Republic of the Philippines
Department of Education
SPECIFIC GOAL: A weekly remedial reading program intended to make the non-readers or struggling readers be proficient readers through their parents' reading assistance at home
Phases of the InstitutionalizationGoal & Objectives
PHASE I
Pre-Implementation
SELECTION
ORIENTATION
Orientation of weekly
remedial reading program
Venue: Classroom
PHASE II
Implementation Proper
CONDUCT
Actual Implementation of the
Remedial Reading Program
REGION X – NORTHERN MINDANAO
SCHOOLS DIVISION OF MISAMIS OCCIDENTAL
CLARIN NATIONAL HIGH SCHOOL
READING ACTION PLAN ON EVERY PARENT READS AT HOME (ePRaH)
School Year 2022-2023
Activities/Strategies Persons Involved Resources Needed Time Frame
Assessment of parents' 1.Remedial Reading Phil-Iri Materials Aug. 22-26
reading level by pre-reading Teachers
test using Phil_Iri Tool 2. Parents
to assess the reading Selection and classification 1. Principal 1.Letter to Parents Sept. 5-9
level of the parents of parents who will undergo 2. Head Teachers 2.Letter to Stakeholders
through Phil-Iri on the weekly Remedial 3. Remedial Reading 3.Contact Numbers
Reading Class Teachers
to give orientation on Information dissemination 1.Remedial Reading 1.Laptop Sept. 12-16
the nature, scope, and orientation of parents, Teachers 2.Speaker
rationale of the remedial through one on one interview 2. Parents
reading to parents familiarity of their role 3. Grade Level Adviser
as co-reading supervisor and co-reading
monitor to the progess of their children's
skill in reading.
to teach the parents to 1.Remedial Reading 1.Flash Cards Sept. 19-23
recognize the sound of the Teachers 2.Reading Charts
26 letters of the alphabet 2.Non-Reader Parents 3.Audio or Video
3.Struggling Parents Readers Recording of Phonetics
to develop social, motor and other A. Phonemic Awaraness 1.Remedial Reading 1.Flash Cards
reading skills Four Skills of Phonetic Awareness Teachers 2.Reading Charts Sept. 26-29
to develop phonemic awareness 1.Rhyming Sound 2.Non-Readers 3.Audio or Video
2.Blending Sound 3.Struggling Readers Recording of Phonetics
3.Matching Sound
4.Segmenting Sound
to develop skills in decoding B. Decode words 1.Laptop Oct. 3-7
1.Word Sorting 2.Speaker
 2.Word Hunting 3.Bondpaper
3.Reading/Writing Rhymes
4.Manipulation of onset/rime
C. Decode words by word families 1.Laptop Oct. 10-15
1.Short vowel sounds 2.Speaker
Short: a,e,i,o,u 3.Bondpaper
CVC Pattern
2.Long vowel sounds with silent
(e) ending
CVC Pattern
3.Words with vowel dipthongs
VD: ay,ai,oa
4.Consonant digraphs
CD ch, sh
5.Consonats blends
CB: initial and final
6.Consonant Cluster
1.to encourage a sense of personal Dolch Sight Words Oct. 18-22
responsibility for one's own progress
2.to embrace reading at home
as a reading teacher's co-remedial
supervisor
PHASE III to evaluate the improvement of the Final evaluation of parents'
1. Principal 1.Furnish Post Test Oct. 25-29
Post-Implementation parents' reading proficiency reading level by post-reading
2. Head Teacher 2.Reading Test
FINAL EVALUATION test using Phil-Iri Tool3.Remedial Reading 3.Comprehension Test
(Diagnosis) Teachers
4.Non-Reader Parents
5.Struggling Parent Readers
AWARDING of the Certified to acknowledge the parents and their PRESENTATION OF THE QPR 1. Principal 1.Laptop November 07, 2022
PROFICIENT READERS children becoming proficient readers via Culmination 2. Head Teacher 2.Speaker Noted: During
through their reading assistance at home 3.Reading Coordinator 3.Bondpaper the Reading
via gift giving and certificates 4.Remedial Reading 4.Decoration Month Celebration
Teachers 5.Special Paper
5. Proficient Readers (Parents)
6.Proficient Readers (Students)

Prepared and Conducted: Assisted and Assessed: Approved:

GENEVIEVE P. ARELLANO ARCITA E. BALCITA RICARDO L. LAPIZ

Reading Teacher Head Teacher III - English School Principal III