Reading Spring Entry

Presents
PAGBASA
L.A.P.I.D.A.
TUTEES/BENEFICIARIES PROGRAM
(Learning Across Performances with
Intensified Deliberating Actions)
(Read at Home 2021-2022)
JIMMYLITA MANGGARON
Volunteered Tutors (Teacher/Church Leaders/ Alternate Reading Coor
Parents/Para-teacher/Students)
VILMA A. GAMILLA
School Reading Coor.
FREDGIE P. PASCO
PSDS Alabel 3
TITO D. MASLOG
1|Page School Principal
Republic of the Philippines
Department of Educaon XII
DIVISION OF SARANGANI
Alabel 3 District
MARY GRACESCHOOL
SPRING INTEGRATED F. RIVERA
District
Spring, Alabel, Reading
Sarangani Coor.
Province
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Alabel 3 District
SPRING INTEGRATED SCHOOL
Spring, Alabel, Sarangani Province
Table of Contents
ACKNOWLEDGEMENT 4-5
Background Implementation 6-7
BASE LINE DATA PRESENTATION
School Reading Inventory of Learners
Reading Level according to their Grade level
PHIL-IRI Report S.Y 2020-2021-----------------------------------------------7-8
Distribution of Number of Learners as

Beneficiaries by Grade Level 8-9
Distribution of Non-Readers in Spring

Integrated School by Grade Level-----------------------------------------------9-10
Distribution of Frustration Learners in Spring

Integrated School by Grade Level----------------------------------------------10-11
Distribution of Instructional Learners in

Spring Integrated School by Grade Level------------------------------------11-12
No. of frustration in Word Recognition (Pre-test) and

No. of frustration, instructional, independent
in Reading Comprehension (Pre-Test)-------------------------------------------12
INNOVATIONS, INTERVENTION AND STRATEGY--------------------------------13

PRE, DURING AND POST IMPLEMENTATION---------------------------------14-17
Best Practices and Stories 17-24
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School Community Partnership 25-28
SIGNIFICANT CHANGES AND STORIES------------------------------------------29-31
OTHER IMPORTANT ATTACHMENTS

Brigada Pagbasa PRE AND POST Schedules
and List of Activities 32
List of Brigada Pagbasa Home-Based Tutorial
Facilitating Teachers, Tutors and Instructional Time----------------------33
PROFILE OF THE BENEFICIARIES/TUTEES

AND THEIR RESPECTIVE TUTORS AND FACILITATING
TEACHERS 34-38
Parents Consent both Tutor and Tutee------------------------------------39-41
Attendance 42
MOU, MOA, Letter 45-46
OTHERS
SCHOOL READING ORGANIZATIONAL CHART
DURING THE BRIGADA PAGBASA 2021—------------------------------------------47-48
Goals, Object and Action Plan 49
CD for Videos 50
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ACKNOWLEDGEMENT
First and foremost, praise and thanks to God Almighty for His showers of
blessings throughout the first and second quarter of Read at Home
implementation program.
As the school reading Coordinator and the rest of the team, we would like
to express our deep and sincere gratitude to the people behind this activity.
To our school Principal, Sir Tito D. Maslog for supporting us in this noble
service. It was a great privilege and honor to work under his guidance.
To our District Reading Coordinator, Ma’am Mary Grace F. Rivera, MT-1
who guided us all the way and has given us a lot of motivation to do this task.
To Sir Arbert B. Lanchita, T-2, Senior High School Coordinator, for
helping us in editing and finalizing this comprehensive report.
To our Barangay Local Government Unit who gave us the permission to
teach children at their respective puroks and used their purok halls for our venue
of reading.
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To all our facilitating teachers thank you so much for your time and effort you have
rendered in your respective puroks to make this reading program a successful one.
We would also like to thank Spring Baptist Church and Senior Citizen office
for sharing their venues with us. It was a blessing indeed for our tutees to use your
buildings.
We are extending our heartfelt thanks to all the parents for their love,
prayers and sacrifice for sending their children to Purok halls and churches in
order to improve their reading abilities.
We are also grateful to all the tutor-volunteers for their willingness, passion
to teach and shared their talents and skills to our tutees.
To all our tutees, we salute you all for the support, time and interest you
showed to make this reading program a memorable one.
To all of you, our deepest gratitude for partnering with us on this important
event.
Vilma A. Gamilla, T-1
School Reading Coordinator
Spring Integrated School Teacher Facilitators
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Narrative Report
Having the ability to read is one of the most essential skills to possess
because it affects so many aspects of daily living.
According to the authors of English Expressway Book, reading is

fundamental to function in today’s society; it is a vital skill in finding a good
job and is important because it develop one’s mind.
It is a magical thinking to believe Emig (1983) viewpoint of teaching that the
pupils learned because we teach and one of the important skills that needs to
be developed in children is Reading. It can open up new worlds and enrich
lives.
Based on Spring Integrated School (SIS) Philippine Informal Reading
Inventory (Phil-IRI) Pre-Test school year 2021-2022, 146 pupils were non-
readers and 150 learners belong to frustration readers. In secondary level
specifically in JHS learners were 40 belong to frustration out of 153 learners.
With this figure, there is a need to intervene these children who have
difficulties in reading. The school conducted its newly introduced intervention
shortly known as PAGBASA L.A.P.I.D.A. (Learning Across Performances with
Intensified Deliberating Actions) in support to the reading skills development
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advocacy among Sarangan learners or the “Bawat Bata Bumabasa” initiative of
the Deped Sarangani in general despite of the current pandemic.
This program was created to boost the development of reading and literacy of
our struggling readers during the COVID-19 pandemic. Spring Integrated
School supports the Read at Home Program using community based learning
modality to help attain that every child learns to read appropriately on grade
level.
This is a different reading package with the following features. (1.) Learners
with excellent reading abilities (JHS and SHS tutors) in support to elementary
and secondary struggling readers (2.) Parent Volunteers, SK official, Graduates
and College Students (Reading Volunteer Tutors) who are committed to
volunteer in serving young learners and assist them to develop their reading
skills and accomplishing their modules (3.) Learners as Beneficiaries
(Struggling Readers) were taught by (3 hours of sessions per day for twice a
week).
To ensure the effectiveness of the 2021-2022 Read at Home Program, the Division
office of Sarangani conducted a consultative meeting of District and School reading
coordinators. All District Reading Coordinators, District Heads, and Division

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Education Program Supervisors and Coordinators are directed to monitor and provide
technical assistance to the schools in their area of assignment. School Heads are
enjoined to plan ahead of time and orient their teachers, reading tutor volunteers and
parents with their activities and are asked to sign the contract (Parent Consent) on
their willingness to send their children to reading classes.
Willingness to send their children to reading classes.
A template is prepared. This include information of the name of the learners as
beneficiaries and their reading levels. Reading Volunteer Tutors, Teacher
Facilitators and Time/ Schedule. To make every learner a proficient reader Spring IS
partnership with the parents and community of Barangay Spring isand ut dedicated
to support evry struggling reader in every way as our teachers collaborate and work
together to identify the needs of our students and utilize best reading materials and
practices that accessible and responsive in the new normal.
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GOAL SETTING AND ASSESSMENT

School Reading Inventory of Learners Reading Level according to
their Grade level PHIL-IRI Report S.Y 2021-2022
Table 1 and Graph

NUMBER OF LEARNERS ENROLLED
Grade Level Frequency Percentage

Grade 1 79 14.03
Grade 2 58 10.30
Grade 3 63 11.19
Grade 4 73 12.97
Grade 5 57 10.12
Grade 6 75 13.32
Grade 7 84 14.92
Grade 8 74 13.14
Total 563 100
ENROLMENT
79 or 75 or 84 or
100 14.03 73 or 14.92 74 or
58 or 63 or 12.97 57 or 13.32 13.14
80 10.30 11.19 10.12
60
40
20
0
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Series 1 Column1 Column2

Table 1 and graph 1 shows the enrolment of Spring Integrated School
from Grades 1 to 8. For grades 1, 2 and 3, it has a total of seventy nine (79) or
14.03%fifty eight (58) or 10.30% and sixty three (63) or 11.19%
respectively.
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On the other hand, for grades 4, 5, 6, 7 and 6 it has a total of seventy
three (73) or 12.97%, fifty seven (57) or 10.12%, seventy five (75) or
13.32%, eighty four (84) or 14.92% and seventy four (74) or 13.14%
respectively. Enrolment has an over-all total enrolment of five hundred sixty
three (563) learners.
Table 2 and Graph 2

Number of Learners assessed and Beneficiaries by Grade Level
Grade Level Number of Learners as Percentage
Beneficiaries
Grade 1 79 23.51
Grade 2 47 13.99
Grade 3 42 12.50
Grade 4 51 15.18
Grade 5 37 11.01
Grade 6 40 11.90
Grade 7 18 5.36
Grade 8 22 6.55
Total 336 100
Number of Lear ner s as Benefi ciar ies

90
79 or 23.51
80
70
60 51 or 15.18
50 47 or 13.99
42 or 12.50
40 37 or 11.01 40 or 11.90
30 22or 6.55
18 or 5.36
20
10
0
Table 2 and graph 2 shows the distribution of Learners as Beneficiaries
per grade level. For Grades 1 to 3, it has a total beneficiaries of seventy nine
(79), forty seven (47), and forty two (42) which equals to 23.51%, 13.99%
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and 12.50%
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Moreover, for grades 4 to 8 it shows that there were fifty one (51) or
15.18%, thirty seven (37) or 11.01, forty (40) or 11.90, eighteen (18) or 5.36%
% and twenty two (22) or 6.55% respectively. Over-all, there were 336 learners
as beneficiaries.
Table 3 and Graph 3

Distribution of Non-Readers in Spring Integrated School
by Grade Level
Grade Level Non-Readers Percentage

Grade 1 77 52.74
Grade 2 17 11.64
Grade 3 16 10.96
Grade 4 15 10.27
Grade 5 12 8.22
Grade 6 9 6.16
Grade 7 0 0
Grade 8 0 0
Total 146 100
D i s t r i b u ti o n o f N o n - R e a d e r s i n S p r i n g I n t e g r a t e d
S c h o o l b y Gr a d e L ev el
100
77 or 52.74
80
60
40 17 or 11.64 16 or 10.96 15 or 10.27 12 or 8.22
20 9 or 6.16 0 0
0
Table 3 and Graph 3 shows that distribution of Non-Readers per grade level.
In the data, it has a non-readers of seventy seven (77) or 52.74 percent,
seventeen (17) or 11.64%, sixteen (16) or 10.96 percent for grades 1, 2and
3 while for grade 4 to 6 has fifteen (15) or 10.27 percent, twelve (12) or 8.22 %
and nine (9) or 6.16 percent. For Grades 6 and 7 it has none non-readers.
Distribution of Non-Readers in Spring Integrated School by Grade Level has a
total of 146.
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Distribution of Frustration Learners in Spring Integrated School

by Grade Level
Table 4 Graph 4
Grade Level Frustration Learners Percentage

Grade 1 2 1.05
Grade 2 30 15.79
Grade 3 26 13.68
Grade 4 36 18.95
Grade 5 25 13.16
Grade 6 31 16.32
Grade 7 18 9.47
Grade 8 22 11.58
Total 190 100
Distr ibuti on of Fr us tr ati on Lear ner s

in Spr ing Integr ated School by Gr ade
Level
40
36 or 18.95
35
30 or 15.79 31 or 16.32
30
26 or 13.68 25 or 13.16
25 22 or 11.58
20 18 or 9.477
15
10
5 2 or 1.05
0
Table 4 and graph 4 shows the distribution of Frustrations Learners per grade
level. The data indicates that for grades 1, 2 and 3, there were thirty (30) or 15.79%,
twenty six (26) or 13.68% and thirty six (36) or18.95% number of frustration
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readers
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It shows also that for grades 4, 5, 6 and 7, the number of frustration
learners were twenty five (25) or 13.16%, thirty one (31) or 16.32%, eighteen
(18) or 9.47 percent and twenty two (22) or 11.58 percent. It has a total of
(190) number of frustration learners.
Table 5 and Graph 5

Distribution of Instructional Learners in Spring Integrated School
by Grade Level
Grade Level Instructional Learners Percentage

Grade 1 0 0
Grade 2 6 3.61
Grade 3 16 9.64
Grade 4 16 9.64
Grade 5 18 10.84
Grade 6 34 20.48
Grade 7 36 21.69
Grade 8 40 24.09
Total 166 100
Distr ibuti on of Ins tructi onal Lear ner s

in Spr ing Integr ated School by Gr ade
Level
50
40 or 24.09
40 34 or 20.48 36 or 21.69
30
20 16 or 9.64 16 or 9.64 18 or 10.84
10 6 or 3.61
0
0
Table 5 and graph 5 shows the distribution of Instructional learners by
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grade level. It indicates that for grades 1, 2 and 3 has zero (0), six (6) or 3.61

Alabel 3 District
Percent and sixteen (16) or 9.64 percent instructional readers while for
grades 4, 5, 6, 7 and 8 has a total of sixteen (16) or 9. 64 percent, eighteen
(18) or 10.84 percent, thirty six (36) or 21.69 percent and f o r t y (40) or
24.09%. Distribution of Instructional Learners in Spring Integrated School
by Grade Level has a total of 166 learners.
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INNOVATION, INTERVENTION AND STRATEGY
Differentiated Instruction, Activities and Strategies in the Conduct of

Read at Home
Differentiated Reading Target Learners
Activities/Strategies
Phonological Awareness and Alphabet Grades 1-8 Non-readers to Instructional
Knowledge Learners
(Alphabet Recognition, Letter Sounds,
Blending Sounds, Finding Initial/Final
Sound, Individual Sounds and Words,
Matching Picture to Words/Sound
Letter, Rhyming Words)
(Week 1-Day 1-4) Pre-Test was
conducted
Word Recognition Grades 1-8 Non-readers to Instructional
Word families and Sight Words Learners
(Week 2-Day 5-6) Pre-Test was
conducted
Vocabulary Development Grades 1-8 Non-readers to Instructional
Text Talk, Synonyms and Learners
Antonyms/Prefixes and suffixes
(Week 3- Day 7-9)
Fluency Grades 1-8 Non-readers to Instructional
Model fluent Reading, Oral Reading, Jazz Learners
Chants
(Week 4-Day 10-12)
Reading Comprehension Grades 1- Non-readers to Instructional
“Chop”, “The Bee” and “First Day of Learners
School”
(Week 5-Day 13-15) Post-Test was
conducted
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DURING PRE-IMPLEMENTATION ACTIVITIES
Spring Integrated School with stakeholders' involvement implemented
school level home-based reading program
intervention aligned with the Division
guidelines on the Read at Home
Implementation. The
implementation of the program started
with the identification and mapping of target Sir Tito Maslog, school principal of Spring IS
Alabel 3 conducted an orientation of the
beneficiary learners based on the Phil-IRI implementation of Read at Home 2021-2022
to tutor volunteers.
Pre-Reading assessment result for S.Y.
2021-2022.
Before the conduct of the said program we had on-site and virtual planning,
orientation, and coordination meeting with the
school principal Sir

Tito D. Maslog, school
reading coordinator
headed by Ma’am
Vilma Gamilla
together with
thirty-two (32)
Facilitating Teachers ,
thirty-six (36) Tutor
Volunteers|
During online follow-up (pre implementation) and onsite meeting (f2f) for finalizing the
programs to both teachers and tutor volunteers
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And eight (8) Purok Chairmen of Barangay Spring, Alabel Sarangani Province.
THE IMPLEMENTATION OF READ AT HOME PROGRAM

Tutor- Volunteers applied face to face during
the conduct of reading sessions with proper safety
health protocols. Venues for reading sessions
include Purok halls, church, Senior Citizen Office
and other well - ventilated
areas. Before the reading session all learners were
advised to sanitize and required to wear their
facemask every time they will go to the venue. Learner Tutees observed health
protocols before reading
engaged to reading related activities for at least session.
three hours a day, twice a week for three (3)
mon ths.
Pre reading assessment conducted from the
beginning thru reading assessment and we
identified interventions.
The Journey of Read at Home program filled
with so much fun learning and applied best practices
activity thru reading and identifying words, CVC,
dancing and singing action songs, reading
Tutees were singing songs and remediation, fun filled educational games,
identifying basic words
storytelling and asking
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questions, and they were able to catch up with their fellow learners. Learning
continues even at their respective houses.
Tutor volunteers also conducted one on one reading with the used of
reading remediation learning materials given by the division reading
specialists headed by sir John Gerson P. Constantino our
alternate division reading coordinator and teachers
school innovative materials. Follow up by reading
stories and asking questions.
The reading capacity of non-reader from
Barangay Spring, Alabel
Sarangani Province was This was during the one-on-one

evaluation to the tutees.
monitored and evaluated
and we address their reading level and conduct technical
assistance. It continues with a success deliberation with
the help of our school
principal, fellow teachers, dear tutor volunteers and ever active stakeholders.
Spring Integrated School is very much thankful for this kind of opportunity
despite of the presence of COVID-19 Pandemic we are facing the education still
continues with the help of Read at Home Program. We all felt their willingness and
active participation during our class and even our dear parents were very happy
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because of this program. Our vocation as a teacher to impart knowledge still
continue for the improvement of the reading status of our learners from non-
reader to star reader.
One of the highlights during the tutorial session were the things I shared
to my tutees. Herewith are some of the pictorials during the reading tutorial
sessions.
ONE ON ONE READING!

I tried to have one on one reading to them and
even extending our time just to cope up
reading simple words. I let them take note the
things that we discussed and familiarize it in

One on one reading with Ma’am
Jinky Manfredo BEED LPT, one of their respectively houses. I was so thankful to
the tutors
know that they could remember it when we
will be having our next sessions. Even their
parents were happy because of this program
where learning is still continues despite of the
pandemic that we are facing today.
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This time I was so excited to read a
story to them. The tutees were just
listening while I am reading the
story. It seems that they were
serious and willing to learn. After

Merry Grace Enderez (a Volunteer-Teacher) conducted a
storytelling to the group of tutees . reading, I asked some questions in
order for me to know if they understand the story. They were excited to answer
my questions and I feel so happy that they participated well in answering motive
questions
ENERGIZER
Before we started
the tutorial
sessions, we
decided to have
an energizer with
the tutees.
Purok 2 Tutors conducted an energizer before reading sessions.
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MAKING OF INSTRUCTIONAL
MATERIAL AND OTHER
TUTORING AID
Teachers were making customized
instructional materials to be used
during the tutorial sessions. Some of
the materials used were borrowed from
the
Republic of the
Republic of
the Philippines
Teacher Vilma Gamilla and Teacher Lanie Sucal were of
Department
making Intructional Materials. Educaon XII
DIVISION OF
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SARANGANI
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OTHER
INSTRUCTIONAL
MATERIALS
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MERIENDA: Sponsored by
Spring Baptist Church
Volunteered parents were

preparing merienda for
volunteered tutors
and tutees. This was
sponsored by Spring
Baptist Church as
part of their ministry
which is to support
the reading program
of the school.
COURTESY CALL TO THE PUROK

OFFICIALS AND CHURCH LEADERS
Maam Ednelyn Sucal (Teacher of Spring IS

and part of the RAVE for Kids program of
their church) and the rest of the
reading volunteers asking permission from
the church leaders to use the church as the
venue for the reading
session.
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PANAGHAP SA KABATAAN
Maam Agnes Mamalumpong and Sir

Jimilou Banda (both a Para-Teachers)
conducted an intensive information
dissemination regarding the identified
tutees in the conduct of Brigada Pagbasa
2021. They oriented the tutees regarding the
possible benefit of the program especially on
their reading skill.
CHORAL READING
Teacher Maam Vilma A.

Gamilla- the school
Reading coordinator,
giving the piece to be
used during the choral
reading of the tutees.
This activity helped the
tutees not just to
sharpen their reading
ability and skill but also to promote teamwork and building friendship among
their co-tutees.
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TESTIMONIES: THE MIRROR OF THEIR EXPERIENCES
MY STRENGTH DURING
TUTORIAL SESSIONS:
I am good in story telling where I can
catch the attention of the learners to
listen to me. I have done several
demo teaching in our school and it

Enjoy Melody M. Sucal-(a para teacher)- She
conducted intensive reading to the tutees. serves as my foundation to face a
variety of
learners. I gave my best that I can so that my tutees can learn within that period
of time. I always make sure that every session that we have is a fruitful one.
MY WEAKNESS DURING TUTORIAL SESSIONS:

I admit that sometimes I got angry especially when they are so noisy and talkative
because I want them to pay attention at all times for a better retention of understanding.
“Nindot kayo ni nga proram sa DepEd tungod kay ang mga bata maka learn
gihapon ug pagbasa bisan paman nay barrier sa education tungod sa pandemic nga
atong gina-agian karon’.
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We were really thankful for the opportunity to become one of the tutor volunteers in
Spring Integrated School because we can showcase our knowledge and skills to the
learners. We really enjoyed
every teaching sessions
that we have because
teaching was our passion
since we were young. We
love talking to the kids and
at the same time we felt
pity to those who are
struggling in reading. We
Jimilou S. Banda (Para-Teacher)-During the distribution of teacher noticed their eagerness to

materials and tutees IMs. And also meeting of tutors and Tutee
learn on how to read.
This activity gave us good teaching experience that we can use in our future
profession. We knew that we need a lot of experiences in this teaching field. We
need to learn more on how to handle learners with different learning styles.
Through this program, it expands my capabilities and skills in teaching
learners.
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Reading and Values Education (RAVE) for Kids
A religious organization recognized by the school as partner in
implementing the intensive reading program of the school. Its primary goals are
teaching reading and values to the kids to divert the interest of the tutees into
something valuable and develop the values of knowing and loving GOD and
learning to read and embrace reading through songs, memory verses and stories
that are interrelated. This program implemented through the following
strategies:
 Memorizing Verses
 Singing Christian Songs
 Bible Storytelling
RAVETS are those volunteer-tutors who assist learners in word
recognition reading comprehension using
the following strategies: Introduction,
Presentation, Explanation, Application
and Repetition through review games
and verse memorization. Stories in the
Bible imparted through Introduction,
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Progression of events, Climax, Conclusion, Invitation, Prayer and Review
questions.
Sping Baptist Church Leaders

commissioning RAVE for Kids
RAVETS as tutor-volunteers
Reading and values
Education Teachers/Tutors
or RAVET are the tutor
volunteer of Spring Baptist
Church Kids Ministry RAVE
for Kids. They provided 9
Ravets and 3 parent
members as volunteers. The
church allowed also their
building to
be used as venue with a
budget donation for tutees merienda during opening and closing program.
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SINGING CHRISTIAN SONGS AND SESSION PRAYER
One of the objectives of the RAVE kids is to divert the interest of the tutees into
something valuable
and develop the
values of knowing and
loving GOD and
learning to read and
embrace reading
through songs,
memory verses.
CHILD EVANGELISM FELLOWSHIP( RAVE

PARTNER, PROVIDING READING LESSONS
AND MATERIALS) ORIENTATION ON THE 12
WEEK LESSON
RAVE for KIDS WITH A HEART
Maam Arlene P. Gavilo one of the church
leaders and other church members Maam
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Lanie Sucal, Maam Ednelyn Sucal who were
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INSTRUCTIONAL PROGRAM
Schedule Mechanism
Differentiated Reading Activities/Strategies Target Learners
Phonological Awareness and Alphabet Knowledge Grade 1-8 Non-

(Alphabet Recognition, Letter Sounds, Blending Sounds, readers to
Finding Initial/Final Sound, Individual Sounds and Instructional Learners
Words, Matching Picture to Words/Sound Letter, Rhyming
Words) (Week 1-Day 1-4) Pre-Test was conducted
Word Recognition Grade 1-8 Non-

Word families and Sight Words readers to
(Week 2-Day 5-6) Pre-Test was Instructional Learners
conducted
Vocabulary Development Grade 1-8 Non-

Text Talk, Synonyms and Antonyms/Prefixes and readers to
suffixes (Week 3- Day 7-9) Instructional Learners
Fluency Grade 1-8 Non-

Model fluent Reading, Oral Reading, Jazz readers to
Chants (Week 4-Day 10-12) Instructional Learners
Reading Comprehension Grade 1-8 Non-

“Chop”, “The Bee” and “First Day of School” readers to
(Week 5-Day 13-15) Post-Test was conducted Instructional Learners
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GROUPING MECHANISM
List of Read at Home Tutorial Facilitating
Teachers, Tutors and Instructional Time
Facilitating Teacher/s Handled Tutor/s Arranged Time
VILMA A. GAMILLA AGNES M. MAMALUMPONG Monday -Tuesday

ELIZABETH B. CAMERO 8:00-11:00
JIMMYLITA MANGGARON NANCY V. ALONZO Monday -Tuesday

8:00-11:00
HONEY BABE L. CANOY MERRY GRACE ENDEREZ Monday -Tuesday

8:00-11:00
ARBERT B. LANCHITA JENNY ZONIO Monday -Tuesday

8:00-11:00
LOVELY JOY T. GABAYRON SHIELA MARIE P. LEOBERAS Monday- Tuesday

8:00-11:00
MARY GRACE F. RIVERA KATHERINE ABDON Monday-Tuesday

8:00-11:00
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ELEUTERIO A. CANOY NORIZA V. EHEDA Monday- Tuesday
8:00-11:00
NELSIE GRACE S. BUHAT MARCELIZA LAVA Monday- Tuesday

8:00-11:00
GENTE D. SUCAL RONALD COLBE Monday- Tuesday

1:00-4:00
ELVIE E. PANAREZ AURALYN T. MIER Monday-Tuesday

1:00-4:00
GERMIA B. CABANDA KIMBERLY CLAIRE Monday-Tuesday

MANATAD 8:00-11:00
MC JOURNY P. GONZALES AILENE RIVERAL Monday-Tuesday

8:00-11:00
EDNELYN SUCAL JAYVEE POLANGCOS Monday-Tuesday

8:00-11:00
ARLENE P. GAVILO ARLYN DELOSTRICO Monday-Tuesday

8:00-11:00
APRIL JOY DELOSTRICO JESSA T. BRASIL FRIDAY

8:00-11:00
GARRY B. RAMIREZ AGNES DELGADO FRIDAY

8:00-11:00
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EMMAN CALIAO JOVELYN BONGAN FRIDAY
8:00-11:00
GLENA PENAFIEL JESSA T. BRASIL FRIDAY

RELYN ORQUILLA 1:00-4:00
LANIE D. SUCAL AGNES DELGADO FRIDAY

JESSEL CABASIS 1:00-4:00
IRENE G.REYES JOVELYN BONGAN FRIDAY

1:00-4:00
ROSARIO NAYA JORCENEY PALAS Monday-Tuesday

8:00-11:00
GENERYL S. SOLATORIO MERILYN ALOWA Monday-Tuesday

8:00-11:00
LILIBETH B. GARCIA GENEVIEVE MANDOAN Monday-Tuesday

8:00-11:00
FELIZA S. VILLAN NERLYN TUSAN Saturday

JIMMYLOU BANDA 8:00-11:00
MARICEL O. BADAN JIORALYN PETEROS Monday-Tuesday

PURITA TUPAS 8:00-11:00
RONNA MAE PALALISAN JOEYLYN HABALUYAS Monday-Tuesday

AILENE KATE B. LUALHATI 8:00-11:00
37 | P a g e
LADY MAE LANTICSE EZIL MABATID Monday-Tuesday
RUSELA H. BATIL 8:00-11:00
JANICE B. LORANIA GERALDINE CARAMAT Monday-Tuesday

8:00-11:00
TITO D. MASLOG LENY MAE COMALING Monday-Tuesday

AURORA MAE ALVAIRA 8:00-11:00
JEREME SALAZAR JINKY MANFREDO Monday-Tuesday

8:00-11:00
38 | P a g e
Alabel 3 District
Spring, Alabel, Sarangani ProvincE
PROFILE OF THE BENEFICIARIES/TUTEES AND

THEIR RESPECTIVE TUTORS
Name of Tutor- Grade Level Name of Reading Grade

Volunteer of Tutors Tutees Level Level of
Handled Tutees
AGNES Para Teacher Shiela Marie T. Anog Needs Grade 1

MAMALUMPO Jenny P. Baranggian Intervention
NG Needs Grade 1
Aliah Joy Caling Intervention
Needs Grade 1
Rochelle Mae Layan
Intervention
Needs Grade 4
Intervention
MERRY 4TH Year BEED Stanley B. Camero Frustration Grade 1
GRACE Needs
ENDEREZ April Jane Espellogo
Improvement Grade 3
Harvie Caracotdacot Needs Grade 1

Intervention
Grade 1
Reymond C. Juliane
Frustration
NANCY V. 4TH Year BEED John Roy Stephen Needs Grade 1

ALONZO Cubong Improvemen
t Grade 3
Lianah Caling
Frustration
Reynalyn Juliane Grade 1
Frustration
James Brylle Layan Grade 2
Frustration
Grade 3
Mara Zonio Needs
Improvemen
39 | P a g e
t
SHIELA 4TH Year BEED John Mark Macion Frustration Grade 4

MARIE P.
LEOBERAS Ronna Mepranum
Frustration Grade 3
Sophea Tulib
Grade 1
Non –Reader
Rizzel Joy Pendaton
Frustration
Grade1
JENNY ZONIO BEED-LPT Jheian Albert Frustration Grade 1
Kean Andre
Frustration Grade 2
Salminang
Needs
Angel Mahinay Improvement Grade 4
Frustration
Jonalyn Macion Grade 4
Eman Dave Frustration

Grade 3
Hermosa
JESSA T. 3rd Year BEED Jhustin M. Galupo Needs Grade 5

BRASIL Improvement
Nathaniel Marcosa
Frustration Grade 6
Cheryl Mae Galvez Non-Reader
Needs Grade 1
Hannah Arnado Improvement
Grade 1
AGNES 3rd Year BEED Reynald Delgado Needs Grade 1

DELGADO Improvement
Juber Delgado
Non-Reader Grade2
Jovanne Delgado Non-Reader
Grade1
George Arnado Frustration
Grade 2
JOVELYN 3rd Year BEED Christian Dave Frustration Grade 3

BONGAN Arnado
Frustration Grade 6
Jeric Sistoso
40 | P a g e
Mark Anthony Frustration Grade3
Galvez
Frustration
Venice Raine V.
Grade 2
Gabriel
KIMBERLY 4th Year BEED Mar-Joben Loyao Frustration Grade 8

CLAIRE
MANATAD Jelyn Toraja
Frustration Grade 7
Wilfredo Sistoso Grade 8

Frustration
Josea Toraja Grade 7

Frustration
AILENE 3rd Year BEED Vanessa Solinap Frustration Grade 8

RIVERAL
Richelle Tammy
Frustration Grade 8
Javier Delgado
Grade 7
Frustration
JAVEE BEED LPT Aldrein Andraque Frustration Grade 8

POLANGCOS
Harby Maque
Frustration Grade 8
Rojhie Pales
Grade 6
Frustration
41 | P a g e
RONALD 3rd Year BEED Joseph Loquez Frustration Grade 5
COLBE
Sander Brylle
Frustration Grade 5
Casamayor
John Philip Grade 5

Frustration
Quirante
AURA LYN T. 3rd Year BEED Roen Lloyd Frustration Grade 3

MIER Alincionorin
Frustration Grade 3
Feljoy Alincionorin
Zylla Aseniero Grade 3

Frustration
Rayven Imbong Frustration

Grade 3
JORCENEY C. 4th Year BEED Estrael Tusan Non-Reader Grade 1

PALAS
Hazel Mae Sucal
Non-Reader Grade 1
Jeffrey Banda Non-Reader
Grade 1
Jeanly Mangalon
Non-Reader
Grade 1
MERILYN 4th Year BEED Kent Jade Alindajao Non-Reader Grade 1

ALOWA
Michelle Zonio
Non-Reader Grade 1
Queen Light Banda Grade 1

Non-Reader
Rishland Gentio Grade 5

Frustration
42 | P a g e
JORALYN 3rd Year BEED Ryan Andraque Non-Reader Grade 1
PETEROS
Pat Ramses
Non-Reader Grade 1
Bantaculo
Nelgyn Nemenio Grade 2

Non-Reader
Jake Lawrence Grade 1

Donal Non-Reader
JESSEL JHS Rodrigo Layan Non-reader Grade 5

CABASIS
Rea Pandian Non-reader Grade 4
RELYN L. JHS Reyn Mae Orquillas Frustration Grade 3

ORQUILLAS
Ana Rose Gallo Non-reader Grade 1
ELIZABETH B. Parent Alliana Camero Frustration Grade 1

CAMERO
Jonalyn Macion Frustration Grade 4
KC Macion Frustration Grade 3
43 | P a g e
NERLYN Parent Zephyra Fiev Tusan Non-reader Grade 1
TUSAN
Kezha Faye Tumbagahan Non-reader Grade 2
Krisphil Tusan Non-reader Grade 2
GENEVIEVE Parent Kenth Niel Mandoan Instructional Grade 2

MANDOAN
Non-reader Grade 2
Ailyn Jane Alindajao
Azen Isaac Tusan Non-reader Grade 2
JIMMYLOU PARA-Teacher Jover Colano Non-reader Grade 2

BANDA
Blessabeth Gioca Frustration Grade 4
Joezoar Colano Non-reader Grade 3
RUSELA H. BEED LPT Janila Quirante Frustration Grade 3

BATIL
John Rix Dupio Frustration Grade 4
Eliza Jane Defelix Frustration Grade 5
Warren Caracotdacot Frustration Grade 6
44 | P a g e
AILENE KATE 4th Year BEED Michelle Ann Non-reader Grade 2
B. LUALHATI Madrediños
Mariel Panilag Non-reader Grade 4
Xian Jay Andraque Non-reader Grade 4
Sun Shine Ewican Frustration Grade 1
MARCELIZA 4th Year BEED Janica Dinglas Non-reader Grade 1

LAWA
Arjun Dayalo Non-reader Grade 2
Rich Ivan Berandoy Non-reader Grade 2
Felven Rizardo Non-reader Grade 2
NORIZA V. 4th Year BEED Ian Jay Fajardo Non-reader Grade 1

EHEDA
Jhon Carl Maque Non-reader Grade 1
Ronel Layan Non-reader Grade 1
Precious Contorno Non-reader Grade 1
45 | P a g e
KATHERINE 4th Year BEED Mark Axel Ken Non-reader Grade 1
ABDON Cabasis
Rolando Pales Non-reader Grade 1
Aries John Juario Non-reader Grade1
Jovert Larañ o Non-reader Grade 1
LENY MAE 4th Year BEED Jessa Mae Pentogo Non-reader Grade 2
COMALING
Jivan Andraque Frustration Grade 4
Reynan Maque Frustration Grade 4
Robert Nemenio Non-reader Grade 3
JINKY BEED LPT Vandrex Nemenio Non-reader Grade 1

MANFREDO
Glenn John Canico Non-reader Grade 4
Adrian Dupio Frustration Grade 5
Carlito Umaya Non-reader Grade 6
AURORA MAE 3rd Year BEED Jelliane Dagangon Non-reader Grade 1

ALVAIRA
Jeizer Carael Non-reader Grade 1
Rodel Alicaway Non-reader Grade 1
Kevin Jacosalem Frustration Grade 4
46 | P a g e
GERALDINE 3rd Year BEED Renmart Rondina Non-reader Grade 1
CARAMAT Non-reader
Arthur Omongos
Grade 1
Comarck Alicaway Non-reader
Grade 2
Karen Joy Hermosa Non-reader
Grade 2
PURITA 3rd Year BEED Raiza Jhoy Non-reader Grade 1

TUPAS Cadayona
Dionisio Caracotdacot Non-reader Grade 1
Elijah Jay Caracotdacot Non-reader Grade 1
James Navarro Non-reader Grade 2
JOElYN 3rd Year BEED Nythan Hongoy Non-reader Grade 1

HABALUYAS
Jovil Laraño
Non-reader Grade 1
Joeden Maque Non-reader
Grade 1
Katelyn Andraque
Non-reader
Grade 1
EZIL A. 3rd Year BEED Queen Angel Non-reader Grade 1

MABATID Andraque
Non-reader Grade 1
Angel May Andres
Jeffh Caracotdacot Grade 3

Frustration
Ejay Dinglas
Frustration Grade 4
47 | P a g e
Alabel 3 District
INSTRUCTIONAL PROGRAM
INSTRUCTIONAL MATERIALS UTILIZED
Alphabet Chart Words help in

learning and recognizing
alphabets easily by associating
the alphabet with the pictures of
objects starting with that letterS.
Story books for kids

help kids learn to read
and make excellent
stories
48 | P a g e
Alabel 3 District
Initial sound
picture cards
use in all sorts of
phonics games
and activities
Teacher's Guide
Module in
Reading for
developing
learners reading
skills
49 | P a g e
Tutoring Activities
Laminated Reading
Materials for use by
tutors in coaching
struggling readers
Sight word
fun.
popsicle sticks
make learning and
practicing sight
words
50 | P a g e
Word Family
Chart make
spelling and
identifying
worda easily
Upper and
Lower Case
Alphabet Cards
for students just
learning letters
and sounds And
great for
alphabet
activities and
songs
51 | P a g e
Alabel 3 District
SUMMARY OF DONATIONS
NAME OF DONATED BY CONVERTED TO
DONATIONS CASH
School Supplies Sulong Karunungan Php 10, 000
Reading Materials Tutor Volunteers Php 10, 000

(Customized)
Face Mask Web Media Promotions Php 300
Candies Maam Jimmylita Php 250

Manggaron
NOTE: AMOUNT ESTIMATED ONLY. IT MAY VARY ON ACTUAL AMOUNT
52 | P a g e
MOVS FOR DONATIONS
53 | P a g e
OTHER MOVS
FOR
DONATIONS
54 | P a g e
Alabel 3 District
PROFESSIONAL AND DEVELOPMENT PROGRAMS
ACTIVITIES CONDUCTED
Phonological Awareness and Alphabet Knowledge
(Alphabet Recognition, Letter Sounds, Blending Sounds,
Finding Initial/Final Sound, Individual Sounds and Words,
Matching Picture to Words/Sound Letter, Rhyming Words)
(Week 1-Day 1-4)
Pre-Test was conducted
Word Recognition
Word families and Sight Words
(Week 2-Day 5-6)
Pre-Test was conducted
Vocabulary Development Text Talk, Synonyms

and
Antonyms/Prefixes and suffixes
(Week 3- Day 7-9)
Fluency
Model fluent Reading, Oral Reading, Jazz Chants
(Week 4-Day 10-12)
Reading Comprehension
“Chop”, “The Bee” and “First Day of School”
(Week 5-Day 13-15)
Post-Test was
conducted
55 | P a g e
Alabel 3 District
MOVs of ACTIVITIES CONDUCTED
56 | P a g e
Alabel 3 District
ATTENDANCE
57 | P a g e
Alabel 3 District
ATTENDANCE
58 | P a g e
Alabel 3 District
OTHER ATTACHMENTS
59 | P a g e
Alabel 3 District
OTHER ATTACHMENTS
60 | P a g e
Alabel 3 District
GOALS AND OBJECTIVES
61 | P a g e

Reading Spring Entry

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Reading Spring Entry

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Presents

Distribution of Number of Learners as

Distribution of Non-Readers in Spring

Distribution of Frustration Learners in Spring

Distribution of Instructional Learners in

No. of frustration in Word Recognition (Pre-test) and

INNOVATIONS, INTERVENTION AND STRATEGY--------------------------------13

OTHER IMPORTANT ATTACHMENTS

PROFILE OF THE BENEFICIARIES/TUTEES

blessings throughout the first and second quarter of Read at Home

To our District Reading Coordinator, Ma’am Mary Grace F. Rivera, MT-1

To Sir Arbert B. Lanchita, T-2, Senior High School Coordinator, for

helping us in editing and finalizing this comprehensive report.

To our Barangay Local Government Unit who gave us the permission to

order to improve their reading abilities.

to teach and shared their talents and skills to our tutees.

showed to make this reading program a memorable one.

Vilma A. Gamilla, T-1

School Reading Coordinator

Spring Integrated School Teacher Facilitators

According to the authors of English Expressway Book, reading is

It is a magical thinking to believe Emig (1983) viewpoint of teaching that the

be developed in children is Reading. It can open up new worlds and enrich

Based on Spring Integrated School (SIS) Philippine Informal Reading

readers and 150 learners belong to frustration readers. In secondary level

specifically in JHS learners were 40 belong to frustration out of 153 learners.

difficulties in reading. The school conducted its newly introduced intervention

shortly known as PAGBASA L.A.P.I.D.A. (Learning Across Performances with

Intensified Deliberating Actions) in support to the reading skills development

advocacy among Sarangan learners or the “Bawat Bata Bumabasa” initiative of

the Deped Sarangani in general despite of the current pandemic.

our struggling readers during the COVID-19 pandemic. Spring Integrated

and secondary struggling readers (2.) Parent Volunteers, SK official, Graduates

and College Students (Reading Volunteer Tutors) who are committed to

skills and accomplishing their modules (3.) Learners as Beneficiaries

office of Sarangani conducted a consultative meeting of District and School reading

coordinators. All District Reading Coordinators, District Heads, and Division

their willingness to send their children to reading classes.

Willingness to send their children to reading classes.

A template is prepared. This include information of the name of the learners as

beneficiaries and their reading levels. Reading Volunteer Tutors, Teacher

practices that accessible and responsive in the new normal.

GOAL SETTING AND ASSESSMENT

Table 1 and Graph

Grade Level Frequency Percentage

Series 1 Column1 Column2

14.03%fifty eight (58) or 10.30% and sixty three (63) or 11.19%

respectively. Enrolment has an over-all total enrolment of five hundred sixty

three (563) learners.

Table 2 and Graph 2

Number of Lear ner s as Benefi ciar ies

Table 2 and graph 2 shows the distribution of Learners as Beneficiaries

Table 3 and Graph 3

Grade Level Non-Readers Percentage

Distribution of Frustration Learners in Spring Integrated School

Grade Level Frustration Learners Percentage

Distr ibuti on of Fr us tr ati on Lear ner s

It shows also that for grades 4, 5, 6 and 7, the number of frustration

(190) number of frustration learners.

Table 5 and Graph 5

Grade Level Instructional Learners Percentage

Distr ibuti on of Ins tructi onal Lear ner s

Republic of the Philippines