Final-School Eosy Program

Republic of the Philippines
Department of Education
REGION X- NORTHERN MINDANAO
SCHOOLS DIVISION OF MISAMIS ORIENTAL
South District of Villanueva
KIMAYA INTEGRATED SCHOOL
Kimaya, Villanueva, Misamis Oriental
School I.D # 501000
S.Y. 2021-2022
SCHOOL READING PROGRAM

I.
UNIQUE TITLE OF THE SCHOOL EOSY PROGRAM
DARE to BEAR
“Differentiated Activities for Reading and Enrichment classes to Build
Engagement and Acquire Refinement”
SUMMARY OF THE STUDENT'S SPECIFIC READING LEVEL

DIAGNOSED READING SKILL DEFICIENCIES AS DETERMINED
(OR IDENTIFIED) BY DIAGNOSTIC ASSESSMENT IDEA
Grade Level (no. PHIL-IRI PRE-TEST RESULT (FILIPINO)
of target client) ORAL READING WORD READING COMPREHENSION
RECOGNITION
FRU INS IND FRU INS IND
Grade 6 (3) 0 3 0 3 0 0
Grade 5 (1) 1 0 0 1 0 0
Grade 4 (0) 0 0 0 0 0 0
Grade 3 (2) 2 0 0 2 0 0
Grade Level (no. PHIL-IRI PRE-TEST RESULT (ENGLISH)

of target client) ORAL READING WORD READING COMPREHENSION
RECOGNITION
FRU INS IND FRU INS IND
Grade 6 (3) 0 3 0 3 0 0
Grade 5 (1) 1 0 0 1 0 0
Grade 4 (0) 0 0 0 0 0 0
Grade 3 (2) 2 0 0 2 0 0
KIMAYA IS-501000 VILLANUEVA-SOUTH DISTRICT

School I.D # 501000
S.Y. 2021-2022
C1 C2 C3a C3b
C4 C5 C6a C6b C7
Orient Letter Letter Initial
Familiar Invented Oral Reading Listening C8
ation Name Sound Sound
N Word Word Passage Comprehe Compreh Dictation
to Knowled Knowled Identifi
o. Reading Decoding Reading nsion ension
Print ge ge cation
of p
T I I I I a I
N 5 5 N N
GRAD ar C
n
o 0 1 0 1 C
n
o
0
2 Di
0 2
3
n n r n
o
Di Di - - 6 0 Di C C N ti
E g o R - - - - o R 6 s Dis 1 c r
c s s c 2 2 - - s o c o c o a c
et r
o
e 5 1 5 1 r
o
e
5
- co 5 5 co 3
-
r o
No
r o Re
o
ll o
e
s 0 0 co 0 0 co s 5 6 co Res rr s
Cl nt 0 nti 0 r r s y
r
r
p 0 nti 0 nti r
r
p
s
0
s s
0 nti e r
pon
e r po
e
c r
p
ie e o s nu s nu e o s in nu s nu se c o
r r e ue e s ed e c r c r ns o r
nt c
e
n e s ed e s ed c
e
n
c
e
c e c
e ed t e t e e
t
rr e
n
t s c e c e t s c d c s
c c . . c c c e c
e c c e e
t t t t c t
t
G-1 4 4 0 0 0 2 2 0 2 2 1 3 0 0 0 4 0 0 4 0 0 4 0 4 0 2 2 0 0 0 4 0
G-2 4 3 1 0 0 3 1 0 3 1 2 2 0 0 3 1 0 2 2 0 0 4 0 1 3 3 1 0 0 3 1 0
TOT 8 7 1 0 0 5 3 0 5 3 3 5 0 0 3 5 0 2 6 0 0 8 0 5 3 5 3 0 0 3 5 0
AL

School I.D # 501000
S.Y. 2021-2022
NUMBER OF LEARNERS SUBJECT TO EOSY CLASSES

NAME OF GRADE GENERAL AVERAGE 75-79 READING
TEACHER LEVEL
ENGLISH SCIENCE MATH
SARAJANE D. KINDER
BONGOLTO
IMARI CLAIRE A. GRADE 1 0 0 0 2M; 2F

PALINO
JANE LYN C. GRADE 2 0 0 0 2M; 2F

VIADOR
CRISTY G. GRADE 3 0 0 0 2M
PELIGRINO
JOCELYN U. GRADE 4 0 0 0 0
CARONIA
JEFF L. GRADE 5 1M 0 1M 0
MINGULLO
JESSA B. DALING GRADE 6 3M 0 3M 0
TOTAL 4M 0 4M 6M; 4F
10 all

School I.D # 501000
S.Y. 2021-2022
II.
 INTRODUCTION
One of the most beneficial skills children can acquire during their
lifetime is that of learning how to read. The capability to read is vital to
learners’ learning, including their advancement of wider literacy skills, and to
their upcoming productive participation in society, including the workforce.
Children are able to apply this skill to all other areas of the curriculum.
Reading difficulties usually begin as early as kindergarten. Children who have
not mastered reading skills by third grade will continue to fall behind their
peers and probably never catch up without the right interventions. Thus,
several reading intervention programs and initiatives are implemented by
DepEd to help struggling readers develop their ability to read. However, on the
teachers’ part, it is a colossal challenge on how to respond to these programs
during the pandemic, to be able to cater the needs of learners especially those
who are Beginning Readers, Non-readers and those who belong to the
Frustration Level.
In concurrence to DepEd Memorandum no. 173, s. 2019 entitled Hamon:

Bawat Bata Bumabasa (3Bs Initiative); Region X Project CNR (Care for NorMin
Readers): Reading Recovery Plan, Division’s Be More Mis OR Mobile Reading on
Carousel, and BEMORE:Power V-200, Kimaya Integrated School is equally
committed in addressing reading challenges among our school children even
this time of continuing pandemic. Thus, Project DARE to BEAR (Differentiated
Activities for Reading Enrichment to Build Engagement and Acquire
Refinement) for the EOSY classes is crafted.

School I.D # 501000
S.Y. 2021-2022
GOALS/OBJECTIVES
1. To improve learner’s learning deficiency in the 15-day period
2. Address learning gaps through differentiated activities utilizing
engaging learning strategies for enrichment and reading
3. To have fun while learning during the EOSY classes

School I.D # 501000
S.Y. 2021-2022
III.
RATIONALE
Learning to read is particularly hard because there are many things to
consider; the phonemic awareness, phonics, spelling pattern, vocabulary,
comprehension, etc. These things can make reading very frustrating for school
children. We recognize that our school is faced with a variety of challenges
when it comes to teaching reading. This challenges became more prominent
when the coronavirus pandemic hit the country, and the Department of
Education ordered the suspension of face-to-face classes in all schools, which
changed the educational landscape and led to the adoption of remote learning,
dubbed as Distance Learning Delivery Mode (DLDM), for two school years (SY
2020-2021 & 2021-2022). As an equally committed school in addressing
reading challenges among school children amidst this continuing pandemic,
Kimaya Integrated School crafted the reading program DARE to BEAR which
aims to necessitate immediate action to close learning gaps and ensure that all
students have a smooth and continuous educational journey.Through various
reading materials, instructional devices, reading strategies and techniques, we
can help improve the deteriorating reading proficiency of pupils nowadays.
DARE to BEAR (Differentiated Activities for Reading and Enrichment

classes to Build Engagement and Acquire Refinement) is the school EOSY
program anchored to the learning recovery plan named Rx ADOBE: ROAD TO
LEARNING RECOVERY. This school EOSY program highlights the use of
differentiated and levelled interventions to bridge learning gaps and sustain
learning needs. It employs varied interventions using ARM (Appropriate
Reading Materials) and AIM (Appropriate Instructional Materials) which
includes Individualized Intervention, Small-group class, Learning Buddy, and
GEMs (Games, Engaging and Manipulative Materials). Differentiation improves
engagement and learning. It excites the brilliant student to uncover deeper
layers of learning, while simultaneously structuring curriculum to support
lower level students or students with learning disabilities- both identified and
unidentified.

School I.D # 501000
S.Y. 2021-2022
IV.
MATRIX OF ACTIVITIES
DATE PERSONS
ACTIVITIES
INVOLVED
PHASE 1: Pre-Implementation July 7-22, 2022
• CONCEPTUALIZATION
(Conceptualization of the School-Based Learning
Recovery Program)
July 7, 2022
School Head
1. Conference with the teachers, chaired by reading
Teachers
coordinator and supervised by SH. Reading Coordinator
July 8-12, 2022 School Head

2. Finalization of action plan based from what
Teachers
transpired during the conducted meeting. Reading Coordinator
• SELECTION (Preparations for EOSY Class)
July 11, 2022

1. Selection and Classification of learners who will
School Head
undergo the fifteen(15)-week learning recovery
Teachers
program .
2. Preparation and submission of the list of resources July 11-22, 2022 School Head
to be used/utilized. Teachers
• ORIENTATION (Orientation and Introduction of

the EOSY Program)
July 18-22, 2022
School Head
1. Information dissemination and Orientation of
Teachers
parents and students through letters and personal
Reading Coordinator
conversation. Parents
2. Distribution and retrieval of parents’ consent to July 18-22, 2022 School Head

School I.D # 501000
S.Y. 2021-2022
Teachers
targeted learners. Reading Coordinator
Parents
July 22 , 2022 Teachers
3. Pre-test
Learners
July 25-August
PHASE 2: Implementation Proper
12, 2022
• CONDUCT
(Actual Implementation of the School-based
Program)
July 25, 2022 Teachers
1. Launching Program
Learners
2. Implementation of the 15-day reading and July 25-August Teachers
enrichment classes 12, 2022 Learners
*Reading Recovery (Basic Reading): July 25-August Teachers
12, 2022 Learners
DAY 1 – Identifying Names of Alphabet (Filipino and
English)
DAY 2 – Identifying Sounds of Alphabet (Filipino and

English)
DAY 3 – Initial and Final Sound Identification
DAY 4 – Blending Letters to form syllables
DAY 5 – Blending Syllables to form words
DAY 6 – Reading Sight Words (MTB/Fil)
DAY 7 – Words Reading (MTB/Filipino) with Spelling
DAY 8 - Oral Passage Reading with Comprehension
DAY 9 – Listening to a story and answer comprehension

questions (Filipino/MTB)
DAY 10 – Dictation/ Spelling (Filipino/ MTB)
DAY 11 – English Reading: CVC Short Sounds
DAY 12 - English Reading: Long Sounds
DAY 13 - Reading Sight Words (English)

School I.D # 501000
S.Y. 2021-2022
DAY 14 – Reading Simple Sentences
DAY 15 – Reading short stories with comprehension

questions
*Enrichment in Math and English/Reading

Comprehension:
DAY 1 - Adding Decimals
DAY 2 - Reading DOLCH Sight words
DAY 3 - Subtracting Decimals
DAY 4 - Remedial Reading for English
DAY 5 - Multiplying up to 3-digit factors by 1-to-2-digit

factors with and without regrouping and with zero
difficulty.
DAY 6 - Reading stories for comprehension
DAY 7 - Multiplying hundredths by hundredths
DAY 8 - Multiplying mixed decimals by mixed decimals

with hundredths
DAY 9 - Multiplying decimals mentally by 0.1, 0.01 and

0.001
DAY 10 - Multiply decimals mentally by 10, 100 and 1,000
DAY 11 - Reading stories for comprehension from

Developmental Reading Power Book
DAY 12 - Dividing 2–5-digit numbers by 1-2 digit divisor
DAY 13 - Divide mixed decimals by mixed decimals
DAY 14 - Giving the meaning of expression (Sum,

Difference, Product, Quotient)
DAY 15 - Reading stories for comprehension from

Developmental Reading Power Book
PHASE 3: Post-Implementation August 15-19,

School I.D # 501000
S.Y. 2021-2022
2022
• FINAL EVALUATION
(Monitoring and Evaluation of Reading Program)
August 15, Teachers
1. Post-Test
2022 Learners
August 15, Teachers
2. Closing Program
2022 Learners
2. Making of Narrative/ Accomplishment August 15-19, Teachers
Report/Finalization of other MOVs (ILMP, Attendance, 2022 Reading
etc. Coordinator
August 22, School Head
2022 Teachers
3. Submission of Report Reading
Coordinator/EOSY
Class Coordinator
TIME FRAME
Pre-Implementation: July 7-22, 2022
Implementation: July 25-August 12, 2022
Post Implementation: August 15-19, 2022
V.
School I.D # 501000
S.Y. 2021-2022
IMPLEMENTATION PHASES
- Following Action Plan Implementation Phases of the
reading program anchoring RX ADOBE

School I.D # 501000
S.Y. 2021-2022
PHASE 1: EOSY CLASS of SY 2021-2022- Immediate Intervention / Catch Up Plan

ACTIVITIES TARGET Learning RESOURCES TIMELINE PERSONS EXPECTED
CLIENT Modality INVOLVED/ OUTCOME
RESPONSIBLE
PROJECT CNR: Reading Recovery Grade 1- Face-to-  PHIL-IRI (Pre) July 6- - School Action
Plan Grade 6 face  EGRA August 19, Head Plan/Catch Up
Learners materials (G1- 2022 -Teachers Plan
Project DARE to BEAR (Differentiated who are G2) -Reading
Activities for Reading and poor in  Marungko Coordinator
Enrichment classes to Build literacy/ Reading
Engagement and Acquire ENSCIMA Approach
Refinement): School-based EOSY Materials
Learning Recovery Project  Developing
 Differentiated and Levelled Reading
Interventions using ARM Power
(Appropriate Reading  Workbook on
Materials) and AIM Math
(Appropriate Instructional  Textbooks
Materials)  Printed

School I.D # 501000
S.Y. 2021-2022
 Individualized Learning
Intervention Materials
 Small-group class  Other
 Learning Buddy appropriate
 GEMs (Games, Engaging learning
and Manipulative resources
Materials  Digital
resources
Note: Blend with DO No. 025 s.2022
for learning areas
Pre-Implementation Grade 1- Face-to- -School Head
 CONCEPTUALIZATION Grade 6 face -Teachers
(Conceptualization of the School-Based Learners -Reading
Learning Recovery Program) who are Coordinator Approved
poor in Minutes of the
1. Conference with the teachers,  Minutes July 7, Meeting
literacy/
chaired by reading coordinator 2022
and supervised by SH. ENSCIMA
Action
2. Finalization of action plan based  Action Plan
Plan/Catch Up
from what transpired during the School-Based Reading
Plan
conducted meeting. Program “Project July 8-12,
DARE to BEAR” 2022
 SELECTION (Preparations for

School I.D # 501000
S.Y. 2021-2022
Remedial/Enrichment Class) List of Learners

with
1. Selection and Classification of  CMSS/Grading July 11,
learners who will undergo the Sheet/ SF9 2022
fifteen(15)-day learning recovery  Reading Post
program Test Result List of Resources to
2. Preparation and submission of be utilized
the list of resources to be  List of July 11-22,
used/utilized. Resources 2022
 ORIENTATION (Orientation and Grade 1-

Introduction of the Reading Grade 6  Letter to -School Head
Program) Learners Parents/Parenta -Teachers Signed Parental
1. Information dissemination and who are Face-to- l Consent -Reading Consent
Orientation of parents and poor in face Coordinator
students through letters and  Copy of EOSY July 18-22,
literacy/ -Parents
personal conversation Program 2022
2. Distribution and retrieval of ENSCIMA Guidelines
parents’ consent to targeted -Pre-Test Result
learners including
Teachers
 Assessment Consolida-tion
Tool July 22 , Learners
3. Pre-test 2022
Implementation Proper Grade 1- Face-to- -Teachers -Attendance

School I.D # 501000
S.Y. 2021-2022
 CONDUCT Grade 6 face  Materials for -Learners -Learners’

(Actual Implementation of the School- Learners Classes July 25- Outputs/Portfoli
based Program) who are August 12, o
poor in 2022
1. Launching Program literacy/
2. Implementation of the 15-day July 25,
ENSCIMA
EOSY classes 2022
July 25-
*Reading Recovery (Basic Reading): August 12, -At the end of the
DAY 1 – Identifying Names of Alphabet 2022 program, the pupils
(Filipino and English) G1-G3
are expected to
DAY 2 – Identifying Sounds of Alphabet Learners
show significant
(Filipino and English) who are
progress in their
DAY 3 – Initial and Final Sound poor in reading skills
Identification Reading
DAY 4 – Blending Letters to form syllable
DAY 5 – Blending Syllables to form words
DAY 6 – Reading Sight Words (MTB/Fil)
DAY 7 – Words Reading (MTB/Filipino) with
Spelling
DAY 8 - Oral Passage Reading with
Comprehension
DAY 9 – Listening to a story and answer
comprehension questions (Filipino/MTB)

School I.D # 501000
S.Y. 2021-2022
DAY 10 – Dictation/ Spelling (Filipino/

MTB)
DAY 11 – English Reading: CVC Short
Sounds
DAY 12 - English Reading: Long Sounds
DAY 13 - Reading Sight Words (English)
DAY 14 – Reading Simple Sentences
DAY 15 – Reading short stories with
comprehension questions -At the end of the
G5-G6 program, the pupils
*Enrichment in Math and Learners are expected to
English/Reading Comprehension: who are show significant
DAY 1 - Adding Decimals poor in Math progress in their
DAY 2 - Reading DOLCH Sight words and Reading least mastered skills
DAY 3 - Subtracting Decimals Comprehensi in Math and English
DAY 4 - Remedial Reading for English on
DAY 5 - Multiplying up to 3-digit factors by
1-to-2-digit factors with and without
regrouping and with zero difficulty.
DAY 6 - Reading stories for comprehension
DAY 7 - Multiplying hundredths by
hundredths
DAY 8 - Multiplying mixed decimals by
mixed decimals with hundredths

School I.D # 501000
S.Y. 2021-2022
DAY 9 - Multiplying decimals mentally by

0.1, 0.01 and 0.001
DAY 10 - Multiply decimals mentally by 10,
100 and 1,000
DAY 11 - Reading stories for
comprehension from Developmental
Reading Power Book
DAY 12 - Dividing 2–5-digit numbers by 1-
2 digit divisor
DAY 13 - Divide mixed decimals by mixed
decimals
DAY 14 - Giving the meaning of expression
(Sum, Difference, Product, Quotient)
DAY 15 - Reading stories for
comprehension from Developmental
Reading Power Book
Post-Implementation Face-to- -Post-Test Result
 FINAL EVALUATION Grade 1- face including
(Monitoring and Evaluation of Reading Grade 6 -Teachers Consolida-tion
Program) Learners  Assessment August 15, -Learners
1. Post-Test who are Tool 2022
poor in
2. Closing Program August 15,
literacy/
2022 -School Head -Narrative Report
ENSCIMA

School I.D # 501000
S.Y. 2021-2022
3. Making of Narrative/  Narrative -Teachers -Document-

Accomplishment Report/ other Report August 15- -Reading ation
attachments  Pictures 19, 2022 Coordinator -ILMP
during the
August 19,
conduct
4. Submission of Report 2022
 ILMP

School I.D # 501000
S.Y. 2021-2022
VI.
RESULT (DATA GENERATION AND ANALYSIS)
Results will be gathered from the conduct of both Pre-test and

Post-test in Phil-IRI (G3-G6) and EGRA (G1-G2). After the results
have been gathered, tabulation, comparison, and analyses will be
applied to determine the impact of this EOSY program. Since this
reading intervention will generate and compare data from pre-test
results and post-test results, the impact of this reading program
will be measured using a casual-comparative design with the
research method being quantitative.

School I.D # 501000
S.Y. 2021-2022
Prepared by:
IMARI CLAIRE A. PALINO
Elementary School Reading Coordinator
Reviewed by:
MARIEPET L. ASIS
Head Teacher 1 t
EVA C. GUILARAN
Public Schools District Supervisor
Noted by:
GLADYS S. BANAC
Education Program Supervisor
CYDEL P. VALMORES, Ph.D.

OlC-Curriculum Implementation Division Chief
Recommending Approval:
ERLINDA G. DAEL, Ph.D.

OIC- Assistant Schools Division Superintendent
APPROVED:
JONATHAN S. DELA PEGA, Ph.D.,CESO V

Schools Division Superintenden

School I.D # 501000
S.Y. 2021-2022

Final-School Eosy Program

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Final-School Eosy Program

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

SCHOOL READING PROGRAM

SUMMARY OF THE STUDENT'S SPECIFIC READING LEVEL

Grade Level (no. PHIL-IRI PRE-TEST RESULT (ENGLISH)

KIMAYA IS-501000 VILLANUEVA-SOUTH DISTRICT

KIMAYA IS-501000 VILLANUEVA-SOUTH DISTRICT

NUMBER OF LEARNERS SUBJECT TO EOSY CLASSES

IMARI CLAIRE A. GRADE 1 0 0 0 2M; 2F

JANE LYN C. GRADE 2 0 0 0 2M; 2F

JESSA B. DALING GRADE 6 3M 0 3M 0

KIMAYA IS-501000 VILLANUEVA-SOUTH DISTRICT

In concurrence to DepEd Memorandum no. 173, s. 2019 entitled Hamon:

KIMAYA IS-501000 VILLANUEVA-SOUTH DISTRICT

KIMAYA IS-501000 VILLANUEVA-SOUTH DISTRICT

DARE to BEAR (Differentiated Activities for Reading and Enrichment

KIMAYA IS-501000 VILLANUEVA-SOUTH DISTRICT

July 8-12, 2022 School Head

• SELECTION (Preparations for EOSY Class)

July 11, 2022

• ORIENTATION (Orientation and Introduction of

KIMAYA IS-501000 VILLANUEVA-SOUTH DISTRICT

DAY 2 – Identifying Sounds of Alphabet (Filipino and

DAY 3 – Initial and Final Sound Identification

DAY 4 – Blending Letters to form syllables

DAY 5 – Blending Syllables to form words

DAY 6 – Reading Sight Words (MTB/Fil)

DAY 7 – Words Reading (MTB/Filipino) with Spelling

DAY 8 - Oral Passage Reading with Comprehension

DAY 9 – Listening to a story and answer comprehension

DAY 10 – Dictation/ Spelling (Filipino/ MTB)

DAY 11 – English Reading: CVC Short Sounds

DAY 12 - English Reading: Long Sounds

DAY 13 - Reading Sight Words (English)

KIMAYA IS-501000 VILLANUEVA-SOUTH DISTRICT

DAY 14 – Reading Simple Sentences

DAY 15 – Reading short stories with comprehension

*Enrichment in Math and English/Reading

DAY 1 - Adding Decimals

DAY 2 - Reading DOLCH Sight words

DAY 3 - Subtracting Decimals

DAY 4 - Remedial Reading for English

DAY 5 - Multiplying up to 3-digit factors by 1-to-2-digit

DAY 6 - Reading stories for comprehension

DAY 7 - Multiplying hundredths by hundredths

DAY 8 - Multiplying mixed decimals by mixed decimals

DAY 9 - Multiplying decimals mentally by 0.1, 0.01 and

DAY 10 - Multiply decimals mentally by 10, 100 and 1,000

DAY 11 - Reading stories for comprehension from

DAY 12 - Dividing 2–5-digit numbers by 1-2 digit divisor

DAY 13 - Divide mixed decimals by mixed decimals

DAY 14 - Giving the meaning of expression (Sum,

DAY 15 - Reading stories for comprehension from

KIMAYA IS-501000 VILLANUEVA-SOUTH DISTRICT

KIMAYA IS-501000 VILLANUEVA-SOUTH DISTRICT

PHASE 1: EOSY CLASS of SY 2021-2022- Immediate Intervention / Catch Up Plan

KIMAYA IS-501000 VILLANUEVA-SOUTH DISTRICT

KIMAYA IS-501000 VILLANUEVA-SOUTH DISTRICT

Remedial/Enrichment Class) List of Learners

 ORIENTATION (Orientation and Grade 1-

KIMAYA IS-501000 VILLANUEVA-SOUTH DISTRICT

 CONDUCT Grade 6 face  Materials for -Learners -Learners’

KIMAYA IS-501000 VILLANUEVA-SOUTH DISTRICT