CATCH UP FRIDAY (3rd QUARTER) ACTIVITY REPORT SY 23-24

I. Activity Title:
IMPLEMENTATION OF CATCH-UP FRIDAYS IN PRISCILLA G. DEL ROSARIO
ELEMENTARY SCHOOL

II. Actual Number of LEARNERS:

PGDES GRADE 1 – NUMBER OF LEARNERS

ENROLLMENT MALE FEMALE TOTAL

47 23 24 47

III. Introduction of the Program/Activity

Background and Rationale

In compliance with DepEd Memo No. 01s. 2024, or the Implementation of Catch-Up
Fridays, is a resolute commitment to bolstering the MATATAG Education Agenda and
expediting the accomplishment of educational targets under its National Learning
Recovery Program (NLRP). This learning mechanism is aims strengthen the
foundational, social, and other rudimentary skills required to carry out the intent of
the basic education curriculum. By adopting the National Reading Program (NRP),
promoting Values, Health, and Peace Education, and offering the Homeroom
Guidance Program, Priscilla G. Del Rosario Elementary School offers various
strategies in the need for addressing reading gaps.

• Objectives:
1. Strengthen reading competencies that are anchored on the big six of
reading .
2. Device engaging strategies in enhancing reading difficulties.
3. Track the readers reading abilities through written and performance
based tasks.
4. Exercise collaboration among Teachers.
5. Encourage stakeholder engagement in the implementation of the Ca

IV. Profile of LEARNERS and TEACHERS

• LEARNERS
 PGDES GRADE 1 - FILIPINO CATCH UP FRIDAY
READING PROFILE

GRADE
ENROLLMENT FULL MODERATE LIGHT READY TOTAL
47 0 7 15 25 47

PGDES GRADE 1 - ENGLISH CATCH UP FRIDAY

READING PROFILE
GRADE
ENROLLMENT FULL MODERATE LIGHT READY TOTAL
47 6 14 10 16 47

The learners were classified based on the assessment of CRLA and Phil-Iri KS1.

• TEACHERS

TEACHERS MALE FEMALE TOTAL

GRADE 1 0 2 2

Catch-up Fridays are being conducted by Teachers and spearheaded by the School
Head, Mr. Martin P. Figueroa. Teachers have embrace resiliency in developing approriate
level text and resources for the learners. Furthermore, teachers have put emphasis on
phonological awareness,vocabulary development, fluency and reading comprehension.
 • Opening Activity

Last January 26, Teacher-in-Charge, Mr. Martin P. Figueroa

spearheaded the meeting for the implementation of the Catch Up Fridays
.
In relation to this, Mr. Figueroa takes the lead in considering the reading
level of learners during the Catch-Up Friday. Early on, the school
understood the need of fostering a reading culture. During the
impleentation of the Catch Up Friday student participation and
advancement, utilizing various resources to enhance reading proficiency .
Also, one of the best practices is the dedication and resiliency done by
the School Staff , and
other stakeholders to create a positive culture and experience during the
Catch Up Fridays.

• Synthesis of the Inputs

Teachers implement the necessary changes to enhance their
students' reading proficiency. Teachers used a variety of teaching
techniques and exercises in addition to a daily one-on-one reading
intervention program with the class adviser. The teacher include
gamification and fun group activities.The number of students from
different grades who are frustration and struggling readers are gradually
declining, in accordance to the learner's progress report.

VI. Monitoring and Evaluation Analysis

• Monitoring and Evaluation Template either printed or online.
The school adopted the Regional Monitoring and Evaluation Template.
 • Results of the evaluation of the program.
The program's evaluation produced an outcome that is
both accomplished and beneficial.

• Feedback Mechanism
Effective feedback is meant to evaluate the program's effectiveness or plan
the next course of action for achieving the learning goals.Priscilla G. Del
Rosario Elementary School decided to created a Facebook Group where
parents can comment on the implemention of Catch-Up Fridays. As the
teachers aim instrospection through journal writing.

VII. Overall Impressions, Comments and Issues Encountered

a. On teachers
The Catch Up Friday implementation was a challenge
for teachers due to insufficient resources and training . With
this, teachers have exhibited resilience in the aim of reducing
the number of struggling and frustration readers, by collating
reading materials from various resources.

b. Learners
The learners developed a genuine love for reading.
The learners have considered reading as a pleasurable
experience.The learners have fostered sense of camaraderie.

c. On the content of the activity

In reading ,we have the regular spelling activity , reading
drill, story telling games and group presentation and
nursery rhyme performance .

d. On delivery strategies
Strategies were designed in relation to student’s
reading needs.The strategies include one-on-one
reading, reading buddy, echo reading, story retelling,
games and class discussion.
 The varied strategies are anchored through the essential skills in reading :

a. Phonological Awareness- sound out through digraphs and syllables

b. Phonics- Sing and repeat the long short vowel sounds from the Scratch
Garden and the Double vowel song. Afterwards, the teachers will write
down five basic sight words.
c. Oral Fluency- Learners will perform various Filipino and English nursery
rhymes.
d. Vocabulary Development- The teacher will ask the student to find
certain word through crossword puzzle and rebus. Students will have
pre-and post- spelling activity.
e. Reading comprehension – During the story telling activity, teachers will
have episodic questions upon the story being read, the student then
create a comics, a reflection upon the story.

f. On training supplies and materials

The need for unified resources is a must. Given that
the teachers have used an ample ime in collating and finding
suitable resources. Teachers would greatly appreciate atleast an
aid for the insufficient resources.

VIII. Recommendation
The goal of Priscilla G. Del Rosario Elementary School is to
increase the efficacy of Catch-Up Fridays by;
a. Developing a variety of high-quality reading materials to
suit different reading levels andinterests .

b. Honing and bringing grade ready readers as future leaders.

c. Developing camaraderie with colleagues and internal
stakeholders.
d. Considering reading as the rudimentary skill in life.

IX. Financial Reports

The school's MOOE were used to cover the costs
associated with implementing this program.

X. Attachment
1. Photocopy of memorandum and other legal bases for
its implementation https://www.deped.gov.ph/wp-
content/uploads/DM_s2024_001.pdf
2. Attendance
3. Narrative Reports
4.LEARNERS OUTPUTS
5. GRADE 1 REFLECTION JOURNAL
6. APPROACH