Spring Is-Brigada Pagbasa 2021

Republic of the Philippines
Department of Educaon XII

DIVISION OF SARANGANI
Alabel 3 District
SPRING INTEGRATED SCHOOL
Spring, Alabel, Sarangani Province
Presents
REALRead
PROGRAM
(Remediation and Assistance for
TUTEES/BENEFICIARIES
Learners with Reading Difficulties)
(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
1|P age DIONESIO J. DE PAZ MARY GRACE F. RIVERA

Asst. School Principal District Reading Coor.
Alabel 3 District
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 15-day Brigada Pagbasa implementation a successful
one.
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 and our assistant school
principal Sir Dionesio J. De Paz for supporting us in this noble service.
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. It
was a great privilege and honor to work under her guidance.
To Sir Arbert B. Lanchita, T-2, Senior High School Coordinator, Mrs.
Arlene P. Gavilo, MT-1 and Mrs. Irene Reyes, T-1 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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We would also like to thank Spring Baptist Church and Faith Tabernacle
Church for sharing their venues with us. It was a blessing indeed for our tutees
to use your church building.
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
Arlene P. Gavilo, MT-I

Irene G. Reyes, T-1
Lanie D. Sucal, T-1
Ednelyn M. Sucal, T-1

Facilitating Teachers
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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 were 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
ENROLMENT
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 (70) or 18.42% 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 18 30.00
Grade 2 10 16.67
Grade 3 15 25.00
Grade 4 9 15.00
Grade 5 8 13.33
Grade 6 0 0
Total 60 100
BENEFICIARIES PER GRADE LEVEL

18 or 30.00%
15 or 25.00%
10 or 16.67%
9 or 15.00%
8 or 13.33%
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 eighteen (18),
ten (10) and fifteen (15) which equals to 30%, 16.67% and 25.00%
respectively.
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Moreover, for grades 4 to 5 it shows that there were nine (9) or 15.00%,
and eight (8) or 13.33% 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 14 73.68
Grade 2 5 26.32
Grade 3 0 0
Grade 4 0 0
Grade 5 0 0
Grade 6 0 0
Total 19 100
Distribution of Non-Readers of Spring Integrated School by

20 Grade Level Non-Reader 19
15 14 or 73.68
10
5 or 26.32
5
0 0 0 0
0
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Total
Table 3 and Graph 3 shows that distribution of Non-Readers per grade
level. In the data, it has a non-readers of fourteen (14) or 73.68 percent and
five(5) or 26.32% for grades 1 and 2 while grade 3 to 5 has zero (0) non-
readers.
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On the other hand, there were nineteen (19) non-readers from grades 1
and 2 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 3 7.32
Grade 2 10 24.39
Grade 3 11 26.83
Grade 4 9 21.95
Grade 5 8 19.51
Grade 6 0 0
Total 41 100
Distribution of Frustration of Spring Integrated School by Grade

Level Frustration Learner
50
41
40
30
20
10 or 24.39 11 or 26.83 9 or 21.95 8 or 19.51
10 3 or 7.32
0
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 three (3) or
7.32%, ten (10) or 24.39% and eleven (11) or 26.83% number of frustration
readers respectively.
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It shows also that for grades 4 and 5, the number of frustration learners
were nine (9) or 21.95%, eight (8) or 19.51%. It has a total of forty-one (41)
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 4 66.67
Grade 4 0 0
Grade 5 2 33.33
Grade 6 0 0
Total 6 100
Distribution of Instructional Readers of Spring Integrated School

by Grade Level
7 6 or 100%
6
5 4 or 66.67
4
3 22 or 33.33
2
1 0 0 0 0
0
Table 5 and graph 5 shows the distribution of Instructional learners by
grade level. It indicates that both for grades 1 and 2 has 0 instructional readers
while for grades 3 has a total of four (4) or 66.67% while grade 4 has 0 and
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grade 5 has two (2) or 33.33% number of instructional learners. Moreover, the
data shows that it has an over-all six (6) instructional learners.
Table 6
No. of frustration in Word Recognition (Pre-test) and
No. of frustration, Instructional, Independent in Reading Comprehension (Pre-
Test)
WORD RECOGNITION
FRUSTRATION READING COMPREHENSION
FRUSTRATION INSTRUCTIONAL INDEPENDENT
41 32 6 3
Distribution of Instructional Readers of Spring Integrated School

by Grade Level
40 32
30
20
10 6 3
0
Reading Instructional Independent
Comprehension
Frustration
Table 6 shows the No. of frustration in Word Recognition and No. of
frustration, instructional and independent in Reading Comprehension. For the
word recognition it has a total of forty-one (41) learners while for reading
comprehension frustration readers has a total of thirty-two (32) learners,
instructional readers has six (6) and independent readers has three (3). (Note:
total frustration, instructional and independent in Reading Comprehension
came from the total word recognition frustration)
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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 Alphabet Grade 1-5 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 Grade 1-5 Non-readers to Instructional
Word families and Sight Words Learners
(Week 2-Day 5-6) Pre-Test was
conducted
Vocabulary Development Grade 1-5 Non-readers to Instructional
Text Talk, Synonyms and Learners
Antonyms/Prefixes and suffixes
(Week 3- Day 7-9)
Fluency Grade 1-5 Non-readers to Instructional
Model fluent Reading, Oral Reading, Jazz Learners
Chants
(Week 4-Day 10-12)
Reading Comprehension Grade 1-5 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
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 Maam Mary Grace F. Rivera, the Alabel 3
District Reading Coordinator conducted an
beneficiary learners based on the Phil-IRI orientation in the implementation of Brigada
Pagbasa 2021 to tutor volunteers
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
During online follow-up (pre implementation) and onsite meeting (f2f) for finalizing the Vilma Gamilla
programs to both teachers and tutor volunteers
together with five
active teacher facilitators, Ma’am Arlene P. Gavilo, Lani 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 were
advised to sanitize and required to wear their
facemask every time they will go to the venue. Learner

Maam Vilma Gamilla sanitized
engaged to reading related activities for at least five the tutees before conducting
their sessions.
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, storytelling and asking

Tutees were singing songs and
identifying basic words
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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.
POST-IMPLEMENTATION ACTIVITIES
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 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 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
rd
Princess Ronavelle A. Gamilla-a 3
their respectively houses. I was so thankful to
college student, one of the tutor
volunteer 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
storybook. It seems that they were
serious and willing to learn. After

Lanie D. Sucal (a Teacher I-Spring IS)-conducted a
storytelling to the group of tutees as school for today 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, 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 Center
Teacher Germia Cabanda and Teacher Lovely Joy (SLRC) of the school.
Cabayron were making Intructional 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-on-one and reading of
activities (which the
session ended with pa siapao na merienda through
sponsorship.
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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 serves as

Enjoy Melody M. Sucal-(a para teacher)- She conducted
intensive reading to the tutees. 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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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
struggling in reading. I
noticed their eagerness to
Jimilou S. Banda (Para-Teacher)-During the distribution of teacher learn on how to read.

materials and tutees IMs. And also meeting of tutors and Tutee
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.
SCHOOL COMMUNITY PARTNERSHIP
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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
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.
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
Lanie Sucal, Maam Ednelyn Sucal who were
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Facilitating Teachers of Brigada Pagbasa in Puok 9, conducted an Opening Program for
Brigada Pagbasa. The tutors called RAVETS officially met their tutees, received their
teaching materials while tutees received also school supplies provided by the school and
face mask donated by the church and Mrs. Lovely Joy Gabayron. (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 Number Percent
Level Readers (Pre) Readers (Post) of Decrease
(Pre) (Post) Decrease of Non-
Readers
Grade 1 14 73.68 6 75.00 8 42.86
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Grade 2 5 26.32 2 25.00 3 40.00
Grade 3 0 0 0 0 0 0
Grade 4 0 0 0 0 0 0
Grade 5 0 0 0 0 0 0
Grade 6 0 0 0 0 0 0
Total 19 100 8 100 11 57.89
DECREASE OF NON -READERS

Pre-test Post-Test Column1
20
10 14
6 5 2 0 0 0 0 0 0 0 0
0
Table 8 shows that there were eleven (11) or 57.89 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 3 7.32 11 52.38 -66.67
Grade 2 10 24.39 5 23.81 50.00
Grade 3 11 26.83 3 14.29 72.72
Grade 4 9 21.95 4 19.05 55.55
Grade 5 8 19.51 0 0 0
Grade 6 0 0 0 0 0
Total 41 100 21 100 48.78
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DECREASE OF FRUSTRATION LEARNERS
Pre-Test Post-Test Column1
12 11 11
10
10 9
8
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Table 4 and graph 4 shows the decrease of frustration readers. It indicates that
there was 48.78% 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 5 55.55 55.55
Grade 3 4 66.67 3 33.33 33.33
Grade 4 0 0 2 22.22 22.22
Grade 5 2 33.33 5 55.55 55.55
Grade 6 0 0 0 0 0
Total 6 100 15 150 166.65
CHART TITLE
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Pre-Test Post-Test Column1
6 5 5
4
4 3
2 2
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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 166.65% increase of the
instructional readers after the implementation of Brigada Pagbasa 2021.
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 1-5 Non-readers

(Alphabet Recognition, Letter Sounds, Blending Sounds, to Instructional
Finding Initial/Final Sound, Individual Sounds and Words, Learners
Matching Picture to Words/Sound Letter, Rhyming Words)
(Week 1-Day 1-4) Pre-Test was conducted
Word Recognition Grade 1-5 Non-readers

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

Text Talk, Synonyms and Antonyms/Prefixes and suffixes to Instructional
(Week 3- Day 7-9) Learners
Fluency Grade 1-5 Non-readers

Model fluent Reading, Oral Reading, Jazz Chants to Instructional
(Week 4-Day 10-12) Learners
Reading Comprehension Grade 1-5 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
VILMA A. GAMILLA PRINCESS RONAVILLE A. Monday -Friday

GAMILLA 7:00-12:00
AGNES M. MAMALUMPONG
ARLENE P. GAVILO ANGELENE FAITH P. GAVILO Monday-Friday

JENERIZA M. MANGALON 7:00-12:00
JESSILYN S. BANDA
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Alabel 3 District
IRENE G. REYES CHINNELLE N. EBIO Monday-Friday
PRINCESS MAE A. SENINA 7:00-12:00
SANDY P. BERNADAS
NJ CARLO G. REYES
Facilitating Teacher/s Handled Tutor/s Arranged Time
EDNELYN M. SUCAL ENJOY MELODY M. SUCAL Monday -Friday
SHYREN GRACE M. SUCAL 7:00-12:00
LANIE D. SUCAL JIMILOU S. BANDA Monday-Friday
NERLYN M. 7:00-12:00
TUSAN/GENIVIEVE S.
MANDOAN
TWIGHLIGHT SOFHIA B.
CORTEZ
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 Facilitating Designation of Name of Reading Grade

Teachers and Tutors Facilitating Tutees Level Level of
Teachers/Grade Handled Tutees
Level of Tutors
PRINCESS 3RD Year College April Jane A. Needs Grade 2

RONAVILLE A. Espellogo Intervention
GAMILLA Robert R. Needs Grade 2
Nemenio Jr. Intervention
Rhean Mae H. Non-reader Grade 1
Maque
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Alabel 3 District
AGNES M. Para Teacher Kean Andre M. Non-reader Grade1
MAMALUMPONG Salminang Needs
Ryan C. Soy Intervention Grade 3
Rachelle Mae Needs
S. Omongos Intervention Grade 3
VILMA A. GAMILLA Teacher 1 Janica Non reader Grade 1

Hermosa
Jerwin Frustration Grade 5
Montecalvo
Jeff Anaquil Frustration Grade 3
Requizo
Jeffrey Frustration Grade 5
Requizo
Nathaniel Frustration Grade 5
Nemenio
Romeo Salway Frustration Grade 5
Rizel
Mae R.
Contorno Frustration Grade 2
Nelgyn
Nemenio Non reader Grade 1
Janica
Hermosa
Frustration Grade 4
Name of Designation of Name of Tutees Reading Level Grade Level

Facilitating Facilitating Handled of Tutees
Teachers and Teachers/Grade
Tutors Level of Tutors
CHINNELLE N. Grade 8 Comarck Non reader Grade 1

EBIO Alicaway
Rodel Alicaway Non reader Grade1
Christian Jay
Berandoy Non reader Grade1
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Alabel 3 District
PRINCESS MAE Grade 9 Glenn Layan Frustration Grade 2
A. SENINA Rodrigo Layan Frustration Grade 4
Shyra Mae Frustration Grade 4
Layan
SANDY P. Grade 9 Jionny Boy Non reader Grade 2

BERNADAS Dupio
Jomarie Kyle Instructional Grade 3
Danila
Sharmaine Instructional Grade 5
Danila
NJ CARLO G. Grade 11 Heart Angela Frustration Grade 3

REYES Maque
Richelle Jel Non reader Grade 1
Montecalvo
Jasmine Instructional Grade 3
Requina
IRENE G. REYES Teacher 1 Adrian P. Dupio Frustration Grade 4

Jake Vincent
Donal Non reader Grade1
Jonathan
Juliane Frustration Grade 4
Name of Facilitating Designation of Name of Tutees Reading Grade

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

GAVILO Zonio
Mara C. Zonio
Frustration Grade 3
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Alabel 3 District
Krizphil Frustration Grade 1
Arrianne D.
Tusan
JENERIZA M. Para Teachers Jemarie Diane Frustration Grade 3

MANGALON/JESSILY Andraque
N S. BANDA
Jeriane Mae
Alendajao
Princess Mae
Mangalon Non-reader Grade 3
Frustration Grade 1
ARLENE P. GAVILO Master Teacher Harvey Non-reader Grade 1

1 Caracotdacot
Carlito Omaya
Emman Dave
Frustration Grade 5
C. Hermosa
Non-reader Grade 2
Name of Designation of Name of Tutees Reading Grade Level

Facilitating Facilitating Handled Level of Tutees
Teachers Teachers/Grade
and Tutors Level of Tutors
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Alabel 3 District
ENJOY Para Teacher James Carl T. Frustration Grade 3
MELODY M. Banda
SUCAL Kesha Faye T. Non-reader Grade 1
Tumbagahan
Lafie Jean B. Sucal Frustration Grade 5
SHYREN 4th Year College Kent Niel S. Frustration Grade 1

GRACE M. Mandoan
SUCAL Blessabeth M. Frustration Grade 4
Gioca
Rishland C. Gentio Frustration Grade 5
EDNELYN Teacher 1 Isaac B. Tusan Non-reader Grade 1
M. SUCAL Mark Asombrado
Earl John H. Non-reader Grade 1
Benoya
Non-reader Grade 1
Name of Designation of Name of Tutees Reading Grade Level

Facilitating Facilitating Handled Level of Tutees
Teachers and Teachers/Grade
Tutors Level of Tutors
Jimilou S. Para Teacher Jivan Andraque Frustration Grade 3

Banda
Meljie Rose
Abregana
Frustration Grade 3
Khatelyn Mae S.
Mangalon
Frustration Grade 2
Twighlight 1st Year College Wilfred B. Frustration Grade 3

Sofhia B. Andraque
Cortez
Aljur A. Macion
Frustration Grade 3
Jessielyn
Andraque
37 | P a g e
Alabel 3 District
Frustration Grade 1
GenevieveS. College Level Sherwin Frustration Grade 4

Mandoan/Ner Mangalon
lyn M. Tusan Frustration Grade4
Ruel M. Aranez
Frustration Grade 4
Zane Jacob Tusan
Lanie D. Sucal Teacher 1 Jover D. Colano Non Reader Grade 2

Joezoar D. Colano Frustration
Annabel Grade 2
Caracotdacot
Non- Grade 2
Reader
38 | P a g e
Alabel 3 District
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.
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
39 | P a g e
Alabel 3 District
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
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
40 | P a g e
Alabel 3 District
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
Alabel, Sarangani Province.
VILMA A. GAMILLA
School Reading Coordinator
TITO D. MASLOG
School Principal
41 | P a g e
Alabel 3 District
42 | P a g e
Alabel 3 District
43 | P a g e
Alabel 3 District
44 | P a g e
Alabel 3 District
45 | P a g e
Alabel 3 District
SCHOOL READING ORGANIZATIONAL CHART DURING THE
BRIGADA PAGBASA 2021
46 | P a g e
Alabel 3 District
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Alabel 3 District
GOALS AND OBJECTIVES
48 | P a g e
Alabel 3 District
49 | P a g e
Alabel 3 District
CD FOR VIDEOS
50 | P a g e

Spring Is-Brigada Pagbasa 2021

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Spring Is-Brigada Pagbasa 2021

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Republic of the Philippines

Department of Educaon XII

Volunteered Tutors (Teacher/Church

1|P age DIONESIO J. DE PAZ MARY GRACE F. RIVERA

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 15-day Brigada Pagbasa implementation a successful

principal Sir Dionesio J. De Paz for supporting us in this noble service.

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

was a great privilege and honor to work under her guidance.

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

finalizing this comprehensive report.

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

to use your church building.

order to improve their reading abilities.

We are also grateful to all the tutor-volunteers for their willingness,

showed to make this reading program a memorable one.

Vilma A. Gamilla, T-1

Arlene P. Gavilo, MT-I

Lanie D. Sucal, T-1

Ednelyn M. Sucal, T-1

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

program focuses on the Reading Skills Development of Learners with

volunteerism activity among tutor volunteers.

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,

Teacher Facilitators, and Partners/volunteers.

school reading coordinator with all identified teacher 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

Table 1 and Graph 1

Grade Level Enrolment Percentage

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

five (65) or 17.11% and (70) or 18.42% respectively.

Table 2 and Graph 2

BENEFICIARIES 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

beneficiaries during the Brigada Pagbasa 2021.

Table 3 and Graph 3

Grade Level Non-Readers Percentage

Distribution of Non-Readers of Spring Integrated School by

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

and 2 taken as one of the beneficiaries of Brigada Pagbasa.

Table 4 and Graph 4

Grade Level Frustration Learners Percentage

Distribution of Frustration of Spring Integrated School by Grade

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

number of frustration learners.

Table 5 and Graph 5