Republic of the Philippines

Department of Education
Region X; Northern Mindanao
Division of Lanao del Norte
PENDULUNAN ELEMENTARY SCHOOL
Maria Cristina, Baloi, Lanao del Norte

Program Title : CAPACITY BUILDING OF TEACHERS ON THE

STRATEGIES IN TEACHING BEGINNING READING

Implementing Agency : PENDULUNAN ELEMENTARY SCHOOL,

Department of Education, Division of
Lanao del Norte
Beneficiaries : Nineteen (12) teachers
Date of Implementation : __________________

Program Background and Rationale:

The 2022 PISA report showed that 15-year-old students (more than 75%) in
the Philippines were below the minimum level of proficiency in mathematics,
science and reading. Also, the performance of the region in reading and mathematics
scored statistically lower than the national average. Moreover, in the PISA 2022
National Report of the Philippines on “How do investments in education influence
performance?”, the index of shortage of educational materials in the Philippines was
relatively high. At least, half of the students were in schools whose principal
reported that the school’s capacity to provide instruction is hindered by a lack of
educational materials or inadequate or poor educational materials (PISA, 2022).
These materials include those that can cater specific skills in addressing their reading
difficulty.
In a joint report in 2021 titled “Where are We on Education Recovery?”
released by United Nations Children’s Fund (UNICEF), UN Educational, Scientific and
Cultural Organization (UNESCO) and the World Bank showed that over two years into
the pandemic, and despite the gradual reopening of schools in many countries
including the Philippines, the impact of long lockdowns on children’s education has
become evident. According to the report less than 10 percent of Filipino children can
read simple text or comprehend a simple story.
The Department of Education said that the initiatives of the schools are not
enough since early grade learners are struggling to meet the learning standards in
early language, literacy and numeracy. The Department further said low performing
learners could not read and understand Math and Science word problems written in
English thus unable to demonstrate their knowledge in these content areas and that
elementary and high school learners are still deficient both in languages and content
areas, more so in reading (DepEd, 2019).
To address the widening English literacy gap, there is a need to implement a
strategic intervention which can improve the competence of the teachers and, at the
same time, provide effective learning resources in teaching reading to the learners.
Side-by-side the program is envisioned to institutionalize and embed the
culture of English reading throughout the country. It is viewed that the fruition
of this goal can also be achieved by capacitating teachers with the strategies in
teaching beginning reading with appropriate and need-based reading materials.
ENGLISH READING KIT Level 1 AND ENGLISH READING KIT Level 2 to the widest
number of schools and communities in the Philippines both in print and
electronic media. This is to help improve English Reading intervention for all
types of learners.
ENGLISH READING KIT LEVEL 1 (ERK 1), a teaching-learning tool in reading
for beginner readers and struggling readers in the country and to train the
teachers assigned to these areas. The kit is designed to aid in the development of
word attack skills and reading comprehension of beginner readers.
The kit has the following components: ERK 1
Picture Cards
Phonetic Alphabet Posters
Phonetic Vocabulary Posters
CVC Word Formation Cards
CVC Word Cards (Vowels A – U)
CVC Word Chart (Vowels A – U)
Dolch Sight Word Flash Cards
Dolch Sight Word Chart
Dolch Sight Phrase Cards
Pupil’s Assessment Manual
The reading program also offers the English Reading Kit Level 2 (ERK 2), an
ideal tool to hone students’ abilities that are imperative to absorb their lessons.
These abilities will greatly help students become more analytical as well as logical
and critical thinkers. Teachers can use ERK 2 for their regular lessons and can serve
well for remediation purposes, both inside the classroom or through blended
learning.
Likewise, the ERK 2 provides unlimited resources that allow educators to tap
into their creativity and imagination in the improvement of their teaching methods
and strategies. ERK level 2 has 12 components including interactive teaching
materials for lessons on:
Long Vowels Sounds
 Affixes
Consonant Blends
Synonyms, Antonyms and Homonyms
Analogy
Digraphs
Dual Sounds
Tricky 'r'
2nd Dolch Sight Words
Compound Words
Vocabulary
Reading Comprehension

Methodology
Capacity building of teachers on the effective use of the English Reading Kit
Level 1 and English Reading Kit Level 2 shall be conducted to all teachers. The
training aims to:
● equip teachers with the necessary skills in teaching reading;
capacitate teachers to become effective in teaching English reading;
• demonstrate to the teachers on the utilization of the materials; and
• nurture a culture of reading in schools, various levels of governance
in the Department of Education’s Central Office, Regional Offices (ROs)
and Schools Division Offices (SDOs).

Budgetary Requirement:
Unit of
No. of measure Article Unit Price Total Price
Items

1 package TRAINING MATERIALS ON THE Php Php

CONDUCT OF CAPACITY 20,000.00
BUILDING OF TEACHERS ON THE 20,000.00
STRATEGIES IN TEACHING
BEGINNING READING

Expected Output:
1. Nineteen (12) teachers re trained in strategies in teaching reading using the
English Reading Kits

Prepared by: Reviewed by:

OMILHAYA M. CAMID FATIMA P. ASUM

HT-IV PSDS
Recommending Approval: Approved:

MARIA EVA S. EDON EDWIN R. MARIBOJOC, CESO V

Chief, CID Schools Division Superintendent

TRAINING MATRIX

Time Activity Persons Responsible

7:30 – 8:00 Registration Secretariat

Preliminaries

National Anthem

Prayer Multi-media Presentation

Opening Remarks

Presentation of Participants
8:00 – 8:30 Carol R. Balwit
Statement of Purpose
Division Reading Coordinator

Food for Thought

Edwin R. Maribojoc, CESO V

Message
Schools Division Superintendent

Community Dance

Carol R. Balwit
Teaching Beginning Reading
8:30 – 9:30 Division Reading Coordinator

Kristin Educational Exponents

9:30 – 11:30 What is English Reading Kit? Publications, Inc.

11:30 – 12:45 Lunch Break

12:45 -1:00 Energizer

Demonstration Teaching on Kristin Educational Exponents

Strategies in Teaching Beginning Publications, Inc.
1:00 – 3:00
Reading

3:00 – 4:00 Open Forum

4:00 – 4:30 Closing Program

4:30 – 5:00 Home Sweet Home
 Republic of the Philippines
Department of Education
Region X; Northern Mindanao
Division of Lanao del Norte
NANGKA INTEGRATED SCHOOL
Nangka, Baloi, Lanao del Norte

Program Title : CAPACITY BUILDING OF TEACHERS ON THE

STRATEGIES IN TEACHING BEGINNING READING

Implementing Agency : NANGKA INTEGRATED SCHOOL,

Department of Education, Division of
Lanao del Norte
Beneficiaries : Nineteen (17) teachers
Date of Implementation : __________________

Program Background and Rationale:

The 2022 PISA report showed that 15-year-old students (more than 75%) in
the Philippines were below the minimum level of proficiency in mathematics,
science and reading. Also, the performance of the region in reading and mathematics
scored statistically lower than the national average. Moreover, in the PISA 2022
National Report of the Philippines on “How do investments in education influence
performance?”, the index of shortage of educational materials in the Philippines was
relatively high. At least, half of the students were in schools whose principal
reported that the school’s capacity to provide instruction is hindered by a lack of
educational materials or inadequate or poor educational materials (PISA, 2022).
These materials include those that can cater specific skills in addressing their reading
difficulty.
In a joint report in 2021 titled “Where are We on Education Recovery?”
released by United Nations Children’s Fund (UNICEF), UN Educational, Scientific and
Cultural Organization (UNESCO) and the World Bank showed that over two years into
the pandemic, and despite the gradual reopening of schools in many countries
including the Philippines, the impact of long lockdowns on children’s education has
become evident. According to the report less than 10 percent of Filipino children can
read simple text or comprehend a simple story.
The Department of Education said that the initiatives of the schools are not
enough since early grade learners are struggling to meet the learning standards in
early language, literacy and numeracy. The Department further said low performing
learners could not read and understand Math and Science word problems written in
English thus unable to demonstrate their knowledge in these content areas and that
elementary and high school learners are still deficient both in languages and content
areas, more so in reading (DepEd, 2019).
To address the widening English literacy gap, there is a need to implement a
strategic intervention which can improve the competence of the teachers and, at the
same time, provide effective learning resources in teaching reading to the learners.
Side-by-side the program is envisioned to institutionalize and embed the
culture of English reading throughout the country. It is viewed that the fruition
of this goal can also be achieved by capacitating teachers with the strategies in
teaching beginning reading with appropriate and need-based reading materials.
ENGLISH READING KIT Level 1 AND ENGLISH READING KIT Level 2 to the widest
number of schools and communities in the Philippines both in print and
electronic media. This is to help improve English Reading intervention for all
types of learners.
ENGLISH READING KIT LEVEL 1 (ERK 1), a teaching-learning tool in reading
for beginner readers and struggling readers in the country and to train the
teachers assigned to these areas. The kit is designed to aid in the development of
word attack skills and reading comprehension of beginner readers.
The kit has the following components: ERK 1
Picture Cards
Phonetic Alphabet Posters
Phonetic Vocabulary Posters
CVC Word Formation Cards
CVC Word Cards (Vowels A – U)
CVC Word Chart (Vowels A – U)
Dolch Sight Word Flash Cards
Dolch Sight Word Chart
Dolch Sight Phrase Cards
Pupil’s Assessment Manual
The reading program also offers the English Reading Kit Level 2 (ERK 2), an
ideal tool to hone students’ abilities that are imperative to absorb their lessons.
These abilities will greatly help students become more analytical as well as logical
and critical thinkers. Teachers can use ERK 2 for their regular lessons and can serve
well for remediation purposes, both inside the classroom or through blended
learning.
Likewise, the ERK 2 provides unlimited resources that allow educators to tap
into their creativity and imagination in the improvement of their teaching methods
and strategies. ERK level 2 has 12 components including interactive teaching
materials for lessons on:
Long Vowels Sounds
 Affixes
Consonant Blends
Synonyms, Antonyms and Homonyms
Analogy
Digraphs
Dual Sounds
Tricky 'r'
2nd Dolch Sight Words
Compound Words
Vocabulary
Reading Comprehension

Methodology
Capacity building of teachers on the effective use of the English Reading Kit
Level 1 and English Reading Kit Level 2 shall be conducted to all teachers. The
training aims to:
● equip teachers with the necessary skills in teaching reading;
capacitate teachers to become effective in teaching English reading;
• demonstrate to the teachers on the utilization of the materials; and
• nurture a culture of reading in schools, various levels of governance
in the Department of Education’s Central Office, Regional Offices (ROs)
and Schools Division Offices (SDOs).

Budgetary Requirement:
Unit of
No. of measure Article Unit Price Total Price
Items

1 package TRAINING MATERIALS ON THE Php Php

CONDUCT OF CAPACITY 25,000.00
BUILDING OF TEACHERS ON THE 25,000.00
STRATEGIES IN TEACHING
BEGINNING READING

Expected Output:
2. Nineteen (17) teachers re trained in strategies in teaching reading using the
English Reading Kits

Prepared by: Reviewed by:

LINANG M. ABBAS FATIMA P. ASUM

ESP-II PSDS
Recommending Approval: Approved:

MARIA EVA S. EDON EDWIN R. MARIBOJOC, CESO V

Chief, CID Schools Division Superintendent

TRAINING MATRIX

Time Activity Persons Responsible

7:30 – 8:00 Registration Secretariat

Preliminaries

National Anthem

Prayer Multi-media Presentation

Opening Remarks

Presentation of Participants
8:00 – 8:30 Carol R. Balwit
Statement of Purpose
Division Reading Coordinator

Food for Thought

Edwin R. Maribojoc, CESO V

Message
Schools Division Superintendent

Community Dance

Carol R. Balwit
Teaching Beginning Reading
8:30 – 9:30 Division Reading Coordinator

Kristin Educational Exponents

9:30 – 11:30 What is English Reading Kit? Publications, Inc.

11:30 – 12:45 Lunch Break

12:45 -1:00 Energizer

Demonstration Teaching on Kristin Educational Exponents

Strategies in Teaching Beginning Publications, Inc.
1:00 – 3:00
Reading

3:00 – 4:00 Open Forum

4:00 – 4:30 Closing Program

4:30 – 5:00 Home Sweet Home