Republic of the Philippines

Department of Education
MIMAROPA Region
SCHOOLS DIVISION OF PALAWAN
Puerto Princesa City

I. PROGRAM NAME: TACKLING READING ENGLISH: ADVOCACY, TECHNIQUES,

STRATEGIES (T.R.E.A.T.S.)
II. OBJECTIVE:
a. Equip learners with reading skills to make them proficient and independent
readers in their grade level;
b. Capacitate teachers to become effective reading teachers; and
c. Nurture a culture of reading in schools, communities, and governance in the
Schools Division
III. TARGET BENEFICIARIES:
a. All female and male learners of the Schools Division
b. All female and male teachers of the Schools Division
c. All stakeholders in the school communities
IV. RATIONALE:
“Schools across the country are tasked to help learners develop their reading. However,
such initiatives are still not enough based on the recent results of national assessments
for student learning.”
“The overall results of the national assessments reveal the following:
a. There are still many early grade learners struggling to meet the learning
standards in early language, literacy and numeracy.
b. Low achievement levels in English, Math, and Science appear to be caused by
gaps in learners’ reading comprehension. This means that there are many low
performing learners who could not comprehend (read and understand) Math
and Science word problems that are written in English. Hence, they are unable
to demonstrate their knowledge in these content areas.
c. Elementary and high school learners are still deficient in literacy skills both in
languages and content areas, more so in reading.
In order to address the aforementioned gaps, there is a need to strengthen the reading
proficiency of every learner and to nurture a culture of reading which is a requisite skill
in all content areas.” (HAMON: BAWAT BATA BUMABASA, DepEd MEMORANDUM No.
173, s. 2019).
According to the Education for All (EFA), “Quality education is crucially dependent on the
teaching/learning process as well as on the relevance of the curriculum, the availability
of materials, and the conditions of the learning environment.”
Consequential to this is the question begging to be asked, “Where and how does one
begin?” It is a universally accepted fact that the first step to quality education is the
ability of a learner to read.

Page 1 TACKLING READING ENGLISH: ADVOCACY, TECHNIQUES, STRATEGIES (T.R.E.A.T.S.)

 The limited resource of the Department, however, makes it imperative to find ways of
utilizing its fund to ensure maximum efficiency and effectiveness in the realization of
these goals. It also seeks to develop more reading experts from the ranks of teachers.
Education reforms and literacy projects need schools to implement their own strategies
to contribute to literacy development.
V. BACKGROUNDER: The Schools Division of Palawan has a total 615 elementary
schools and 148 high schools. The total number of learners from Grade III to VI is
62,161 and the total number of learners from Grade VII to X is 48,099. The
Reading Ability Level of 49,460 students from Grades III to VI was tested. A total
of 23,898 learners were categorized under the Frustration Level while 14,677
were categorized under the Instructional Level. The total number of students
categorized under the Independent Level was 7789. On the other hand, the
Reading Ability Level of 43,795 students from Grades VII to X was likewise tested.
A total of 20,277 learners were categorized under the Frustration Level while
12,742 were categorized under the Instructional Level and the total number of
students categorized under the Independent Level was 8885.
Source: Learning Resource Management Section
VI. PROGRAM DESCRIPTION:
The realization of the objectives of the program shall need two (2) elements:
a. ADVOCACY
 Launch the “HAMON: BAWAT BATA BUMABASA” Program in all the 615
Elementary Schools and 148 high schools of the Division.
 On the day, a program streamer will be put up at the entrance of every
school as well as the display of posters at strategic locations within the
schools to raise awareness in the community and encourage volunteers
to serve in the program.
 Together with the launching of the 3B’s initiative program, each school
will hold a library week, making available more books and dictionaries
for everyone to stimulate learners’ interest in reading.
b. EDUCATION
 Following the launching of the program, within a reasonable time, the
Division shall conduct trainings of selected school reading coordinators
to enhance their classroom techniques and strategy in teaching how to
read through the use of the English Reading Kit Level I.
 Non-DepEd volunteers from the ranks of parents and guardians will also
be trained to teach English reading to produce additional teachers for
reading remediation sessions.
VII. RECOMMENDATION:
Kristin Educational Exponents Publications, Inc. (KEEP) forwards the Tackling Reading
English: Advocacy, Techniques, Strategies (T.R.E.A.T.S.) program package composed
of three (3) elements namely:

Page 2 TACKLING READING ENGLISH: ADVOCACY, TECHNIQUES, STRATEGIES (T.R.E.A.T.S.)

 a. The ENGLISH READING KIT LEVEL 1 (ERK 1), a teaching-learning tool in reading for
non- readers and reading remediation sessions, designed to aid in the development
of word attack skills of non-readers. The components of ERK 1 are:
1. PICTURE CARDS  I Vowels
2. PHONETIC ALPHABET POSTERS  O Vowels
3. PHONETIC VOCABULARY POSTERS  U Vowels
4. CVC WORD FORMATION CARDS 6. CVC WORD CHART
 A Vowels 7. DOLCH SIGHT WORD FLASH CARDS
 E Vowels 8. DOLCH SIGHT WORD CHART
 I Vowels 9. DOLCH PHRASE CARDS
 Vowels 10. PUPIL’S ASSESSMENT MANUAL
 U Vowels (For Teacher Only)
5. CVC WORD CARDS 11. Free Phonemes Audio File
 A Vowels
 E Vowels
b. The ENGLISH READING KIT LEVEL 2 (ERK 2), a teaching-learning tool in reading for
beginner readers and reading remediation sessions, designed to further enhance
student's reading skills, develop their reading comprehension, and ensure their
understanding of various literatures. The components of ERK 2 are:
1. LONG VOWEL SOUNDS 8. SYNONYMS, ANTONYMS &
 Long Vowel A HOMONYMS
 Long Vowel E 9. ANALOGY
 Long Vowel I 10. 2nd DOLCH SIGHT WORD CHARTS
 Long Vowel O (tarpaulins)
 Long Vowel U  Dolch Sight Word List
2. CONSONANT BLENDS  Dolch Noun Chart
3. DIGRAPHS  The Best Thing in the World
 Beginning Consonant Digraph 11. VOCABULARY
 Ending Consonant Digraph  Multiple-Meaning of Words
4. DUAL SOUND  Classifying
5. TRICKY "R" 12. READING COMPREHENSION
6. COMPOUND WORDS  Main Idea
7. AFFIXES  Making Inferences & Sequencing
 Prefix  Cause and Effect
 Root word  Noting Details
 Suffix  Drawing Conclusion
These two (2) reading kits addresses the needs, requirements and competencies in
reading under the “HAMON: BAWAT BATA BUMABASA,” or the 3B’s initiative.
c. One-Day Training on Techniques and Strategies on Teaching English Reading.
VIII. FUND REQUIREMENT:
COST OF TREATS PROGRAM PACKAGE
Cost of ERK 1 PHP 20,000.00*
Number of beneficiary schools 250
Total Cost of ERK 1 PHP 5,000,000.00
Cost of ERK 2 25,000.00*
Number of beneficiary schools 200
Total Cost of ERK 2 5,000,000.00
TOTAL COST OF TREATS PROGRAM PACKAGE PHP 10,000,000.00

Page 3 TACKLING READING ENGLISH: ADVOCACY, TECHNIQUES, STRATEGIES (T.R.E.A.T.S.)

 * Inclusive of expenses for a one-day training for one (1) reading teacher or volunteer for
every kit purchased on the topic of teaching English reading enhancement techniques and
strategies. The training expenses covers the fee of the trainer as well as lunch plus 2 snacks for
each participant; one Dictionary for every kit, one program streamer and posters)
IX. MONITORING AND EVALUATION:
a. Individual and class exercises will be conducted on a daily basis to monitor individual and
class progress.
b. On a weekly basis, students will be asked to accomplish activities from the individual
student’s evaluation manual to determine pupils’ understanding and comprehension of
the lesson. The results will be evaluated to determine whether the pacing of the lesson
and its presentation needs to be adjusted and what succeeding activities need to be
applied.
c. After a lesson has been completed, oral and written evaluation will also be done. This will
monitor the progress of individual pupils and the class; serve as the basis of whether or
not a teacher can move on to the next phase of the learning curriculum; and whether or
not additional strategies and/or remediation are needed.
d. At the end of each quarter, oral and written examinations to monitor and evaluate
reading skills and comprehension of individual pupils and the class will be employed. This
is to be carried out to monitor the quarterly progress of individual pupils and the class,
and serve as the basis of additional strategies and/or remediation as needed.
N.B. The tools of measurement (for evaluation and the detailed method of monitoring and
evaluation) will be discussed during the teachers’ training including the effective use of
the Philippine Informal Reading Inventory Manual 2018.

RECOMMENDING APPROVAL: FUNDS AVAILABLE:

_______________________ ______________________________
Division Reading Coordinator Budget Officer
APPROVED:

MS. NATIVIDAD BAYUBAY, CESO VI

Assistant Schools Division Superintendent
OIC, Schools Division Office

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