Republic of the Philippines

Department of Education
REGION VII-CENTRAL VISAYAS
DIVISION OF CEBU PROVINCE
DOÑA MILAGROS OSMEÑA ELEMENTARY SCHOOL
Lugo, Borbon, Cebu

Accomplishment on the Administration of School Reading Program/Intervention of Doña Milagros Osmeña Elementary School

Area of Phases of Activities/ Persons Time Frame Status

Concern Implementation Strategies Involved Results (Completed,
Accomplished,
Ongoing)
Reading  Phase 1. Pre-  Assessment of  Reading  Learners with October 2022- MAY
Fluency and Implementation pupils’ reading teacher poor word 2023
Ability fluency  School recognition and
 Assessment of reading vocabulary Accomplished
pupils’ reading coordinator increased the
ability  School level of their
Principal reading
 Pupils abilities.

Reading  Phase 2. 1. Identification of  Reading  Pupils who are October 2022- MAY
Fluency and Implementation “word families” or teacher weak in sound 2023
Ability orthographic  School symbol are now Ongoing
neighbors. reading capable to read
coordinator the word
 School families and
Principal understands
 Pupils the
orthographic
mapping as
 well
Reading 2. Decode words by  Reading  Provided with October 2022- MAY
Fluency and “word families.” teacher enough reading 2023 Ongoing
Ability  Short vowel  School materials and
sounds reading guided practice
 Long vowel coordinator the pupils can
words with silent  School fluently read
“e” endings Principal short and long
 Words with  Pupils vowel sounds,
vowels and consonant
diphthong digraphs,
 Consonant blends,
digraphs diphthongs,
 Consonant and clusters.
blends
 Consonant
clusters
shed 3. Explicit  Reading  Some pupils October 2022- MAY
instruction on teacher are already into 2023
sound/spelling  School spelling others Ongoing
patterns reading really need
coordinator much time,
 School attention, and
Principal more practice.
 Pupils
4. Identify letter -  Reading  This activity October 2022- MAY
sound patterns teacher helps the 2023
 School learner be a Ongoing
reading better reader.
coordinator
 School
Principal
 Pupils
5. Pupils will be  Reading  The pupils at October 2022- MAY
taught on proper teacher this time can 2023 Ongoing
reading pace  School reach the
reading average
coordinator reading rates
 School according to
Principal their age and
 Pupils grade.
6. Re-reading texts  Reading  Helped the October 2022- MAY
several times teacher pupils 2023
silently or aloud  School familiarize the Ongoing
to reduce reading sequence of
monotonous tone coordinator the letters in
while reading.  School each word
Principal which is very
 Pupils useful in
spelling.
 Through
constant
reading correct
pronunciation
of words are
also practiced.
7. Creating a word  Reading  It helps them October 2022- MAY
wall teacher discover new 2023
 School words every Ongoing
reading day.
coordinator  Word a day is
 School an addition to
Principal their
 Pupils vocabulary too.
8. Decode words  Reading  Pupils became October 2022- MAY
 Word sorting teacher fluent readers 2023
 and hunting  School Ongoing
 Reading reading
rhymes coordinator
 School
Principal
 Pupils
9. Building words  Reading  Children can October 2022- MAY
and manipulating teacher identify oral 2023
their beginning,  School rhymes, knows Ongoing
middle , and reading the number of
ending phonemes coordinator syllables in
 School words can
recognize initial
Principal
sounds.
 Pupils
10. Embracing  Parents  Pupils became October 2022- MAY
reading even at  Brothers competent 2023
home with the  Sisters readers
guidance of the  Significant Ongoing
parents, brothers,  Other
sisters and  Pupils
significant others.
 Phase 3. Post - 11. Evaluation of  Reading  Results show October 2022- MAY
Implementation pupils’ reading teacher that the reading 2023
fluency and  School program is
reading ability reading helpful to the Ongoing
coordinator pupil who are
 School under the
frustration
Principal
level.
 To the pupils
with good
reading record
 it allows them
to teach their
classmates
through peer
teaching.
 Overall, the
reading project
is working well.
 It measures the
patience and
knowledge of
the teacher
how they are
going to deal
with the pupils
with special
needs.
Reading  Phase 1. Pre- 1. Profiling of pupils’  Reading  Profiling helped October 2022- MAY
Performance Implementation reading teacher the teachers 2023
of Pupils performance or  School identify the Ongoing
comprehension reading pupils who
skills coordinator needs special
 School time and
attention.
Principal
 Phase 2. 2. Exposure of  Reading  Providing the October 2022- MAY
Implementation pupils to different teacher child with 2023
reading materials  School different kinds
and activities reading of reading
coordinator materials gives Ongoing
them a lot of
opportunities to
learn new set
 of words that
will be added to
their
vocabularies.
 Also reading a
lot broadens
their
imagination
and sharpens
their thinking
skills.
3. Exposure of  Reading  It develops the October 2022- MAY
pupils to varied teacher higher cognitive 2023
pedagogical  School skills of a Ongoing
approaches that Principal student and
would develop  Pupils improve
their reading student
ability. participation
4. Pupils will be  Reading  It gave the October 2022- MAY
provided with the teacher parents an 2023
supplemental  School opportunity to
reading tools to Principal teach their kids
help them  Pupils at home.
develop reading  The giving of Ongoing
ability as they reading
stay at home assignments at
during weekends home let the
parents check
whether their
child is doing
well in school
or their child
needs a lot of
 time, guidance
and guided
practice to
improve the
reading skills.
5. Provision of  Reading  We observed
rooms or reading teacher that the pupils
kiosk for practice  School practice their
skills Principal sense of
development in responsibility
predicting through
outcomes\, heading to the
drawing reading kiosk Accomplished
conclusions and without being
making asked by the
judgements. teacher.
 It keeps them
motivated to
learn esp. if
they have their
own space
intended for
this program.
6. Observation of  School  The
classes by school Principal observation
principal or by  School helped the
English Reading teachers learn Accomplished
department head Coordinator new
suggestions
and strategies
from the school
head.
 From the given
 suggestions the
teacher
became more
equipped in the
teaching
reading
program.
T 7. Submission of  Reading  It kept the
reading logs teacher teachers,
related to pupil’s  Reading parents and Accomplished
progress once Coordinator pupils updated
every month with the
reading
progress
8. Holding of quiz  Reading  Evaluates the
bowl contests teacher reading abilities
and spelling bee.  Pupils of each pupil.
 Positive results Accomplished
of the quiz bowl
and spelling
bee shows that
the reading
program is
working.
9. Conduct of  Reading  Pupils show
Reader’s Theater, teacher that they
Chamber Theater  Pupils learned enough
and Short Plays from the
reading
program. It Ongoing
helps them
enhance their
reading and
 speaking skills.
10. Evaluation of  Reading  This time there
pupils reading teacher is really a big
performance  School difference
Principal happening from
the beginning
of the program Ongoing
up to the
present month.
 The number of
struggling and
frustration
readers
decreased.
 DMOES are
producing
enough number
of instructional
and
independent
readers.

Prepared by: Noted by:

:
MARY LOUYLN C. QUIAPO EDGAR M. TINAPAY
School Reading Coordinator School Principal
 Republic of the Philippines
Department of Education
REGION VII-CENTRAL VISAYAS
DIVISION OF CEBU PROVINCE
DOÑA MILAGROS OSMEÑA ELEMENTARY SCHOOL
Lugo, Borbon, Cebu
SUM
MAR
Y OF

Republic of the Philippines

Department of Education
REGION VII-CENTRAL VISAYAS
DIVISION OF CEBU PROVINCE
DOÑA MILAGROS OSMEÑA ELEMENTARY SCHOOL
Lugo, Borbon, Cebu
INDI
VID
UAL
REA