Reading Spring Entry

Spring Integrated School Republic of the Philippines
Department of Education
Region XII
DIVISION OF SARANGANI
SPRING INTEGRATED SCHOOL
Spring, Alabel, Sarangani Province
Presents
REALRea
d
TUTEES/BENEFICIARIES PROGRAM
(BRIGADA PAGBASA 2021)
Volunteered Tutors (Teacher/Church

Leaders/Parents/Para-Teacher/Student
VILMA A. GAMILLA
School Reading Coor.
TITO D. MASLOG
School Principal
FREDGIE P. PASCO
PSDS Alabel 3
DIONESIO J. DE PAZ MARY GRACE F. RIVERA
1|Page Asst. School Principal District Reading Coor.
Republic of the Philippines
Region XII
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
Distribution of Number of Learners as

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

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

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

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

No. of frustration in Reading Comprehension (Pre-Test)------------------12
Distribution of Learners that NEEDS INTERVENTION

in Spring Integrated School by Grade Level---------------------------------13
PRE, DURING AND POST IMPLEMENTATION ------------------------------15-18
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Best Practices and Stories----------------------------------------------------------25
School Community Partnership-----------------------------------------------26-29
SIGNIFICANT CHANGES AND STORIES--------------------------------------30-34
OTHER IMPORTANT ATTACHMENTS
Brigada Pagbasa PRE AND POST Schedules
and List of Activities--------------------------------------------------------44
List of Brigada Pagbasa Home-Based Tutorial

Facilitating Teachers, Tutors and Instructional Time-----------------36
PROFILE OF THE BENEFICIARIES/TUTEES

AND THEIR RESPECTIVE TUTORS AND FACILITATING
TEACHERS----------------------------------------------------------------37-40
Parents Consent both Tutor and Tutee-40-42
Arttendance---------------------------------------------------------------44-45
MOU, MOA, Letter-------------------------------------------------------46-47
OTHERS
SCHOOL READING ORGANIZATIONAL CHART
DURING THE BRIGADA PAGBASA 2021—------------------------------------48-49
Goals, Object and Action Plan-------------------------------------------------------50
CD for Videos---------------------------------------------------------------------------51
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ACKNOWLEDGEMENT
First and foremost, praise and thanks to God Almighty for His showers of
blessings throughout the 15-day Brigada Pagbasa implementation a successful
one.
As the school reading Coordinator, I would like to express my deep and
sincere gratitude to the people behind this activity. To our school principal, Sir
Tito D. Maslog for giving me the opportunity to be a school reading coordinator.
To our District Reading Coordinator, Ma’am Mary Grace F. Rivera who guided
me all the way and has given me a lot of motivation to do this task. It was a
great privilege and honor to work under her guidance.
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. I would also like to thank Spring Baptist Church and ----- for
sharing their venues with us. It was a blessing indeed for our tutees to use
your churches.
I am so grateful to all the facilitating teachers for their continued support
to make this Brigada Pagbasa a successfule one. I am extending my 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.
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I am 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, I
salute you all for the support, time and interest you showed to make this
reading program a memorable one.
Finally, to all our stakeholders, my deepest gratitude for partnering with
us on this important event.
Vilma A. Gamilla
Schoo Reading Coordinator
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Region XII
Background Implementation
The Department of education Division of Sarangani implements a 15-day
BRIGADA PAGBASA PROGRAM started last August 16 to October 23, 2021.
The program focuses on the Reading Skills Development of Learners with
volunteerism activity among tutor volunteers.
In support for the Brigada Pagbasa, Spring Integrated School as one of
the implementing schools of Alabel District 3 with stakeholders’ involvement,
implemented school level home-based reading program and intervention
aligned with the division guidelines on the 2020-2021 Brigada Pagbasa
implementation.
The implementation of Brigada Pagbasa started with the identification
and mapping of target beneficiary learners based on the Phil-IRI Post Reading
Assessment Result for S.Y. 2020-2021. Onsite/Virtual Planning, orientation,
and coordination meeting with the School Principal, School Reading
Coordinator, Teacher Facilitators, and Partners/volunteers.
Facilitating Teachers with the help of our reading tutor volunteers
applied face to face time in the conduct of reading related teaching and
learning sessions. Utmost health and safety protocol will be properly observed
and followed by the school reading coordinator with all identified teacher
facilitators, tutor volunteers and learners and their families as well.
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Venues for reading sessions include purok halls, and churches and other
well ventilated areas. Each beneficiary learner engaged to reading related
activities/ sessions for at least 5 hours a day for 15 days.
BASE LINE DATA PRESENTATION
School Reading Inventory of Learners Reading Level according

to their Grade level PHIL-IRI Report S.Y 2020-2021
Table 1 and Graph 1
Grade Level Enrolment Percentage
Grade 1 60 15.79
Grade 2 65 17.11
Grade 3 70 18.42
Grade 4 51 13.42
Grade 5 64 16.84
Grade 6 70 18.42
Total 380 100
Enr olm ent

70 or 18.42% 70 or 18.42%
65 or 17.11% 64 or 16.84%
60 or 15.79%
51 or 13.42%
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
Table 1 and graph 1 shows the enrolment of Spring Integrated School from
Grades 1 to 6. For grades 1, 2 and 3, it has a total of sixty (60) or 15.79%,
sixty five (65) or 17.11% and respectively.
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On the other hand, for grades 4, 5 and 6 it has a total of fifty one (51) or
13.42%, sixty four (64) or 16.84% and seventy (70) or 18.42% respectively.
Enrolment has an over-all total enrolment of three hundred eighty (380)
learners.
Table 2 and Graph 2

Distribution of Number of Learners as Beneficiaries by Grade Level
Grade Level Number of Learners as Beneficiaries Percentage

Grade 1 13 21.67
Grade 2 11 18.33
Grade 3 13 21.67
Grade 4 8 13.33
Grade 5 9 15.00
Grade 6 6 10.00
Total 60 100
benefi ciar ies per grade level

13 or 21.67% 13 or 21.76%
11 or 18.33%
9 or 15.00%
8 or 13.33%
6 or 10.00%
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 thirteen (13),
eleven (11) and thirteen (13) which equals to 21.67%, 18.33% and
21.67% respectively.
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Region XII
Moreover, for grades 4 to 6 it shows that there was eight (8) or 13.33%,
nine (9) or 15.00% and six (6) or 10.00% total beneficiaries. Over-all, there
were 60 learners as beneficiaries during the Brigada Pagbasa 2021.
Table 3 and Graph 3

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

Grade 1 6 60.00
Grade 2 3 30.00
Grade 3 0 0
Grade 4 0 0
Grade 5 0 0
Grade 6 1 10.00
Total 10 100
non-r eader s
6 or 60.00%
3 or 30.00%
1 or 10.00%
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 six (6) or 60 percent and three (3) or
30% for grades 1 and 2 while both grades 3, 4 and 5 has zero (0) non-readers
and only one (1) or 10% for grade 6.
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On the other hand, there were ten (10) non-readers from grades 1 to 6
taken as one of the beneficiaries of Brigada Pagbasa.
Table 4 and Graph 4

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

Grade 1 5 13.16
Grade 2 8 21.05
Grade 3 9 23.68
Grade 4 4 10.53
Grade 5 8 21.05
Grade 6 4 10.53
Total 38 100
FR U STR A TION LEAR NER S

8 or 21.05%
4 or 10.53%
5 or 31.16% 9 or 23.68%
8 or 21.05% 4 or 10.53%
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 five (5) or
13.16%, eight (8) or 21.05% and nine (9) or 23.68% number of frustration
readers respectively.
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It shows also that for grades 4 to 6, the number of frustration learners
were four (4 or 10.53%), eight (8 or 21.05%) and (4 or 10.53%). It has a total of
thirty eighty (38) 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 0 0
Grade 3 0 0
Grade 4 2 50.
Grade 5 1 25
Grade 6 1 25
Total 4 100
INSTRUCTIONAL LEARNERS
50%
25% 25
0 0 0
Table 5 and graph 5 shows the distribution of Instructional learners by
grade level. It indicates that both for grades 1 to 3 has 0 instructional readers
while for grades 4 has a total of two (2) or 50% and both grades 5-6 has one (1)
or 25% number of instructional learners. Moreover, the data shows that it has
an over-all four (4) instructional learners.
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Table 5.1
No. of frustration in Word Recognition (Pre-test) and
No. of frustration in Reading Comprehension (Pre-Test)
Total Learners
Frustration in Word Recognition 41
Frustration in Reading 32
Comprehension
Table 5.1 shows the No. of frustration in Word Recognition and No.
of frustration in Reading Comprehension. For the word comprehension it
has a total of forty one (41) learners while for reading comprehension it
has a total of thirty two (32) learners.
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Table 6 and Graph 6

in Spring Integrated School by Grade Level
Grade Level Learners that NEEDS Percentage

INTERVENTION
Grade 1 2 25
Grade 2 0 0
Grade 3 4 50
Grade 4 2 25
Grade 5 0 0
Grade 6 0 0
Total 8 100
Learners that NEEDS INTERVENTION

4 or 50%
2 or 25% 2 or 25%
0 0 0
The table shows the distribution of learners that needs intervention. For
Grades 1, 3 and 4 has a total of two (2) or 25%, four (4) or 50% and two (2) or
25% learners that needs intervention respectively.
On the other hand, both grades 2, 5 and 6 has zero (0) learners.
Meaning, no need for an intervention program. The table also indicate the over-
all total of learners that needs intervention which is 8.
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INNOVATION, INTERVENTION AND STRATEGY
Table 7
Differentiated Instruction, Activities and Strategies in the Conduct of
Read at Home
Differentiated Reading Target Learners
Activities/Strategies
Phonological Awareness and Grade 1-6 Non-readers to
Alphabet Knowledge Instructional 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 Grade 1-6 Non-readers to
Word families and Sight Words Instructional Learners
(Week 2-Day 5-6) Pre-Test was
conducted
Vocabulary Development Grade 1-6 Non-readers to
Text Talk, Synonyms and Instructional Learners
Antonyms/Prefixes and suffixes
(Week 3- Day 7-9)
Fluency Grade 1-6 Non-readers to
Model fluent Reading, Oral Reading, Instructional Learners
Jazz Chants
(Week 4-Day 10-12)
Reading Comprehension Grade 1-6 Non-readers to
“Chop”, “The Bee” and “First Day of Instructional 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
and intervention aligned with the Division
guidelines on the 2020-2021 Brigada
Pagbasa Implementation. The
implementation of Brigada Pagbasa started
with the identification and mapping of Maam Mary Grace F. Rivera, the Alabel 3
District Reading Coordinator conducted an
orientation in the implementation of Brigada
target beneficiary learners based on the Pagbasa 2021 to tutor volunteers
Phil-IRI post reading assessment result for S.Y. 2020-2021.
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 five
active teacher
facilitators, Ma’am
During online follow-up (pre implementation) and onsite meeting (f2f) for finalizing Arlene P. Gavilo, Lani
the programs to both teachers and tutor volunteers
D. Sucal, Ednelyn M.
Sucal, Irene G. Reyes, Germia B. Cabanda and Lovely Joy Gabayron for the
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preparation of learning materials and fifteen tutor volunteers from different
Purok.
DURING THE IMPLEMENTATION ACTIVITIES
Facilitating teachers applied face to face
during the conduct of reading sessions with proper
safety health protocols. Venues for reading sessions
include Purok halls, churches and other well -
ventilated areas. Before the reading session all
learners werre advice to sanitize and required to
wear their facemask every time they will go to the

Maam Vilma Gamilla sanitized
venue. Learner engaged to reading related activities the tutees before conducting
their sessions.
for at least five hours a day for fifteen days from 7:00
am and ends at 12:00 noon. Pre reading assessment
conducted from the beginning thru reading
assessment and we identified interventions.
The Journey of Brigada Pagbasa filled with so
much fun learning and applied best practices
activity thru reading and identifying words, CVC,
dancing and singing action songs, reading
remediation, fun filled educational games,

Tutees were singing songs and
identifying basic words
storytelling and asking questions, and they were able
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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.
POST-IMPLEMENTATION ACTIVITIES
The reading capacity of non-reader from
Barangay Spring, Alabel Sarangani Province was
monitored and evaluated and we address their This was during the one-on-one
evaluation to the tutees.
reading level and conduct
technical assistance thru post reading assessment. It
ended 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 Brigada Pagbasa. We all felt their
willingness and active participation during our class and even our dear parents
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were very happy 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.
BEST STORIES AND PRACTICES

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 their
Princess Ronavelle A. Gamilla-a 3rd
college student, one of the tutor volunteer
respectively
houses. I was
so thankful to 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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STORY TELLING
This time I was so excited to read a
story to them. The tutees were just
listening while I am reading the
storybook. It seems that they were
serious and willing to learn. After
Lanie D. Sucal (a Teacher I-Spring IS)-conducted a

reading, I asked some questions in
storytelling to the group of tutees as school for today
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, I
decided to have
an energizer
with the tutees.
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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 (School Learning Resource

Teacher Germia Cabanda and Teacher Lovely Joy
Cabayron(SLRC)
Center were making
of Intructional
the school. Materials
LEARNING AT NIGHT
(Evening reading)
Jissilyn Banda and Jeneriza Mangalon, a both parent
tutor volunteers who
conducted their session
during night after work.
They were both
Municipal worker and
at the same time a
committed parent of Spring Integrated School.
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GAMES for KIDS
Teacher Arlene P. Gavilo

integrated her session
through fun games. The
Learners really enjoyed and
they were motivated to
finish the entire session.
After all, reading is fun in
the faces and mindset of the
tutees.
KUMUSTAHAN AND UPDATES

During the Ravets/Tutors meeting-
kumustahan and sharing of experiences
during the
implementation of
the Reading
Program. The classes
started everyday with
values integration through prayers, reading of verses
and reading of short stories. Group and one-o-one and
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reading of activities (which the
session ended with pa siapao na
merienda through sponsorship.
MERIENDA: Sponsored by
CEF
Volunteered parents
were preparing
merienda for
volunteered tutors
and tutees. This
was sponsored by
the Child
Evangelism Fellowship (CEF)
Sarangani Chapter as part of
their program-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 which is
program of the CEF) and the rest of
the reading volunteers (specifically
church leaders) asking permission
from the church leaders to use the
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church as the venue for the reading
session.
PANAGHAP SA KABATAAN
Maam Agnes Mamalumpong and Sir

Jemielou Cabanda (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.

Ggamilla- 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

Enjoy Melody M. Sucal-(a para teacher)- She
conducted intensive reading to the tutees.
demo teaching in our school and it
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 sessions 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
learngihapon ug pagbasa bisan paman nay barrier sa education tungod sa
pandemic nga atong gina-again karon’.
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MY PERSONAL REFLECTION
I am really thankful for the opportunity to become one of the tutor volunteers
in Spring Integrated School because I can showcase my knowledge and skills to
the learners. I really
enjoyed every teaching
sessions that we have
because teaching is my
passion since I was young.
I love talking to the kids
and at the same time I felt
pity to those who are
Jimilou S. Banda (Para-Teacher)-During the distribution of teacher struggling in reading. I

materials and tutees IMs. And also meeting of tutors and Tutee
noticed their eagerness to
learn on how to read.
This activity gave me a good teaching experience that I can use in my
future profession. I know that I need a lot of experiences in this teaching field. I
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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SCHOOL COMMUNITY PARTNERSHIP
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
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through review games and verse memorization. Stories in the Bible imparted
through Introduction, Progression of events, Climax, Conclusion, Invitation,
Prayer and Review questions.
Sping Baptist Church Leaders

commissioning RAVE for
Kids RAVETS as tutor-
volunteers for Brigada
Eskwela
Reading and values
Education Teachers/Tutors
or RAVET are the tutor
volunteer of Spring Baptist
Church Kids Ministry RAVE
for Kids. This Brigada
Pagbasa time, 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.
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CHILD EVANGELISM
FELLOWSHIP( RAVE
PARTNER, PROVIDING
READING LESSONS
AND MATERIALS)
ORIENTATION ON
THE 12 WEEK LESSON
RAVE KIDS WITH A HEART

Maam Arlene P. Gavilo one of the
church leaders and other church
members Maam Lanie Sucal, Maam
Ednelyn Sucal who were Facilitating
Teachers of Brigada Pagbasa in Puok
9, conducted an Opening Program.
The tutors called RAVETS officially
met their tutees received their teaching
materials while tutees received also
school supplies provided by the school
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and face mask donated by the church. (note: All tutor volunteers and
Brigada Pagbasa beneficiaries were always following the health protocol
set by the Local IAFT of Barangay Spring from the start to the end of the
sessions.)
SIGNIFICANT CHANGES AND STORIES
PRE AND POST RESULTS on School Reading Program Inventory of

Learners Reading Level according to their Grade Level (Oral Reading
English) after the Innovations, Interventions and Strategies
Table 8 AND Graph 8

Decrease of Non-Readers
Grade Non- Percentage Non- Percentage Percent
Level Readers (Pre) Readers (Post) Decrease
(Pre) (Post) of Non-
Readers
Grade 1 6 60 3 30 30.00
Grade 2 3 30 1 10 20.00
Grade 3 0 0 0 0 0.00
Grade 4 0 0 0 0 0.00
Grade 5 0 0 0 0 0.00
Grade 6 1 10 0 0 10.00
Total 10 100 4 40 60
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DECREASE OF NON-READERS
PRE (6)
POST (3) PRE (3)
POST (1)
0 0 0 0 0 0 0 0
Table 8 shows that there were four (4) or 60 percent decrease in the non-
readers after the innovations, interventions and strategies used by the tutor
volunteers during the implementation of Brigada Pagbasa 2021.
Table 9 and Graph 9

Decrease of Frustration Learners
Grade Frustration Percentage Frustration Percentage Percent

Level Learners (Pre) Learners (Post) Decrease
(Pre) (Post) of
Frustration
Readers
Grade 1 5 13.16 3 7.89 5.27
Grade 2 8 21.05 5 13.16 7.89
Grade 3 9 23.68 5 13.16 10.52
Grade 4 4 10.53 2 5.26 5.27
Grade 5 8 21.05 4 10.53 10.52
Grade 6 4 10.53 2 5.26 5.27
Total 38 100 21 55.26 44.74
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DECR EA SE OF FR USTR A TION LEA R NER S

9
8 8
5 5 5
4 4 4
3
2 2
Table 4 and graph 4 shows the decrease of frustration readers. It
indicates that there was 44.74% decrease of frustration readers after the
implementation of Brigada Pagbasa 2021.
Table 10 and Graph 10

Increase of Instructional Learners by Grade Level
Grade Instructional Percentage Instructional Percentage Percent
Level Learners (Pre) Learners (Post) Increase of
(Pre) (Post) Instructional
Readers
Grade 1 0 0 0 0 0
Grade 2 0 0 0 0 0
Grade 3 0 0 0 0 0
Grade 4 2 50. 4 100 50
Grade 5 1 25 3 75 50
Grade 6 1 25 2 50 25
Total 4 100 9 225 125
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INCREASE OF INSTRUCTIONAL LEARNERS

4
2 2
1 1
0 0 0 0 0 0
Table 10 and graph 10 shows the increase of instructional readers. (note:
Increase of instructional readers were due to the decrease of frustration readers.
See table 9 and graph 9 for the reference). It indicates that there was 125%
increase of the instructional readers after the implementation of Brigada
Pagbasa 2021.
Table 11 and Graph 11

in Spring Integrated School by Grade Level
Grade Learners that Percentag Learners that Percentage Percent
Level NEEDS e NEEDS (Post) Decrease of
INTERVENTION (Pre) INTERVENTION Readers that
(Pre) (Post) needs
Intervention
Grade 1 2 25 1 12.5 12.5
Grade 2 0 0 0 0 0
Grade 3 4 50 2 25 25
Grade 4 2 25 1 12.5 12.5
Grade 5 0 0 0 0 0
Grade 6 0 0 0 0 0
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Total 8 100 4 50 50
Decrease of Learners that NEEDS INTERVENTION

4
2 2 2
1 1
0 0 0 0 0 0
The table 11 and graph 11 shows the decrease of learner that need
intervention. It indicates that there was 50% decrease after the innovation,
strategies and intervention used by the tutor volunteers
Table 12
No. of frustration in Word Recognition (Post-test) and
No. of frustration in Reading Comprehension (Post-Test)
Total After the Total Number of

Learners Intervention increase/decrease
Pre-Test Total Learners of word
Post-Test recognition and
reading
comprehension
Frustration in Word 41 52 11 (increase)
Recognition
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Frustration in 32 23 9 (decrease)
Reading
Comprehension
Table 12 indicates the No. of frustration in Word Recognition (Post-test)
and No. of frustration in Reading Comprehension (Post-Test).
It shows that in word recognition there was an increase of 11 learners
(note: it was increasing because of the number of frustration in graph 9
which is decreasing) while in reading comprehension there was a decrease 9.
OTHER IMPORTANT ATTACHMENTS

Brigada Pagbasa PRE AND POST Schedules and List of Activities
(During Pre-Assessment)
WEEK NUMBER DAY ACTIVITIES
Week 1 1 Phonological Awareness
Week 2 5-6 Word Recognition
(During Post-Assessment)
Week 5 13-15 Reading Comprehension
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Differentiated Reading Activities/Strategies Target Learners
Phonological Awareness and Alphabet Knowledge Grade 1-6 Non-readers
(Alphabet Recognition, Letter Sounds, Blending to Instructional
Sounds, Finding Initial/Final Sound, Individual Learners
Sounds and Words, Matching Picture to Words/Sound
Letter, Rhyming Words)
(Week 1-Day 1-4) Pre-Test was conducted
Word Recognition Grade 1-6 Non-readers
Word families and Sight Words to Instructional
(Week 2-Day 5-6) Pre-Test was conducted Learners
Vocabulary Development Grade 1-6 Non-readers
Text Talk, Synonyms and Antonyms/Prefixes and to Instructional
suffixes Learners
(Week 3- Day 7-9)
Fluency Grade 1-6 Non-readers
Model fluent Reading, Oral Reading, Jazz Chants to Instructional
(Week 4-Day 10-12) Learners
Reading Comprehension Grade 1-6 Non-readers
“Chop”, “The Bee” and “First Day of School” to Instructional
(Week 5-Day 13-15) Post-Test was conducted Learners
List of Brigada Pagbasa Home-Based Tutorial Facilitating

Teachers, Tutors and Instructional Time
Facilitating Teacher/s Handled Tutor/s Arranged Time
EDNELYN M. SUCAL ENJOY MELODY M. Monday -Friday
SUCAL 7:00-12:00
SHYREN GRACE M.
SUCAL
LANIE D. SUCAL JIMILOU S. BANDA Monday-Friday
NERLYN M. 7:00-12:00
TUSAN/GENIVIVE S.
MANDOAN
TWIGHLIGHT SOFHIA B.
CORTEZ
IRENE G. REYES CHINNELLE N. EBIO Monday-Friday
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PRINCESS MAE A. SENINA 7:00-12:00
SANDY P. BERNADAS
NJ CARLO G. REYES
Facilitating Teacher/s Handled Tutor/s Arranged Time

VILMA A. GAMILLA PRINCESS RONAVILLE A. Monday -Friday
GAMILLA 7:00-12:00
AGNES M.
MAMALUMPONG
ARLENE P. GAVILO ANGELENE FAITH P. Monday-Friday
GAVILO 7:00-12:00
JENERIZA M. MANGALON
JESSILYN S. BANDA
IRENE G. REYES CHINNELLE N. EBIO Monday-Friday
PRINCESS MAE A. SENINA 7:00-12:00
SANDY P. BERNADAS
NJ CARLO G. REYES
PROFILE OF THE BENEFICIARIES/TUTEES AND THEIR

RESPECTIVE TUTORS AND FACILITATING TEACHERS
Name of Designation of Name of Reading Grade

Facilitating Facilitating Tutees Level Level of
Teachers and Teachers/Grade Handled Tutees
Tutors Level of Tutors
PRINCESS 3RD Year College April Jane A. Needs Grade 3
RONAVILLE A. Espellogo Intervention Grade 3
GAMILLA Robert R. Needs Grade 1
Nemenio Jr. Intervention
Rhean Mae H. Non-reader
Maque
AGNES M. Para Teacher Kean Andre Frustration Grade1
MAMALUMPONG M. Salminang Needs Grade 4
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Ryan C. Soy Intervention Grade 4
Rachelle Mae Needs
S. Omongos Intervention
VILMA A. GAMILLA Teacher 1 Janica Frustration Grade 5
Hermosa Frustration Grade 6
Jerwin Frustration Grade 5
Montecalvo Frustration Grade 6
Jeff Anaquil Frustration Grade6
Requizo Frustration Grade 6
Jeffrey Needs Grade 3
Requizo Intervention Grade 1
Nathaniel Needs Grade 1
Nemenio Intervention
Romeo Needs
SalwayRizel Intervention
Mae R.
Contorno
Nelgyn
Nemenio
Janica
Hermosa
Name of Designation of Name of Reading Grade

Facilitating Facilitating Tutees Level Level of
Teachers and Teachers/Grad Handled Tutees
Tutors e Level of
Tutors
CHINNELLE N. Grade 8 Comarck Frustration Grade 2
EBIO Alicaway Frustration Grade 2
Rodel Frustration Grade 2
Alicaway
Christian Jay
Berandoy
PRINCESS MAE Grade 9 Glenn Layan Frustration Grade 3
A. SENINA Rodrigo Layan Frustration Grade 5
Shyra Mae Frustration Grade 5
Layan
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SANDY P. Grade 9 Jionny Boy Frustration Grade 2
BERNADAS Dupio Instructional Grade 4
Jomarie Kyle Instructional Grade 6
Danila
Sharmaine
Danila
NJ CARLO G. Grade 11 Heart Angela Instructional Grade 4
REYES Maque Frustration Grade 2
Richelle Jel Instructional Grade 5
Montecalvo
Jasmine
Requina
IRENE G. Teacher 1 Adrian P. Frustration Grade 5
REYES Dupio Frustration Grade 2
Jake Vincent Frustration Grade 5
Donal
Jonathan
Juliane
Name of Facilitating Designation of Name of Reading Grade

Teachers and Tutors Facilitating Tutees Level Level of
Teachers/Grade Handled Tutees
Level of Tutors
ANGELENE FAITH P. 2ND Year College Kim Sarah Frustration Grade 3

GAVILO C. Zonio Frustration Grade 3
Mara C. Frustration Grade 1
Zonio
Krizphil
Arrianne D.
Tusan
JENERIZA M. Para Teachers Jemarie Frustration Grade 3
MANGALON/JESSILY Diane Frustration Grade 3
N S. BANDA Andraque Frustration Grade 1
Jeriane
Mae
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Alendajao
Princess
Mae
Mangalon
ARLENE P. GAVILO Master Teacher Harvey Non-reader Grade 1
1 Caracotdac Non-reader Grade 6
ot Non-reader Grade 2
Carlito
Omaya
Emman
Dave C.
Hermosa
Name of Designation of Name of Tutees Reading Grade Level

Facilitating Facilitating Handled Level of Tutees
Teachers Teachers/Grade
and Tutors Level of Tutors
ENJOY Para Teacher James Carl T. Frustratio Grade 3
MELODY M. Banda n Grade 1
SUCAL Kesha Faye T. Non-reader Grade 5
Tumbagahan Frustratio
Lafie Jean B. n
Sucal
SHYREN 4th Year Kent Niel S. Frustratio Grade 1
GRACE M. College Mandoan n Grade 4
SUCAL Blessabeth M. Frustratio Grade 5
Gioca n
Rishland C. Frustratio
Gentio n
EDNELYN M. Teacher 1 Isaac B. Tusan Non-reader Grade 1
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Region XII
SUCAL Mark Asombrado Non-reader Grade 1
Earl John H. Non-reader Grade 1
Benoya
TUTOR PARENTAL CONSENT

Dear Ma’am/Sir:
Greetings of peace!
The Department of Education through the initiative of DepEd-
Sarangani headed by Education Program Supervisor Laforeza L. Maguate
and Division Alternate Reading Coordinator Sir John P. Constantino and
the rest of the team, work hand in hand in strengthening the reading skills
development among learners through BRIGADA PAGBASA Program with
the assistance of tutor volunteers.
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Region XII
In connection with this, we would like to ask for your consent that
_______________________, will be one of the tutor-volunteers of the said
program.
Thank you!
----------------------------------------------------------------------------------------------------
---------------------
Date: ___________
I give my consent for ____________________________ to serve as
BRIGADA PAGBASA Reading Tutor Volunteer of Spring Integrated School.
Signature of Parent
TUTEE PARENTAL CONSENT

Dear Ma’am/Sir:
Greetings of peace!
The Department of Education through the initiative of DepEd-
Sarangani headed by Education Program Supervisor Laforeza L. Maguate
and Division Alternate Reading Coordinator Sir John P. Constantino and
the rest of the team, work hand in hand in strengthening the reading skills
development among learners through BRIGADA PAGBASA Program
42 | P a g e
Region XII
In connection with this, we would like to ask for your consent
that____________________________________, will be one of the tutee-
of the said program based on the PHIL-RESULT. This program will help
them to increase their and improve their skills.
Thank you!
----------------------------------------------------------------------------------------------------
Date: ___________
I give my consent for _________________________________ to serve as
BRIGADA PAGBASA Reading Tutee (beneficiaries) of Spring Integrated
School
Signature of Parent
ENDORSEMENT CERTIFICATION
To whom it may concern:
This is to certify that ___________________________ was
recommended by the
School Reading Coordinator and School Principal to become a reading
volunteer and will conduct Home-Based Reading Tutorial to the pupils who
are struggling readers.
Given this Month of August, 2021 at Spring Integrated School,
Barangay Spring
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Region XII
Alabel, Sarangani Province.
VILMA A. GAMILLA
School Reading Coordinator
TITO D. MASLOG
School Principal
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SCHOOL READING ORGANIZATIONAL CHART DURING THE
BRIGADA PAGBASA 2021
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CD FOR VIDEOS
52 | P a g e

Reading Spring Entry

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Reading Spring Entry

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Spring Integrated School Republic of the Philippines

Volunteered Tutors (Teacher/Church

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

Distribution of Learners that NEEDS INTERVENTION

PRE, DURING AND POST IMPLEMENTATION ------------------------------15-18

List of Brigada Pagbasa Home-Based Tutorial

PROFILE OF THE BENEFICIARIES/TUTEES

blessings throughout the 15-day Brigada Pagbasa implementation a successful

As the school reading Coordinator, I would like to express my deep and

Tito D. Maslog for giving me the opportunity to be a school reading coordinator.

great privilege and honor to work under her guidance.

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

I am so grateful to all the facilitating teachers for their continued support

to make this Brigada Pagbasa a successfule one. I am extending my heartfelt

reading program a memorable one.

Finally, to all our stakeholders, my deepest gratitude for partnering with

us on this important event.

The Department of education Division of Sarangani implements a 15-day

BRIGADA PAGBASA PROGRAM started last August 16 to October 23, 2021.

The program focuses on the Reading Skills Development of Learners with

volunteerism activity among tutor volunteers.

In support for the Brigada Pagbasa, Spring Integrated School as one of

the implementing schools of Alabel District 3 with stakeholders’ involvement,

implemented school level home-based reading program and intervention

aligned with the division guidelines on the 2020-2021 Brigada Pagbasa

The implementation of Brigada Pagbasa started with the identification

Assessment Result for S.Y. 2020-2021. Onsite/Virtual Planning, orientation,

and coordination meeting with the School Principal, School Reading

Coordinator, Teacher Facilitators, and Partners/volunteers.

Facilitating Teachers with the help of our reading tutor volunteers

facilitators, tutor volunteers and learners and their families as well.

well ventilated areas. Each beneficiary learner engaged to reading related

activities/ sessions for at least 5 hours a day for 15 days.

BASE LINE DATA PRESENTATION

School Reading Inventory of Learners Reading Level according

Enr olm ent

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Grades 1 to 6. For grades 1, 2 and 3, it has a total of sixty (60) or 15.79%,

sixty five (65) or 17.11% and respectively.

Enrolment has an over-all total enrolment of three hundred eighty (380)

Table 2 and Graph 2

Grade Level Number of Learners as Beneficiaries Percentage

benefi ciar ies per grade level

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

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

were 60 learners as beneficiaries during the Brigada Pagbasa 2021.

Table 3 and Graph 3

Grade Level Non-Readers Percentage

Table 3 and Graph 3 shows that distribution of Non-Readers per grade

and only one (1) or 10% for grade 6.

taken as one of the beneficiaries of Brigada Pagbasa.

Table 4 and Graph 4

Grade Level Frustration Learners Percentage

FR U STR A TION LEAR NER S

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Table 4 and graph 4 shows the distribution of Frustrations Learners per

were four (4 or 10.53%), eight (8 or 21.05%) and (4 or 10.53%). It has a total of

thirty eighty (38) number of frustration learners.

Table 5 and Graph 5