Learning Area: ENGLISH

READING PROGRAM IMPLEMENTATION MATRIX

NOTE: Please specify the weekly activities/strategies to be conducted for each stage of reading.
Stage of Reading
Emergent
In this stage, readers aspire to grasp the basic concepts of book and print, and acquire a command of the alphabet with the ability to recognize and name
upper- and lowercase letters. They are also developing many phonological awareness skills, such as recognizing phonemes, syllables, and rhyme.

Target Competencies: Alphabet Knowledge/Print Awareness/ Written Language/ Text Comprehension

Stages
of Implementation
NON-READER FRUSTRATION
 Student cannot recognize letter sounds  Student can recognize letter sounds and is beginning to blend
simple C-V-C words
Reading Material:
DavNor’s Eight-Week Curriculum in English for Non-Readers Reading Material:
Tagum City’s “Read Better 2” DavNor’s Eight-Week Curriculum in English for Frustration Readers
Tagum City’s “Read Better 2”

Stage 1
Baseline Test
(Conduct of Reading Assessment -
CRLA, EGRA-ARATA and Eight
Week Curriculum/A.R.T Tool )
Stage 2 Categorizing/Profiling
August 29- Conduct fo CRLA, EGRA-ARATA and Eight Week Curriculum/A.R.T Tool f .
September 30,
2023
 Profiling of Non-Readers and Frustration Readers
 Conduct Orientation to teachers and parents on how to use the Reading Curriculum
Note: Always review the previous lessons.
October 3-31, Do not proceed to the
2023 next lesson unless the student have mastered the skill/ competency.
If there’s no improvement despite the strategies given, refer the student to undergo SPED Assessment with the parents’ permission.
Intervention Classes can be conducted during D.E.A.R. Time/ Project RED (Reading for Emergent Development ) -11:30-12:00/ 1:00-1:30

Stage 3 Week 1 Date Day Activities Topic Date Day Activities Topic
Intervention 1 (Nov 7-11) 7 1  Introducing  Introducing 7 1  Introducing  Introducing
/Enhancement 1 myself and Alphabets myself and Alphabets
knowing my (name and knowing my (name and
Source: students name. sound). student’s name. sound).
DavNor’s  Reading  Introducing  Reading  Introducing
Eight-Week  Spelling/writing and reading  Spelling/writing and reading
Curriculum in vowel and its vowel and its
sound. sound.
English for
 Aa  Aa, Ee, Ii
Non-Readers  Words with a  Words with a
Short short and long
 vowels /a/ vowels /a/,
8 2  Reading  Ee /e/, /i/, /o/, /u/
 Spelling/writing  Words with a 8 2  Reading  Oo and Uu
Short  Spelling/writing  Words with a
vowels /e/ short and long
9 3  Reading  Ii vowels /o/
 Spelling/writing  Words with a and /u/
Short 9 3  Reading  Introducing
vowels /i/  Spelling/writing consonant
10 4  Reading  Oo letters and its
 Spelling/writing  Words with a sound.
Short /Bb/ /Cc/
vowels /o/ /Dd/ /Ff/
11 5  Reading  Uu /Gg//Hh/ /Jj/
 Spelling/writing  Words with a 10 4  Reading  Introducing
Short  Spelling/writing consonant
vowels /u/ letters and its
sound.
/Kk/ /Ll/
/Mm//Nn/
/Pp//Qq/ /Rr/
11 5  Reading  Introducing
 Spelling/writing consonant
letters and its
sound
 Ss/ /Tt/
/Vv/ /Ww/
/Xx/ /Yy/ /Zz/
Week 2 Date Day Activities Topic Date Day Activities Topic
(Nov 14-18) 14 1  Reading  Introducing 14 1  Reading  Review /
 Spelling/writing consonant  Spelling/writing ă / word
letters and its families
sound.  ab ad
 /Mm/ and ag
/Tt/ am
 Words with a an ap
consonant ar at
/m/,/t/ 15 2  Reading  Review /
15 2  Reading  /Yy/ and /Ss/  Spelling/writing ě / word
 Spelling/writing  Words with a families
consonants  ed eg
/y/,/s/ ell
16 3  Reading  /Kk/ and/Nn/ en et
 Spelling/writing  Words with a 16 3  Reading  Review / ǐ /
/k/,/n/  Spelling/writing word
17 4  Reading  /Ll/and/Pp/ families
 Spelling/writing  Words with  ib id
consonants /l/, ig
/p/ im in
18 5  Reading  /Bb/ and /Gg/ ip
  Spelling/writing  Words with it
Consonants 17 4  Reading  Review /
/b/, /g/  Spelling/writing ǒ / word
families
 ob
od
og
op
ot
ox
18 5  Reading  Review / ǔ/
 Spelling/writing word
families
 ub ud
ug
um
up us
ut
Week 3 Date Day Activities Topic Date Day Activities Topic
(Nov 21-25) 21 1  Reading  /Cc/ and /Dd/ 21 1  Reading  Basic
 Spelling/writing  Words with a  Spelling/writing Sight
consonant Words
/c/,/d/ and
22 2  Reading  /Ff/ and /Hh/ are
 Spelling/writing  Words with a as
consonants at
/f/,/h/ a
23 3  Reading  /Jj/ and /Qq/
 Spelling/writing  Words with a
22 2  Reading  Basic
/j/,/q/  Spelling/writing Sight
Words
24 4  Reading  /Rr/ and /Vv/
be
 Spelling/writing  Words with
for
consonants from
/r/, /v/ have
25 5  Reading  /Ww/,/Xx/ he
 Spelling/writing and /Zz/ 23 3  Reading  Basic
 Words with  Spelling/writing Sight
Consonants / Words
w/, /x/, /z/ his
i
in
is
it
24 4  Reading  Basic
 Spelling/writing Sight
Words
of
on
that
 they
the

25 5  Reading  Basic
 Spelling/writing Sight
Words
this
to
was
with
you
Week 4 Date Day Activities Topic Date Day Activities Topic
(Nov 28-Dec 28 1  Reading  / ă / word 28 1  Reading Consonant Blends
 Spelling/writing families  Spelling/writing (Initial and final
2) blends
 ab ad
ag L Blends
am bl cl fl gl pl sl
an ap 29 2  Reading Consonant Blends
ar at  Spelling/writing (Initial and final
29 2  Reading  / ě / word blends
 Spelling/writing families R Blends
 ed eg br cr dr fr gr pr tr
ell 30 3  Reading Consonant Blends
en et  Spelling/writing (Initial and final
30 3  Reading  / ǐ / word blends
 Spelling/writing families S Blends
 ib id sk sc sn sp st sw
ig
im in 1 4  Reading Consonant Blends
ip  Spelling/writing (final blends
it
Nk lk nt nd mp fp
1 4  Reading  / ǒ / word
sk
 Spelling/writing families
12 5  Reading Read and review the
 ob
 Spelling/writing consonant blends
od
og
op
ot
ox
12 5  Reading  / ǔ/ word
 Spelling/writing families
 ub ud
ug
um
up us
ut
Week 5 Date Day Activities Topic Date Day Activities Topic
(Dec 5-9) 5 1  Reading  Basic 5 1  Reading DOLCH’s Basic
 Spelling/writing Sight  Spelling/writing Sight High
Words Frequency Words
  the
is all any better
on by before blue
6 2  Reading  they call because
 Spelling/writing are ask again
in 6 2  Reading DOLCH’s Basic
7 3  Reading  at  Spelling/writing Sight High
 Spelling/writing look Frequency Words
for
8 4  Reading  out carry come
 Spelling/writing go could does done
to down draw eat
eight every
9 5  Reading  has
 Spelling/writing was
a 7 3  Reading DOLCH’s Basic
 Spelling/writing Sight High
he
Frequency Words
his
First five found four
fly full funny know
light like
8 4  Reading DOLCH’s Basic
 Spelling/writing Sight High
Frequency Words

myself name once

only thank time
today together
try your
9 5  Reading DOLCH’s Basic
 Spelling/writing Sight High
Frequency Words

very walk what

which white
who why write
when
Week 6 Date Day Activities Topic Date Day Activities Topic
(Dec 12-16) 12 1  Reading  Phrases 12 1  Reading Reading of phrases
 Spelling/writing  a  Spelling/writing Day 1
 a mop Activity 1-3:
a bug Reading Along
a hat Use picture cards to
a sun introduce phrases
a bat 13 2  Reading Reading of phrases
13 2  Reading  is  Spelling/writing Day 2
 Spelling/writing  is hot Activity 1-3: Read
is big Along
is fat Use picture cards to
is sad introduce phrases
14 3  Reading  the 14 3  Reading Reading of phrases
  Spelling/writing  in the van  Spelling/writing Day 3
in the box Activity 1-3: Read
at the zoo Along
in the bus Use picture cards to
15 4  Reading  my introduce phrases
 Spelling/writing  my pet cat 15 4  Reading Reading of phrases
my pet dog  Spelling/writing Day 4
my pet pig Activity 1-3: Read
my pet bird Along
my pet fish Use picture cards to
16 5  Reading  after introduce phrases
 Spelling/writing  after the dog 16 5  Reading Reading of phrases
after the cat  Spelling/writing Day 5
after the rat Activity 1-3
after the Read along
cow Use picture cards to
introduce phrases

Week 7 Date Day Activities Topic Date Day Activities Topic

(Jan 2-6) 2 1  Reading  Sentence 2 1  Reading Reading Sentences
 Spelling/writing  I see a bug.  Spelling/writing Day 1:
 I see a sun. Activity 1: We
 I see a hat. Learn to Read
 I see a bat. Activity 2: I learn to
read
3 2  Reading  The sun is
Activity 3: I do
 Spelling/writing hot.
Read
 The cat is
big.
3 2  Reading Reading Sentences
 Spelling/writing Day 2:
 The man is
Activity 1: We
fat.
Learn to Read
 The boy is Activity 2: I learn to
sad. read
4 3  Reading  The toys are Activity 3: I do
 Spelling/writing in the box. Read
 The girls are 4 3  Reading Reading Sentences
in the van.  Spelling/writing Day 3:
 The boys are Activity 1: We
in the bus. Learn to Read
5 4  Reading  This is my Activity 2: I learn to
 Spelling/writing pet cat. read
 This is my Activity 3: I do
pet dog. Read
 This is my 5 4  Reading Reading Sentences
pet pig.  Spelling/writing Day 4:
 This is my Activity 1: We
pet bird Learn to Read
6 5  Reading  She ran after Activity 2: I learn to
 Spelling/writing the dog. read
 She ran after Activity 3: I do
the cat. Read
  She ran after 6 5  Reading Reading Sentences
the cow.  Spelling/writing Day 5:
 She ran after Activity 1: We
the rat. Learn to Read
Activity 2: I learn to
read
Activity 3: I do
Read
Week 8 Date Day Activities Topic Date Day Activities Topic
(Jan 9-13) 9 1  Reading  Read two or 9 1  Reading Reading Paragraph
 Spelling/writing more  Spelling/writing Day1:
sentences Activity 1: We Read
 I see a bug. as one
The bug is yellow Activity 2
and red. I Can Read Well
10 2  Reading  This is Tim. Activity 3
 Spelling/writing Tim is a big cat. I Can Understand
11 3  Reading  Len has a cat.
 Spelling/writing It is a fat cat. 10 2  Reading Reading Paragraph
The cat runs  Spelling/writing Day2:
after the rat. Activity 1: We Read
as one
12 4  Reading  Nan has
Activity 2
 Spelling/writing many toys.
I Can Read Well
The toys are
Activity 3
big and
I Can Understand
small.
Blue, yellow
and red toys
11 3  Reading Reading Paragraph
 Spelling/writing Day3:
are in the
Activity 1: We Read
box.
as one
13 5  Reading  Meg plays Activity 2
 Spelling/writing with a dog. I Can Read Well
The dog runs fast. Activity 3
Meg runs after the I Can Understand
dog.
12 4  Reading Reading Paragraph
 Spelling/writing Day 4:
Activity 1: We Read
as one
Activity 2
I Can Read Well
Activity 3
I Can Understand

13 5  Reading Reading Paragraph

 Spelling/writing Day5:
Activity 1: We Read
as one
Activity 2
I Can Read Well
 Activity 3
I Can Understand

Week 9 Date Day Activities Topic Date Day Activities Topic

(Jan 16-20) 16 1  Reading (Simplified for NR 16 1  Reading  Reading
 Spelling/writing Level)  Spelling/writing words,
 Comprehension  Reading  Comprehension phrases, and
Source: words, simple story
Tagum City “ phrases, and with
Read Better 2” simple story Long /a/
with sound.
Long /a/ __ a __ e
sound.
__ a __ e 17 2  Reading  Reading
 Spelling/writing words,
17 2  Reading  Reading  Comprehension phrases, and
 Spelling/writing words, simple story
 Comprehension phrases, and with
simple story Long /a/
with sound.
Long /a/ __ ai__
sound.
__ ay__
__ ai__
__ ay__ 18 3  Reading  Reading
 Spelling/writing words,
18 3  Reading  Reading  Comprehension phrases, and
 Spelling/writing words, simple story
 Comprehension phrases, and with
simple story Long /e/
with sound.
Long /e/ ee ea
sound.
ee ea 19 4  Reading  Reading
 Spelling/writing words,
19 4  Reading  Reading  Comprehension phrases, and
 Spelling/writing words, simple story
 Comprehension phrases, and with Long
simple story /i/ sound.
with Long _i_e
/i/ sound.
_i_e 20 5  Reading  Reading
 Spelling/writing words,
20 5  Reading  Reading  Comprehension phrases, and
 Spelling/writing words, simple story
 Comprehension phrases, and with Long
simple story /i/ sound.
with Long igh
/i/ sound.
igh
 Week 10 Date Day Activities Topic Date Day Activities Topic
(Jan 23-27) 23 1  Reading (Simplified for NR 23 1  Reading  Reading
 Spelling/writing Level)  Spelling/writing words,
 Comprehension  Comprehension phrases, and
 Reading simple story
words, with Long
phrases, and /o/ sound.
simple story oa
with Long
/o/ sound.
_ o_e
oa
_ o_e
24 2  Reading (Simplified for NR 24 2  Reading  Reading
 Spelling/writing Level)  Spelling/writing words,
 Comprehension  Reading  Comprehension phrases, and
words, simple story
phrases, and with Long
simple story /o/ sound.
with Long _oo_
/o/ sound. 25 3  Reading  Reading
_oo_  Spelling/writing words,
25 3  Reading (Simplified for NR  Comprehension phrases, and
 Spelling/writing Level) simple story
 Comprehension  Reading with Long
words, /u/ sound.
phrases, and __ u __ e
simple story
with Long 
/u/ sound.
26 4 Reading  Reading
 Spelling/writing words,
__ u __ e  Comprehension phrases, and
simple story
26 4  Reading (Simplified for NR with
 Spelling/writing Level)
Diphthong
 Comprehension  Reading
words,
/aw/ “out
phrases, and
simple story 27 5  Reading  Reading
with  Spelling/writing words,
Diphthong  Comprehension phrases, and
simple story
/aw/ “out with
Dipthong
27 5  Reading (Simplified for NR /ow/ and
 Spelling/writing Level) /aw/
 Comprehension  Reading
words,
phrases, and
simple story
 with
Dipthong
/ow/ and
/aw/

Stage 4
Weeks 11-14
Mid-Assessment (Progress Individual Reading Assessment to the identified Non-Readers ( Localized Assessment Tool)
Jan 30-Feb 24
Monitoring)
Week 15 Date Day Activities Topic Date Day Activities Topic
(Feb 27-Mar 27 1  Reading (Simplified for NR 27 1  Reading
 Spelling/writing Level)  Spelling/writing  Reading
3)
 Comprehension  Reading  Comprehension words,
words, phrases, and
phrases, and simple story
simple story with
with Diphthong
Diphthong -au- /Paul/
-au- /Paul/

28 2  Reading (Simplified for NR 28 2  Reading Reading

 Spelling/writing Level)  Spelling/writing words,
Stage 5 Reading phrases, and
 Comprehension  Comprehension
Intervention 2 words, simple story
/Enhancement 2 phrases, and with
simple story Diphthong
with
-oy-and -
Diphthong
oi
-oy-and - 1-3 3-5  Reading Reading
oi  Spelling/writing words,
1-3 3-5  Reading (Simplified for NR  Comprehension phrases, and
 Spelling/writing Level) simple story
 Comprehension with
Reading words, Consonant
phrases, and simple
story with
Digraph -
Consonant sh
Digraph -sh
 Week 16 Date Day Activities Topic Date Day Activities Topic
(Mar 6-10) 6-7 1-2  Reading 6-7 1-2  Reading
 Spelling/writing (Simplified for NR  Spelling/writing
 Comprehension Level)  Comprehension Reading words,
phrases, and
Reading words, simple story with
phrases, and Consonant
simple story with
Digraph -ch
Consonant
Digraph -ch

8-10 3-5  Reading 8-10 3-5  Reading

 Spelling/writing (Simplified for NR  Spelling/writing
 Comprehension Level)  Comprehension Reading words,
phrases, and
Reading words, simple story with
phrases, and Consonant
simple story with
Digraph -tch-
Consonant
Digraph -tch-

Week 17 Date Day Activities Topic Date Day Activities Topic

(Mar 13-17) 13-14 1-2  Reading (Simplified for NR 13-14 1-2  Reading  Reading
 Spelling/writing Level)  Spelling/writing words,
 Comprehension Reading words,  Comprehension phrases, and
phrases, and simple story
simple story with with
Consonant Consonant
Digraphs -th- Digraphs -
(unvoiced) th-
(unvoiced)

15-17 3-5  Reading (Simplified for NR 15-17 3-5  Reading  Reading

 Spelling/writing Level)  Spelling/writing words,
 Comprehension  Comprehension phrases, and
Reading words, simple story
phrases, and with
simple story with Consonant
Consonant Digraphs -
Digraps -ck ck

Week 18 Date Day Activities Topic Date Day Activities Topic

(Mar 20-24)
 20-21 1-3  Reading 20-21 1-3  Reading
 Spelling/writing (Simplified for NR  Spelling/writing
 Comprehension Level)  Comprehension Reading words,
phrases, and
Reading words, simple story with
phrases, and Consonant
simple story with
Blends
Consonant
Blends

8-10 4-5  Reading (Simplified for 8-10 4-5  Reading

 Spelling/writing NR Level)  Spelling/writing Reading
 Comprehension  Comprehension
Words with
Reading Initial /bl/
Words with Sound
Initial /bl/
Sound

Week 19 Date Day Activities Topic Date Day Activities Topic

(Mar 27-31) 27-29 1-3  Reading  Reading 27-29 1-3  Reading  Reading
 Spelling/writing words,  Spelling/writing words,
 Comprehension phrases, and  Comprehension phrases, and
simple story simple story
with with
Consonant Consonant
Blends Blends

(Simplified for
NR Level)
30-31 4-5  Reading  Reading
30-31 4-5  Reading  Reading  Spelling/writing Words
 Spelling/writing Words  Comprehension
 Comprehension
with Initial
with Initial /bl/ Sound
/bl/ Sound

(Simplified for
NR Level)

Week 20 Date Day Activities Topic Date Day Activities Topic

(Apr 10-14)
 10-12 1-3  Reading  Reading 10-12 1-3  Reading  Reading
 Spelling/writing Words  Spelling/writing Words
 Comprehension  Comprehension
with Initial with Initial
/cl/ Sound /cl/ Sound

(Simplified for
NR Level)

13-14 4-5  Reading  Reading 13-14 4-5  Reading  Reading

 Spelling/writing Words  Spelling/writing Words
 Comprehension  Comprehension
with Initial with Initial
/fl/ Sound /fl/ Sound

(Simplified for
NR Level)

Week 21 Date Day Activities Topic Date Day Activities Topic

(Apr 17-21) 17-19 1-3  Reading  Reading 17-19 1-3  Reading  Reading
 Spelling/writing Words  Spelling/writing Words
 Comprehension  Comprehension
with Initial with Initial
/cl/ Sound /cl/ Sound
(Simplified for
NR Level)

20-21 4-5  Reading  Reading 20-21 4-5  Reading  Reading

 Spelling/writing Words  Spelling/writing Words
 Comprehension  Comprehension
with Initial with Initial
/fl/ Sound /fl/ Sound

(Simplified for
NR Level)

Week 22 Date Day Activities Topic Date Day Activities Topic

(Apr 24-28)
 24-26 1-3  Reading  Reading 24-26 1-3  Reading  Reading
 Spelling/writing Words  Spelling/writing Words
 Comprehension  Comprehension
with Initial with Initial
/gl/ Sound /gl/ Sound

(Simplified for
NR Level)

27-28 4-5  Reading  Reading 27-28 4-5  Reading  Reading

 Spelling/writing Words  Spelling/writing Words
 Comprehension  Comprehension
with Initial with Initial
/pl/ Sound /pl/ Sound
(Simplified for
NR Level)

Week 23 Date Day Activities Topic Date Day Activities Topic

(May 1-5) 1-3 1-3  Reading  Reading 1-3 1-3  Reading  Reading
 Spelling/writing Words  Spelling/writing Words
 Comprehension  Comprehension
with Initial with Initial
/tw/ /tw/
Sound Sound

(Simplified for
NR Level)

2-5 4-5  Reading  Reading 2-5 4-5  Reading  Reading

 Spelling/writing Words  Spelling/writing Words
 Comprehension  Comprehension
with Initial with Initial
/spl/ /spl/
Sound Sound

(Simplified for
NR Level)

Week 24 Date Day Activities Topic Date Day Activities Topic

(May 8-12)
 8-10 1-3  Reading  Reading 8-10 1-3  Reading  Reading
 Spelling/writing Words  Spelling/writing Words
 Comprehension  Comprehension
with Initial with Initial
and Final and Final
Consonant Consonant
Blend Blend

(Simplified for
NR Level)
11-12 4-5  Reading  Final
11-12 4-5  Reading  Final  Spelling/writing
 Spelling/writing Consonant
Consonant  Comprehension
 Comprehension Blends –
Blends –
st,sk,sp
st,sk,sp

(Simplified for
NR Level)

Stage 6 Final Assessment May 15-June Individual Assessment Test (Localized) Phil-iri and EGRA Post-Test Assessment
16