SCHOOL READING PROGRAM FOR SCHOOL YEAR 2022-2023

KAUPO KO, KABASA KO

School ID: 501615 School Head: ANA A. RUBANG
School: STA. CRUZ INTEGRATED SCHOOL School Reading Coordinator: JENIVIVE D. PARCASIO
District: SAN MANUEL District Head: MARIETTA M. FONTANILLA, EdD

Components Activities/Tasks Target Output Time Frame Resources

(The ff. components (Specify here the (Specify here the
are non-negotiable. activities to be output of the Persons Materials Budget
These should be conducted) activities. Provide Responsible Needed
included in all metrics)
reading programs)
1. Reading 1. Assess the reading
Assessment ability/level of the
learners

a. Administer a a. Reduced number August- School Head, PHIL-IRI 200 (MOOE)

baseline literacy of 27 non-readers in September Teachers, Package
assessment among Grades 1 and 2 at 2022 Parents, and
kindergarten learners the end of the School Learners Assessment
using the ECCD tool Year Tool,
Reading
b. Administer EGRA b. Reduced number Materials
among Grade 1 and of 26 non-readers
2 learners (Filipino) in Grades 3
to 6 at the end of the
c. Administer GST: School Year
• Filipino in
Grade 3 c. Reduced number
• Filipino and of 17 non-readers
English in (English) in Grades 4
Grade 4, 5 to 6 at the end of the
and 6 School Year
 d. Identify the d. Increased number
learners who will of independent
discontinue and will readers at the end of
continue to the the School Year
PHIL-IRI Pre-Test
using the result of
the GST

e. Administer the
PHIL-IRI Pre-Test
using the identified
graded passages

2. Reading 1. Conduct of the Conducted and Year Round School Head, Reading 1,000
Instruction, interventions needed provided daily Teachers, Intervention (MOOE)
Remediation, and for the non-readers reading instruction, Parents, Plan,
Intervention and enrichment remediation and Learners Learning
activities for the intervention Resource
readers for a Package,
minimum of one Printed
hour to address the reading
learning needs Materials

REMEDIAL
READING
a. Everyday routine:
Reading and
memorizing the
alphabets and its
sounds (flashcards)

b. Assign pupil
leaders who are
readers to lead teach
and help their group
members

c. Ask the help of the

learner's parents to
assist their children
in reading at home
 d. Reading and
memorizing five sight
words every day and
watching online
tutorials

e. Reading short
stories with
comprehension
questions and poems
and watching online
tutorials

f. Distribute reading
materials to be read
at home
- Marungko
Approach in Filipino)
and Sight words and
CVC patterns in
English

g. Remedial reading
with the teacher

ENRICHMENT
ACTIVITIES
a. Reading short
stories with
comprehension
questions and
watching online
tutorials

b. Reading and
enrichment activities
with the teacher

c. Reading at home
3. Learning 1. Use downloaded Prepared, created, Year Round School Head, Printed 1,000
Resource Materials instructional reproduced and Teachers, reading (MOOE) and
Development materials distributed different Parents materials: personal
reading materials Marungko,
2. Create and appropriate in every Sight
reproduce additional reading level of the Words, CVC
teacher-made learners patterns,
differentiated reading Short
materials appropriate stories and
to the learners’ poems,
reading levels Flash
Cards, LR
3. Utilize the LR Packages
Packages

4. Capability 1. LAC session for Attended LAC Year Round School Head, LAC 1,000
Building teachers on the session/s seminar/s Teachers, Materials (MOOE)
conduct of EGRA and on reading Parents
PHIL-IRI

2. Sharing of
experiences in
literacy activities

3. Monitor the
designed
class reading
program every grade

5. Partnership & 1. Build a strong Developed strong Year Round School Head, Monitoring
Linkages partnership with the partnership to the Teachers, Checklist,
school stakeholders school stakeholders Parents, Attendance
Brgy. Sheets,
a. Information Officials, Letter of
dissemination and Volunteers Request and
orientation of parents MOA
about the school
reading program and
the importance of
their involvement in
the remediation
process at home
during weekends
 b. Seek assistance
from the Brgy.
Officials and other
volunteers in the
conduct of the
Brigada Pagbasa

6. Rewards and 1. Give recognition to Recognized and Every Quarter School Head, Certificate 200
Recognition the most improved congratulated all the Teachers, of (MOOE)
readers through a improved readers Parents, Recognition
certificate by grade and their parents Learners
every quarter. through a meeting

7. Monitoring & 1. Monitor the a. Improved Monthly School Head, PHIL-IRI 200
Evaluation learner’s reading strategies in Teachers, Package (MOOE)
progress everyday implementing the Parents, and
through remedial classroom reading Learners Assessment
reading and by the program Tool,
appropriate tools Reading
such as learner’s Materials
checklist and
individual monitoring
track

2. Conduct monthly
reading assessment
in oral, speed and
reading
comprehension level

3. Monitor the
teacher’s reading
interventions and
activities through a
classroom visit and
technical assistance
from colleagues and
School Head

4. Administer the b. Reduced number May 2023

PHIL-IRI Post-Test of 27 non-readers in
Grades 1 and 2 at
 5. Record/Facilitate the end of the School
the PHIL-IRI Post- Year
Test Result
c. Reduced number
of 26 non-readers
(Filipino) in Grades 3
to 6 at the end of the
School Year

d. Reduced number
of 17 non-readers
(English) in Grades 4
to 6 at the end of the
School Year

e. Increased number
of independent
readers at the end of
the School Year

f. Consolidated PHIL-
IRI Post-Test Result

Prepared by: Checked by: Noted:

JENIVIVE D. PARCASIO ANA A. RUBANG MARIETTA M. FONTANILLA, EdD

School Reading Coordinator School Head District Head

Reviewed and Evaluated by: Recommending Approval:

JAY J. GALLEGOS, EdD RODRIGO V. PASCUA, EdD

EPS, English & Division Reading Coordinator Chief ES, CID

Approved:

MADELYN L. MACALLING, PhD, CESO VI

Schools Division Superintendent