Republic of the Philippines

Region I
Department of Education
Schools Division of Ilocos Norte
“Ragsak ken Rag-Omi
Ti Napudno nga Agserbi” LUZONG NATIONAL HIGH SCHOOL
Pagudpud

PROJECT PROPOSAL FOR

READING PROGRAM

Submitted by:

ABBEGAIL PEARL A. DOMINGO, et.al

SHS Teacher II

Checked by:

GLADYS A. ACOBA, EdD

School Principal IV

Verified by:

RITCHELLE B. DEJOLDE
EPS-English

Approved:

JOANN A. CORPUZ EdD, CESO V

Schools Division Superintendent

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Republic of the Philippines
Region I
Department of Education
“Ragsak ken Rag-Omi
Schools Division of Ilocos Norte
Ti Napudno nga Agserbi”
LUZONG NATIONAL HIGH SCHOOL
Pagudpud

PROJECT PROPOSAL

I. TITLE: PROJECT 5Rs (Read. Reach-out. Refresh. Refine. Redevelop.)

PROJECT PROPONENTS: LUZONG NATIONAL HIGH SCHOOL ENGLISH TEACHERS

LOCATION OF THE PROJECT: Luzong National High School

BENEFICIARIES: LNHS Students, Parents, Faculty and Staff and the Community

DATE OF IMPLEMENTATION: Year-Round

II. RATIONALE
“Deped Memorandum No. 173, Series of 2019 mandates: 1) Equip learners
with reading skills to make them proficient and independent readers in their
grade level; 2) Capacitates teacher to become effective reading teacher; and
nurture a culture of readings school, communities, and various and governance
in DepEd –central, regional, and division offices.”
Given the current situation, focusing on the well-being of the child
especially in honing his reading skills will be important especially during the
beginning of the school year. The availability of information and communication
technologies (ICT) makes it possible to continue instruction and learning when
physical interactions are no longer possible. Most teachers find reading as one of
the problems of the students especially the Grade 7 learners.
“In English learning classroom, the teacher aims at developing four skills
of his/her the learner’ ability to understand, to speak, to read and to write. The
ability to write occupies the last place in this order, but it does not mean that it is
least important. “Reading makes a full man, conference a ready man and writing

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 an exact man”, said Bacon. “It is an important tool, which enables man to
communicate with others people in many ways” (Rita Rani Mandal, 2009).
Reading is the complex cognitive process of decoding symbols to derive
meaning. It is a form of language processing. In the new world, this has become a
need for a man to survive. Reading, therefore, is a very powerful intellectual skill
every human must have to comprehend the things around us and to
communicate to the world. Like a domino effect, inability to read leads to
different life-long problems that will eventually raise the percentage of people
living in penury. This must serve as an eye opener to different sectors of the
government especially the institutions of learning. Likewise, understanding this
as a major concern is a great leap to nation building and is a huge step in helping
children build their dreams and attain their goals.
In this regard, Luzong National High School Project 5Rs aim to develop
and enhance the reading skills of the students from Grades 7-12. It also helps to
boost their learning despite the pandemic. It is true that the teachers are using
different online platforms to reach out to the students but still it is needed to
have this program because not all students can attend classes online for the
teacher to assess if that student can read or not. The school leaders and
teachers tap into online resources that could facilitate the dissemination of
reading materials and activities for the students: through messenger, fb page,
google meet and the like. But for some reasons, the teachers will be divided into
four groups for home-reading session. Teachers will reach out their students
through face-to-face sessions with proper observation of health protocols.
Students need the support of their parents to engage with their reading
sessions and reduce anxiety in these times.
Moreover, in a remote teaching and learning context, parents become a
key resource for education provision as both cheerleaders of student
engagement and implementers of student learning.
III. IMPORTANCE OF THE PROJECT

LNHS provides a window of opportunities to our students, out-of-school

youth, parents, teachers, volunteers, and other stakeholders to embrace, love

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 and value reading. It gives much accent in developing the young through fusion

effort of volunteers, teachers, and other stakeholders to think of ways in making

reading an enjoyable activity. In the long run, by inculcating the importance of

reading to the young minds through collaborative efforts of concerned

individuals, a bright future is ahead.

IV. OVERVIEW

The school and community-based 5Rs program will be conducted for

twice a month. The facilitators are Dr. Gladys A. Acoba, Mrs. Annabelle G.
Magarro Mrs. Aurora R. Manrique and. The participants are the Grade 7-12
learners (non-readers and slow readers) of the school.
The 5Rs program of the school given an avenue of the teachers to
reach out to their students who are non-readers, and slow readers. This will
help develop and enhance the reading skills of the students not only by just
reading an entire paragraph but also comprehending and analyzing what is
written in each text. Likewise, the discussion on the said matter helps
teachers as well as learners to improve themselves in teaching and learning
for a better-quality education this pandemic.

V. OBJECTIVES
a. To improve the reading ability of learners.

b. To solicit different reading materials from different civic-spirited persons.

c. To spearhead reach-out reading programs in different barangays.

d. To establish virtual school and community reading center as substitute to face-to-

face scheme.

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IV. PROGRAMS

To realize these objectives, the following interventions and strategies must be done:

1. Mentoring (My Family, My Mentors)

The family and extended family will serve as mentor of their children, siblings or

relatives who struggle to read.

2. Supplemental Reading Materials (Learning by Reading)

To entice the learners to read, supplemental reading materials (printed, improvised,

and illustrated) will be given to the learners. To monitor their understanding of what they

read, a short quiz/questions will be asked to them.

3. Outreach Program (Face-to-Face Scheme)

On a scheduled and coordinated face-to-face meeting, the English teachers shall

conduct reading program in the community. The venue, time, number of participants and

especially, health protocols shall be arranged and strictly observed.

4. VLOGS/BLOGS Reading Program via Facebook Page

The school will also launch Facebook page where anecdotes, essays, narratives, and

literary pieces can be posted. From these, a short quiz and few questions will be asked from

the learners to check their understanding and further entice the learners to read and

understand the narrative.

5. Reading Hub

The school will launch a reading hub every barangay that will serve as the library and

learning center of the learners. The teachers will visit and teach the students twice a week

every month.

6. Read with the Riders

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 The school will launch an activity, ‘Read with the Riders’, every barangay that will serve

as the remediation program in reading. The bicycle riders will serve as teachers and visit and

teach the students twice a week every month.

7. Read with the Retirees/Graduates

In this activity, the retirees/graduates will serve as mobile teachers in the remediation

program in reading.

VI. EXPECTED OUTPUT

The program is expected to have an increase on the reading level abilities of the

learners who belong to beginning and developing levels.

VII. MATRIX

DATE ACTIVITIES PERSONS RESOURCES SUCCESS INDICATORS

INVOLVED NEEDED
A.PRE-IMPLEMENTATION PHASE
November Creating of reading and learning Teachers Bond papers The resources needed
7-25, 2022 materials to be used in the Parents Ink are already prepared
implementation of the program. Learners Internet Load and ready to use.
Community Laptop
Officials Books
B. IMPLEMENTATION PHASE
December 1. Mentoring (My Family, Teachers Bond papers The learners can now
5-16, 2022 My Mentors) Parents Ink identify and read
The family and Learners Internet Load phonics, consonants,
extended family will Community Laptop vowels, and words.
serve as mentor of their Officials Books
children, siblings or
relatives who struggle to
read.

January 5- 2. Supplemental Reading Teachers Bond papers The learners can read
20, 2023 Materials (Learning by Parents Ink and understand
Reading) Learners Internet Load phrases.
To entice the Community Laptop
learners to read, Officials Books
supplemental reading
materials (printed,
improvised, and

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 illustrated) will be given
to the learners. To
monitor their
understanding of what
they read, a short
quiz/questions will be
asked to them.

January 3. Outreach Program (Face- Teachers Bond papers The learners can read,
23- to-Face Scheme) Parents Ink understand, and
February On a scheduled Learners Internet Load analyze phrases.
17, 2023 and coordinated face-to- Community Laptop
face meeting, the English Officials Books
teachers shall conduct
reading program in the
community. The venue,
time, number of
participants and
especially, health
protocols shall be
arranged and strictly
observed.

4. VLOG/BLOGS Reading Teachers Bond papers The learners can

February Program via Facebook Parents Ink understand activities
20-March Page Learners Internet Load that enhances
17, 2023 Community Laptop vocabularies.
The school will also Officials Books
launch Facebook page
where anecdotes, essays,
narratives and literary
pieces can be posted.
From these, a short quiz
and few questions will be
asked from the learners
to check their
understanding and
further entice the
learners to read and
understand the narrative.

5. Reading Hub Teachers Bond papers The learners can read

March 20- Parents Ink understand short
April 14, The school will Learners Internet Load stories.
2023 launch a reading hub Community Laptop
every barangay that will Officials Books
serve as the library and

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 learning center of the
learners. The teachers
will visit and teach the
students twice a week
every month.

Teachers Bond papers The learners can read

April 14- 6. Read with the Riders Parents Ink with comprehension.
May 12, The school will Learners Internet Load
2023 launch an activity, ‘Read Community Laptop
with the Riders’, every Officials Books
barangay that will serve
as the remediation
program in reading. The
bicycle riders will serve
as teachers and visit and
teach the students twice
a week every month.

Teachers Bond papers The learners can read

May 15- 7. Read with the Parents Ink and understand various
May 31, Retirees/Graduates Learners Internet Load literary genres.
2023 Community Laptop
In this activity, the Officials Books
retirees/graduates will
serve as mobile teachers
in the remediation
program in reading.

June 6, 13, C. POST-IMPLEMENTATION Teachers Bond papers There is an increase of

20 – July 4, PHASE: Follow-up sessions Parents Ink the reading and
2023 Learners Internet Load comprehension level
Community Laptop abilities of the learners
Officials Books in understanding
various literary genres.

V. BUDGETARY REQUIREMENT

UNIT ITEMS QUANTITY UNIT SOURCE OF TOTAL

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 PRICE FUNDS

Bond papers 4 reams 200 x 4 = 800 200 School Fund 800

Ink 2 sets 420 x 2 = 840 420 School Fund 840

Gasoline 20 liters 20 x 55 = 1,100 55 Solicit/Donation 1,100

Internet Load 500 500 x 8= 4,000 500 Solicit/Donation 4,000

Snack Solicit/Donation 1,000

VI. MONITORING AND EVALUATION

The principal shall supervise the overall undertaking of the reading program, verify,

and check the materials and scrutinize the procedure. The teachers, with the guidance and

knowledge of the principal, shall establish strong linkages with the community to ensure

security and proper health protocols. The progress of the learners shall be reflected in the

Progress Report.

The 5Rs program of the school will be annually implemented for a sustainable and

developed reading comprehension skill of the learners.

In addition, the conduct of the 5Rs program will be assessed using an evaluation tool

to be accompanied by the participants for improvement and recommendations. This form

will be submitted to the Schools Division Office as mode of verification.

Bibliography
OECD (2019), Education at a Glance 2019: OECD Indicators, OECD Publishing,
Paris, https://doi.org/10.1787/f8d7880d-en

DepEd. (2021), LAC Plan: Luzong National High School.

“Sulong, Luzong: Education Continues, Anytime, Anywhere”

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Prepared by:

ABBEGAIL PEARL A. DOMINGO, et.al

SHS Teacher II

Checked by:

GLADYS A. ACOBA, EdD

School Head

Received by: Noted:

RITCHELLE B. DEJOLDE URSINO C. PASCUA

Education Program Supervisor-English OIC, Chief Education Supervisor, CID

“Sulong, Luzong: Education Continues, Anytime, Anywhere”

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 Republic of the Philippines
Department of Education
Region I
Schools Division of Ilocos Norte
LUZONG NATIONAL HIGH SCHOOL
Pagudpud

Result of Pre-Assessment on Reading Program

Grade Level Frustration Instructional Independent

(incapable reader) (2-3 error) (no error)
7 4 6 150

8 2 3 155

9 2 2 155

10 1 2 143

11 2 13 155

12 2 9 180

Prepared by:

ABBEGAIL PEARL A. DOMINGO, et.al

SHS Teacher II

Verified by:

GLADYS A. ACOBA, EdD

School Principal IV

“Sulong, Luzong: Education Continues, Anytime, Anywhere”

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