DEPARTMENT OF EDUCATION

DIVISION OF SARANGANI
Alabel 3 District
3 Vicente Fuentes Elementary School

R “Batang Sarangan
tungo sa matatag na kinabukasan”
d
READ AT
Q HOME
u
PROGRAM:
a
R Reading
t Intervention in Prepared by:
LENNIE S. VERANO
e the New School Reading Coordinator
 I. Accomplishment Report
* INTRODUCTION

“Bawat Bata Bumabasa”, is the initiative of the Deped in general despite of the current Pandemic. This is
the main reason why this “ READ AT HOME “Program was developed .Through the collaborative effort among the
instructional supervisors, school leaders, teachers,volunteer tutors and stakeholders, the said program was
implemented.
This program supports to the reading skills development advocacy among Sarangan learners. As we all know
Reading is a very important skill to support learning in all subject areas at school and for some learning that takes
place out school. By building a strong foundation in teaching the learners how to read, teachers will be able to help
student to succeed.
In this New Normal Era, the Modality that we offer to the learners is Modular. Since we do not have face to
face with the learners, the Parents are main
 * NARRATIVE
REPORT
Vicente Fuentes Elementary School is one of the schools in Alabel 3 District who supported or implemented the
READ AT HOME Program. This is 30-40 minute Reading Intervention at Home by their parents, siblings and by the
volunteer Tutors. In this New Normal Era, the parents has a Big contribution/ role in teaching their children not
only in answering LAS but of most especially in Reading. Each Adviser created a Group Chat among their parents.
The purpose of this is to inform or update parents on what are the activities that the School, District and Division
implemented. One of these is the READ AT HOME PROGRAM.

We the Teachers of Vicente Fuentes ES ,together with our School head distributed some Reading Materials to
the parents such as; Story Books and Beginning Reading Materials that can be used in Reading. We asked the parents
to take a videos or send pictures of their Reading sessions at Home. We set a Home Visitation especially the
identified Struggling Readers for us to validate the reading level of their children.
The collaboration of the Parents and School is very important in achieving the goal of this Program.

• FACILITATING FACTORS
• Teachers from KD to Grade Six, Tutor Volunteer and the Parents.
* HINDERING FACTORS
1. Far Distance
2. No Internet Access
3. Lack of Parent’s support
Goals ,Objectives, Priorities

Action Plan in Read at Home Program

Goals/ Objectives/ Activities/ Persons Resource Time Success Indicator
Priorities Strategies Involved s Needed Frame
1. To Facilitate Parents in Give briefing/ School Head Reading Quarterly
Conducting the Read at Home Orientation to the Teacher Adviser Materials
Program parents on how Parents and
conduct the program Pupils
2. To assist parents in the • Give Reading School Head Reading
improvement of the reading level Materials during Teacher Adviser Materials e.g
of their children Home visitations and Parents and Dolch sight
during the Pupils Words, Word
Distribution of the Family,Phrase
LAS s and
• * Have a constant Sentences
communication to
the parents through
calls and messenger

3. Conduct Reading at Home as Random home Visit to School Head

to decrease Struggling Readers/ leaners who are Teacher Adviser
Frustration among learners identified as Parents and
Frustration Pupils
ASSESSMENT
Republic of the Philippines
De pa rtm e nt of Educ a tion

B. EGRA (Grades 1 and 2) Region XII

Division of Sarangani
ALABEL 3 District
Vicente Fuentes Elementary School
EGRA (Ea rly Gra d e Re a d in g As s e s s m e n t) GRADE 1 &2
Is t Qu a rte r Gra d e s / S LM P e rfo rm a n c e
S Y 2020-2021

EGRA READING LEVEL Mode Of Conduct SLM/LAS Performance

No. of
Pupils TOTAL TOTAL TOTAL
MARK (1) if what Reading Level the learner belongs MARK (1) if what Performance did the learner show
Tested A B C D
Grades based on his/ results based on his/her SLM/ LAS outputs

NEEDS
NEEDS NEEDS Online/ Module
VERY GOOD IMPROVEME Face to Media
GPA
Performance
VERY GOOD NEEDS IMPROVEME
PRACTICE
GOOD Face GOOD PRACTICE NT
NT

Grade one -
1 26 7 12 5 2 26 10 7 5 4 26 3 4 17 2 26
Squash
Grade One-
2 25 4 11 6 4 25 0 0 0 25 25 17 8 0 0 25
Carrot

3 Sub-Total 51 11 23 11 6 51 10 7 5 29 51 20 9 18 2 51

Grade -Two-
4 28 4 8 12 4 28 20 0 4 4 28 8 8 6 6 28
Delligent

Grade-Two
5 29 2 12 14 1 29 29 0 0 0 29 12 17 0 0 29
Honest

6 Sub-Total 57 6 20 26 5 57 49 0 4 4 57 20 25 6 6 57

T OT AL 108 17 43 37 11 108 59 7 9 33 108 40 34 24 8 108

Prepared by: Noted by:

LELYN M. ABENDAN,T-1 SHEILAMAR

School EGRA Coordinator Sch
ASSESSMENT
B. EGRA (Grades 1 and 2)
ASSESSMENT
B. EGRA (Grades 1 and 2)
S.Y. 2020-2021
ASSESSMENT C. PHIL-IRI ( Grades 3-6)
Republic of the Philippines
DEPARTMENT OF EDUCATION
SOCCSKSARGEN REGION
DIVISION OF SARANGANI
Alabel District 3

VICENTE FUENTES ELEMENTAR Y SCHOOL

Bagacay, Alabel

PRE-READING ASSESSMENT RESULTS (FILIPINO)

PHIL-IRI
SY 2020-2021

Grade Level: THREE-SIX

NO. OF PHIL-IRI Mode of Conduct Grades Profiling (1st Quarter) SLM/LAS Performance
No. GRADES 74
ENROLMENT Pre-Test (Refer to the Legend Code)
belo 75-79 80-84 85-89 90-100 VG G NP NI
NR FR INS IND A B C D
w
1 THREE 54 8 19 16 11 40 4 0 0 0 5 26 22 1 1 21 27 5
2 FOUR 33 0 8 21 4 25 3 5 0 0 2 9 16 6 7 15 9 2
3 FIVE 48 0 6 20 22 25 0 18 5 0 5 14 21 8 12 18 13 5
4 SIX 34 0 12 14 8 29 0 2 3 0 2 8 17 7 7 17 10 0
5
6
TOTAL 169 8 45 71 45 119 7 25 8 0 14 57 76 22 27 71 59 12
Legend:
Mode of Conduct SLM/LAS Performance
A F to F VG Almost perfect and minimal mistakes and always on time submission with very good performance tasks
B Online/Media G minimal and manageable mistakes with good performance tasks
C GPA NP consistent with garnering low scores in LAS/Module with low performance tasks score
D SLM/LAS NI late or no submission of tasks. If there is submission, consistent in terms of mistakes, mispelled words and out of the context
Performance responses
Prepared by: Noted:

LENNIE S. VERANO,T-3 SHEILAMARIE S. LENDIO, HT-I

School PHIL-IRI Coordinator School Head
ASSESSMENT C. PHIL-IRI ( Grades 3-6)

Republic of the Philippines

DEPARTMENT OF EDUCATION
SOCCSKSARGEN REGION
DIVISION OF SARANGANI
Alabel District 3
VI CENTE FUENTES ELEMENTAR Y SCHOOL
Bagacay, Alabel

PRE-READING ASSESSMENT RESULTS (ENGLISH)

PHIL- IRI
SY 2020-2021

Grade Level: THREE- GRADE SIX

NO. OF PHIL-IRI Mode of Conduct Grades Profiling (1st Quarter) SLM/LAS Performance
No. GRADES 74
ENROLMENT Pre-Test (Refer to the Legend Code)
belo 75-79 80-84 85-8990-100 VG G NP NI
NR FR INS IND A B C D w
1 GRADE 4 33 1 10 15 7 25 3 5 0 0 2 12 15 4 4 17 10 2
2 GRADE 5 48 0 6 24 18 18 0 0 5 0 2 10 29 7 7 29 10 2
3 GRADE 6 34 0 30 4 0 30 0 2 3 0 2 5 21 6 6 23 5 0
4
5
TOTAL 115 1 46 43 25 73 3 7 8 0 6 27 65 17 17 69 25 4
Legend:
Mode of Conduct SLM/LAS Performance
A F to F VG Almost perfect and minimal mistakes and always on time submission with very good performance tasks
B Online/Media G minimal and manageable mistakes with good performance tasks
C GPA NP consistent with garnering low scores in LAS/Module with low performance tasks score
D SLM/LAS NI late or no submission of tasks. If there is submission, consistent in terms of mistakes, mispelled words and out of the context
Performance responses
Prepared by: Noted:

LENNIE S. VERANO,T-3 SHEILAMARIE S. LENDIO, HT-I

School PHIL-IRI Coordinator School Head
ASSESSMENT
Grade III
S.Y. 2020-2021 Conducting the PHIL-IRI
Face to Face ,Online,Grades and LAS
ASSESSMENT C. PHIL-IRI ( Grade 4)
ASSESSMENT C. PHIL-IRI ( Grades 5)
ASSESSMENT C. PHIL-IRI ( Grades 6)
Instructional Programs and Materials

“Home Reading is Fun”

The distribution of Reading Materials
Instructional Materials
Word Family
* Identified Struggling Readers

- Each Adviser identified at least 3 struggling readers after conducting the Pre Test Phil-Iri
- The teacher will monitor the reading level of those pupils monthly through home visitations.
- We used Reading tool to check if there is an improvement to their reading level.
- Each teacher Adviser created a Group Chat among their parents . This is one way for us
teachers and parents have a constant communication especially in Reading time.
Reading Time with the Parent- Tutor
Reading Time with the Parent- Tutor
Reading Time with the Parent- Tutor
Reading Time with the Parent- Tutor
Home Visitations/ Reading Validation
* Instructional Time
MATRIX IN READING TIME
S.Y.2020-2021

Schedule Event Persons Involved Resources Needed Budget Success Indicator

• Communication with the

parents in Reading time
• Giving Instructions and giving
* Teacher Adviser (Grades 1-3) • Internet Connections
Monday- Friday Reading materials through
(8:30--9:00) online(Messenger or call)or • Parents • Load
face to face . • * Pupils

• Communication with the

parents in Reading time
• Giving Instructions and giving
Monday and Friday Reading materials through * Teacher Adviser (Grades 1-3) Internet Connections
online(Messenger or call)or • Parents •
• Load
face to face . • * Pupils
* Identified Struggling Readers

- Each Adviser identified at least 3 struggling readers after conducting the Pre Test Phil-Iri
- The teacher will monitor the reading level of those pupils monthly through home visitations.
- We used Reading tool to check if there is an improvement to their reading level.
HOME VISITATION/Reading Validation
READING TIME AT HOME