Brigada Pagbasa

Republic of the Philippines
Department of Education
Region XII
Division of Sultan Kudarat
Lutayan II Distict
ACTION PLAN ON BRIGADA PAGBASA

S.Y 2022-2023
I. Rationale/ Introduction
Brigada Pagbasa, as a form of Brigada Eskwela’s initiative, seeks to enhance the reading abilities and
comprehension skills of learners especially Kindergarten to Grade 6 pupils. It is an offshoot to Brigada Eskwela,
which primarily aims to prepare schools for the opening of classes through the help and assistance of various
stakeholders.
The Brigada Pagbasa campaign aims to help Filipino children to become functionally literate and contributes
to empowering parents, caregivers, community volunteers, and education stakeholders within the context of
transparency and local accountability by creating a link between partners and vulnerable communities to support
last-mile learners and ensure access to after-school structured literacy development programs.
The project, an extension of the Brigada Eskwela campaign that promotes community participation in time for
school opening. It will bring together experts, change makers, policy-makers, and other stakeholders across all
Region XII
Lutayan II Distict
sectors from international and local agencies, as well as public and private organizations to spread reading literacy
among Filipino children.
“Literacy, most especially amongst the children and youth, is one of the key factors that determines how well
a country progresses in this rapidly-changing world. We have an unfortunate reality where some Filipinos, both
young and old, are still struggling with their literacy skills, “said Mr. Rommel Fuerte, executive Director of World
Vision in the Philippines.
Legal Basis:
 DepEd Memorandum No. 173, s. 2019 dated November 22, 2019, from Secretary Leonor Magtolis Briones,
DepEd-Central Office entitled “HAMON: BAWAT BATA BUMABASA (3Bs Initiative)”
 DepEd Basic Education Learning Continuity Plan (page 50)
 DepEd Memo DM S 2020_032

Region XII
Lutayan II Distict
II. General Objectives
 Enhance the skills of the learners in reading and improve their comprehension
 Develop the habit of reading for the learners and make reading as an enjoyable activity
 Involve the parents as partners for developing or enhancing their child’s reading skills
III. Activities/Strategies
GOALS/ ACTIVITIES/ PERSON RESOUR TIME EXPECTE AMOU SOURC SUCCESS

OBJECTIVES STRATEGIES INVOLVE CES FRAME D NT E OF INDICATOR
D NEEDED OUTPUT NEED FUNDS
ED
1. To 1. Orientation of -Principal Resource August Participati MOOE/ Documentat
disseminat B.E/ Brigada -B.E/ Speaker 2021 – on and LGU ion and
e Pagbasa 2021 Brigada July attendanc Attendance
informatio ( face to face Pagbasa Chairs 2022 e
n following the Coordinato 90-100%
regarding minimum health r Sound attendance
some protocol) -Reading system of expected
preparatio Coordinato participants
PowerPoi
Region XII
Lutayan II Distict
ns needed 2. Encourage r nt
for the participation of -All presentati
implement parents, Teaching on
ation of community, and personnels
BRIGADA stakeholders in -P.T.A
ESKWELA the President
/BRIGADA implementation -Parents
PAGBASA of Brigada
2021 Pagbasa
Program
3. Inform the
education
partners/
stakeholders
particularly the
Brgy. Captain or
the Purok
Leader in the
community to
help learners
read and
become
functionally
literate.
Region XII
Lutayan II Distict
2. To conduct -Pre- -Principal Cartolina Colorful MOOE/ Increased

pre- implementation -Teachers Charts and LGU the
implementation 1. Pre-reading -Parents Pencils creative performanc
of the Brigada Assessment -Pupils Papers Reading e level and
Pagbasa 2021 (face to face Art Materials interest of
following the Papers students/pu
minimum health Crayons Locally- pils in
protocol) Assessm made reading
2. Develop ent form Instruction phonemic
reading al awareness.
materials Materials
3. Distribution of
Reading
Materials
3.Implementation Conduct of -Principal Instructio Participati MOOE/ Documentat

Reading Session -Assigned nal on and LGU ion and
(Every first Teachers Materials attendanc attendance
Friday of the -Pupils e
month) -SK Reading Reading
-Purok Materials Learner’s progress
1. To ensure Leader Portfolio
health Pencils Increased
safety the Papers performanc
Region XII
Lutayan II Distict
selected Art e level of

pupils are Papers pupils/stude
divided Crayons nts in
into 3 reading
groups phonemic
and awareness
scheduled and other
per day reading
with the activities
assigned
teachers
to conduct
the
reading
session.
2. Teachers
and
learners
should
follow
Health
protocols
like
sanitizing
Region XII
Lutayan II Distict
and
temperatur
e check
before
conducting
the
reading
session,
following
social
distancing,
wearing of
facemask
and face
shield.
3. The
reading
session is
given 1
hour and
30
minutes
per day
and the
Region XII
Lutayan II Distict
teacher
should
follow a
reading
activities
to be
achieved
per
session
4. SK will help
4. Post- 1. To -Principal assessme Document MOOE/ 75 - 100%
Implementatio intensify -Assigned nt form ation and LGU of the
n the Teachers attendanc learners are
implement -Pupils certificate e potential
- ation of s readers
Assessme the Accomplis based on
nt and program, hed post- the post-
Evaluation there must assessme reading
be nt form assessment
monitoring
and
evaluation
of the
principal.
Region XII
Lutayan II Distict
2. Conduct of
post-
reading
assessme
nt to
evaluate
the
learning
outcomes
and
progress
among
learners
3. Giving of
certificates
to learners
and
teachers
Purok Acacia-
Purok Cebuano -
Letter-reading coor
Brgy. Captain
Region XII
Lutayan II Distict
Purok Leader
Prepared By:
Iana Earl E. Aliperio

Reading Coordinator
Checked By:
Jannet E. Madayag
Brigada Eskwela-Coordinatot
Noted By:
Jocelyn O. Gerolaga
School Head – III
Region XII
Lutayan II Distict
QUEVEDO-BAPTISTA ELEMENTARY SCHOOL

GRADE-6-NEPTUNE
NARRATIVE REPORT/ BEST PRACTICES IN CLASSROOM READING
RATIONALE:
To improve students’ reading comprehension, teachers should introduce strategies of effective readers If the
struggling readers in your content classroom routinely miss the point when “reading” content text, consider teaching them
one or more of the seven cognitive strategies of highly effective readers. Cognitive strategies are the mental processes used
by skilled readers to extract and construct meaning from text and to create knowledge structures in long-term memory.
When these strategies are directly taught to and modeled for struggling readers, their comprehension and retention improve.
Struggling students often mistakenly believe they are reading when they are actually engaged in what researchers call mindless
reading (Schooler, Reichle, & Halpern, 2004), zoning out while staring at the printed page. The opposite of mindless reading is the
Region XII
Lutayan II Distict
processing of text by highly effective readers using cognitive strategies. These strategies are described in a fascinating qualitative
study that asked expert readers to think aloud regarding what was happening in their minds while they were reading. The lengthy
scripts recording these spoken thoughts (i.e., think-alouds) are called verbal protocols (Pressley & Afflerbach, 1995). These
protocols were categorized and analyzed by researchers to answer specific questions, such as, What is the influence of prior
knowledge on expert readers’ strategies as they determine the main idea of a text? (Afflerbach, 1990b).
The protocols provide accurate “snapshots” and even “videos” of the ever-changing mental landscape that expert readers construct
during reading. Researchers have concluded that reading is “constructively responsive-that is, good readers are always changing
their processing in response to the text they are reading” (Pressley & Afflerbach, 1995, p. 2). Instructional Aid 1.1 defines the seven
cognitive strategies of highly effective readers, and Instructional Aid 1.2 provides a lesson plan template for teaching a cognitive
strategy.
In my classroom Grade 6- Neptune I introduce the Marungko Approach, Igave theme the copy and call them one-by-one in my
free time to practice to read, and those pupils are my none-readers, and eventually they can read syllables. And gave them
materials to follow /practice to read at home.

Region XII
Lutayan II Distict
My best practices/strategies that could develop strong reading skills and confidence for all my pupils—including
struggling readers.First, the C H O R A L R E A D I N G O R P A R T N E R R E A D I N G - It simply doesn’t benefit students to
have poor fluency skills and pronunciation modeled, and asking students to take turns reading aloud in front of the
whole class can classify struggling readers so,before starting the lessons let the pupils read first .Choral reading—
when the teacher and class read a text aloud together—takes the spotlight off of struggling readers while encouraging
them to participate.then thePairing students from upper and lower grades- or adapt a teacher and a brother. Pupils
pairs can meet at least once a month for 30 minutes. At first, let the younger students choose the books to increase
their engagement; later, have older students share their favorite reads. As the younger kids’ skills develop, they can
start reading too, instead of just listening. Lastly the pullout sessions, during my free time I pull out slow readers and
and start the sessions in practing reading
Prepared By:
Jannet E. Madayag Noted By:
Jocelyn O. Gerolaga
School Head – III
Region XII
Lutayan II Distict

Brigada Pagbasa

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Republic of the Philippines

ACTION PLAN ON BRIGADA PAGBASA

among Filipino children.

Vision in the Philippines.

DepEd-Central Office entitled “HAMON: BAWAT BATA BUMABASA (3Bs Initiative)”

 DepEd Basic Education Learning Continuity Plan (page 50)

 DepEd Memo DM S 2020_032

II. General Objectives

GOALS/ ACTIVITIES/ PERSON RESOUR TIME EXPECTE AMOU SOURC SUCCESS

2. To conduct -Pre- -Principal Cartolina Colorful MOOE/ Increased

3.Implementation Conduct of -Principal Instructio Participati MOOE/ Documentat

selected Art e level of

Iana Earl E. Aliperio

QUEVEDO-BAPTISTA ELEMENTARY SCHOOL

NARRATIVE REPORT/ BEST PRACTICES IN CLASSROOM READING

materials to follow /practice to read at home.

struggling readers.First, the C H O R A L R E A D I N G O R P A R T N E R R E A D I N G - It simply doesn’t benefit students to

and start the sessions in practing reading

Jannet E. Madayag Noted By:

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