
- Subtraction of Decimals with and without Regrouping https://youtu.be/LpcreYj8r6A
- Addition and Subtraction of Mixed Decimals with Regrouping
https://youtu.be/ZuuAeVuWSjI
- Subtraction of Mixed Numbers with dissimilar Fractions with Regrouping
https://youtu.be/z7UJ19y3kUY
- Subtraction of Mixed Numbers with Common Denominators with Regrouping
https://youtu.be/OJsGlL1yUTc
- Subtraction of Decimals and Mixed Decimals from Whole Numbers https://youtu.be/hjFH-
Tx2Pts
- Multiplying Decimals mentally by 10, 100 and 1000 https://youtu.be/jFfB5ioq9C8
- Division of Whole Numbers by Decimals and Mixed Decimals
https://youtu.be/n06Ldn94KUM
- Solving 1 to 3 Step Word Problems Involving Decimals (Part 1)
https://youtu.be/x5Uv0CSAZ48
 - Solving 1 to 3 Step Word Problems Involving Decimals (Part 2)
https://youtu.be/gD9ua8CfT-0
- Subtraction from Mixed Numbers with Common Denominators with Regrouping
https://youtu.be/SkRr6f0IlFg

o Why - First Blood : https://youtu.be/ZFAJ6z5VvW8

This episode explores the circulatory system and its major parts. It also explains the functions of
the circulatory system and the ways on how to take care of one's heart. This material is good for
learners in Grades 5 and 6.

Elementary: Grade 6

o Kwentong Kartero
A series on adolescent health and sexuality, responsible parenthood, and population and
development.
- Pop and Divine Love Story https://youtu.be/yT47KsCp9p0
- Teenage Dream or nightmare https://youtu.be/5kz0UxU7L4o
- Handa na ba Tayo Irog? https://youtu.be/nOvY3l40eC8
- Toti and His Children https://youtu.be/iS8GvqH1Gz8
- Responsible Pet Ownership https://youtu.be/nfVSCHXku4Y

o Kasayasan TV
Each story in the three-part series revolves around Carlos who jots his experiences and thoughts
through a blog. The program also sheds light on the negative effects of alcoholism and tobacco
consumption and abuse.
- Pagsikil sa Kalayaan https://youtu.be/CBS4bE8g-v4
- Pananakop ng mga Amerikano https://youtu.be/RdQNmZx3-zI
- Land Grabbing at Iba pa https://youtu.be/7_6XsClMm6s
- Pamumuhay sa Loob ng Pueblo https://youtu.be/CoQxOUr0lCI
- Demokasyang Kolonyal https://youtu.be/epeotvExSAs
- Himagsikan https://youtu.be/ppLE03lDl0U
- Ang ‘Common’ Tao https://youtu.be/mSREIAkYsgk
- Ang Pagdating ng Islam https://youtu.be/a8C003SzUoY
- Mga Unang Tao sa Pilipinas https://youtu.be/t-4NCZNXXMg
- Kolonisasyon: Hamon sa Bayan https://youtu.be/havrE0AIm0M
- Filipino First Policy https://youtu.be/CQMjQZlv0Yc
- Ang Nakatagong Tanikala https://youtu.be/fA-S5qghvi8
- Sanduguan https://youtu.be/N8o0GiTOVu8
- Kultura ng Sinaunang Pilipino https://youtu.be/pqtzZS8Y10s
- Kilusang Mag-Aaral ng Dekada 60-70 https://youtu.be/XS2FBd4hahc
- Mga Kilusang Bayan at ang Komonwelt https://youtu.be/uyTKDSR0eqE
- Ang Pag-aaral ng Kasaysayan https://youtu.be/Is8Z-D6IEYo
 - Asimilasyon at Represyon (Part 1) https://youtu.be/vQCTkkPto38
- Ang Krisis ng Ekonomiya https://youtu.be/gXeOOpg_uuI
- Ang Mga Katutubo https://youtu.be/ze5KV2kCNoY
- Muling Paglaya https://youtu.be/PiMWYkaO2MM
- People Power (Part 1) https://youtu.be/9DHndVJpTO0
- People Power (Part 2) https://youtu.be/xNRWZ8bJM6o
- Ang Batayang Heograpikal ng Pilipinas https://youtu.be/wTP5_I288Wo
- Pakikipagsubukan ng Bayan https://youtu.be/XDJ1j5PQ-m8
- Mga Suliranin sa Pagbangon sa Digmaan https://youtu.be/IyP0XWtppcA
- Reporma at Krisis https://youtu.be/xDQd4PWys50
- Pagkamulat sa Isang Pambansang Lipunan https://youtu.be/FL6biyW4rJs
- Ang Mga Digmaan sa Bangsa Moro https://youtu.be/S5thxPcBHzc

Secondary: Grade 7

o K High - Math
An animated program follows the adventures of five high school students, Archie, Aga, Vira, Karlo
and Aya of Karunungan High School as they experience, discover, learn and use in their daily
lives relevant concepts in Elementary Algebra.
- Road Trip https://youtu.be/fY6otaK4Fls
- Samalamig https://youtu.be/guk7FJo8jwU
- Tablet https://youtu.be/tmDqcx2waq8
- Tree Planting https://youtu.be/dtGUUXd2i5M
- Sports Fest https://youtu.be/Ub0vsUkB4Q0
- Bisikleta https://youtu.be/sX86RNyeyT0
- Superheroes https://youtu.be/QYyLnwvYn7k
- Parola https://youtu.be/ljp30Q3muQ4

o K High - Science
An animated program follows the adventures of five high school students, Archie, Aga, Vira, Karlo
and Aya of Karunungan High School as they experience, discover, learn and use in their daily
lives relevant concepts in Elementary Algebra.
- Parola (Transformation of Energy) https://youtu.be/IzoTkut2jg8
- Bisikleta (Speed, Velocity, Acceleration) https://youtu.be/wp78DUkD-gg
- Road Trip https://youtu.be/J6Od-0l_5S0
- Superheroes (Conservation of Energy) https://youtu.be/XOw6Zgzh4ng
- Tree Planting https://youtu.be/yY3Nqa4y0uQ
- Fish Port https://youtu.be/KdyX02Ej6LA
- Recorder (Characteristics of Elements and the Periodic Table)
https://youtu.be/CTvLLdIuxRQ
- Samalamig https://youtu.be/Ym1vw50sXlw
o Mi Isla
Episodes deal with basic biodiversity and ecology
- Marine Biodiversity https://youtu.be/yoBI-7g0G6M
- Basics of Ecology https://youtu.be/DLiRseuY8lU

o Puno ng Buhay
Puno ng Buhay is a program on the environment and forest conservation with the integration of
science concepts to help students be aware and educated on the importance and of saving
Philippine tropical forests. This series of video materials is applicable to grades 7 to 10.
- Living Things-Plants https://youtu.be/goZ2JGhWKxs
- Reproduction in Plants https://youtu.be/IhQxHazf7x4
- Ecosystems, Biodiversity and Habitat https://youtu.be/t6BIJjI3KaQ
- Raising a Life https://youtu.be/oWFurteSrmQ
- Forests and the Philippine Archipelago https://youtu.be/JqWbBLZoss4
- Interaction in Forests https://youtu.be/0ygAxC6KVNg
- Climate and Forests https://youtu.be/xed7uM4_UEM
- Climate Change https://youtu.be/HRqq-8MSkBc
- Philippine Forest Formations https://youtu.be/oj-SYGGsPxc
- Biodiversity in the Philippine Forests https://youtu.be/BAUnwJVRgP0
- Environmental Principles and Keystones Species https://youtu.be/tc2lT9iKwQE
- Gabay sa Pagtuturo https://youtu.be/Jw2OggZbRWc
- Climate Change https://youtu.be/E1sc4l864H4
- Mangroves and Forests https://youtu.be/QT2W2uisrwQ

o AgriCOOLture
In cooperation with Landbank, this program aims to advocate enrichment and further development of
our country’s agricultural sector. AgriCOOLture educates us on the Philippines’ top Agricultural fields
– the crop, livestock and poultry, and fish farming. It also features the business potential of each
agricultural field in every episode. This program highlights the importance and significance of
agriculture in our country’s economy and to the lives of every Filipino as well. This series is good for
grades 7 to 8.
- Crop Production 2 https://youtu.be/0PcpeXTrVKQ
- Fish Farming and Harvesting Tools https://youtu.be/Zs7UKq7VlQI
- Water Quality Management https://youtu.be/dTn_fDNbsMA
- Animal Production/Livestock 2 https://youtu.be/orzyEzA8ncE
- Animal Production/Livestock 1 https://youtu.be/NibBS0kPEcE

o Carlo’s Blog : Philippine Theater Forms https://youtu.be/25L3bcopioc

The newest K Channel-produced show for HS English was created so that students will have a
better understanding and appreciation of Philippine drama and theater. Each story in the three-part
series revolves around Carlos who jots his experiences and thoughts through a blog. The program
also sheds light on the negative effects of alcoholism and tobacco consumption and abuse. This
series is good for grades 7 to 8.
Secondary: Grade 8

o Salam
What is peace? How can I be an agent of peace? These and some other important questions about
peace are what the Peace Education series of Knowledge Channel will try to answer as it integrates
important peace concepts and relevant social issues with World History lessons.
- Bagong Kaibigan https://youtu.be/vHubj8KiyLE
- Renaissance https://youtu.be/Z646bRDUFsI
- Reunion https://youtu.be/lxpaVFEO-Qw
- Piyudalismo https://youtu.be/wrNL8GTt9ds
- Misyon https://youtu.be/0RclDj8mzxw
- Krusada https://youtu.be/sbvgo5NZ890
- Kaingin https://youtu.be/TSX-jP0ZOr4
- Imperialism and Colonization https://youtu.be/aDpczlcECJs
- World War II https://youtu.be/W1Q6knxPpTI
- Globalization https://youtu.be/V04pQ-pHbyw
- Basketbol https://youtu.be/BlTYSb7OT-Y
- Ang Drill https://youtu.be/LYiaG_aWoLg
- Batang Isnabero https://youtu.be/7ofOQAkJn-4
- Magkapitbahay https://youtu.be/p71v5UTxC6I
- Pangingisda https://youtu.be/tFBDrNNQj4c
- Mural https://youtu.be/4z3zdx10ebM
- Bayan Ni Pepay https://youtu.be/hzW7tjb9R5w
- Karapatan https://youtu.be/9Y_pP2zMLRU
- Reunion (Part 1) https://youtu.be/toZN4C4PoBs
- Reunion (Part 2) https://youtu.be/Y6iEXqWcdTo
- Dalawang Bata (Part 1) https://youtu.be/gJiK0DcYJqM
- Dalawang Bata (Part 2) https://youtu.be/vT0L1Dhoidk

o K High - Math
“K-High” follows the adventures of five high school friends as they experience, discover, learn and
use relevant Math concepts in their daily lives.
- Geometry (Part 1) https://youtu.be/h-GCX8guEP4
- Geometry (Part 2) https://youtu.be/Uwl8tnhAC-I
- Statistics https://youtu.be/1OoikPebB5k
- Special Products https://youtu.be/iSgZJu_Qdq8
- Factoring https://youtu.be/YiPNnKwdsgA
- Simplifying Algebraic Expressions https://youtu.be/oD_fcKpcvIs
- Rectangular Coordinates https://youtu.be/n2yufx72u3s
- Linear Functions https://youtu.be/mjt9ZzJCXMw
- Proving Triangle Congruence https://youtu.be/FrHuEYLOVIs
- Inequalities in a Triangle https://youtu.be/4_5on0yRCnQ
- Proving Parallel and Perpendicular Lines https://youtu.be/zYOvMprlq5c
 - Statistics Measures of Central Tendency https://youtu.be/EfNSc0TPOiI
- Central Tendency https://youtu.be/SanbDgVIfUA
- Circle https://youtu.be/wwqvVUYcyXE
- Convex Polygons https://youtu.be/GJbFjD4eB90
- Quadrilateral https://youtu.be/gMDEJaFnLk8
- Relationship between Angles https://youtu.be/Zt27MXqgsrI
- Triangle https://youtu.be/93euFJ44M1Q
- Exploring Set Concepts, Set Operations, Venn Diagrams and Sets (Part 1)
https://youtu.be/PUHzxpBhxdw
- Exploring Set Concepts, Set Operations, Venn Diagrams and Sets (Part 2)
https://youtu.be/qULroKJHedg
- Brain Drain https://youtu.be/DfO4JTjtSTg
- Time Management https://youtu.be/RvdUZBp5psw
- Inequality https://youtu.be/z4G2pnXVpNE
- Bayanihan https://youtu.be/1VXQQh7gdwY
- Pasahero https://youtu.be/WUE5_S5hjT8

o Agham Aralin
The series focuses on the organization of living and nonliving things that reflect an exceptional life
design. The diversity of the ecosystems on Earth constitutes the biosphere. This biosphere is within
a sphere constituted in an even larger planetary system. All these reveal organization and creativity
of how nature is designed.
- Organization in an Ecosystem https://youtu.be/MKBkXGoZBw0
- Organization of Life https://youtu.be/pgUv9EsVyqs

Secondary: Grade 9

o K-Hub
Philippine Science High School Executive Director, internationally recognized science teacher, and
multi-awarded educator who has a planet in the Solar System in her name, Dr. Josette T. Biyo
facilitates “on-air” Biology sessions with her students, Alfozo, Ashley, and Lorenzo.
- Bringing Order to Biodiversity https://youtu.be/vPUNz8myUFE
- Cell Parts and Functions https://youtu.be/JYUkXNX4fho
- Digestive and Endocrine System https://youtu.be/6SlWkuFwDVM
- Factoring in Mendel and Human Genetics https://youtu.be/HSx_YvYh5a4
- Flowers https://youtu.be/fj1qNIH0qII
- Gregor Mendel and the Science of Genetics https://youtu.be/roYCVMnjNvA
- Human Reproduction https://youtu.be/1YBYqHTwauo
- Kingdom of Animals https://youtu.be/nJEFeO0r5bk
- Mangroves https://youtu.be/4BdZwFOBanw
- Cell Division Part 1 - Mitosis and Cell Cycle https://youtu.be/rkZo6wbkyhM
- Cell Division Part 2 - Meiosis https://youtu.be/cTPUlbwHHpY
- Muscular and Skeletal System https://youtu.be/Q-cZ_NQmZLo
- Nutrition https://youtu.be/M2Y_40yc4TA
 - Oxygen Carbon Dioxide Cycle https://youtu.be/l4f-ijH1d58
- Parts of the Microscope https://youtu.be/OdNAlHhq_wg
- Photosynthesis https://youtu.be/Z2l3bHfgYsw
- Photosynthesis Part 2 and Cellular Respiration https://youtu.be/f2x35sbWMIg
- Plant Kingdom https://youtu.be/sxLaQg_KH2I
- Plant Tissues https://youtu.be/2p1Lil7EU1g
- Respiratory and Excretory System https://youtu.be/mm5KHKVQ5O0
- Roots and Stems https://youtu.be/3AmthxWcRQ4
- The Study of Biology https://youtu.be/a7hmEaiEjtw

o Estudyantipid 1
This program was especially made for students to appreciate the value of money. Students are
oriented in the ways of using and saving money properly. Among the concepts presented are the
differences of needs and wants, wealth, interest and inflation. This material is good for grades 9 to
10.
- Pagpapalago ng Pera https://youtu.be/JFfM29wwOkQ
- Kayamanan https://youtu.be/Bwof-kFoaZo
- Maging Marunong sa Pera https://youtu.be/jI6cbKDM7XY
- Maliliit na Hakbang ng Tagumpay https://youtu.be/6yyCmIlS4zo
- Kahalagahan ng Pera https://youtu.be/W4NktfCSUSk
- Pera ko Para sa Kinabukasan Ko https://youtu.be/T16XjuPpucM
- Kalayaan sa Kakapusan https://youtu.be/bNdLfEwZyYE
o Estudyantipid 2
- Thrift, Savings and Wise Money Management https://youtu.be/YUARFv8rYCk
- Investing and Entrepreneurship https://youtu.be/pWKaRfSrCGk

o Estudyan3pid
- Marketing https://youtu.be/EoomjycO-7E
- Human Resource https://youtu.be/PSDFep4fh04
- Finance https://youtu.be/y1K4d4ystjc

o Estudyantipid 4
- Pagtitipid at Pag-iimpok https://youtu.be/zuW6YO2F59o

Secondary: Grade 10

o Pamilya Masigasig
It is a series on skills training and related entrepreneurship episodes developed for Technical and
Vocational Education (TECH-VOC) teachers and learners. The teleserye tells how a couple became
financially stable after acquiring tech-voc know-hows and entrepreneurial skills that lead to good-
paying jobs and eventually, high earning business ventures.
 - Beauty Care https://youtu.be/CZcHszxtXRM
- Food and Beverage https://youtu.be/vFQCi2k71HY
- Food Processing https://youtu.be/0SX_M_cs7Bs
- Tour Guiding https://youtu.be/j6IdQGTMYCw
- Commercial Cooking (Basic Cooking) https://youtu.be/5Uzi7dZ53zc
- Commercial Cooking (Hot Preparations) https://youtu.be/0RhEpRWw6wg

e. Brigada Pagbasa : Opportunities for Partnership

Any community, individual, public and private group, and agency who share the same
passion to foster a reading culture is welcome to be part of the BP. However, we highly
encourage you to approach World Vision or any of the partner agencies in order for us to guide
you properly regarding the necessary procedures for different roles and services you could be of
help and how to better utilize our materials. The following are some guidelines and requirements
we ask from our partners-to-be:

1. Secure agreement with DepEd through External Partnerships Service and World
Vision to register as Brigada Pagbasa Accredited Partner.
2. Volunteers must undergo an orientation on literacy development skills building to be
conducted by the Brigada Pagbasa Chapter Leads prior to deployment to Brigada
Pagbasa Project Sites.
3. Volunteers must sign the volunteer registration form and Safeguarding Management
Policy prior to engagement in any Brigada Pagbasa Project Initiatives.
4. Adopt the indicator(s)aligned with your education initiatives to determine how it
contributes to the project goal and be included in the project achievement report.
5. Share your organization’s Brigada Pagbasa Project achievements to World Vision
using the prescribed monitoring tool for consolidation and reporting to the
Department of Education through the Office of External Partnerships Service.

In addition, below is the Roll Out Process of BP:

1. Collaborate with DepEd and LGUs on the equipping of community volunteers in

developing culture of reading among children.
2. Train volunteers (including Pre-Service Students) on methods and techniques
to develop Culture of Reading and the use of DepEd Prescribed Reading
Remediation Toolkit.
3. Plan with teachers and community educators the implementation of the
Reading interventions using the Toolkit.
 4. Implement pre and post Core Reading Skills Assessments to identify children
by trained parents/caregivers, community educators and Child
Leaders/Facilitators.
5. Mobilize parents/caregivers, community educators and Child
Leaders/Facilitators to develop contextualized reading materials and books for
reading sessions with children
6. Mobilize and support parents/caregivers groups, teachers (including Pre-
Service Students) and Children's Associations (BCAs, etc.) to implement
reading and literacy building interventions to children.
7. Conduct feedbacking and reflection activities with teachers and community
educators.

f. Monitoring and Evaluation

Aside from consolidating and presenting all the locally available educational materials in
this tool kit, we want to ensure that BP and reading interventions being implemented in schools
and communities have an impact on our learners to read more and better. We can track the
progress and determine whether our objectives are met by doing regular monitoring and
evaluation. This process will also allow us to gather essential information for planning further
improvement and thus enhancing the effectiveness of BP tool kit and related interventions. More
importantly, monitoring of teachers and volunteers who are implementing it will also be
conducted in addition to an assessment used in finding out students’ literacy level and matching
it with appropriate books and materials.

For the monitoring and evaluation, each partner should make and submit a regular
reports following the below format:

Output Indicators Target Achievement

Parents and community partners Number of parents and

are equipped to support children’s volunteers oriented for
learning Brigada Pagbasa Project

Number of oriented
parents and community
literacy volunteers who
regularly and actively
 support the Brigada
Pagbasa and other
activities that enhance
learning outcomes.

Children received literacy building Number of children

support attending Brigada
Pagbasa after school
program and/or who
received other forms of
learning support from
Brigada Pagbasa partners.

Number of locally –
relevant materials
distributed in the last 6
months by Brigada
Pagbasa Partners

g. References and Indices (links & memos)

Here are some of the related memoranda and orders from DepEd for reference.

DO 18, S. 2017 – GUIDELINES ON THE UTILIZATION OF THE 2017 EVERY CHILD A

READER PROGRAM FUNDS FOR THE EARLY LANGUAGE, LITERACY, AND NUMERACY
PROGRAM: PROFESSIONAL DEVELOPMENT COMPONENT

To: Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
Public and Private Elementary and Secondary Schools Heads
All Others Concerned
1. The Department of Education (DepEd) issues the enclosed Guidelines on the

Utilization of the 2017 Every Child a Reader Program (ECARP) Funds for the

Early Language, Literacy, and Numeracy Program: Professional Development

Component. These guidelines shall cover the expansion of the professional

development component of the program described in DepEd Order No. 12, s.

2015 entitled Guidelines on the Early Language, Literacy, and Numeracy Program:

Professional Development Component.

2. The Program aims to develop in Filipino children the literacy and numeracy skills,

and attitudes, which will contribute to lifelong learning. With this, it is the goal of

the Department to improve the literacy and numeracy skills of learners from

Kindergarten to Grade 3 following the K to 12 Basic Education Curriculum by

establishing a sustainable and cost-effective professional development system

for teachers.

3. In line with the K to 12 Program and the goal of making every child should be a

reader, the Department of Education (DepEd) is strengthening its reading

program through the implementation of the Early Language, Literacy, and

Numeracy Program.

4. For more information and inquiries, all concerned may visit the Bureau of

Learning Delivery-Teaching and Learning Division (BLD-TLD), 4th floor,

Bonifacio Building, Department of Education (DepEd) Central Office, DepEd

Complex, Meralco Avenue, Pasig City or contact telephone nos. (02) 687-2948 or

(02) 637-4347 or through email address: tld.bld@deped.gov.ph.

5. Immediate dissemination of and strict compliance with this Order is directed.

Copy of the Dep order:
https://www.deped.gov.ph/wp-content/uploads/2017/04/DO_s2017_018.pdf

DO 40, S. 2015 – GUIDELINES ON K TO 12 PARTNERSHIPS

To: Undersecretaries
Assistant Secretaries
Bureau Directors
Directors of Services, Centers and Heads of Units
Regional Directors
Schools Division Superintendents
Heads, Public Secondary Schools
All Others Concerned

1. To achieve the goals of the K to 12 Program, the Department of Education

(DepEd) needs to enter into partnerships with different groups in the fields of

work immersion opportunities for public Senior High School (SHS) learners, use

of facilities and equipment, additional teacher training opportunities, and

additional resources in the form of donations.

2. To support these parthership-building efforts, the enclosed Guidelines on K to 12

Partnerships is hereby issued.

3. These Guidelines are designed to help personnel from the central office, regional,

schools division, and public secondary schools in undertaking the following

steps of Partnership-Building Activities (PBA):

1. research and needs analysis;

 2. identification of potential partners;

3. meeting with potential partners;

4. designing and finalizing the formal agreements; and

5. managing, monitoring and evaluating the partnerships.

4. All schools divisions are enjoined to designate their social mobilization and

networking coordinatorsor any other qualified persons as partnership focal

persons (PFP) whose tasks and responsibilities are spelled out in the Guidelines.

At the school level, the PFP will be the school principal/head who shall designate

someone to assist him/her in carrying out the Partnership-Building

Responsibilities.

5. The provisions of these Guidelines shall be applicable to all partnership

agreements such as Memorandum of Agreement (MOA), Memorandum of

Understanding (MOU), and other similar documents entered into between DepEd

and any of its local offices and schools, and their partners even those signed

prior to the effectivity of this Order. Such documents will be subject to a review

process as described in the Guidelines.

6. For more information, all concerned may contact the Office of the

Undersecretary for Partnerships and External Linkages, 2nd Floor Rizal Building,

Department of Education (DepEd) Central Office, DepEd Complex, Meralco

Avenue, Pasig City at telephone no.: (02) 633-7207.

7. Immediate dissemination of and strict compliance with this Order is directed.

Copy of the Dep order:

https://www.deped.gov.ph/wp-content/uploads/2015/08/DO_s2015_40.pdf
h. The Call to Excel
This tool kit contains the non-profit sector’s best practice case studies in improving reading
outcomes for both formal and non-formal learners of the Philippine educational system. Brigada
Pagbasa has endeavored to collate as comprehensive a list as possible of successful
interventions its members have implemented over the years which have served to help learners
read better; thereby creating a culture of reading amongst its target beneficiaries.

The enumerated projects range from interventions applicable to small rural communities
and schools to technology-based ones implementable on a nationwide scale. It is hoped that
you will be able to choose the most appropriate solution/s from among the wide range of
projects; execute them as prescribed or better still, introduce improvements to selected options
by combining different components to best suit the needs and circumstances of your target
beneficiaries.

We call on you, our fellow reading improvement advocates to create as powerful an impact
as possible on your beneficiaries through this manual. We call on you to try your best to
drastically improve the reading skills of target beneficiaries and inculcate a love of reading. In so
doing, we give them a fighting chance at a better quality of life which will, in the end redound to
our country’s benefit.

While there is no scoring system for this endeavor, its results are its end. Brigada Pagbasa
calls on you to outdo yourselves and excel.