ACTION PLAN/RE-ENTRY ACTION PLAN/ JOB EMBEDDED LEARNING /

IMPACT PROJECT TEMPLATE

I. Proponent’s Profile
Proponent’s Name: IRA C. DUPAY
Office/School: VILLAHERMOSA ELEMENTARY SCHOOL/JULITA DISTRICT
Complete Office/ School BRGY. VILLAHERMOSA, JULITA, LEYTE
Address:
Contact Number: 09502022172
DepEd email address: ira.dupay001@deped.gov.ph
II. Program/Plan/Project Profile
(Complete the following components to describe the program/plan/project you would like to be
implemented
Title PROJECT IRA (Improve Reading Abilities of 14 FR of Villahermosa ES)
Rationale
Villahermosa Elementary School is a small school with a complete
mixed mono and multigrade elementary school with a total population of
113 pupils. The school is led by an active Teacher-in-Charge, Mrs. Ira C.
Dupay, supported by one (1) Master Teacher 1, one (1) Teacher III, and
three (3) Teacher 1, who are passionate, efficient, and effective teachers.
The consequence of the pandemic had resulted to poor performance
of learners in literacy. Based on the result of the literacy test conducted on
March 2023, of the 73 for English learners assessed using Phil-IRI reading
tool. The total number of frustrations readers in English were 14, 33
instructional and 26 independent readers. In the result, there are still 14
learners who are in frustration level. With this result, the school aims to
increase the literacy level performance of the identified learners from
frustration readers to Instructional readers by July 2023 with the
implementation of Project IRA.
Interventions must be applied to improve their reading performance.
Reading to children is of utmost importance as it offers numerous benefits
that positively impact their cognitive, social, emotional, and linguistic
development. Here are some key reasons why reading to children is crucial
as I’ve read and quote from Mr. Google
 Language and literacy development,
 Cognitive development,
 Communication and social skills,
 Academic success

Project IRA aims to Improve Reading Abilities of 14 FR pupils of

Villahermosa ES. This program provides additional support and
interventions for struggling readers such as using tabLends (lending
profuturo tablets during weekends), functional library corner, functional
reading booth, weekly monitoring, one-on-one tutoring, small group
instruction or literacy specialists who can address specific reading
challenges. Ensuring that learners have access to a variety of age-
appropriate reading materials including books and colorful digital resources
to encourage the recipient learners to increase their reading abilities from
Frustration Level to Instructional Reader or if possible, to independent
 readers. It is not only giving the pupils the chance to improve their reading
ability skill but as well as to improve their educational achievements.
Helping frustration learners will be one of the priorities of this study.
Apparently, it is necessary that part of the planning and
implementation operations of the school is to be able to identify problems
and concerns along the way that basically may have significant impact in
the performance and overall learning outcomes of the school for the school
to develop life-long learners and provide a quality basic education for all.

At the end of the study, the school targeted to increase the

reading abilities of Frustration Readers from 14 to 10 Instructional Readers
by July 2023.
Program/Plan/Project
Description
 Able to find possible reading materials to be used during the conduct of
studies through Project IRA.
 To be able to provide reading materials to identified learners using
tabLends
 Able to conduct programmed instruction to identified learners.
 Able to evaluate literacy performance of the identified learners
Able to enhance functional reading booth
DOMAIN 3 Strand 3.5 Learning Assessment

3.5.1 Demonstrate knowledge and understanding of learning assessment

Professional Development
tools, strategies, and utilization of results consistent with curriculum
Priorities
requirements.

3.5.4 Lead initiatives on the innovative use of learning assessment tools,

strategies and results consistent with curriculum requirements to ensure
accountability in achieving higher learning outcomes.

Target Participant
The beneficiaries of the Immersion Project are the 14 frustration
readers, 3 learners in Grade 2, 1 learner in Grade 3, 4 learners in Grade 4, 2
learners in Grade 5 and 4 learners in Grade 6.

Delivery Platform
Face-to-face

Date of Implementation October 17, 2022 to June 16, 2023

III. Course/Activities List

(List down activities in the table below and provide detailed description of each activity on the
ACTIVITY DESIGN table.)
Activity
Activity Functions Covered Schedule Modality
Number
 Phonemic Awareness:
Focusing on recognizing and
manipulating individual
sounds in words

Comprehension:
Discussing the meaning of
texts and encouraging critical
thinking about the content
One on one
Supervised
Monitoring Progress: 1:00-1:30 Monday
1 Reading Face to Face
Regularly assessing their to Friday
Time with
reading abilities to track
the FR
improvement and adjust
instruction accordingly.

These functions should be

tailored to the individual
needs and strengths of each
struggling learner to provide
targeted support and
encouragement
Read- Aloud Recording:
Allowing learners to record
themselves reading and then
listen to the playback,
promoting self-assessment
and progress tracking.

Visual Support:
Using images, videos, and
animations to reinforce
comprehension and
engagement with the text.

Accessibility Features:
TabLends Making use of built-in
with the FR accessibility features, such as
2 Weekends Face to face
during larger fonts, high contrast
weekends modes, or speech recognition,
to cater to diverse learning
needs .
It's essential to balance the use
of technology with traditional
reading practices and ensure
that tablets are integrated
thoughtfully into the learning
process to maximize their
benefits for struggling
learners. Regular guidance of
the teacher and support are
also crucial in using
technology effectively for
reading improvement.
3 Utilization Varied Reading Materials: Monday to Friday Face to Face
 Stocking the booth with a
diverse selection of reading
materials, including books,
magazines, newspapers and
other relevant texts that cater
to the learners’ interest and
reading levels.

Reading Buddies:
Encouraging peer
collaboration by pairing
struggling learners with more
proficient readers as reading
buddies, fostering a
of supportive learning
Functional environment.
Reading
Booth inside Teacher Observation:
the Allowing teachers to observe
Classroom learners while they read in the
booth, providing valuable
insights into their reading
behaviors and adjusting
instructional approaches
accordingly.

Functional reading booth can

become a valuable tool for
fostering love for reading ,
improving literacy skills, and
building the confidence of
struggling learners in the
classroom.

4 Utilization Quiet Space: Monday to Friday Face to Face

of School Providing a dedicated space
Reading where struggling learners can
Booth read without distractions,
promoting focus and
concentration.

Reading Prompts:
Placing reading prompts or
discussion questions inside
the booth to encourage
learners to reflect on what
they read and engage with the
content more deeply.

Personalized Support:
Allowing teachers to work
one-on-one with struggling
learners inside the booth ,
providing personalized
assistance and addressing
 specific reading challenges.

Some engaging points to

create a conducive reading
environment using the school
reading booth.

IV. Activity Design

(Provide a detailed description of each activity by breaking it into discrete tasks. You may create a copy
of this table below if you have two or more activities.)
Activity 1 One on one Supervised Reading Time with the FR
One-on-one supervised reading time with the struggling reader involves
personalized attention and support. During these sessions, a teacher works
closely with the frustrated reader, offering guidance and encouragement to
improve their reading skills and comprehension. The focus is on addressing
specific challenges , building confidence and fostering a positive learning
environment . Through this approach the reader can gradually overcome
frustrations and make significant progress in their reading journey.

Phonemic Awareness: Focusing on recognizing and manipulating individual

sounds in words
Activity 1
Description:
Comprehension:
Discussing the meaning of texts and encouraging critical thinking about the
content

Monitoring Progress:
Regularly assessing their reading abilities to track improvement and adjust
instruction accordingly.

These functions should be tailored to the individual needs and strengths of each
struggling learner to provide targeted support and encouragement
Duration/ Resources
Date of Person/s Source of
Task/s Outputs
Implementa Responsible Financial Physical Fund
tion
1 Phonemic Awareness 2,000.00 Bond papers, MOOE
(Focusing on December 1, Teacher, folder, fastener,
recognizing and Can identify 2022- Recipient, printer, ink for
manipulating letter sounds December Proponent of printer,
individual sounds in 13, 2022 the Study downloaded
words) reading
Comprehension materials,
teacher made
(Discussing the Can answer 5 December 1, Teacher, instructional
meaning of texts and questions based 2022- Recipient, reading
encouraging critical from the December Proponent of worksheets and
thinking about the passage 13, 2022 the Study activity sheets
content) preparation

Monitoring Progress Monitoring December Teacher,

Form 10, 2022 Recipient,
(Regularly assessing January 31, Proponent of
their reading abilities 2023 the Study
to track improvement February 28,
and adjust instruction 2023
accordingly.) March 31,
2023
 April 28,
2023
May 31,
2023
June 10,
2023
Activity 2 TabLends with the FR during weekends

Using tablets with downloaded reading materials in an offline mode can be a

helpful strategy for supporting frustrated readers. It provides them with
additional opportunities to practice reading independently and at their own pace.
By incorporating technology into reading sessions, the frustrated readers can
benefit from interactive features such as audio support and highlighting text .
However , it’s essential to strike a balance and ensure that screen time is
monitored to prevent overuse and potential negative impacts. Supervision and
guidance from parents and can teachers can create a positive and supportive
learning environment during weekends.

Read- Aloud Recording:

Activity 2 Allowing learners to record themselves reading and then listen to the playback,
Description: promoting self-assessment and progress tracking.

Visual Support:
Using images, videos, and animations to reinforce comprehension and
engagement with the text.

Accessibility Features:
Making use of built-in accessibility features, such as larger fonts, high contrast
modes, or speech recognition, to cater to diverse learning needs .

It's essential to balance the use of technology with traditional reading practices
and ensure that tablets are integrated thoughtfully into the learning process to
maximize their benefits for struggling learners. Regular guidance of the teacher
and support are also crucial in using technology effectively for reading
improvement.
Duration/ Resources
Date of Person/s Source of
Task/s Outputs
Implementa Responsible Financial Physical Fund
tion
2 Read- Aloud
Recording

(Allowing learners to
record themselves December 1, Teacher,
Recorded
reading and then 2022-June Recipient, Profuturo
Audio while NONE NA
listen to the playback, 16, 2023 Proponent of Tablet
Reading
promoting self- the Study
assessment and
progress tracking.)

Visual Support: Recorded December Teacher, NONE Profuturo NA

Video 11, 2022 Recipient, Tablet
Using images, videos, January 28, Proponent of
and animations to 2022 the Study
reinforce February 25,
comprehension and 2023
engagement with the March 25,
 2023
April 29,
2023
text. May 27,
2023
June 10,
2023

Accessibility
Features:

Making use of built-

in accessibility December 1, Teacher,
features, such as Recorded 2022-June Recipient, Profuturo
NONE NA
larger fonts, high Video 16, 2023 Proponent of Tablet
contrast modes, or the Study
speech recognition, to
cater to diverse
learning needs .

Activity 3 Utilization of Functional Reading Booth inside the Classroom

The school reading booth can be utilized by learners for quiet reading and
studying. It provides a focused environment to enhance concentration and
comprehension. Teachers can also use it for small group discussions or as a
designated space for literacy -related activities.

Varied Reading Materials:

Stocking the booth with a diverse selection of reading materials, including books,
magazines, newspapers and other relevant texts that cater to the learners’ interest
and reading levels.

Activity 3 Reading Buddies:

Description: Encouraging peer collaboration by pairing struggling learners with more
proficient readers as reading buddies, fostering a supportive learning
environment.

Teacher Observation:
Allowing teachers to observe learners while they read in the booth, providing
valuable insights into their reading behaviors and adjusting instructional
approaches accordingly.

Functional reading booth can become a valuable tool for fostering love for
reading , improving literacy skills, and building the confidence of struggling
learners in the classroom.

Duration/ Resources
Date of Person/s Source of
Task/s Outputs
Implementa Responsible Financial Physical Fund
tion
3 Varied Reading Checklist of December 1, Teacher 3,000.00 Bond paper, MOOE
Materials: read materials 2022-June adviser, reading
16, 2023 Pupil books,
Stocking the booth reading
with a diverse materials,
selection of reading magazines,
materials, including newspaper,
books, magazines, downloaded
newspapers and other reading
relevant texts that materials
cater to the learners’
 interest and reading
levels.

Reading Buddies:
Bond paper,
reading
Encouraging peer Picture of books,
collaboration by reading buddies December 1, reading
Teacher
pairing struggling 2022-June materials,
adviser, MOOE
learners with more List of reading 16, 2023 magazines,
Pupil
proficient readers as passages they newspaper,
reading buddies, have read downloaded
fostering a supportive reading
learning environment. materials

Teacher Observation:

Allowing teachers to Bond paper,

observe learners reading
while they read in the books,
booth, providing December 1, reading
Teacher
valuable insights into 2022-June materials,
Checklist adviser, MOOE
their reading 16, 2023 magazines,
Pupil
behaviors and newspaper,
adjusting downloaded
instructional reading
approaches materials
accordingly.

Activity 4 Utilization of School Reading Booth

The school reading booth can be utilized by learners for quiet reading. It
provides a focused environment to enhance concentration and comprehension.
Teacher can also use it for small group discussions or as a designated space for
literacy related activities.

Quiet Space:
Providing a dedicated space where struggling learners can read without
distractions, promoting focus and concentration.
Activity 4
Description: Reading Prompts:
Placing reading prompts or discussion questions inside the booth to encourage
learners to reflect on what they read and engage with the content more deeply.

Personalized Support:
Allowing teachers to work one-on-one with struggling learners inside the booth ,
providing personalized assistance and addressing specific reading challenges.

Some engaging points to create a conducive reading environment using the

school reading booth.

Duration/ Resources
Date of Person/s Source of
Task/s Outputs
Implementa Responsible Financial Physical Fund
tion
4 Quiet Space: Checklist November Teacher 3,000.00 Bond paper, MOOE
Providing a dedicated 15-29, 2022 adviser, reading
space where Pupil books,
struggling learners reading
can read without materials,
distractions, magazines,
promoting focus and newspaper,
 concentration.

Reading Prompts:

Placing reading
prompts or discussion
questions inside the Teacher
November
booth to encourage Checklist adviser,
15-29, 2022
learners to reflect on Pupil
what they read and
engage with the
content more deeply. downloaded
reading
Personalized Support: materials

Allowing teachers to
work one-on-one
with struggling
December 1, Teacher
learners inside the
Checklist 2022-June adviser,
booth , providing
16, 2023 Pupil
personalized
assistance and
addressing specific
reading challenges.

V. Monitoring and Evaluation Plan

Definition Target Data Person
Baseline Frequency Reporting
Source Responsibl
How it is What is the e
Indicator What is the How often Where will
calculated? target? How will it
current will it be it be
be Who will
status? measured? reported?
measured? measure it?

At the end
Analyses of the
of the Oral immersion,
reading test the school
result
targeted to
increase Actual
Number of Every
October 22, the reading conduct of
Decrease Word Friday & 1 Teacher &
2022 abilities of oral School
of FR of Recognitio day before the
Goal Villahermo n & the Frustration
reading test
the of proponent
District
June 15, to the
sa ES Number of Readers Implement of the study
2023 recipient
Comprehen from 14 to ation of the
pupils
sion
10
Question
Answered Instruction
by the al Readers
learner by July
2023.

 Decrease of FR
Outcome  At the end of the immersion, the school targeted to increase the reading abilities of Frustration Readers
from 14 to 10 Instructional Readers by July 2023.

Outputs Data gathering reading records

Reading materials
Data analysis
Project Team structure & TOR
Letter request to District Head & Profuturo Project Manager
Pictorials
Scheduled of program Instruction
Class program
Letter of invitation to parents of the beneficiary
 Pictorial Conducting Parent’s & beneficiary orientation
Pictorials of Reading materials preparations, enhancement of reading booth
Pictorials during the launching of Project IRA
Pictorial during the Implementation of the Project
Weekly Monitoring form & the used material
Pictorial for the monitoring of the Project by the proponent of the study
Pictorial for the monitoring of the Project by the District Head
Pictorial of Home Visitation
Attendance of the recipient
Post oral reading test score card
Reading materials
Pictorial & ACR during the closing program

Declaration:
I hereby declare the information provided in this program /plan/project is true and correct and there have
been no misleading statements , omission of any relevant facts nor any misinterpretation made.
Sign off by the program/Plan/Project Proponent:

Program/Plan/Project Proponent IRA C. DUPAY

Signature
Date
This form is not valid if not signed.

Prepared by:
IRA C. DUPAY
Program/Plan/Project Proponent
Conferred with:

RHODORA A. ARCEÑO, Ph.D

District Head

Recommending Approval:

HENRIETTA T. MANAGBANAG, PhD, CESE

Assistant Schools Division Superintendent
Chairperson of the Review Committee

Approved:

MARIZA S. MAGAN EdD, CESO V

Schools Division Superintendent