Department of Education

Region X
Division of Misamis Oriental
District of Jasaan South
LUZ BANZON INTEGRATED SCHOOL
School ID: 501250

Key Activities Target Time Resources Expected Person involved/

Clients Frame Needed Outcome In-charge
1. COORDINATION Learners July Report cards, List of Learners School
MEETING OF who are 25,2022 sf10 and who are in Head ,Brigada
SCHOOL in CMSS frustration level Pagbasa Team
HEAD/CHAIRPERS frustratio and Teacher
ON WITH BRIGADA n level Adviser
PAGBASA SCHOOL
TEAM
2 Preparation of Class July List of Instructional Assistance of
Instructional Plan Advisers 26,2022 Beneficiary. Plan school
Target Categorized Principal,Class
according to Adviser and
the key stage Brigada
Pagbasa
School Team.
3. Dissemination on Class July Report cards, List of learners School Head
Reading Recovery Advisers 27.2022 sf10 and who are poor in Brigada
Plan CMSS literacy and Pagbasa
numeracy School Team
4. Preparation of Learners July Reading Instructional School Head
Instructional who are 28.2022 Instructional Materials Brigada
Materials poor in Material Pagbasa
Reading Supplies School Team
and class
adviser
5. Conduct of Pre-Test Learners July 29, Phil-IRI Pre- Class Adviser
on Reading who are 2022 DOLCH basic Assessment
comprehension and in sight words Result
the basic sight words frustratio
develop[ping oral n level
communication
6. Conduct of Reading Learners August Reading It provides Class adviser
Activity who are 1.2022 books, and pupils the
in other Reading opportunity to
frustratio Materials learn words
n level independently
7. Capacity Building for Learners August Reading Capacitated Class adviser
Brigada Pagbasa who are 2.2022 Materials volunteers and some
with stakeholders in Technology stakeholders stakeholders.
frustratio Videos and tutors.
n level
8. Brigada Pagbasa Class August Monitoring Regular School Head
Implementation Adviser 3,2022 Tool monitoring on Brigada
and the conduct of Pagbasa
Learners Reading School Team
who are Enhancement And class
in advisers
frustratio
n level
 Department of Education
Region X
Division of Misamis Oriental
District of Jasaan South
LUZ BANZON INTEGRATED SCHOOL
School ID: 501250

9. Exposing to video Learners August4,20 Reading Increase in School Head

reading who are 22 books, and comprehension Brigada
enhancement. in other Reading level and Pagbasa
frustratio Materials listening skills School Team
n level videos and Class
Advisers

1 Building Vocabulary Learners August5.20 Class adviser Correct word School Head
0 Reading who are 22 spelling Brigada
in Pagbasa
frustratio School Team
n level Class Adviser
1 Reading with short Learners August Reading Increase in School Head
1 stories with who are 6.2022 books, and comprehension Brigada
comprehension in other Reading level Pagbasa
frustratio Materials School Team
n level Class Adviser
1 Writing short Learners August Class adviser Pupils can School Head
2. sentences using who are 7.2022 write short Brigada
picture clues. in sentences Pagbasa
frustratio School Team
n level class adviser

1 Post Test for Learners August Post Learners Post School Head
3. Learners who re in who are 8,2022 Assessment Test Activities Brigada
Frustration level in Result Pagbasa
frustratio School Team
n level and Class
Advisers

1 Submission of Class August Monitoring Brigada School Head

4. Brigada Pagbasa Adviser 10,2022 report Pagbsa Brigada
Accomplishment Accomplishme Pagbasa
Report nt report School Team
and Class
Advisers

1 Project Evaluation Class August Certificate of Recognition of School Head

5. and Appreciation Adviser 10,2022 Appreciation Volunteers Brigada
program and tutors and Pagbasa
stakehol teachers School Team
ders Class Adviser
.

Learning Recovery Plan Reading Matrix

July 25-August 12,2022
 Department of Education
Region X
Division of Misamis Oriental
District of Jasaan South
LUZ BANZON INTEGRATED SCHOOL
School ID: 501250

Week 1
July 25-29,2022
Date Time Topics Activities Venue Persons Facilitator
Involved
July 8:-00 Launching Brigada LBIS Teachers. Evelyn Z.
25,2022 am- of Pagbasa Fucntion Parents,Pupils Takiang
10:00 am Learning Program Hall , stakeholders
Recovery
Plan
July 26- 8:00 a, to Short Reading classroom Class Adviser Class
29,2022 9:00 am stories Session Adviser
by Class
Adviser
9:00Am Short Reading classroom Class Adviser Class
to 10:00 stories Session Adviser
am by Class
Adviser
10:00am Short Reading classroom Class Adviser Class
-11:00 stories Session Adviser
by Class
Adviser
11:00 Short Reading classroom Class Adviser Class
am- stories Session Adviser
12:00 am by Class
Adviser
1:00- Short Reading classroom Class Adviser Class
2:00 pm stories Session Adviser
by Class
Adviser
2:00- Short Reading classroom Class Adviser Class
3:00 pm stories Session Adviser
by Class
Adviser
3:00- Short Reading classroom Class Adviser Class
4:00 pm stories Session Adviser
by Class
Adviser
Week 2
August 1-5,2022
Reading Recovery Plan
Date Time Topics Activities Venue Persons Facilitator
Involved
July 8:-00 Simultaneous Reading Classroo Class Evelyn Z.
25,2022 am- repeated of dolch m Adviser Takiang
10:00 am reading words
July 26- 8:00 a, to Simultaneous Reading classroom Class Class
29,2022 9:00 am repeated of Dplch Adviser Adviser
reading words
9:00Am Simultaneous Reading classroom Class Class
to 10:00 repeated of sylablle Adviser Adviser
 Department of Education
Region X
Division of Misamis Oriental
District of Jasaan South
LUZ BANZON INTEGRATED SCHOOL
School ID: 501250

am reading
10:00am Simultaneous Reading classroom Class Class
-11:00 repeated of sylablle Adviser Adviser
reading
11:00 Simultaneous Reading classroom Class Class
am- repeated of Adviser Adviser
12:00 am reading paragragh
1:00- Simultaneous Reading classroom Class Class
2:00 pm repeated of Adviser Adviser
reading paragragh
2:00- Simultaneous Reading classroom Class Class
3:00 pm repeated of Adviser Adviser
reading passages
3:00- Simultaneous Reading classroom Class Class
4:00 pm repeated of Adviser Adviser
reading passages
Week 3
August 8-12,2022
Learning Recovery Plan
Date Time Topics Activities Venue Persons Facilitator
Involved
July 8:-00 Tape Videoke classroom classroom Class
25,2022 am- assisted Reading Adviser
10:00 am Reading
July 26- 8:00 a, to Tape Videoke classroom Class Class
29,2022 9:00 am assisted Reading Adviser Adviser
Reading
9:00Am Tape Videoke classroom Class Class
to 10:00 assisted Reading Adviser Adviser
am Reading
10:00am Tape Videoke classroom Class Class
-11:00 assisted Reading Adviser Adviser
Reading
11:00 Tape Videoke classroom Class Class
am- assisted Reading Adviser Adviser
12:00 am Reading
1:00- Tape Chants classroom Class Class
2:00 pm assisted Reading Adviser Adviser
Reading
2:00- Tape Chants classroom Class Class
3:00 pm assisted Reading Adviser Adviser
Reading
3:00- Content Chants classroom Class Class
4:00 pm Based Reading Adviser Adviser
Instructional

I. Reading Pagbasa is LINGAW.

 Department of Education
Region X
Division of Misamis Oriental
District of Jasaan South
LUZ BANZON INTEGRATED SCHOOL
School ID: 501250

“Books are the quietest and most constant of friends; they are the most
accessible and wisest of counsellors, and the most patient of teachers”.  -
Charles W. Elio-
Learning doesn’t occur when someone doesn’t know how to read; all
the more he/she cannot write because the ideas to be represented in text are
products of grasping thought out of reading.
When it comes to failing readers, ordinary class teaching is not enough
to bridge the reading gap that the students have, thus, intervention are required,
Skilful reading does not require learners to carry out certain tasks in a fairly
automatic manner. Those so called good or proficient readers do not necessarily
read all text with equal or ease success, while a poor or struggling reader will not
necessarily have a hard time with all text. In other words, the mastery will depend on
the level the learners is ready to gain knowledge of.

Despite the efforts of the Department of Education-Division of Misamis

Oriental to provide quality education to all learners, difficulty with reading is still
unfortunately, one of the most common problems for elementary schools in the
province.

Based on the over-all results of the PHIL-IRI test, it was found out that
most of the pupils of Luz Banzon Integrated School fell under frustration reading
level and just few were assessed as independent readers which seem to be
returning issues every year. Thus, this calls for an immediate attention and action of
the school which is to set a plan to uplift the reading ability of the learners. It has
always been a priority of education to give weight on this particular skill of the
children and every school is a tentacle to hold and tend the future of the young.

The school must plan for more creative reading strategies that would fit the
students as well as the availability of resources therein, So as the reading
coordinator of Luz Banzon Integrated School, this compels me to design an
innovation that will address the perennial and present problem in reading among our
pupils.
 Department of Education
Region X
Division of Misamis Oriental
District of Jasaan South
LUZ BANZON INTEGRATED SCHOOL
School ID: 501250

I.2 Objectives:
 To develop the reading performance of pupils from frustration level to
instructional or independent level
 To provide access for learners to read with various learning modalities of
their choices.
 To create alternative concept to the classroom as learning environment
home.
 To collaborate with the different stakeholders to aid the campaign to enable
leaners be functionally literate.
 To provide opportunities for continuous learning through reading.
 To improve the reading skills of pupils of Luz Banzon Integrated School.
 To develop children their love in reading as to improve their reading skills.

II. Rationale:

A child’s prodigy and ability to learn depends on the environment living in,
thus lifestyle is of considerable factor heredity feature definitely has relevance, and
healthy living that is, of utmost importance. Learning to read is one of the most
important skills acquired during a lifetime. With the ability to speak effectively and to
write in a variety of forms of purpose, reading competency can provide economic can
provide economic opportunity, social status, personal pleasure, and self-respect.
Reading consist of two major components, recognizing and analysing words,
often referred to as decoding, and understanding words and ideas, and ideas, often
called comprehension. Thus, reading is a combination of being able to able to
recognize or analyse words almost instantly and to understand what the words mean
when they are strung together in a sentence, a paragraph or a longer passage.
The issues of child’s poor academic performance revealed various
explanation: Physical Problems=poor eyesight, defective hearing and malnutrition,
Language problem-refer to children with difficulty in uttering words, insufficient
vocabulary, and environment problems=denote poor background knowledge of the
subject of which parents failed to set examples in reading their children, merely
shown in the child’s concrete evidence. There are observational solutions applied to
 Department of Education
Region X
Division of Misamis Oriental
District of Jasaan South
LUZ BANZON INTEGRATED SCHOOL
School ID: 501250

the aforementioned issues, dozens are believed to need effective and helpful and
merely contributed in solving the arising problems of child’s learning processes.

CONCEPTUAL FRAMEWORK:

Persons involved in the Reading Program, Their Role and Function:

1. District Supervisor- to supervised in the implementation of the reading program

2. Principa/School Head- to monitor the implementation of the reading program in

the school.

3.Teachers- to conduct/ implement the reading program for the pupils in their grade
level.To inform the parents of the pupils about the program.

4. Parents- to coordinate with the teacher of their children and follow-up the reading
habit of their children at home.

5.Stakehodlers-to assist teachers and help children of their reading skills.