Department of Education

Region X - Northern Mindanao

DIVISION OF MISAMIS ORIENTAL

PowerV200
READING PROGRAM
School Year-2021

Innovative Reading Program" Be More: POWER V 200 "in the New Normal using
Blended Modality Through Gaining the A to Z- 200 Levelled Vocabularies for effective
Reading:

An Innovation of Division of Misamis Oriental

MERLY B. MABELIN
EPS- Division Reading Coordinator
A. General Program Information
 1. Program Title:
Innovative Reading Program" Be More: POWER V 200 "in the New Normal
using Blended Modality Through Gaining the A to Z- 200 Levelled Vocabularies
for effective Reading: An Innovation of Division of Misamis Oriental

1I. Introduction/ Background

Relative to DepEd Memorandum no. 173, s. 2019 re: Hamon: Bawat Bata
Bumabasa, Region X Project CNR and Division Memorandum No. 728 s, 2019,
the Schools in this Division, amidst pandemic happening around the world, is
committed to extend quality learning at home. It continuously aims to elevate
reading comprehension skills of the learners by amplifying its campaign of
establishing an Innovative Reading Program in the New Normal. With blended
teaching modality, the task of learning A to Z- of at least 200 Levelled
Vocabularies for effective Reading:" Be More POWER V 200 (Powerful
Optimum Words for Equitable Reading of 200 Vocabularies) bridge to
accelerate communication language skills of the learners.

III. Objectives:

LEARNERS DEVELOPMENT

1. Achieve Mastery in reading skills in the K to 12 levels both oral and

silent reading with any subject as content.

STAFF DEVELOPMENT

2. Achieve the Mastery in the teaching of reading skills in the K to 12

levels
Gauged by the performance of the learners during examinations.

3. Gain support of school administrators through awareness of their role in

the reading program.

4. Produce committed parents and stakeholders in school at all levels through

involvement in the learning process of their children by creating an atmosphere
of teamwork, cooperation and concern of the study habits of their
children.

5. Conduct at least one reliable Basic/ Action research on reading every

school year.

CURRICULUM DEVELOPMENT

6. Develop and enrich basic supplementary materials in reading both for

teaching (Development of the lesson) and testing (formative tests for
determining the reading level)

7. Prepare and produce localized instructional devices to accompany with the

teaching devices. (Appropriate of the pandemic modality in teaching).

V. Expected Outcomes:

LEARNERS DEVELOPMENT

1. Achieve 95% Mastery in reading skills in the K to 12 levels both oral and
silent reading with any subject as content.

STAFF DEVELOPMENT

2. Achieved 95 % Mastery in the teaching of reading skills in the K to 12

levels gauged by the performance of the learners during examinations.

3. Gained 100% support of school administrators through awareness of their

role in the reading program.

4. Produced at least 95% committed parents and stakeholders in school at all

levels through involvement in the learning process of their children by creating
an atmosphere of teamwork, cooperation and concern of the study habits of
their children.

5. Conducted two reliable Basic/ Action research on reading every school

year.

CURRICULUM DEVELOPMENT
6. Developed and enriched basic supplementary materials in reading both for
teaching (Development of the lesson) and testing (formative tests for
determining the reading level)

7. Prepared and produced four localized instructional devices to accompany

with the teaching devices. (Appropriate of the pandemic modality in teaching).

VI. Program Description:

In consonance to DepEd Memorandum no. 173, s. 2019 re: Hamon:

Bawat Bata Bumabasa, Region X Project CNR and Division Memorandum No.
728 s, 2019, the Schools in this Division, amidst pandemic happening
around the world, is committed to extend quality learning at home. It
continuously aims to elevate reading comprehension skills of the learners
by amplifying its campaign of establishing an Innovative Reading Program in
the New Normal. Through the use of blended teaching modality, the task
of learning A to Z- of at least 200 Levelled Vocabularies for effective Reading:"
Be MORE POWER V 200 (Powerful Optimum Words for Equitable Reading of
200 Vocabularies) accelerates communication language skills of the students.
The learners are expected to learn at least 200 hundred MELCs based
vocabularies within 10 weeks program. A pre-test will be conducted before the
start of the reading program. There will be a virtual training conducted for the
PSDS, school heads and reading coordinators.

PSDS will conduct district level virtual training of school heads and
School Heads conducts LAC session for teachers to disseminate the mechanics
and vocabulary reading tools. There will be an orientation of parents regarding
the reading program. Learners during the reading program are required to
allot 30 minutes daily to learn 5 vocabularies, which are learned from their
lessons in modules. A total of 20 vocabularies weekly and 200 vocabularies in
15 weeks program. After every 5 weeks on ward, the teacher will give
vocabulary test in virtual /modular mode until the end of 15 weeks of the
program.
 This innovation will follow stages of development in reading. Havighurst
(1981) describes developmental task as “specific responsibility that the
individual faces at a certain stage of life in order to be well adjusted. It implies
that a certain person performs skills on materials of increasing difficulty”.
Developmental Reading- refers to a comprehensive reading program which
consist of several stages that usually coincide with individual’s developmental
stages of growth. First stage is Reading Readiness this is the period when the
child is getting ready to read.
Second stage is Beginning Reading this is the process in learning to recognize
certain symbols, words, phrase, and sentences that stand for ideas. Third stage
is the period of Rapid Growth or Expanding Power on this stage children
have mastered the techniques of reading. The last is Period of refinement
characterized by wide reading where learner are ready to interpret selections
more intensively. Reading becomes a tool for more purposeful reading in other
subjects. Building power vocabularies and writing these words will enrich the
learner foundation in reading and eventually learn to love reading.

On the other hand, school heads, PSDS, EPS will intensively monitor and
supervise teachers in the conduct of the reading program and its written
output, reporting and reading development progress charts of each learner. A
post- test will be conducted by School Heads, verified by PSDS and will be
confirmed by EPS through onsite Instructional Supervision following the
Municipal Health protocols. DepEd personnel, Municipal Representative and
the PTA are the strong pillars in the successful implementation of the reading
program of Misamis Oriental Division the BE MORE: POWER V 200. Despite
the pandemic equitable and quality education will continue. The Department of
Education pledge to dedicate and be committed to deliver its Mission that every
learner is a reader from K to 12 levels.

VII. Prerequisite Programs:

Basis of the program: DepEd Memorandum no. 173, s. 2019 re: Hamon:
Bawat Bata Bumabasa, Region X -Project CNR - Care for Northern Mindanao
Readers and Division Memorandum No. 728 s, 2019 3Bs Initiative.

VIII. Schedule of Implementation:

February 15, 2021 to April 30, 2021

IX. Management Level of the Program

School Division Superintendent, Asst. Schools Division Superintendent,

CID/ SGOD Chief, EPS, PSDS, School Heads and MT Teachers

X. Persons Involved:

School Division Superintendent, Asst. Schools Division Superintendent, CID/

SGOD Chief, EPS, PSDS, School Heads and MT Teachers, Teachers, K to 12

learners, PTA, parents, LGU, NGO, Stakeholders and Health Personnel's.

X1. Delivery Mode:

 Blended Modality. Virtual Capacity Building to PSDS, School Heads and
Teachers

XII. Target Persons:

PSDS, School Heads and MT Teachers, Teachers, K to 12 learners, PTA,

parents, LGU, NGO, Stakeholders and Health Personnel's.

XIII. Total Amount Required:

No Specific Amount. Travelling on IS monitoring is subject to COA rules

accounting and regulations depending on the actual cost of travel. Travel is
charge to ASDS funds.

B. Project Delivery

Implementation of the Program

Numb Activity Performance Persons Implementatio

er Description Indicator Involved
n Period
Output
From To
Pre- Implementation Phase
1. Consultation to CID Notes Chief, EPS Reading Jan.4,20 Jan.4,2
Chief Coordinator
21 021

2. Action Planning Approved Action Chief, EPS Reading Jan.4,20 Jan.4,2

plan in Division Coordinator, ASDS
21 021
reading Program
3. Finalize Reading Approved Innovation Chief, EPS Reading Jan. Jan.8,2
Innovation Program in Division Reading Coordinator, ASDS 7,2021 021
Program
4. Planning Conference Memo, Minutes of Chief, EPS Reading Jan. Jan.12,
for Trainers Meeting Coordinator, Reading 11,2021 2021
Trainor

5. Conduct of Virtual Approved Virtual Chief, EPS Reading Jan. 11, Jan.13,
training of Trainers training Design / Coordinator, Reading 2021 2021
Matrix Trainor
 Implementation Phase
1. Conduct of Division Approved Virtual Chief, EPS Reading Jan.12 ,2 Jan.13,
Virtual training of training Design / Coordinator, Reading 021 2021
PSDS and Central Matrix Trainers
Principal, District
Reading Coordinator
2. Conduct of District Approved Virtual PSDS, SH, Reading Jan.19 ,2 Jan.19,
Virtual training of training Design / Coordinator, Reading 021 2021
School Heads and Matrix Trainers
School Reading
Coordinator
3. Conduct of School Approved Virtual SH, Reading Jan.22 , Jan.22,
LAC Virtual training training Design / Coordinator, Reading 2021 2021
of Teachers Matrix Trainers
4. Conduct of School Approved Virtual SH, Reading Jan.25 , Jan.28,
PTA, Parents training Design / Coordinator, Reading 2021 2021
Orientation following Matrix Trainers
Health protocols
5. Material Preparation Modules/ Teachers, Parents, January January
Template 29, 2021 30,
2021
6. Distribution of Modules /template Teachers, Parents, Feb.5, Feb.13,
Materials 2021 2021

MONITORING AND EVALUATION

1. IS monitoring and COT, Approved TO EPS, PSDS, SH February July
Evaluation, Giving of 15,2021 30,2021
TA
2. Submission of Approved weekly, EPS, PSDS, SH February July
Weekly Plan plan, TO, Approved 15, 2021 30,2021
/Accomplishment accomplishment
Report report

3. Conduct of reading Reading progress EPS, PSDS, SH, March April

Test evaluation report. parents, learners 15, 2021 30,2021
Monthly Reading Test tools, April 30,
Thinking Log 2021
Learning Plan
4. Post Reading Test Reading Tool EPS, PSDS, SH, April 5, April
Teachers, parents, 2021 30,
 learners 2021
5. Consolidation of Oral Test results EPS, PSDS, SH, May 5, May 10,
reading test result Teachers 2021 2021

PROGRAM IMPLEMENTATION MECHANICS

Concern Persons Activity Mode of Target Date Accomplishment

Delivery of Activity MOV
1. EPS/PSDS/SH 1. Monitoring and 1. Submit IS
supervision on the Virtual Weekdays Accomplishment Report
implementation of from on reading program
the Reading Offsite February activity every 5th day
Program. 15,2021 the Month.
Onsite
2. Giving of TA to To May 30, 2. Submit consolidated
teachers. 2021 report of the teachers
on issues / concerns/
3. Conduct LAC encountered and
sessions every intervention to solve
month. the issue.

4. Submit 3. Technical Assistance

consolidated reading given.
report.

5. Give monthly
virtual Award to
Pupils who achieved
to learn 200
hundred
vocabularies
Based on the
template.

2. Teachers 1. Reproduce Distribution 1. Submit Progress

Reading Virtual of Template report on reading
Templates and every program activity every
distribute to the Monday and Friday the Month.
learners collection of
output of
3. Distribute and learners every
collect Templates Friday
virtual/ written
Onsite
Assessment for the
purpose of Starting
 Monitoring learners February 15, 2. Submit Narrative
progress templates 2021 to May report on issues /
in vocabulary 30, 2021 concerns encountered
building and reading and intervention done
progress. to resolve the dilemma.
(Option: Teacher
may allow Learners
to use or utilize Pad
paper using the
same format from
the template given)
3. Check the
Written output of
the learners.
Using checklist
templates
4. The Teacher
returned answer
sheet after it is
recorded.
5. Require a
portfolio for the
compilation of the
learner’s output.
6. Give recognition
to pupils who
achieve the 200
words based on the
template a-3.

Accomplished checklist
Template for learners’
output.

3. Learners Answer the required Onsite/ Starting

vocabulary-building Home February 15, Compiled Portfolio
task in the template 2021 to May
given. 30, 2021

4. Parents Check and assist the Onsite/ Starting

learners in Home February 15, Recorded checking of
complying 2021 to May assigned through
vocabulary building 30, 2021 checklist Templates
activity. same template as of
Encourage children the teacher
 to develop reading
habit.

C. Attached Templates for Learners Activity and Checklist for Teachers

and Parents.

D. Assessment Tools:

1. Kindergarten: Inbentaryo sa Mga Alpabeto sa Kindergarten

2. Grade-1: EGRA ARATA
3. Grade- II: PHIL-IRI (Filipino Reading Passage)
4. Grade-III-12 PHIL-IRI (English Reading Passages)
5. K to 12 Progress Reading Charts
6. Checklist Templates

E. SAMPLE VOCABULARY READING TOOLS And Downloadable Reading

Program and templates. (See Fb Group: Misamisnon Reading Group 2021)