Republic of the Philippines

Department of Education
Region V
SCHOOLS DIVISION OFFICE OF CAMARINES SUR
BUHI NORTH DISTRICT
IRAYA ELEMENTARY SCHOOL

LRCP ACCOMPLISHMENT
REPORT

The Department of Education, Regional Office No. V through the Curriculum and Learning
Management Division, shall already start with a series of activities that will ensure the smooth and
timely implementation of significant programs, projects, and activities along Region V’s Learning
Recovery Plan in Literacy and Numeracy.

For School Year 2022-2023, priority will be given to the learning needs in the early grades
(Grades 1 to 3) by putting in place the 8-Week Learning Recovery Program in Literacy and
Numeracy. In connection with this, teachers implement their best practices to support the program.

For the Pre-8 Week curriculum here are the best practices implemented:

1. In order to become familiar with each letter, each student in my class will write those letters in the
air and on their homemade whiteboard as I introduce the alphabet phoneme by phoneme and sample
images for each letter.
2. My children count using their hands, sticks, and stones, draw the numbers on their homemade
whiteboards, and I sing the numbers 1 through 10 to them as they become familiar with each one.
3. After the lesson, there is a follow-up activity to complete at home and in class.
4. Offer letter-writing practice worksheets.
5. Give each student a sheet of practice writing numbers.
6. As tools for instruction, offer letters and numbers.
7. It's fun to read. Before leaving for home, students must read a few words as part of their exit
assignment.

8. Give each of my students a copy of the math, English, MTB, and Filipino worksheets. Download
and print eye-catching items that correspond with my teachings.

9. Give them copies of books on topics like the Fuller Approach and the Claveria Technique.

10. Implement I Do, They Do, We Do explicit teaching.

11. Teach children to write their names and other essential information in standard form.

12. Encourage them to practice counting from 1 to 100.

13. Encourage them to become accustomed to the alphabet's sounds and names.

14. used ICT to teach the students, such as downloading films and music appropriate for the
student’s levels.

15. Offer differentiated worksheets and activities.

16. Printing vibrant instructional materials will help to capture students' interest and attention.
There is no denying that there is room for improvement in the reading, writing, and math skills of
students even after the adoption of the 8-Week Curriculum. Additionally, these procedures were
used:

1. While focusing mainly on individuals who require assistance with reading, writing, and the
recognition of phonemes as well as numbers and letters, some tasks are given to those who are
developing their skills.

2. Have a quick read before leaving for home.

3. Offer them challenges appropriate to their skill level.

4. Assemble reading materials that all students can use at home.

5. Provided appropriate activities, such as further examples and worksheets, after assessing and
determining the learning levels of the class.

6. "Leaving no one behind" method was used.

7. giving a student who is still in F one-on-one or peer tutoring.

8. Encourage the students to read aloud so I can identify their areas of difficulty.

9. Encourage the learner to read aloud as often as they can.

10. Reading materials and activity sheets are continuously distributed to the students to complete at
home.

The support of our stakeholders is still needed to improve the quality of learners that we have
in Iraya Elementary School.

Prepared by:

MARIA KHRISTINA B. BONGALA

Class Adviser

Noted by:

RENE HOMER M. FLORES

Principal
 Republic of the Philippines
Department of Education
Region V
SCHOOLS DIVISION OFFICE OF CAMARINES SUR
BUHI NORTH DISTRICT
IRAYA ELEMENTARY SCHOOL

NARRATIVE REPORT IN
8-Week Learning Recovery Program in Literacy and Numeracy

Introduction:

This narrative report provides a summary of the reading and math intervention activities that were
conducted within the designated time. This intervention's main goals were to close learning gaps and
improve students' literacy and numeracy abilities. The report gives a thorough explanation of the
intervention tactics used, the results seen thus far, the difficulties faced, and the intervention's overall
effects.

Background:

The intervention program was conducted in our school for students in grades 1-3. The targeted
participants were students from varied backgrounds, ranging from grades 1 to 3. The need for this
intervention arose due to the identification of significant learning difficulties among the students,
particularly in reading comprehension and numerical problem-solving. This narrative report provides a
summary of the reading and math intervention activities that were conducted within the designated
time.

Intervention Strategies:

Pre-assessment: A comprehensive assessment was conducted at the beginning of the intervention to

identify the specific areas of weakness and individual learning needs of each student.

Targeted Instruction: Based on the assessment results, customized instructional materials and
strategies were developed to address the identified gaps. The intervention focused on improving
reading comprehension skills, vocabulary development, and numeracy proficiency through
differentiated instruction.

Small Group Sessions: Students were divided into small groups to facilitate more personalized
instruction and targeted support. These sessions allowed for individualized attention, peer
collaboration, and focused skill-building activities.

Multi-Sensory Approaches: To engage students and cater to different learning styles, a variety of
multi-sensory approaches were utilized. These included interactive games, hands-on activities, visual
aids, and technology-based learning tools.

Progress Monitoring: Regular assessments and progress monitoring were conducted throughout the
intervention to track the improvement of each student. This helped to evaluate the effectiveness of
the strategies employed and make necessary adjustments to the intervention plan.
Results and Impact:

The intervention program yielded significant improvements in both reading and numeracy skills
among the participating students. The pre-and post-assessment data showed a noticeable increase
in reading comprehension levels, vocabulary knowledge, and numeracy proficiency. Students
exhibited enhanced confidence, motivation, and a positive attitude toward learning.

Challenges and Lessons Learned:

While the intervention program achieved positive outcomes, several challenges were encountered.
Limited resources, including instructional materials and technology, posed difficulties in delivering the
intervention effectively. Additionally, coordinating schedules and ensuring regular attendance of
students proved challenging. However, through proactive collaboration and resourcefulness, these
challenges were mitigated to a considerable extent.

Conclusion:

The intervention program in reading and numeracy proved to be a valuable initiative in addressing
learning gaps and improving the skills of the participating students. The customized strategies, small
group sessions, and continuous progress monitoring contributed to their overall growth and
development. The intervention not only enhanced their academic performance but also fostered a
love for reading and numeracy, enabling them to become confident learners. It is recommended that
similar interventions be implemented on a broader scale to benefit more students and create a
positive impact on education as a whole.