Action Plan in Reading

Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OFFICE I PANGASINAN
BAYAMBANG II
ACTION PLAN ON LITERACY INSTRUCTION

S.Y. 2022-2023
ISSUES/
PROPOSED INTERVENTIONS OR
CONCERNS SOURCES OF Technical Assistance
PROGRAMS TIME PERSONNE
/CHALLENGES IN FUNDS /Support needed from the
(Provide a brief description of the FRAME L INVOLVED
THE TEACHING (Only if funded) Higher Governance Level
intervention or program)
OF READING
Reading program Reading Buddy System Year Principal/ MOOE or other Intensify coaching, guiding and
continuity Round MT In- Local Funds empowering the learning
This is to encourage independent readers to Charge, facilitators and
make a difference by helping another student Head Regular /Constant monitoring
improve reading comprehension and skills. Teacher of the program/activities
Teachers,En
Reading materials will be provided by the glish
school. Teacher,
Learning
Facilitators/
Parents
Lack of parent’s Project RIPE Year Principal/ MOOE or other Intensify coaching, guiding and
cooperation Reading Intervention through Parent Round MT In- Local Funds empowering the learning
Empowerment Charge, facilitators and
Empowering Head Regular /Constant monitoring
Document Code: SDO1P-FR001

Address: Alvear St. Lingayen, Pangasinan
Revision No.: 01
Telephone No.: (075)-522-2202
Page No.: Page 1 of 9
Email:pangasinan1@deped.gov.ph
Effectivity Date: 12-09-2019
Region I
BAYAMBANG II
Parent/Home Regular/constant communication between Teacher of the program/activities

Learning Facilitator the teachers and the parents is a must Teachers,En
especially in this new normal situation. The glish
parents will be asked if they would be willing Teacher,
to have their child participate in the reading Learning
program of the school. The school will provide Facilitators/
the necessary reading materials and assign Parents
reading tasks to the students. The parents will
be asked to monitor their children and listen
to them while reading. The parents will
provide guidance and report to the teacher if
the learner is having any difficulties with the
assigned task.
Provide Content Based Instructional (CBI)

materials which integrate reading skills across
learning areas in order to improve and
enhance the reading skills of learners and at
the same time increasing their level of
performance in these learning areas
Hesitant Learners in Transition Reading from Choral to Year All subject None Regular/Constant monitoring of
participating in Individual Reading in Face-to-Face Round teachers the program and activities
reading activities Classes

Revision No.: 01
Telephone No.: (075)-522-2202
Region I
BAYAMBANG II
Subject teachers will be asked to refrain first

from doing individual reading when starting
the class. Transitioning from choral reading to
slowly minimizing the number of readers may
slowly help the learners adjust their hesitation
to read since they will be led first by their
classmates.
Prepared by: Reviewed by: Approved by:
JOLIAN F. AGUSTIN CONCEPCION P. MALICDEM CONFUCIOUS T. CRISTOBAL

Reading Teacher (SHS) English Teacher III Principal IV

Revision No.: 01
Telephone No.: (075)-522-2202
Region I
BAYAMBANG II
Prepared by: Checked: Reviewed: Recommending Approval: Approved:
JOLIAN F. AGUSTIN XENIA D. PIAPA CRUZ MARY JOY C. AGSALON, EdD CARMINA C. GUTIERREZ, EdD ELY S.
UBALDO, CESO VI
District English Reading Coordinator School Head-in-charge Public Schools District SupervisorChief, CID OIC-SDS

Revision No.: 01
Telephone No.: (075)-522-2202
Region I
BAYAMBANG II
TRANSITION READING PROGRAM IN GRADE 12 HUMSS

(S.Y. 2022-2023)
Main Issue/Concern/Challenges in the Teaching of Reading: Hesitant Learners in participating in reading activities
MINOR
ISSUES/CONCERN SOURCES OF Technical Assistance
Stage/Phase of the Program TIME PERSONNEL
S /CHALLENGES FUNDS /Support needed from the
FRAME INVOLVED
IN THE TEACHING (Only if funded) Higher Governance Level
OF READING
Pre-Assessment Stage. August Reading None Regular/Constant monitoring of
2022 Teacher the program and activities
During this stage, the learners undergo an
assessment to determine what stage of
reading they are in. Once the reading stage of
the learner has been determined, the learners
will be asked if they would be alright in
reading as a whole class first. All the learners
will be encouraged to participate in this stage.
Choral Reading Stage. August All subject None Regular/Constant monitoring of
2022- teachers the program and activities
Learners enrolled in the reading program will Septemb
be reading altogether. This stage of the er 2022

Revision No.: 01
Telephone No.: (075)-522-2202
Region I
BAYAMBANG II
program targets to create a relaxed

atmosphere among the learners after going
through the same experience in reading
whether they are tagged as strugglers or
advanced readers.
This stage starts first with a list of two-syllable

words. After getting comfortable with their
classmates in reading as a class, they will
then be practicing reading altogether short
sentences and paragraphs together while
studying in other subjects.
Flaw:
Other teachers find this method of choral
reading as noisy, unorthodoxed and unruly
especially if there are learners who have
behavioral problems that shows when taking
a task as a group. Note that this stage’s
target is to let learners relax within the class
they belong and not to read proficiently as of
yet.
Peer/Small Group Reading Stage. October All Subject None Regular/Constant monitoring of

Revision No.: 01
Telephone No.: (075)-522-2202
Region I
BAYAMBANG II
At this stage, the learners will now be 2022- Teachers the program and activities
grouped into four or five members with each January
group containing at least one advanced or 2023
good reader.
Advanced passages will be assigned for each

group assigned with simple questions from
the selection. Although there will be an
advanced learner for each group, he or she
will only act as a guide and will not shoulder
the responsibility of answering for the whole
group. The reading commences and will be
performed as a group but answering the
questions will be done individually. Content
of the reading passages can be extracted
from lessons. Thus, this stage of reading can
be done in all subjects where the teachers
include the learners in the discussion proper.
Flaw: Oral group reading may reveal the

voices from learners who have a hard time
reading. Without proper guidance from the
teacher, the learners may start again to shy

Revision No.: 01
Telephone No.: (075)-522-2202
Region I
BAYAMBANG II
away from reading even though they have

already mustered courage on the first stage.
Since there will be lesser voices here and
each group will have a good/advanced
reader, teachers should take note and study if
the good/advanced learners are really
assisting their groupmates.
Partner Reading Stage February- Reading None Regular/Constant monitoring of
During this stage, the learners are partnered April Teacher the program and activities
with another student who have a higher level 2023
in reading skills. The higher-leveled learner Consultation from the other
will teach the lower-leveled learner how to teachers if there are less
read complicated words and decipher the available advanced/god
message within the text. readers.
Individual Reading Stage. May-July Reading None Regular/Constant monitoring of
This stage will only be raeched by the 2023 Teacher the program and activities
learners if they have acquired a good grasp of
wide vocabulary and can already answer the
basic questions fromt passages and essays.
This is considered the least stage of the
reading program and is considered the level
of comprehension skill that the learners have
basically developed.

Revision No.: 01
Telephone No.: (075)-522-2202
Region I
BAYAMBANG II
Prepared by: Assessed by:

JOLIAN F. AGUSTIN CONFUCIOUS T. CRISTOBAL
Teacher II Principal IV

Revision No.: 01
Telephone No.: (075)-522-2202

Action Plan in Reading

Uploaded by

Document Information

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

Action Plan in Reading

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

ACTION PLAN ON LITERACY INSTRUCTION

Document Code: SDO1P-FR001

Parent/Home Regular/constant communication between Teacher of the program/activities

Provide Content Based Instructional (CBI)

Document Code: SDO1P-FR001

Subject teachers will be asked to refrain first

Prepared by: Reviewed by: Approved by:

JOLIAN F. AGUSTIN CONCEPCION P. MALICDEM CONFUCIOUS T. CRISTOBAL

Document Code: SDO1P-FR001

Prepared by: Checked: Reviewed: Recommending Approval: Approved:

Document Code: SDO1P-FR001

TRANSITION READING PROGRAM IN GRADE 12 HUMSS

Document Code: SDO1P-FR001

program targets to create a relaxed

This stage starts first with a list of two-syllable

Document Code: SDO1P-FR001

Advanced passages will be assigned for each

Flaw: Oral group reading may reveal the

Document Code: SDO1P-FR001

away from reading even though they have

Document Code: SDO1P-FR001

Prepared by: Assessed by:

Document Code: SDO1P-FR001

You might also like