Republic of the Philippines

DARTMENT OF EDUCATION
Region IX, Zamboanga Peninsula
Schools Division of Zamboanga del Norte
KATIPUNAN II

SINGATONG ELEMENTARYSCHOOL
3–DAY ENHANCEMENT TRAINING AND WORKSHOP FOR TEACHERS
ON THE RE-ORIENTATION ON SCHOOL BASED- READING TUTORIAL FOR
STRUGGLING AND FRUSTRATION READERS, PROPEL INTEGRATION IN
LESSON PLANNING CUM BASIC ICT OPERATION

Title: 3-DAY ENHANCEMENT TRAINING AND WORKSHOP FOR TEACHERS ON

THE RE-ORIENTATION ON SCHOOL BASED-READING TUTORIAL FOR
STRUGGLING AND FRUSTRATION READERS,PROPEL INTEGRATION IN
LESSON PLANNING CUM BASIC ICT OPERATION

Duration : 3 Days

Proposed Date & Venue : SINGATONG ELEMENTARY SCHOOL Covered Court

Singatong
Katipunan, Zamboanga del Norte

Target Participants & Profile : All teachers, School Head of Singatong Elementary School-
Katipunan II- District

Registration Fee : None

I. Rationale:
K – 12 Curriculum is learner centered. It focuses on the optimum development of
the Filipino child. In order to realize commitment to provide quality basic education to the
Filipino children, the teachers and school heads of Singatong Elementary School
strengthened their skills through continuing training and development.
Reading is an essential part of everyone’s life. It is a must that one can read not
because it is one of the requirements in school but it is an essential weapon in this ever
changing world. For the past two years, due to the unprecedented turn of events, the reading
ability of a child were hampered due to the COVID- 19 pandemic.
In the recent reading assessment conducted last October 2022, it was found out that a
great number of non- readers/struggling readers existed in almost all schools of Katipunan II
District. We cannot deny the fact that due to the modular learning the reading ability of the
child is at stake.
To help the struggling readers in our school of Katipunan-II to be independent
readers and to support the ECARP Program- EVERY CHILD A READER AND A
WRITER- Leterates and Numerates this school plans to conduct a training for the school
head, and classroom teachers especially to address the said problem mentioned above.
 Instructional materials and reading materials are necessary as an aid in the teaching
and learning process. It helps to raise learning from verbalization to practical aspect of
teaching and learning. Instructional materials make teaching and learning interesting, easy
and amusing. It makes learning more effective. An instructional material makes students
understand more easily when the teacher makes use of working model. It makes the teacher’s
task easier and more effective. With the help of technology, variety of reading materials can
be made to reinforce learning.
PARTICIPANTS
Name Position
1. ELMER I. BANAL HT- V
2. EVA MARIE D. EBOL T-III
3. ROSAVILLA S. VALERIANO T-II
4. BRYAN R BARBASO T-III
5. RUSSELLIETH JOYCE A. NIEVES T-III
6. JAY SHIELA EGUIA SUBTITUTE TEACHER
7. EDGAR O. OLAVIDES II T- I
8. MADELYN L. RODA MT-I
9. JOHN EXAN REY N. LLORENTE T-III

II. OBJECTIVES:
This, 3- Day INSET on ENHANCEMENT TRAINING AND WORKSHOP FOR
TEACHERS ON THE RE-ORIENTATION ON SCHOOL BASED- READING
TUTORIAL FOR STRUGGLING AND FRUSTRATION READERS, PROPEL
INTEGRATION IN LESSON PLANNING CUM BASIC ICT OPERATION, which
aims to;
1. examine the most effective teaching strategies that are implemented in the
classroom to meet the needs of struggling/frustration readers ;
2. find activities that motivate struggling/frustration readers ;
3. make an action plan on reading intervention for struggling/frustration readers;
4. identify the role of teachers and school heads in the development of
struggling/frustration readers; and
5. conduct proper monitoring of the said program being implemented.
6. Navigate Microsoft Publisher, Microsoft Word and Microsoft Excel

III. PROGRAM DESCRIPTION:

 The 3- day school- based INSET on ENHANCEMENT TRAINING AND
WORKSHOP FOR TEACHERS ON THE RE-ORIENTATION ON SCHOOL
BASED- READING TUTORIAL FOR STRUGGLING AND FRUSTRATION
READERS, PROPEL INTEGRATION IN LESSON PLANNING CUM BASIC ICT
OPERATION is to enhance the reading strategies of the teachers in order to bridge the gap
of the reading ability of the child and enhance the teachers knowledge in navigating, using
and utilizing Microsoft products.

IV. TRAINING CONTENT AND METHODOLOGY:

The mode of delivery for this program is limited face to face which shall follow the
matrix below:
TRAINING MATRIX
Time Day 1 Day 2 Day 3
8:00-9:00 Arrival,
Registration
MOL
9:00-10:00 Opening Orientation about School- Making Action Plan on Reading
Program BasedTutorial for Intervention for Struggling Readers
Struggling Readers and
-VIDEO- Making Instructional Materials to
augment the reading ability
By: Eva Marie D. Ebol, T- By:
III Madelyn L. Roda, MT- I
10:00-11:00 Revisiting Lesson Planning with Introduction to Microsoft Products
ECARP, PROPEL Integration
(Excel, Word, Publisher,Powperpoint)
EVERY
By: Madelyn L. Roda, MT- I
CHILD A By:
READER
Program and John Exan Rey N. Llorente, T- III
PROPEL
Program of
the Division
By: Elmer I.
Banal, HT- V

11:00-12:00 Ang 7k Para Tutors and Tutees, Leveled Basic Tutorial on Microsoft Products
sa Bata Readers (Excel, Publisher, Word)
By:
By: Bryan R. Edgar O. Olavides By:
Barbaso, T-III John Exan Rey N. Llorente, T- III
12:00-1:00 LUNCH BREAK
 1:00-2:00 The Walk Through and SIMULATION ON REMEDIAL
Fundamental Practice on the Use of the READING
s of Reading Cards Set
Child
Development By:
Russellieth Joyce A. Nieves,
By: Madelyn T- III
L. Roda, MT-
I
2:00-3:00 Domains of Different Strategies in
Literacy Reading
Marungko Approach Demonstration with PROPEL
By: Integration
Jay Shiela By:
Eguia Rosavilla S. Valeriano, T-II
Output Presentation
3:00-4:30 Reading Fuller method,Using
Remediation YOURS
in a School
Reading CLOSING PROGRAM
Program By: John Exan Rey N.
Llorente, T- III
By:
Russellieth
Joyce A.
Nieves, T- III

V. EXPECTED OUTPUTS
1. Participants are equipped and knowledgeable as tutors to remediate their
struggling/frustration readers or called as tutee.
2. Effectively conduct and identify struggling/frustration readers.
3. Examine/derive the most effective teaching strategies and fined activities
that motivate struggling/frustration readers
4. Work and action plan for struggling /frustration readers are developed.
5. Big books
VI. LIST OF TRAINER/S
RELEVANT
NAME OF TRAINER/S TOPIC ASSIGNMENT
QUALIFICATION
MADELYN L. RODA MT-I
A. The Fundamentals of
Child Development

B. Making Action Plan on Reading

Intervention for Struggling Readers and
 Making Instructional Materials to augment
the reading ability
C. Lesson Planning with PROPEL
Integration

Revisiting ECARP, EVERY CHILD A

READER Program and PROPEL Program
ELMER I. BANAL Head Teacher V of the Division

Fuller method,Using YOURS

Introduction to Microsoft Products

JOHN EXA REY N. T-III/School ICT Basic Tutorial on Microsoft Products (Excel,
LLORENTE Coordinator Publisher, Word)

A. Reading Remediation in a School

Reading Program
RUSSELLIETH JOYCE A. B. Walk Through and Practice on the Use of
T-III
NIEVES the Reading Cards Set

Orientation about School-Based

Tutorial for Struggling Readers
EVA MARIE D. EBOL T-III
-VIDEO-

Ang 7k Para sa Bata

BRYAN R. BARBASO T-III

Tutors and Tutees, Leveled Readers

EDGAR O. OLAVIDES II T-I

Different Strategies in Reading

ROSAVILLA S.
T-II Marungko Approach
VALERIANO

JAY SHIELA EGUIA Domains of Literacy

 VII. MANAGEMENT STRUCTURE
Office/ Staff Designated Responsibilities Contact Persons
MT- I Chairperson Madelyn L. Roda
T-III Program Manager John Exan Rey N. Llorente
Substitute Teacher Logistics Shiela Jay Eguia
T-III Finance Russellieth Joyce A. Nieves
T-III Monitoring & Evaluation John Exan Rey N. Llorente
MT-I Training Design Madelyn L. Roda
T-II Support Staff Rosavilla S. Valeriano
T-III John Exan Rey N. Llorente
Resource Speakers
MT-I Madelyn L. Roda
HT-V Elmer I. Banal
T-III Documenter Eva Marie D. Ebol

VIII. RESOURCE PACKAGE/S

A. Laptops
B. Video Clips
C. Projector
C. Other Relevant Materials

IX. MONITORING AND EVALUATION:

The M&E team will ensure 100% participation of teachers through
limited face to face engagement. Proper documentation and QATAME
evaluation of the activity will be done by the school documenter and report of
accomplishment will be sent to the division office 3 days after the activity and a
copy will be kept on the school file for reference.

Prepared by: Recommending Approval:

 MADELYN L. RODA ELMER I. BANAL
MT- I HT- V

JOHN EXAN REY N. LLORENTE

T-III
APPROVED:

ARNOLD Z. DINGLASA EDd

Public Schools District Supervisor