Republic of the Philippines

Department of Education
Region III
SCHOOLS DIVISION OFFICE OF PAMPANGA
BACOLOR NORTH DISTRICT

ELISEO BELEN ELEMENTARY SCHOOL ANNEX

SCHOOL READING INTERVENTION PROGRAM

School Year 2022-2023
GRADE FOUR

RATIONALE
Reading has been considered foundation of every learner almost since
school began. Reading is a complex process made up of several interlocking
skills and processes. These skills and strategies are employed before, during,
and after reading.
Reading is a process by which the reader makes personal connections
with a text to construct meaning. Reading and responding to a text are integral
parts of language learning. Effective readers employ a wide repertoire of
meaning-making (comprehension) strategies that they can deploy
independently with a range of texts. Effective readers understand and
remember what they read. They can summarize and discuss the content and
demonstrate their comprehension of the text. They can analyze and evaluate
what they have read. Effective readers recognize words quickly and efficiently.
They demonstrate high word recognition. They possess strong fluency skills.
They read with good expression, intonation, pitch, and phrasing.
The importance of reading as the basis of learning has been emphasized
because knowledge of reading is essential to all later learning in other fields
because the ability to read in all field of knowledge would enable the individual
to attain higher goals. If students are not competent readers, they are at risk
for academic, behavioral, social and emotional difficulties. Students with
 Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OFFICE OF PAMPANGA
BACOLOR NORTH DISTRICT

ELISEO BELEN ELEMENTARY SCHOOL ANNEX

learning difficulties have the potential to be successful academically and

socially. Teachers can change the trajectory for children at risk for failure in
reading by intervening early and providing explicit, intensive, and extensive
instruction.
OBJECTIVES
Our group simply wanted to find effective means of minimizing the
number of non-readers compare to last three year’s as well as to designate
suitable strategies needed by specific pupils for them to cope up and end up
reader at the end of the school year.
Specifically, our plan will seek to identify the following:
a. number of non-readers/ struggling readers;
b. reading materials to be used for the implementation of the program;
c. stakeholders who will lead in helping the non-readers; and
d. the assessment tools to be used in evaluating the progress of the non-
reader/struggling readers.
STRATEGIES OR ACTIVITIES TO ACHIEVE THE OBJECTIVES
To implement the said objectives of our plan, we decided to make use of
the following strategies:
1. conducting an after class remediation sessions for those identified non-
readers/struggling readers using the following:
a. AWAD (A Word A Day)
b. FWAD (Five Words A Day)
c. APAD (A Paragraph A Day)
 Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OFFICE OF PAMPANGA
BACOLOR NORTH DISTRICT

ELISEO BELEN ELEMENTARY SCHOOL ANNEX

d. Dolch’s Basic Sight Words and Fry’s Instant Words

2. utilization of the following reading practices that best suited their needs:
a. Big Brother, Big Sister
b. Nanay Ko, Guro Ko
c. Book Talk
d. Reading Pantry
e. Share a book
3. assigning a reader to tutor his/her non-reader classmate
Prepared and Submitted by:

ROMINA M. MANINGAS ANNALIZA C. MANALOTO

Grade 4-Bonifacio Adviser Grade 4-Rizal Adviser

BESSIE E. SANTOS MERRIZA D. BAKING

Grade 4-Jacinto Adviser Grade 4-Del Pilar Adviser

MARICRIS R. HIPOLITO CRISTINE L. PANGILINAN

Grade 4-Mabini Adviser Grade 4-Burgos Adviser

THELMA A. DE JESUS
Grade 4-Aquino Adviser

Approved by:

ARWIN S. SILAO
Principal II